History Of Language Teaching
isabeldobobuto
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About This Presentation
This Presentation summarizes the most important methodologies in LT
Slide Content
History of Language TeachingHistory of Language Teaching
Elaborado Por:
Dobobuto Isabel
Silva Marieva
Enseñanza de la Ingles como lengua extranjera
PAENA 2007
Prof: Abilio Mujica
Elaborado Por:
Dobobuto Isabel
Silva Marieva
Enseñanza de la Ingles como lengua extranjera
PAENA 2007
Prof: Abilio Mujica
Many theories about the learning and
teaching of languages have been proposed.
These theories, normally influenced by
developments in the fields of linguistics and
psychology, have inspired many approaches to
the teaching of second and foreign languages.
History of Language Teaching
teaching of languages have been proposed.
These theories, normally influenced by
developments in the fields of linguistics and
psychology, have inspired many approaches to
the teaching of second and foreign languages.
History of Language Teaching
Now you are going to find the way out of this
maze
maze
Doing this, the history of language teaching will
be revealed for you …
Just learn and have fun…
be revealed for you …
Just learn and have fun…
Start in this direction, Do not straight
forward , turn right.
forward , turn right.
Ancient Time
Speakers’ intellectual
Speakers’ intellectual
Ancient timeAncient time
• In the Western world back in the 16th, 17th and
18th centuries, foreign language learning was
associated with the learning of Latin and Greek, both
supposed to promote the speakers’ intellectual. At the
time was very important to focus on grammatical
rules, syntactic structures, along with rote
memorization of vocabulary and translation of literary
texts.
• Latin and Geek were not being taught for oral
communication but for the sake of speakers becoming
scholarly or creating an illusion of sophistication.
Knowledge of Latin was needed for the study of the
bible and for academic purposes like the study of
medical books and legal documents.
• In the Western world back in the 16th, 17th and
18th centuries, foreign language learning was
associated with the learning of Latin and Greek, both
supposed to promote the speakers’ intellectual. At the
time was very important to focus on grammatical
rules, syntactic structures, along with rote
memorization of vocabulary and translation of literary
texts.
• Latin and Geek were not being taught for oral
communication but for the sake of speakers becoming
scholarly or creating an illusion of sophistication.
Knowledge of Latin was needed for the study of the
bible and for academic purposes like the study of
medical books and legal documents.
After all speaking Latin played a subordinate
role because it was a “dead Language” and
because there were no authentic living people
who could serve as a model for its phonetically
correct pronunciation. It was not before the
year 1886 that linguists like Wilhelm Vietor,
Henry Sweet, and Daniel Jones created the
International Phonetic Alphabet for the
phonetic description of sounds in different
languages.
role because it was a “dead Language” and
because there were no authentic living people
who could serve as a model for its phonetically
correct pronunciation. It was not before the
year 1886 that linguists like Wilhelm Vietor,
Henry Sweet, and Daniel Jones created the
International Phonetic Alphabet for the
phonetic description of sounds in different
languages.
Ancient Time
Go straight and at the end of the
path you will find the next clue
16th century
Medieval Latin
Go straight and at the end of the
path you will find the next clue
16th century
Medieval Latin
16TH CENTURY16TH CENTURY
•Medieval Latin was the form of Latin
used in the Middle Ages, primarily as a
medium of scholarly exchange and as the
liturgical language of the medieval Roman
Catholic Church, but also as a language of
science, literature, law, and administration.
Despite the clerical origin of many of its
authors, Medieval Latin should not be
confused with Ecclesiastical Latin. There is no
real consensus on the exact boundary where
Late Latin ends and Medieval Latin begins
•Medieval Latin was the form of Latin
used in the Middle Ages, primarily as a
medium of scholarly exchange and as the
liturgical language of the medieval Roman
Catholic Church, but also as a language of
science, literature, law, and administration.
Despite the clerical origin of many of its
authors, Medieval Latin should not be
confused with Ecclesiastical Latin. There is no
real consensus on the exact boundary where
Late Latin ends and Medieval Latin begins
Starting in late medieval
times, Italian language
variants replaced Latin to
become the primary
commercial language for
much of Europe (especially
the Tuscan and Venetian
variants). This became
solidified during the
Renaissance with the strength
of Italian banking and the rise
of humanism in the arts.
times, Italian language
variants replaced Latin to
become the primary
commercial language for
much of Europe (especially
the Tuscan and Venetian
variants). This became
solidified during the
Renaissance with the strength
of Italian banking and the rise
of humanism in the arts.
Turn right and then go straight
16th century
17th century
Lingua Franca
Importance of the senses
16th century
17th century
Lingua Franca
Importance of the senses
French as a lingua francaFrench as a lingua franca
French was the language of diplomacy in Europe from the
17th century until its recent replacement by English, and as a
result is still a working language of international institutions
and is seen on documents ranging from passports to airmail
letters. For many years, until the accession of the United
Kingdom, Ireland and Denmark in 1973, French and German
were the only official working languages of the European
Economic Community.
French was also the language used among the educated in
many cosmopolitan cities across the Middle East and North
Africa.
French was the language of diplomacy in Europe from the
17th century until its recent replacement by English, and as a
result is still a working language of international institutions
and is seen on documents ranging from passports to airmail
letters. For many years, until the accession of the United
Kingdom, Ireland and Denmark in 1973, French and German
were the only official working languages of the European
Economic Community.
French was also the language used among the educated in
many cosmopolitan cities across the Middle East and North
Africa.
JAN AMOS COMENIUS
Most famous language methodologist of 17th
century was J A Comenius (1592-1670). Languages at
this time were being taught by oral methods for
communicative purposes. The works of Comenius stress
the importance of the senses rather than the
mind, the importance of physical activity in the
classroom. He is best known for his use of pictures in
language teaching. Much in Comenius is surprisingly
modern. "The exemplar should always come first, the
precept should always follow".
Most famous language methodologist of 17th
century was J A Comenius (1592-1670). Languages at
this time were being taught by oral methods for
communicative purposes. The works of Comenius stress
the importance of the senses rather than the
mind, the importance of physical activity in the
classroom. He is best known for his use of pictures in
language teaching. Much in Comenius is surprisingly
modern. "The exemplar should always come first, the
precept should always follow".
•Go straight and then at the end of the path
turn right
17th century
18th Century
P lo e tz
turn right
17th century
18th Century
P lo e tz
18TH CENTURY18TH CENTURY
Karl Julius Ploetz (1819-1881) was a
German author of scholarly works, most
notably his Epitome of History published in the
English language in 1883. He is credited with
the idea of arranging historic data by dates,
geographic location, and other factors. As later
used in the English language, Encyclopedia of
World History credited with being one of the
most complete and comprehensive academic
tools available before the electronic revolution.
Karl Julius Ploetz (1819-1881) was a
German author of scholarly works, most
notably his Epitome of History published in the
English language in 1883. He is credited with
the idea of arranging historic data by dates,
geographic location, and other factors. As later
used in the English language, Encyclopedia of
World History credited with being one of the
most complete and comprehensive academic
tools available before the electronic revolution.
His work was a compilation of factual
world events designed to help the
students and the general reader. The
first English translation was in the U.S.
in 1883 by William H. Tillinghast and
published by Houghton Mifflin
Company. The name of the original
work (in a form of a handbook) was
Auszug aus der alten, mittleren und
neueren Geschichte.
world events designed to help the
students and the general reader. The
first English translation was in the U.S.
in 1883 by William H. Tillinghast and
published by Houghton Mifflin
Company. The name of the original
work (in a form of a handbook) was
Auszug aus der alten, mittleren und
neueren Geschichte.
Straight forward and then turn right
18th Century
19th Century
Tranlation
Pre-Reform MovementPre-Reform Movement
The Reform MovementThe Reform Movement
18th Century
19th Century
Tranlation
Pre-Reform MovementPre-Reform Movement
The Reform MovementThe Reform Movement
Grammar Translation Method Grammar Translation Method
(1840 TO 1940s)(1840 TO 1940s)
• Started to be known as the classical method. Proponents
of this method believe that learning a foreign language is
achieved through the constant and fast translation of
sentences from the target language into the learner’s first
language and vice versa. Word by word translation were
popular because by them students could demonstrate that
they understood the grammatical constructions underlying a
specific sentence.
• It is typical of this approach, therefore, to play emphasis
on the rote memory learning of lists of bilingual “vocabulary
equations” and on the learning of explicit rules of grammar,
frequently in form of tables for the declension and
conjugation of nouns and verbs.
•
(1840 TO 1940s)(1840 TO 1940s)
• Started to be known as the classical method. Proponents
of this method believe that learning a foreign language is
achieved through the constant and fast translation of
sentences from the target language into the learner’s first
language and vice versa. Word by word translation were
popular because by them students could demonstrate that
they understood the grammatical constructions underlying a
specific sentence.
• It is typical of this approach, therefore, to play emphasis
on the rote memory learning of lists of bilingual “vocabulary
equations” and on the learning of explicit rules of grammar,
frequently in form of tables for the declension and
conjugation of nouns and verbs.
•
•This method teaches a foreign language in a
deductive way. It considers literary language as the
most important thing in language teaching, and it
also emphasizes on reading skills. Classes that
follow this method are conducted in the student’s
native language
• Techniques used in this method are: Translation
of Literary Passages, Reading Comprehension
Questions, Antonyms/ Synonyms, Deductive
Applications of Rules, Fill in the Blanks,
Memorization, Use of Words in Sentences and
Compositions.
deductive way. It considers literary language as the
most important thing in language teaching, and it
also emphasizes on reading skills. Classes that
follow this method are conducted in the student’s
native language
• Techniques used in this method are: Translation
of Literary Passages, Reading Comprehension
Questions, Antonyms/ Synonyms, Deductive
Applications of Rules, Fill in the Blanks,
Memorization, Use of Words in Sentences and
Compositions.
International
International
Phonetic Alphabet
Phonetic Alphabet
It began in the late 19th century, at the formation
of the association and its declaration of creating a
phonetic system used for describing the sounds of spoken
language. The association was formed by French and
British language teachers (led by Paul Passy) and
established in Paris in 1886 (both the organisation and
the phonetic script are best known as IPA). The first
official version of the alphabet appears in Passy (1888).
These teachers based the IPA upon the Romic alphabet
of Henry Sweet (1881,-1971), which was formed from the
Phonotypic Alphabet of Isaac Pitman and Alexander
John Ellis
International
Phonetic Alphabet
Phonetic Alphabet
It began in the late 19th century, at the formation
of the association and its declaration of creating a
phonetic system used for describing the sounds of spoken
language. The association was formed by French and
British language teachers (led by Paul Passy) and
established in Paris in 1886 (both the organisation and
the phonetic script are best known as IPA). The first
official version of the alphabet appears in Passy (1888).
These teachers based the IPA upon the Romic alphabet
of Henry Sweet (1881,-1971), which was formed from the
Phonotypic Alphabet of Isaac Pitman and Alexander
John Ellis
Pre-Reform MovementPre-Reform Movement
The Frenchman Marcel (1793-1896)
•Conection between child learning and
his/her language and foreign language
teaching .
• Importance of meaning
•Reading taught before others skills
The Englishman T. Predengarst
(1806-1886)
• The first to record the observation that
children use contextual and situational
cues to interpret utterance and they
memorize phrases and routines in
speaking.
The Frenchman Marcel (1793-1896)
•Conection between child learning and
his/her language and foreign language
teaching .
• Importance of meaning
•Reading taught before others skills
The Englishman T. Predengarst
(1806-1886)
• The first to record the observation that
children use contextual and situational
cues to interpret utterance and they
memorize phrases and routines in
speaking.
The Frenchman Gouin
(1831-1896)
He attempted to build a
methodology around observation of
child language learning Other
Reformers focus on naturalistic
principles of language learning
"Natural" method
•For more information:
•http://esl.aladdin.shu.edu.tw/ezcatfiles/esl/download/attach/3/TESL
%20histiory.ppt#262,7,Gouin’s (Frenchman) contribution
(1831-1896)
He attempted to build a
methodology around observation of
child language learning Other
Reformers focus on naturalistic
principles of language learning
"Natural" method
•For more information:
•http://esl.aladdin.shu.edu.tw/ezcatfiles/esl/download/attach/3/TESL
%20histiory.ppt#262,7,Gouin’s (Frenchman) contribution
The Reform MovementThe Reform Movement
Reformers sought to organize and simplify the traditional
exposure to texts by using specimen sentences and emphasizing
practice by translating in both directions. Through translation of
specially constructed sentences that were keyed to lessons centred
on particular grammatical points, learners could be exposed to the
grammatical and stylistic range of the target language in an
economical and systematic way. The reform was not, however,
complete, and for the next 200 years the grammar–translation
method and the less systematic literary method coexisted and often
blended. The Reform Movement Dissatisfaction with the practice
of teaching modern languages by such text-based methods came to
a head in the Reform Movement of the 1880s–90s, among scholars
and teachers in Germany, Scandinavia, France, and Britain who
were interested in the practical possibilities of a science of speech.
It began with the publication in 1877 of Henry Sweet .
Reformers sought to organize and simplify the traditional
exposure to texts by using specimen sentences and emphasizing
practice by translating in both directions. Through translation of
specially constructed sentences that were keyed to lessons centred
on particular grammatical points, learners could be exposed to the
grammatical and stylistic range of the target language in an
economical and systematic way. The reform was not, however,
complete, and for the next 200 years the grammar–translation
method and the less systematic literary method coexisted and often
blended. The Reform Movement Dissatisfaction with the practice
of teaching modern languages by such text-based methods came to
a head in the Reform Movement of the 1880s–90s, among scholars
and teachers in Germany, Scandinavia, France, and Britain who
were interested in the practical possibilities of a science of speech.
It began with the publication in 1877 of Henry Sweet .
With its analysis of different sound systems,
opened up the prospect of teaching speech
systematically and escaping from the ancient
dependence on texts. In 1882, the German
phonetician Wilhelm Viëtor expressed the
growing impatience in the pamphlet “Language
teaching must start afresh”, initially published
under a pseudonymin. is credited
with inventing the term la méthode directe (the
Direct Method) to sum up the aims of the
reformers; other names are the Natural Method,
New Method, and Phonetic Method.
.
P a u l P a s s y
Other Important Methodologists
opened up the prospect of teaching speech
systematically and escaping from the ancient
dependence on texts. In 1882, the German
phonetician Wilhelm Viëtor expressed the
growing impatience in the pamphlet “Language
teaching must start afresh”, initially published
under a pseudonymin. is credited
with inventing the term la méthode directe (the
Direct Method) to sum up the aims of the
reformers; other names are the Natural Method,
New Method, and Phonetic Method.
.
P a u l P a s s y
Other Important Methodologists
L. Sauveur (1826-1907)L. Sauveur (1826-1907)
•He used intensive oral interaction in the target
language
•A foreign language could be taught without
translation or the use of the L1
•Meaning was conveyed directly through
demonstration and action
See more Go Back to the Reforment Movement
•He used intensive oral interaction in the target
language
•A foreign language could be taught without
translation or the use of the L1
•Meaning was conveyed directly through
demonstration and action
See more Go Back to the Reforment Movement
Harold E. Palmer Harold E. Palmer
(1877 -1949)(1877 -1949)
•Unlike Natural Methodologists,
Palmer felt that language teachers
needed training in all balances of
linguistics and not simply in phonetics
He advocated oral and conversational
approaches to language teaching
•His sequencing or graduation included
ears before eyes, receptions before
production, oral repetition before
reading, group work before individual
work, drill exercise before free
production, concrete before abstract
meaning
•
Go Back to the Reforment Movement See more
(1877 -1949)(1877 -1949)
•Unlike Natural Methodologists,
Palmer felt that language teachers
needed training in all balances of
linguistics and not simply in phonetics
He advocated oral and conversational
approaches to language teaching
•His sequencing or graduation included
ears before eyes, receptions before
production, oral repetition before
reading, group work before individual
work, drill exercise before free
production, concrete before abstract
meaning
•
Go Back to the Reforment Movement See more
F. FrankeF. Franke
He provides a theoretical
justification for a monolingual
approach to teaching. Teacher
must encourage direct and
spontaneous use of the foreign
language in the classroom (avoid
analyzing and explaining
grammar rules). Students would
be able to induce rules of
grammar Speaking began with
systematic attention to
pronunciation. Known words
could be used to teach new
vocabulary, using mine,
demonstration, and pictures
Go Back to the Reforment Movement
He provides a theoretical
justification for a monolingual
approach to teaching. Teacher
must encourage direct and
spontaneous use of the foreign
language in the classroom (avoid
analyzing and explaining
grammar rules). Students would
be able to induce rules of
grammar Speaking began with
systematic attention to
pronunciation. Known words
could be used to teach new
vocabulary, using mine,
demonstration, and pictures
Go Back to the Reforment Movement
Turn right
19th Century
late of 19th century
Direct Method
19th Century
late of 19th century
Direct Method
Direct MethodDirect Method
This method was proposed by Charles
Berlitz, in the last two decades of the 19th
century. According to this method second
language learning is similar to first language
learning. In this light, there should be lots of
oral interaction, spontaneous use of the target
language, no translation is allowed, and little, if
any, analysis of grammatical rules and
syntactic rules.
•
This method was proposed by Charles
Berlitz, in the last two decades of the 19th
century. According to this method second
language learning is similar to first language
learning. In this light, there should be lots of
oral interaction, spontaneous use of the target
language, no translation is allowed, and little, if
any, analysis of grammatical rules and
syntactic rules.
•
•The Direct method is not new, most recently it was revived
as a method that has as the most important goal how to
use a foreign language to communicate. This method’s
name comes from the fact that meaning is to be conveyed
directly in the target language through the use of
demonstrations and visual aids, without using the
student’s native language.
• Its main features are: only the use of target language
is allowed in class, the learner should be actively involved
in using the language in realistic everyday situation,
students are encouraged to think in the target language,
first speaking is taught and then reading and writing, the
teacher should demonstrate not explain or translate.
• This method uses some techniques like: Reading
Aloud, Question and Answers Exercises, Getting Students
to self Correct, Conversation Practice, Dictations, Map
Drawing, and Paragraph Writing.
as a method that has as the most important goal how to
use a foreign language to communicate. This method’s
name comes from the fact that meaning is to be conveyed
directly in the target language through the use of
demonstrations and visual aids, without using the
student’s native language.
• Its main features are: only the use of target language
is allowed in class, the learner should be actively involved
in using the language in realistic everyday situation,
students are encouraged to think in the target language,
first speaking is taught and then reading and writing, the
teacher should demonstrate not explain or translate.
• This method uses some techniques like: Reading
Aloud, Question and Answers Exercises, Getting Students
to self Correct, Conversation Practice, Dictations, Map
Drawing, and Paragraph Writing.
Turn right
late of 19th century
1929
Teaching the Comprehension of Texts
late of 19th century
1929
Teaching the Comprehension of Texts
The Coleman ReportThe Coleman Report
The Coleman Report in 1929 recommended a reading-
based approach to foreign language teaching for use in
American schools and colleges. This emphasized teaching the
comprehension of texts.
Teachers taught from books containing short reading
passages in the foreign language, preceded by lists of
vocabulary. Rapid silent reading was the goal, but in practice
teachers often resorted to discussing the cotent of the passage
in English. Those involved in the teaching of English as a
second language in the United States between the two world
wars used either a modified Direct Method approach, a
reading-based approach, or a reading-oral approach (Darian
1972). Unlike the approach that was being developed by
British applied linguists during the same period, there was
little attempt to treat language content systematically. Sentence
patterns and grammar were introduced. There was no
standardization of the vocabulary or grammar that was
included.
The Coleman Report in 1929 recommended a reading-
based approach to foreign language teaching for use in
American schools and colleges. This emphasized teaching the
comprehension of texts.
Teachers taught from books containing short reading
passages in the foreign language, preceded by lists of
vocabulary. Rapid silent reading was the goal, but in practice
teachers often resorted to discussing the cotent of the passage
in English. Those involved in the teaching of English as a
second language in the United States between the two world
wars used either a modified Direct Method approach, a
reading-based approach, or a reading-oral approach (Darian
1972). Unlike the approach that was being developed by
British applied linguists during the same period, there was
little attempt to treat language content systematically. Sentence
patterns and grammar were introduced. There was no
standardization of the vocabulary or grammar that was
included.
Turn left and go straight. Turn left again
1929
1920-1930
Silent Reading
1929
1920-1930
Silent Reading
Reading Method
Reading Method
1920-1930s1920-1930s
The reading method was
prominent in the U.S. following
the Committee of Twelve in 1900
and following the Modern
Foreign Language Study in
1928. The earlier method was
similar to the traditional
Grammar/Translation method
and emphasized the transference
of linguistic understanding to
English. Presently, the reading
method focuses more on silent
reading for comprehension
purposes.
Reading Method
1920-1930s1920-1930s
The reading method was
prominent in the U.S. following
the Committee of Twelve in 1900
and following the Modern
Foreign Language Study in
1928. The earlier method was
similar to the traditional
Grammar/Translation method
and emphasized the transference
of linguistic understanding to
English. Presently, the reading
method focuses more on silent
reading for comprehension
purposes.
Turn right and then turn left
1920-1930
1930
Basic English
1920-1930
1930
Basic English
Charles Kay OdgenCharles Kay Odgen
Basic EnglishBasic English
Basic English is an auxiliary international
language of 850 words comprising a system covering
everything necessary for everyday purposes..The
language is based on a simplified version of English,
in essence a subset of it.
Ogden did not put any words into Basic English that
could be paraphrased with other words, and he
strove to make the words work for speakers of any
other language. He put his set of words through a
large number of tests and adjustments. He also
simplified the grammar but tried to keep it normal for
English users.
Basic EnglishBasic English
Basic English is an auxiliary international
language of 850 words comprising a system covering
everything necessary for everyday purposes..The
language is based on a simplified version of English,
in essence a subset of it.
Ogden did not put any words into Basic English that
could be paraphrased with other words, and he
strove to make the words work for speakers of any
other language. He put his set of words through a
large number of tests and adjustments. He also
simplified the grammar but tried to keep it normal for
English users.
•The concept gained its greatest publicity just after
the Second World War as a tool for world peace.
•Ogden said that it would take seven years to learn
English, seven months for Esperanto and seven
weeks for Basic English. Thus Basic English is used
by companies who need to make complex books for
international use, and by language schools that
need to give people some knowledge of English in a
short time
•To promote Basic English, Ogden founded the
Orthological Institute, from orthology, the abstract
term he proposed for its work
the Second World War as a tool for world peace.
•Ogden said that it would take seven years to learn
English, seven months for Esperanto and seven
weeks for Basic English. Thus Basic English is used
by companies who need to make complex books for
international use, and by language schools that
need to give people some knowledge of English in a
short time
•To promote Basic English, Ogden founded the
Orthological Institute, from orthology, the abstract
term he proposed for its work
Go straight
19301941
The ELI
19301941
The ELI
Charles FriesCharles Fries
The English Language InstituteThe English Language Institute
The English Language Institute was
established in 1941 as the first English
language research and teaching program of
its kind in the United States. Since its
founding, the ELI has become a leader in
language teaching, learning, and
assessment, in applied linguistics research,
and in teacher education at the University
of Michigan and throughout the world
The English Language InstituteThe English Language Institute
The English Language Institute was
established in 1941 as the first English
language research and teaching program of
its kind in the United States. Since its
founding, the ELI has become a leader in
language teaching, learning, and
assessment, in applied linguistics research,
and in teacher education at the University
of Michigan and throughout the world
•"Until this Institute was founded, there was
no oral methodology for teaching English.
A fast method was desired, and Fries
developed the Oral Approach, which
presented grammatical forms and patterns
as exercises that were listened to, repeated
and varied in a series of drills."
no oral methodology for teaching English.
A fast method was desired, and Fries
developed the Oral Approach, which
presented grammatical forms and patterns
as exercises that were listened to, repeated
and varied in a series of drills."
1941
1950-1960s
Go straight and turn right
Speaking and listening
1950-1960s
Go straight and turn right
Speaking and listening
Bloomfield’s work in 1942 inspired both the
massive US wartime programme of language
teaching and postwar theories of teaching and
learning. The audio-lingual method In the US in
the 1950s there developed a movement based on
the precepts of structural linguistics and
behaviourist psychology and known variously as
the audio-lingual method (ALM), audio-lingual
teaching, audiolingualism, the structuralist
approach, and structuralism.
massive US wartime programme of language
teaching and postwar theories of teaching and
learning. The audio-lingual method In the US in
the 1950s there developed a movement based on
the precepts of structural linguistics and
behaviourist psychology and known variously as
the audio-lingual method (ALM), audio-lingual
teaching, audiolingualism, the structuralist
approach, and structuralism.
Audiolingual MethodAudiolingual Method
•The outbreak of world War II heightened the need for
Americans to become orally proficient in the
languages of their allies and enemies alike. To this
end, bits and pieces of the direct method were
appropriated in order to form and support this new
method, “the Army Method” which came to be known
in the 1950s as the Audio – lingual Method.
• This method was based on linguistics and
psychological theory, and one of its main premises was
the scientific descriptive analysis of a wide assortment
of languages.
•The outbreak of world War II heightened the need for
Americans to become orally proficient in the
languages of their allies and enemies alike. To this
end, bits and pieces of the direct method were
appropriated in order to form and support this new
method, “the Army Method” which came to be known
in the 1950s as the Audio – lingual Method.
• This method was based on linguistics and
psychological theory, and one of its main premises was
the scientific descriptive analysis of a wide assortment
of languages.
•On the other hand conditioning and habit –
formation models of learning put forward by
behaviouristics psychologists were married whit the
pattern practices of the Audio – lingual method.
• This method is characterized because of the very
little use of the mother tongue in the classroom,
lessons begins with dialogues, use of tapes and
visual aids, learning vocabulary in context, it is
focused on pronunciation, dependence on mimicry
and memorization, According to this method
speaking and listening competence preceded reading
and writing competences.
formation models of learning put forward by
behaviouristics psychologists were married whit the
pattern practices of the Audio – lingual method.
• This method is characterized because of the very
little use of the mother tongue in the classroom,
lessons begins with dialogues, use of tapes and
visual aids, learning vocabulary in context, it is
focused on pronunciation, dependence on mimicry
and memorization, According to this method
speaking and listening competence preceded reading
and writing competences.
Go straight and turn left
1950-1960s
1960-1970s
Concious Control
1950-1960s
1960-1970s
Concious Control
At the end of the 1960s and beginning of the 70s, as a
reaction against the defects of the audio-lingual method,
and taking as its theoretical base the transformational and
generative grammar of Chomsky, the so-called cognitive-
code approach became popular. According to this
approach, the learning of a language consists in acquiring
a conscious control of its structures and its phonetic,
lexical and grammatical elements, by means of, above all,
the study and analysis of these structures, organised into
coherent groups of knowledge. Once the student has
reached a certain level of cognitive command of these
elements, he will develop almost automatically the ability
and capacity to use the language in realistic situations.
The Cognitive Code
The Cognitive Code
approachapproach
reaction against the defects of the audio-lingual method,
and taking as its theoretical base the transformational and
generative grammar of Chomsky, the so-called cognitive-
code approach became popular. According to this
approach, the learning of a language consists in acquiring
a conscious control of its structures and its phonetic,
lexical and grammatical elements, by means of, above all,
the study and analysis of these structures, organised into
coherent groups of knowledge. Once the student has
reached a certain level of cognitive command of these
elements, he will develop almost automatically the ability
and capacity to use the language in realistic situations.
The Cognitive Code
The Cognitive Code
approachapproach
1977
1960-1970s
Go straight and turn left
Unconcious Process
1960-1970s
Go straight and turn left
Unconcious Process
Natural ApproachNatural Approach
The Natural Approach was developed
by Tracy Terrell and Stephen Krashen,
starting in 1977. It came to have a wide
influence in language teaching in the
United States and around the world.
•It adopts techniques and activities from
different sources but uses them to provide
comprehensible input
The Natural Approach was developed
by Tracy Terrell and Stephen Krashen,
starting in 1977. It came to have a wide
influence in language teaching in the
United States and around the world.
•It adopts techniques and activities from
different sources but uses them to provide
comprehensible input
The Natural Approach is based on the following tenets:
•Language acquisition (an unconscious process developed through using
language meaningfully) is different from language learning (consciously
learning or discovering rules about a language) and language acquisition is
the only way competence in a second language occurs. (The
acquisition/learning hypothesis)
•Conscious learning operates only as a monitor or editor that checks or
repairs the output of what has been acquired. (The monitor hypothesis)
•Grammatical structures are acquired in a predictable order and it does
little good to try to learn them in another order.(The natural order
hypothesis).
•People acquire language best from messages that are just slightly beyond
their current competence. (The input hypothesis)
•The learner's emotional state can act as a filter that impedes or blocks input
necessary to acquisition. (The affective filter hypothesis)
For more information go to:
http://www.sil.org/LinguaLinks/languagelearning/WaysToApproachLanguageLearning/TheNaturalApproach.htm
•Language acquisition (an unconscious process developed through using
language meaningfully) is different from language learning (consciously
learning or discovering rules about a language) and language acquisition is
the only way competence in a second language occurs. (The
acquisition/learning hypothesis)
•Conscious learning operates only as a monitor or editor that checks or
repairs the output of what has been acquired. (The monitor hypothesis)
•Grammatical structures are acquired in a predictable order and it does
little good to try to learn them in another order.(The natural order
hypothesis).
•People acquire language best from messages that are just slightly beyond
their current competence. (The input hypothesis)
•The learner's emotional state can act as a filter that impedes or blocks input
necessary to acquisition. (The affective filter hypothesis)
For more information go to:
http://www.sil.org/LinguaLinks/languagelearning/WaysToApproachLanguageLearning/TheNaturalApproach.htm
Go straight
1977 1970-1980s
Humanism
1977 1970-1980s
Humanism
Suggestopedia MethodSuggestopedia Method
• Suggestopedia is a “humanistic
approach” developed by Georgi Lozanov in 1970’s.
It is based on the idea that people, as they get older,
inhibit their learning to conform to the social norms
and in order to reactivate the capabilities they used
as children, teachers have to use the power of
suggestion. The suggestopedic approach is said to
increase enormously the ability of students to learn,
to remember, and to integrate what they learn into
their personality.
• Suggestopedia is a “humanistic
approach” developed by Georgi Lozanov in 1970’s.
It is based on the idea that people, as they get older,
inhibit their learning to conform to the social norms
and in order to reactivate the capabilities they used
as children, teachers have to use the power of
suggestion. The suggestopedic approach is said to
increase enormously the ability of students to learn,
to remember, and to integrate what they learn into
their personality.
Suggestopedia adopts a carefully structured approach,
using four main stages as follows:
•Presentation: A preparatory stage in which students are helped
to relax and move into a positive frame of mind, with the feeling
that the learning is going to be easy and fun.
•First Concert - "Active Concert“: This involves the active
presentation of the material to be learnt. For example, in a
foreign language course there might be the dramatic reading of
a piece of text, accompanied by classical music.
•Second Concert - "Passive Review“: The students are now
invited to relax and listen to some Baroque music, with the text
being read very quietly in the background. The music is
specially selected to bring the students into the optimum mental
state for the effortless acquisition of the material.
•Practice: The use of a range of games, puzzles, etc. to review
and consolidate the learning.
using four main stages as follows:
•Presentation: A preparatory stage in which students are helped
to relax and move into a positive frame of mind, with the feeling
that the learning is going to be easy and fun.
•First Concert - "Active Concert“: This involves the active
presentation of the material to be learnt. For example, in a
foreign language course there might be the dramatic reading of
a piece of text, accompanied by classical music.
•Second Concert - "Passive Review“: The students are now
invited to relax and listen to some Baroque music, with the text
being read very quietly in the background. The music is
specially selected to bring the students into the optimum mental
state for the effortless acquisition of the material.
•Practice: The use of a range of games, puzzles, etc. to review
and consolidate the learning.
Turn right and go straight
1970-1980s
1970- 1980s
Internalization
1970-1980s
1970- 1980s
Internalization
Communicative ApproachCommunicative Approach
Communicative language teaching is the
generally accepted norm in the field of second
language teaching. CLT suggests communicative
language and language acquisition, and the
approach proposes way for learners to internalize a
second language and to experiment in a classroom
context. Therefore, the classroom context is used to
create activities to teach students how to react in a
real world situation, not to fake real-world
situations.
Communicative language teaching is the
generally accepted norm in the field of second
language teaching. CLT suggests communicative
language and language acquisition, and the
approach proposes way for learners to internalize a
second language and to experiment in a classroom
context. Therefore, the classroom context is used to
create activities to teach students how to react in a
real world situation, not to fake real-world
situations.
•Communicative language teaching makes use of real-
life situations that necessitate communication. The
teacher sets up a situation that students are likely to
encounter in real life. Unlike the audiolingual method
of language teaching, which relies on repetition and
drills, the communicative approach can leave
students in suspense as to the outcome of a class
exercise, which will vary according to their reactions
and responses. The real-life simulations change from
day to day. Students' motivation to learn comes from
their desire to communicate in meaningful ways
about meaningful topics.
life situations that necessitate communication. The
teacher sets up a situation that students are likely to
encounter in real life. Unlike the audiolingual method
of language teaching, which relies on repetition and
drills, the communicative approach can leave
students in suspense as to the outcome of a class
exercise, which will vary according to their reactions
and responses. The real-life simulations change from
day to day. Students' motivation to learn comes from
their desire to communicate in meaningful ways
about meaningful topics.
•It is assumed that the goal of language teaching is learner ability to
communicate in the target language.
•It is assumed that the content of a language course will include
semantic notions and social functions, not just linguistic structures.
•Students regularly work in groups or pairs to transfer (and, if
necessary, negotiate) meaning in situations where one person has
information that the other(s) lack.
•Students often engage in role-play or dramatization to adjust their
use of the target language to different social contexts.
•Classroom materials and activities are often authentic to reflect
real-life situations and demands.
•Skills are integrated from the beginning; a given activity might
involve reading, speaking, listening, and perhaps also writing.
•The teacher's role is primarily to facilitate communication and only
secondarily to correct errors.
•The teacher should be able to use the target language fluently and
appropriately
Some characteristicsSome characteristics
communicate in the target language.
•It is assumed that the content of a language course will include
semantic notions and social functions, not just linguistic structures.
•Students regularly work in groups or pairs to transfer (and, if
necessary, negotiate) meaning in situations where one person has
information that the other(s) lack.
•Students often engage in role-play or dramatization to adjust their
use of the target language to different social contexts.
•Classroom materials and activities are often authentic to reflect
real-life situations and demands.
•Skills are integrated from the beginning; a given activity might
involve reading, speaking, listening, and perhaps also writing.
•The teacher's role is primarily to facilitate communication and only
secondarily to correct errors.
•The teacher should be able to use the target language fluently and
appropriately
Some characteristicsSome characteristics
Go straight
1970- 1980s 1985
Students become independent
1970- 1980s 1985
Students become independent
The Silent WayThe Silent Way
The Silent Way is an approach to language
teaching designed to enable students to become
independent, autonomous and responsible
learners. It is part of a more general pedagogical
approach to teaching and learning created by
Caleb Gattegno. It is constructivist in nature,
leading students to develop their own conceptual
models of all the aspects of the language. The best
way of achieving this is to help students to be
experimental learners. The Silent Way allows this.
The Silent Way is an approach to language
teaching designed to enable students to become
independent, autonomous and responsible
learners. It is part of a more general pedagogical
approach to teaching and learning created by
Caleb Gattegno. It is constructivist in nature,
leading students to develop their own conceptual
models of all the aspects of the language. The best
way of achieving this is to help students to be
experimental learners. The Silent Way allows this.
•The main objective of a teacher using the Silent Way
is to optimize the way students exchange their time
for experience. This Gattegno considered to be the
basic principle behind all education: "Living a life is
changing time into experience."
•The students are guided into using their inherent
sense of what is coherent to develop their own "inner
criteria" of what is right in the new language. They
are encouraged to use all their mental powers to
make connections between sounds and meanings in
the target language. In a Silent Way class, the
students express their thoughts and feelings about
concrete situations created in the classroom by
themselves or the teacher.
is to optimize the way students exchange their time
for experience. This Gattegno considered to be the
basic principle behind all education: "Living a life is
changing time into experience."
•The students are guided into using their inherent
sense of what is coherent to develop their own "inner
criteria" of what is right in the new language. They
are encouraged to use all their mental powers to
make connections between sounds and meanings in
the target language. In a Silent Way class, the
students express their thoughts and feelings about
concrete situations created in the classroom by
themselves or the teacher.
1985
1980s
Command
1980s
Command
Total Physical ResponseTotal Physical Response
(TPR) is a method developed by Dr. James J.
Asher, a professor of psychology, to aid learning
foreign languages. The method relies on the
assumption that when learning a second or
additional language, that language is internalized
through a process of codebreaking similar to first
language development and that the process allows
for a long period of listening and developing
comprehension prior to production. Students
respond to commands that require physical
movement.
For more information:
http://www.tpr-world.com
(TPR) is a method developed by Dr. James J.
Asher, a professor of psychology, to aid learning
foreign languages. The method relies on the
assumption that when learning a second or
additional language, that language is internalized
through a process of codebreaking similar to first
language development and that the process allows
for a long period of listening and developing
comprehension prior to production. Students
respond to commands that require physical
movement.
For more information:
http://www.tpr-world.com
Go straight
1980s
1980s
Left / right brain
1980s
1980s
Left / right brain
NLP (Neuro Linguistic NLP (Neuro Linguistic
ProgrammingProgramming
NLP (Neuro Linguistic Programming)
has been around in language teaching longer
than we may realise. Those teachers who
incorporate elements of suggestopedia,
community language learning, music, drama
and body language into their lessons are
already drawing on NLP as it stood twenty
years ago.
NLP, with its roots in psychology and
neurology, is about the way the brain works
and how the brain can be trained for the
purpose of betterment. It encompasses or is
related to 'left / right brain' functions,
'visual / auditory / kinesthetic' learning
styles, multiple intelligence and other areas of
research which are attempting to identify
modes of learning whilst recognising the
importance of the individual learner.
ProgrammingProgramming
NLP (Neuro Linguistic Programming)
has been around in language teaching longer
than we may realise. Those teachers who
incorporate elements of suggestopedia,
community language learning, music, drama
and body language into their lessons are
already drawing on NLP as it stood twenty
years ago.
NLP, with its roots in psychology and
neurology, is about the way the brain works
and how the brain can be trained for the
purpose of betterment. It encompasses or is
related to 'left / right brain' functions,
'visual / auditory / kinesthetic' learning
styles, multiple intelligence and other areas of
research which are attempting to identify
modes of learning whilst recognising the
importance of the individual learner.
At th first entrance, turn left
1980s
1983
Seven human intelligences
1980s
1983
Seven human intelligences
Multiple IntelligenceMultiple Intelligence
Gardner presents the basis of his theory as follows:
"I have posited that all human beings are capable of at
least seven different ways of knowing the world -- ways that
I have elsewhere labeled the seven human intelligences.
According to this analysis, we are all able to know the
world through language, logical-mathematical analysis,
spatial representation, musical thinking, the use of the
body to solve problems or to make things, an
understanding of other individuals, and an understanding
of ourselves. Where individuals differ is in the strength of
these intelligences -- the so-called profile of intelligences --
and in the ways in which such intelligences are invoked
and combined to carry out different tasks, solve diverse
problems, and progress in various domains."
Gardner presents the basis of his theory as follows:
"I have posited that all human beings are capable of at
least seven different ways of knowing the world -- ways that
I have elsewhere labeled the seven human intelligences.
According to this analysis, we are all able to know the
world through language, logical-mathematical analysis,
spatial representation, musical thinking, the use of the
body to solve problems or to make things, an
understanding of other individuals, and an understanding
of ourselves. Where individuals differ is in the strength of
these intelligences -- the so-called profile of intelligences --
and in the ways in which such intelligences are invoked
and combined to carry out different tasks, solve diverse
problems, and progress in various domains."
Teachers are aware of the diversity in
their classrooms. They know it is
important to learn something about their
students in order to invest more efficiently
in the teaching-learning process, but it is
not always clear what kind of knowledge
would be most relevant and in what way
this knowledge can be acquired.
their classrooms. They know it is
important to learn something about their
students in order to invest more efficiently
in the teaching-learning process, but it is
not always clear what kind of knowledge
would be most relevant and in what way
this knowledge can be acquired.
Go straight and turn right
1983
1985
Integration
1983
1985
Integration
Whole language ApproachWhole language Approach
It is not a systemized approach, but rather a
philosophy that assumes that reading and general
language competencies are acquired through
integrated use instead of through learning
separate, finite skills, such as word attack,
comprehension, and vocabulary. It relies heavily
on the use of literature and trade books, rather
than basal readers, and usually involves integrated
thematic studies and the extended use of writing.
It is not a systemized approach, but rather a
philosophy that assumes that reading and general
language competencies are acquired through
integrated use instead of through learning
separate, finite skills, such as word attack,
comprehension, and vocabulary. It relies heavily
on the use of literature and trade books, rather
than basal readers, and usually involves integrated
thematic studies and the extended use of writing.
Go straight
1985 1990
Lexis
1985 1990
Lexis
LexicalApproach
LexicalApproach
Based on the idea that an important part of language
acquisition is the ability to comprehend and produce lexical
phrases as unanalyzed wholes, or “chunks,” and that these
chunks become the raw data by which learners perceive
patterns of language traditionally thought of as grammar--that
language production is the piecing together of ready-made
units appropriate for a particular situation--the Lexical
Approach concentrates on developing learners’ proficiency
with lexis, or words and word combinations. This method
proposes that it is not grammar but LEXIS that is the basis of
language and that the mastery of the grammatical system is not
a prerequisite for effective communication
LexicalApproach
Based on the idea that an important part of language
acquisition is the ability to comprehend and produce lexical
phrases as unanalyzed wholes, or “chunks,” and that these
chunks become the raw data by which learners perceive
patterns of language traditionally thought of as grammar--that
language production is the piecing together of ready-made
units appropriate for a particular situation--the Lexical
Approach concentrates on developing learners’ proficiency
with lexis, or words and word combinations. This method
proposes that it is not grammar but LEXIS that is the basis of
language and that the mastery of the grammatical system is not
a prerequisite for effective communication
Turn right
1990
1995
Curriculum
1990
1995
Curriculum
-
Content Based
-
Content Based
MethodMethod
In content-based instruction (CBI), the
curriculum organizing principle is
subject matter, not language. CBI can be
focused around regular academic courses
such as history and science taught in the
target language or organized around a
series of selected themes drawn from the
regular curriculum.
Content Based
-
Content Based
MethodMethod
In content-based instruction (CBI), the
curriculum organizing principle is
subject matter, not language. CBI can be
focused around regular academic courses
such as history and science taught in the
target language or organized around a
series of selected themes drawn from the
regular curriculum.
Turn left
1995
1996
Task
1995
1996
Task
Task-based InstructionTask-based Instruction
It has interested some researchers and curriculum
developers in second/foreign language instruction since the
mid-1980s (Long 1985; Breen 1987; Prabhu 1987; Nunan
1989), as a result of widespread interest in the functional views
of language and communicative language teaching. However,
under the rubric of task-based instruction, a variety of
approaches can be found, e.g., "procedural syllabuses,"
"process syllabuses," and "task-based language teaching“. At a
more fundamental level, the term 'task' itself has been a complex
concept, defined and analyzed from various, sometimes critical,
theoretical and pedagogical perspectives.
It has interested some researchers and curriculum
developers in second/foreign language instruction since the
mid-1980s (Long 1985; Breen 1987; Prabhu 1987; Nunan
1989), as a result of widespread interest in the functional views
of language and communicative language teaching. However,
under the rubric of task-based instruction, a variety of
approaches can be found, e.g., "procedural syllabuses,"
"process syllabuses," and "task-based language teaching“. At a
more fundamental level, the term 'task' itself has been a complex
concept, defined and analyzed from various, sometimes critical,
theoretical and pedagogical perspectives.
However, task-based approaches entail in
common a more flexible approach in which
"content and tasks are developed in tandem"
From a course designer's point of view, the
notion of task as the "unit of analysis" serves
as a starting point in syllabus design,
determining needs assessments, content
selection, learning experiences, and
evaluation it still remains the crucial point in
task-based approaches to second language
teaching.
common a more flexible approach in which
"content and tasks are developed in tandem"
From a course designer's point of view, the
notion of task as the "unit of analysis" serves
as a starting point in syllabus design,
determining needs assessments, content
selection, learning experiences, and
evaluation it still remains the crucial point in
task-based approaches to second language
teaching.
1996
Thanks for your attention
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