ERIC Number: ED180216
Record Type: RIE
Publication Date: 1979
Reference Count: N/A
Teaching and Learning: A Key to Success. The ACTFL Foreign Language Education Series, Vol. 10.
Westphal, Patricia B.
The numerous innovations in foreign language teaching during the past ten years indicate that the profession is reaching toward syllabi in which students would learn to master and apply creatively a fairly limited body of material built around basic linguistic and cultural concepts. This theme is apparent in the syllabi, or subject-matter content of particular courses; the approaches, or theoretical bases which determine the way the syllabus is treated; and the actual teaching techniques. This discussion revolves around the syllabi generally in use (grammatical, situational, and functional/notional) and widely known approaches and strategies. The latter include: (1) the grammar-translation approach; (2) the direct method; (3) the audiolingual approach; (4) media-based approaches; (5) cognitive code-learning; (6) individualized instruction; (7) the communicative approach; and (8) humanistic approaches. Foreign language teachers generally do not confine themselves to any one approach and strategy; rather they select those they judge best for their given situations. With the freedom of choice comes the responsibility to choose as wisely as possible. A decision-making process is outlined that stresses the importance of thoughtful examination of alternatives in terms of objectives, students, resources, and the teachers themselves. (AMH)
Descriptors: Audiolingual Methods, Audiovisual Instruction, Communication Skills, Communicative Competence (Languages), Course Content, Curriculum Guides, Decision Making, Elementary Secondary Education, Grammar Translation Method, Higher Education, Humanistic Education, Individualized Instruction, Language Instruction, Notional Functional Syllabi, Second Language Learning, Teaching Methods
Not available separately; See FL 010 779
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: American Council on the Teaching of Foreign Languages, New York, NY.