The Standard Sequence and the Non-Traditional Methodologies

Authors

  • Robert C. Lafayette,

    1. Indiana University
    Search for more papers by this author
    • 3

      Robert C. Lafayette (Ph.D., Ohio State University) is Professor of Language Education at Indiana University; Bloomington, IN

  • Lorraine A. Strasheim

    1. Indiana University
    Search for more papers by this author
    • 4

      Lorraine A. Strasheim (M.A.T., Indiana University) is Coordinator for School Foreign Languages in the Indiana University Office of School Programs; Bloomington, IN


Abstract

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.

Ancillary