Re-Evaluating Traditional Approaches to Second Language Teaching and Learning

Authored by: Lixian Jin , Martin Cortazzi

Handbook of Research in Second Language Teaching and Learning

Print publication date:  January  2011
Online publication date:  January  2011

Print ISBN: 9780415998710
eBook ISBN: 9780203836507
Adobe ISBN: 9781136863950

10.4324/9780203836507.ch34

 Download Chapter

 

Abstract

Traditional approaches (TAs) to teach and learn second or foreign languages have been around for many years. They are often thought of as “grammar-translation”: a cluster of practices including explicit grammatical explanations, detailed examples illustrating grammatical rules, bilingual vocabulary lists and translation exercises, and perhaps a focus on reading literary texts. For years they have been widely criticized on the grounds that they do not develop learners’ communication skills. However, paradoxically traditional approaches have continued in some ways and in some contexts. In many second language (L2, which also covers foreign language learning) classrooms in different countries some elements of these traditions persist, especially those that are more teacher-led or focus on explicit explanations of the L2 grammar and the classroom uses of learners’ first language (L1), translation between L1 and L2, or bilingual vocabulary lists and memorization.

 Cite
Search for more...
Back to top

Use of cookies on this website

We are using cookies to provide statistics that help us give you the best experience of our site. You can find out more in our Privacy Policy. By continuing to use the site you are agreeing to our use of cookies.