Robert C. Lafayette (Ph.D., Ohio State University) is Professor of Language Education at Indiana University; Bloomington, IN
The Standard Sequence and the Non-Traditional Methodologies
Article first published online: 31 DEC 2008
© 1984 American Council on the Teaching of Foreign Languages
Foreign Language Annals
Volume 17, Issue 6, pages 567–574, December 1984
How to Cite
Lafayette, R. C. and Strasheim, L. A. (1984), The Standard Sequence and the Non-Traditional Methodologies. Foreign Language Annals, 17: 567–574. doi: 10.1111/j.1944-9720.1984.tb01745.x
- Issue published online: 31 DEC 2008
- Article first published online: 31 DEC 2008
ABSTRACT Several non-traditional methodologies have existed on the fringes of the profession for almost two decades. Of late, however, these approaches are receiving a great deal of attention, motivated, in large part, by the impetus toward proficiency testing and the research findings in second language acquisition.
While the professional literature is featuring more and more descriptive articles on the non-traditional methodologies, either individually or collectively, what is needed is an assessment of how these methodologies address four major concerns in the profession today: 1) the provision of as stress-free a learning environment as possible; 2) the emerging role of silence in foreign language learning and teaching; 3) the role of grammar; and 4) the development of students' speaking skills. In the process of analyzing some of the salient features of the non-traditional methodologies and postulating how teachers can utilize their handling of the four concerns identified, what emerges is some perspective as to what the impact of the non-traditional methodologies upon the standard sequence can and should be.