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Part II
Part II, Alternative Approaches and Methods, by
contrast, represents a radical departure from the
structure of the original edition. The authors have
retained the chapters on Total Physical Response,
The Silent Way, Community Language Learning,
and Suggestopedia (Chapters 5, 6, 7, and 8
respectively) in the new edition. But they have
added ve new chapters (Chapters 9 to 13), on
Whole Language, Multiple Intelligences,
Neurolinguistic Programming (NLP ), The Lexical
Approach, and Competency-based Language
Teaching.
In terms of the organization of each chapter, the
main change is that Theory of Language and
Theory of Learning have been conated into a
single section, as have the items under Design:
objectives, syllabus, learning activities, and the
roles of learners, teachers, and materials. In Parts I
and III, the original, separate treatment of these
items has been retained. This is no doubt
indicative of the authors sense that the
approaches/methods in Part II may prove (or
have already proven to be) more ephemeral than
those based on mainstream communicative ideas
in Part III. This would also account for the more
cursory treatment accorded them compared with
those in Part III.
They have thus grouped together in Part II the socalled designer methods, adding NL P and
Multiple Intelligences. The basis for doing so is
that: Rather than starting from a theory of
language and drawing on research and theory in
applied linguistics, these methods are developed
around particular theories of learners and learning,
sometimes the theories of a single theorizer or
educator. These methods are consequently
relatively underdeveloped in the domain of
language theory, and the learning principles they
reect are generally dierent from theories found in
second language acquisition textbooks. (p. 71)
(Note that theory, or one of its derivatives, is used
seven times in this short quote!)
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