The Standard Sequence and the Non‐Traditional Methodologies

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

Foreign language · Grammar · Language education · Linguistics · Mathematics education · Perspective (graphical · Process (computing · Salient · Sequence (biology · Artificial Intelligence · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching

• Pedagogical grammar

  Open Access•Rene Dirven•Language Teaching•1990

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• Building Enrollment Through Curriculum Change

  Open Access•Donna Reseigh Long, Cecilia Pino et al.•Foreign Language Annals•1985

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• Applying Schema Theory to Foreign Language Reading

  Open Access•Escobar Meléndez, E Jane Melendez et al.•Foreign Language Annals•1985

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• In‐situ Methodology Comes Home

  Open Access•Terry Marshall•Foreign Language Annals•1986

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