Kuwait, an Arabic-speaking country in which English serves important functions, has adopted so many methods in teaching EFL in public schools which in 1993 started with the Grammar-Translation and continued until 2005 the eclectic method was applied. In 2005 the emphasis on communicative techniques and almost entirely through listening and…

Why should second and foreign language teachers tune into instructed second language acquisition (ISLA)? There are many reasons, several of which have already been addressed in this forum. This paper examines one important benefit of keeping abreast of the field, namely, the opportunity for classroom instructors to extract pedagogical insights…

Vocabulary is an indispensable part of language and it is of vital importance for second language learners. Wilkins (1972) points out: "without grammar very little can be conveyed, without vocabulary nothing can be conveyed." Vocabulary teaching has experienced several stages characterized by grammatical-translation method, audio-lingual…

Methods of teaching reading skill are not the same in different countries. It depends on the condition and situation of the learners. Observing the method of teaching in Malaysia was the purpose of this study and the result of the study shows that there are 5 methods that are applied in classroom activities namely Grammar Translation Method (GTM),…

This paper analyses the major approaches in EFL (English as a Foreign Language) vocabulary teaching from historical perspective and puts forward multi-dimensional vocabulary teaching mode for college English. The author stresses that multi-dimensional approaches of communicative vocabulary teaching, lexical phrase teaching method, the grammar…

Language teaching approaches and methods have cast light on the language teaching theory and practice. There are still many controversies about their usefulness and appropriateness. This paper tries to analyze their effectiveness and weakness of several most influential teaching approaches and methods: Grammar-translation Method, Direct Method,…

Discusses and analyzes the Bosco/DiPietro descriptive framework for the analysis of foreign language instruction. Refines the psychological and linguistic features originally presented by Bosco and DiPietro. Proposes the creation of two new features--analytic and communicative--to replace the functional feature central to Bosco and DiPietro's…

Defines two metaphors taken from curriculum theories in general: the mind-body metaphor and the production metaphor. Relates each to several approaches of learning a foreign language. Concludes with some observations concerning the functioning of metaphor as it relates to contemporary foreign language teaching approaches. (EKN)

Discusses a semi-independent eclectic teaching model, designed to alleviate some of the problems of intermediate-level language classes. It attempts to capitalize on the virtues of a variety of approaches by combining features of each that best accomplish specific language teaching goals. (EKN)

Describes research done at the University of Liverpool with undergraduates learning beginning German to compare the effectiveness of grammar-translation and audiolingual teaching methods. Discusses lack of experimental support for the hypothesis that the learners' background in arts or science can be correlated with the comparative effectiveness…

Analyzes the problem of grammatical terminology in foreign language instruction pointing out that it cannot be reduced to the dichotomy of explicit v implicit grammar. Observation of language classes showing that, regardless of method, use of metalinguistic statements cannot be avoided suggests an approach tailored to students' proficiency and…

Surveys some of the principal theories and methodologies in second language instruction. (EKN)

The history of grammar instruction in second language education is traced, focusing on the evolution of grammar's role from a central place in instruction to its current peripheral, almost problematic role. The objective is to provide background information so that second language educators can redefine grammar's role in language instruction. The…

Three major stages in the development of language testing have been identified and correlated with corresponding stages in teaching. These are: (1) the pre-scientific stage associated with the grammar-translation method; (2) the psychometric-structuralist stage concomitant with the audio-lingual method; and (3) the integrative-sociometric stage…

Important features of eight second language teaching methods--grammar-translation, direct, audiolingual, the Silent Way, Suggestopedia, community language learning, Total Physical Response, and the communicative approach--are summarized . A chart outlines characteristics of these aspects of the methods: goals, teacher and student roles, the…