This document provides a history of language teaching approaches from 1853 to 2003. It discusses several major approaches chronologically, including Grammar Translation from the 1850s-1950s, Direct Method from the 1890s-now, Audio-Lingual Method from the 1960s-1970s, Structural-Situational Method from the 1960s-1980s, Humanistic Approaches from the 1970s-1980s, Functional Syllabuses from the 1970s-1990s, and Communicative Language Teaching from the 1970s-now. The document argues that past approaches still have value and that teachers should integrate approaches rather than discarding them.
A VIEW OF THE HISTORY OF LANGUAGE TEACHINGLibardo Ospino
Ā
The history of language teaching began with Latin and Greek being taught for academic purposes using grammar translation. As vernacular languages emerged, new methods were needed to teach communication in everyday life. The direct method was the first to use the target language for instruction instead of translation. It was followed by the reading method which focused on developing reading skills, and the oral method which emphasized oral practice of grammatical structures. Later, the audio-lingual method used repetition drills while the cognitive code approach focused on using grammar to produce new language. Overall, early methods each had specific pedagogical approaches and sought to teach language proficiency and the spoken language in revolutionary new ways.
The document provides a history of language teaching approaches from 1853 to the present. It discusses various methods that were popular at different times, including Grammar Translation, Direct Method, Audio-Lingual Method, Communicative Language Teaching, and more recent approaches like Task-Based Learning and an emphasis on lexical chunks. The author argues that past approaches still have value and teachers should integrate multiple methods rather than replacing one with another.
The History of Language Teaching MethodologyGeovanny PeƱa
Ā
This document provides a brief history of language teaching methods from ancient times to the present. It discusses how Latin and Greek were traditionally taught with a focus on grammar rules and memorization. In the 16th-18th centuries, French and Italian replaced Latin as commercial languages. The 19th century saw the development of new methods like the Grammar Translation Method and Reform Movement seeking more oral and naturalistic approaches. The document also outlines the contributions of various theorists and developers of new methods.
The document discusses the history and evolution of approaches to language teaching. It describes several methods including the Grammar Translation Method (1850s-1950s), Direct Method (early 20th century), Audiolingual Method (1950s), and Communicative Language Teaching (1980s). Each method is characterized by the theories of language and learning that influenced it, its instructional design features, and the observed teaching practices that resulted. The document emphasizes the importance of understanding the historical context and theoretical underpinnings of different language teaching methods.
The document provides a historical overview of language teaching methods from the 17th century to modern times. It describes the Classical/Grammar Translation Method (17th-19th century) which focused on grammar rules and translation. It then outlines several 20th century methods including the Direct Method, Audiolingual Method, and Communicative Language Teaching approach. These newer methods placed greater emphasis on oral communication, vocabulary learning through context, and using the target language in the classroom.
A VIEW OF THE HISTORY OF LANGUAGE TEACHINGLibardo Ospino
Ā
The history of language teaching began with Latin and Greek being taught for academic purposes using grammar translation. As vernacular languages emerged, new methods were needed to teach communication in everyday life. The direct method was the first to use the target language for instruction instead of translation. It was followed by the reading method which focused on developing reading skills, and the oral method which emphasized oral practice of grammatical structures. Later, the audio-lingual method used repetition drills while the cognitive code approach focused on using grammar to produce new language. Overall, early methods each had specific pedagogical approaches and sought to teach language proficiency and the spoken language in revolutionary new ways.
The document provides a history of language teaching approaches from 1853 to the present. It discusses various methods that were popular at different times, including Grammar Translation, Direct Method, Audio-Lingual Method, Communicative Language Teaching, and more recent approaches like Task-Based Learning and an emphasis on lexical chunks. The author argues that past approaches still have value and teachers should integrate multiple methods rather than replacing one with another.
The History of Language Teaching MethodologyGeovanny PeƱa
Ā
This document provides a brief history of language teaching methods from ancient times to the present. It discusses how Latin and Greek were traditionally taught with a focus on grammar rules and memorization. In the 16th-18th centuries, French and Italian replaced Latin as commercial languages. The 19th century saw the development of new methods like the Grammar Translation Method and Reform Movement seeking more oral and naturalistic approaches. The document also outlines the contributions of various theorists and developers of new methods.
The document discusses the history and evolution of approaches to language teaching. It describes several methods including the Grammar Translation Method (1850s-1950s), Direct Method (early 20th century), Audiolingual Method (1950s), and Communicative Language Teaching (1980s). Each method is characterized by the theories of language and learning that influenced it, its instructional design features, and the observed teaching practices that resulted. The document emphasizes the importance of understanding the historical context and theoretical underpinnings of different language teaching methods.
The document provides a historical overview of language teaching methods from the 17th century to modern times. It describes the Classical/Grammar Translation Method (17th-19th century) which focused on grammar rules and translation. It then outlines several 20th century methods including the Direct Method, Audiolingual Method, and Communicative Language Teaching approach. These newer methods placed greater emphasis on oral communication, vocabulary learning through context, and using the target language in the classroom.
The document provides a history of language teaching methods from the 19th century to modern times. It begins with the Grammar Translation Method which dominated European language teaching from 1840-1940s and focused on grammar rules, translation, reading, and writing. In the late 19th century, specialists like Marcel, Prendergast, and Gouin created new strategies emphasizing meaning and oral proficiency. The Reform Movement in the early 20th century advocated principles based on linguistic analysis and speech. This led to the Direct Method, which aimed to think directly in the target language without translation. While popular in Europe, it declined in schools by the 1920s. Modern methods from the 1950s on included Audio-Lingual, Situ
The document provides a summary of the history of language teaching methods from ancient times to the late 20th century. It describes several influential methods and theorists throughout history including the Grammar Translation Method, Direct Method, Audiolingual Method, and Natural Approach. Key developments include a shift from translation-based approaches to an emphasis on oral communication, and a progression from conscious learning of rules to a focus on unconscious acquisition through comprehensible input.
The document provides a history of language teaching methods from the Classical period to the mid-20th century. It discusses several key reformers in the early-to-mid 20th century who proposed new methods, including FranƧois Gouin and his Series Method using connected sentences to represent a series of actions, Claude Marcel who emphasized understanding meaning over linguistic elements and prioritized reading comprehension, and Thomas Prendergast whose Mastery System used "mastery sentences" containing frequent words and structures. These reformers moved teaching away from the traditional Grammar Translation Method and toward more communicative, meaning-based approaches.
A brief history of language teaching, the grammar translation methodDerya Baysal
Ā
The document provides a historical overview of language teaching methods. It describes how the Grammar Translation Method emerged in the 18th-19th centuries as the dominant approach, modeled on how Latin was taught. This method focused on detailed analysis and memorization of grammar rules, with an emphasis on translation of sentences and texts into and out of the target language. It involved little speaking practice and viewed language learning as the mastery of rules rather than communication. While Grammar Translation dominated until the 1940s, some critics argue it was not entirely without merit when implemented carefully.
This document provides a history of approaches and methods in second language teaching. It discusses the Grammar Translation Method which focused on reading, writing, and accuracy. In the 19th century, increased European communication led to innovations as the Grammar Translation Method did not support communication needs. Gouin's series and the emergence of applied linguistics marked the beginning of the Direct Method, which taught without translation using actions. Between the 1960s-1980s was the most active period of developing language teaching methods. An approach is based on theories of language and language learning, such as structural, functional, and interactional views of language paired with behaviorism, cognitivism, and constructivism theories of language learning.
This document summarizes a paper about the functions of code switching in English language teaching classrooms. It discusses code switching between a native language and the target language in the discourse of both teachers and students. It describes functions like topic switching, building rapport, repetition for clarity, filling gaps in knowledge, and avoiding conflict. It acknowledges debates around both supporting and limiting the use of code switching long term for students learning the target language.
Applied linguistics uses knowledge about language, how it is learned, and how it is used to solve real-world problems. It includes areas like second language teaching, literacy, speech pathology, and translation. Applied linguistics has developed over the 20th century through different language teaching methods like the direct method, grammar translation, and audiolingualism. More recently, it views language in holistic and integrative ways rather than discrete skills, and considers the language learner's perspective. It also takes new approaches to teaching the four language skills of listening, speaking, reading and writing. Applied linguistics often lacks definitive answers because language occurs between people and in the mind.
This document discusses formal approaches to second language acquisition (SLA) with a focus on Universal Grammar (UG). It covers:
1) UG theory which posits that languages are constrained by innate, universal principles and parameters that vary across languages.
2) Evidence that SLA is constrained by UG principles like structure dependence and subjacency, suggesting the innate language faculty remains available.
3) Debate around the initial state in SLA, specifically whether the first language and UG are available, and how parameters can be reset, with studies examining properties of the pro-drop parameter.
The document provides a history of language teaching methods from the 1500s to present day. It begins with Latin being the dominant language of education in the 1500s, though French, Italian, and English gained prominence in the 1600s. The 1700s-1900s saw the promotion of Latin in schools through grammar-focused instruction. In the 1800s, modern languages began to be taught using the same grammar-translation approach. Reform movements in the late 1800s advocated for a more natural approach focused on speaking, resulting in the Direct Method in the early 1900s emphasizing communication over translation. However, these natural methods proved difficult to implement in schools. Throughout the 20th century, debates occurred over the best language teaching methods to use
This document summarizes key aspects of several language teaching methods discussed in the book, including Grammar Translation (GT), Direct Method (DM), Audio-Lingual Method (ALM), and Silent Way (SW). GT focused on translation and rote memorization. DM emphasized using objects and avoiding the native language. ALM was influenced by behaviorism and structural linguistics, using repetition and drills. SW rejected mimicry and memorization, instead seeing language learning as creative rule formation based on cognitive psychology.
Applied linguistics is the interdisciplinary study of language and its applications in real world contexts. It draws on linguistic theories and research to solve practical language-related problems. Key areas include second language acquisition, teaching methodology, testing, and the relationships between language and society, technology, and other fields. Throughout the 20th century, applied linguistics influenced the development of language teaching methods, shifting the focus from grammar translation to more communicative, meaning-based approaches grounded in theories of language acquisition and use.
Articulation, Audio Lingual Method ,and World Englishes: Implications to ELTJunnie Salud
Ā
This document discusses the history and implications of different English language teaching methods such as articulation, audio-lingual method, and world Englishes. It traces the development of ELT from a focus on pronunciation and grammar drills to a recognition of the global spread of English and the need to consider various cultural contexts. The key implications highlighted include recognizing the plurality of English varieties, employing culturally sensitive teaching approaches, and moving away from privileging inner circle varieties and native speaker standards as the goal of English learning.
Applied linguistics uses knowledge about language and how it is learned and used to solve problems in the real world. It encompasses 18 topic areas including language acquisition, assessment, cognition, culture, instruction, media, policy, reading, society, and technology. The dominant application of applied linguistics has been teaching and learning second/foreign languages. In the 20th century, the grammar-translation method was commonly used but grew rigid, leading to new methods emphasizing accuracy and communicative competence over just grammatical rules. Chomsky's theory of universal grammar and Hymes' communicative competence influenced second language teaching approaches.
The document summarizes the development of the Audiolingual Method approach to language teaching. It began with the Army Specialized Training Program during WWII that used an intensive oral-based approach with native speakers to rapidly teach languages to soldiers. This approach was adopted by linguists and influenced the emergence of teaching English as a foreign language in the US. The University of Michigan established the first English Language Institute in 1939 under Charles Fries, who applied structural linguistics principles to language teaching through drilling of basic sentence patterns and contrastive analysis. This became the foundation for the Audiolingual Method, which emphasized pronunciation, grammar patterns, and contrastive analysis between the first and target languages.
Teaching approach: Communicative language method
Compiled by:
Asamaporn Sukket
Arisara Sawathasuk
Pawarit Pingmuang
Faculty of Education
Chiang Mai University
There are five generation of applied linguistics looking into the history and development of language teaching. This slide presents the fourth generation of five.
This lecture introduces a module on core issues in English language teaching. It discusses the history of English and Arabic in Sudan, from their introduction during colonial times to current language policies. It notes the linguistic diversity in Sudan, with over 170 languages spoken. English was the lingua franca in Southern Sudan under British rule but Arabicization policies in the 1960s-1990s marginalized English. Two civil wars were partly due to imposing Arabic in the South. The 2005 peace agreement made Arabic, English and indigenous languages official, with no discrimination on language use. The future of English after South Sudan's independence is uncertain.
The document introduces the audio-lingual method, an approach to language teaching based on behaviorist principles where students learn through repetition of speech patterns and are reinforced for correct responses without explicit grammar instruction. Key aspects included drill exercises in language labs and a focus on oral skills, drawing on linguists and psychologists. It fell from popularity due to criticisms that it oversimplified language learning and banned internal cognitive processes.
This document provides a historic overview of approaches to language teaching from ancient Greece and Rome to the 20th century. It discusses 10 major approaches: the grammar translation approach used in ancient times; the direct method in the late 19th century; reading, audiolingualism, and situational approaches in the early-to-mid 20th century; and cognitive, affective-humanistic, comprehension-based, and communicative approaches in the late 20th century. Each approach is summarized with its key principles and techniques.
The document summarizes key aspects of several language teaching methods including Grammar Translation, Direct Method, Audio-Lingual Method, Silent Way, and Suggestopedia. It discusses the principles, techniques, strengths and weaknesses of each method. Key factors like the role of the teacher and students, use of native language, error correction, and focus on form vs communication are compared across the different approaches.
The document provides a history of language teaching methods from the 19th century to modern times. It begins with the Grammar Translation Method which dominated European language teaching from 1840-1940s and focused on grammar rules, translation, reading, and writing. In the late 19th century, specialists like Marcel, Prendergast, and Gouin created new strategies emphasizing meaning and oral proficiency. The Reform Movement in the early 20th century advocated principles based on linguistic analysis and speech. This led to the Direct Method, which aimed to think directly in the target language without translation. While popular in Europe, it declined in schools by the 1920s. Modern methods from the 1950s on included Audio-Lingual, Situ
The document provides a summary of the history of language teaching methods from ancient times to the late 20th century. It describes several influential methods and theorists throughout history including the Grammar Translation Method, Direct Method, Audiolingual Method, and Natural Approach. Key developments include a shift from translation-based approaches to an emphasis on oral communication, and a progression from conscious learning of rules to a focus on unconscious acquisition through comprehensible input.
The document provides a history of language teaching methods from the Classical period to the mid-20th century. It discusses several key reformers in the early-to-mid 20th century who proposed new methods, including FranƧois Gouin and his Series Method using connected sentences to represent a series of actions, Claude Marcel who emphasized understanding meaning over linguistic elements and prioritized reading comprehension, and Thomas Prendergast whose Mastery System used "mastery sentences" containing frequent words and structures. These reformers moved teaching away from the traditional Grammar Translation Method and toward more communicative, meaning-based approaches.
A brief history of language teaching, the grammar translation methodDerya Baysal
Ā
The document provides a historical overview of language teaching methods. It describes how the Grammar Translation Method emerged in the 18th-19th centuries as the dominant approach, modeled on how Latin was taught. This method focused on detailed analysis and memorization of grammar rules, with an emphasis on translation of sentences and texts into and out of the target language. It involved little speaking practice and viewed language learning as the mastery of rules rather than communication. While Grammar Translation dominated until the 1940s, some critics argue it was not entirely without merit when implemented carefully.
This document provides a history of approaches and methods in second language teaching. It discusses the Grammar Translation Method which focused on reading, writing, and accuracy. In the 19th century, increased European communication led to innovations as the Grammar Translation Method did not support communication needs. Gouin's series and the emergence of applied linguistics marked the beginning of the Direct Method, which taught without translation using actions. Between the 1960s-1980s was the most active period of developing language teaching methods. An approach is based on theories of language and language learning, such as structural, functional, and interactional views of language paired with behaviorism, cognitivism, and constructivism theories of language learning.
This document summarizes a paper about the functions of code switching in English language teaching classrooms. It discusses code switching between a native language and the target language in the discourse of both teachers and students. It describes functions like topic switching, building rapport, repetition for clarity, filling gaps in knowledge, and avoiding conflict. It acknowledges debates around both supporting and limiting the use of code switching long term for students learning the target language.
Applied linguistics uses knowledge about language, how it is learned, and how it is used to solve real-world problems. It includes areas like second language teaching, literacy, speech pathology, and translation. Applied linguistics has developed over the 20th century through different language teaching methods like the direct method, grammar translation, and audiolingualism. More recently, it views language in holistic and integrative ways rather than discrete skills, and considers the language learner's perspective. It also takes new approaches to teaching the four language skills of listening, speaking, reading and writing. Applied linguistics often lacks definitive answers because language occurs between people and in the mind.
This document discusses formal approaches to second language acquisition (SLA) with a focus on Universal Grammar (UG). It covers:
1) UG theory which posits that languages are constrained by innate, universal principles and parameters that vary across languages.
2) Evidence that SLA is constrained by UG principles like structure dependence and subjacency, suggesting the innate language faculty remains available.
3) Debate around the initial state in SLA, specifically whether the first language and UG are available, and how parameters can be reset, with studies examining properties of the pro-drop parameter.
The document provides a history of language teaching methods from the 1500s to present day. It begins with Latin being the dominant language of education in the 1500s, though French, Italian, and English gained prominence in the 1600s. The 1700s-1900s saw the promotion of Latin in schools through grammar-focused instruction. In the 1800s, modern languages began to be taught using the same grammar-translation approach. Reform movements in the late 1800s advocated for a more natural approach focused on speaking, resulting in the Direct Method in the early 1900s emphasizing communication over translation. However, these natural methods proved difficult to implement in schools. Throughout the 20th century, debates occurred over the best language teaching methods to use
This document summarizes key aspects of several language teaching methods discussed in the book, including Grammar Translation (GT), Direct Method (DM), Audio-Lingual Method (ALM), and Silent Way (SW). GT focused on translation and rote memorization. DM emphasized using objects and avoiding the native language. ALM was influenced by behaviorism and structural linguistics, using repetition and drills. SW rejected mimicry and memorization, instead seeing language learning as creative rule formation based on cognitive psychology.
Applied linguistics is the interdisciplinary study of language and its applications in real world contexts. It draws on linguistic theories and research to solve practical language-related problems. Key areas include second language acquisition, teaching methodology, testing, and the relationships between language and society, technology, and other fields. Throughout the 20th century, applied linguistics influenced the development of language teaching methods, shifting the focus from grammar translation to more communicative, meaning-based approaches grounded in theories of language acquisition and use.
Articulation, Audio Lingual Method ,and World Englishes: Implications to ELTJunnie Salud
Ā
This document discusses the history and implications of different English language teaching methods such as articulation, audio-lingual method, and world Englishes. It traces the development of ELT from a focus on pronunciation and grammar drills to a recognition of the global spread of English and the need to consider various cultural contexts. The key implications highlighted include recognizing the plurality of English varieties, employing culturally sensitive teaching approaches, and moving away from privileging inner circle varieties and native speaker standards as the goal of English learning.
Applied linguistics uses knowledge about language and how it is learned and used to solve problems in the real world. It encompasses 18 topic areas including language acquisition, assessment, cognition, culture, instruction, media, policy, reading, society, and technology. The dominant application of applied linguistics has been teaching and learning second/foreign languages. In the 20th century, the grammar-translation method was commonly used but grew rigid, leading to new methods emphasizing accuracy and communicative competence over just grammatical rules. Chomsky's theory of universal grammar and Hymes' communicative competence influenced second language teaching approaches.
The document summarizes the development of the Audiolingual Method approach to language teaching. It began with the Army Specialized Training Program during WWII that used an intensive oral-based approach with native speakers to rapidly teach languages to soldiers. This approach was adopted by linguists and influenced the emergence of teaching English as a foreign language in the US. The University of Michigan established the first English Language Institute in 1939 under Charles Fries, who applied structural linguistics principles to language teaching through drilling of basic sentence patterns and contrastive analysis. This became the foundation for the Audiolingual Method, which emphasized pronunciation, grammar patterns, and contrastive analysis between the first and target languages.
Teaching approach: Communicative language method
Compiled by:
Asamaporn Sukket
Arisara Sawathasuk
Pawarit Pingmuang
Faculty of Education
Chiang Mai University
There are five generation of applied linguistics looking into the history and development of language teaching. This slide presents the fourth generation of five.
This lecture introduces a module on core issues in English language teaching. It discusses the history of English and Arabic in Sudan, from their introduction during colonial times to current language policies. It notes the linguistic diversity in Sudan, with over 170 languages spoken. English was the lingua franca in Southern Sudan under British rule but Arabicization policies in the 1960s-1990s marginalized English. Two civil wars were partly due to imposing Arabic in the South. The 2005 peace agreement made Arabic, English and indigenous languages official, with no discrimination on language use. The future of English after South Sudan's independence is uncertain.
The document introduces the audio-lingual method, an approach to language teaching based on behaviorist principles where students learn through repetition of speech patterns and are reinforced for correct responses without explicit grammar instruction. Key aspects included drill exercises in language labs and a focus on oral skills, drawing on linguists and psychologists. It fell from popularity due to criticisms that it oversimplified language learning and banned internal cognitive processes.
This document provides a historic overview of approaches to language teaching from ancient Greece and Rome to the 20th century. It discusses 10 major approaches: the grammar translation approach used in ancient times; the direct method in the late 19th century; reading, audiolingualism, and situational approaches in the early-to-mid 20th century; and cognitive, affective-humanistic, comprehension-based, and communicative approaches in the late 20th century. Each approach is summarized with its key principles and techniques.
The document summarizes key aspects of several language teaching methods including Grammar Translation, Direct Method, Audio-Lingual Method, Silent Way, and Suggestopedia. It discusses the principles, techniques, strengths and weaknesses of each method. Key factors like the role of the teacher and students, use of native language, error correction, and focus on form vs communication are compared across the different approaches.
The document summarizes the Audiolingual method, which was influenced by structural linguistics and behaviorism. It became popular after WWII through the Army Specialized Training Program and focused on oral drills, memorization of dialogs, and habit formation. However, it declined in the 1960s due to weaknesses in its theoretical foundations and practical results, as students struggled to communicate outside the classroom. Noam Chomsky further criticized the method for viewing language as a habit rather than creative process.
The document discusses the history of foreign language teaching methods. It describes how the Grammar Translation Method was dominant from the 1840s-1940s, focusing on reading comprehension and translation over oral skills. In the mid-19th century, reformers proposed methods like the Direct Method that emphasized oral communication and avoiding translation, more closely mimicking natural first language acquisition. Key figures like Gouin and Berlitz developed approaches using the target language exclusively and inductive grammar instruction. However, the Direct Method faced constraints integrating into public school systems.
The Nature of Approaches & Methods in Language TeachingEvi Sofiawati
Ā
The document discusses different levels of language teaching - approach, method, technique. An approach represents theoretical principles, a method is organized through a design and realized through procedures. A revised model is presented with approach influencing design which determines method and techniques. The model does not imply methods always develop from approach to procedure in a linear way.
This document introduces the Communicative Language Teaching (CLT) approach, which originated in the 1960s in response to limitations of the prior Situational Language Teaching approach. The objective of CLT is to develop students' communicative competence and ability to use language functionally. It focuses on meaningful tasks, collaboration, and negotiation of meaning rather than mastery of grammar rules. Techniques may include information sharing, role plays, simulations, and other pair and group activities to encourage communication in the target language.
Approaches and methods in language teachingOderayQuijada
Ā
The Audio-Lingual Method does not explicitly address dealing with feelings. The focus is on habit formation through repetition and reinforcement.
View of Language, Culture
Language is viewed as a set of habits to be formed through repetition and reinforcement. Cultural information is presented
contextually through dialogs.
Aspects of Language the Approach Emphasizes
Oral skills emphasized through imitation and repetition drills; grammar is induced from examples; reading and writing
based on oral work.
Role of Students' Native Language
Not used in class.
Means for Evaluation
Oral question-answer drills, dialog repetition, written exercises based on oral patterns.
Response to Students' Errors
The document summarizes the Audio-lingual Method, a foreign language teaching method developed in the 1940s in the US. It emphasizes speaking and listening over reading and writing, uses dialogues and drills for practice, and discourages using students' native language. The method was influenced by behaviorist psychology and aimed to develop conversational proficiency through repetition and imitation. While it had advantages like systematic techniques, it also had disadvantages like weak theory and learner boredom.
Communicative Language Teaching (CLT) is an approach that emphasizes using language for real communication. It grew from dissatisfaction with prior methods like audiolingualism. CLT's goal is communicative competence through meaningful tasks. The teacher facilitates rather than models, and students work cooperatively. CLT considers grammar, vocabulary, functions, tasks and contexts. It aims for both accuracy and fluency through mechanical, meaningful and communicative exercises that reflect natural language use.
Summary of approaches and methods in language teachingNasrin Eftekhary
Ā
This document discusses several language teaching approaches and methods. It describes:
1. The audiolingual method which is based on behaviorism and emphasizes habit formation through drills. It uses dialogs, repetition, and substitution exercises.
2. Total Physical Response which teaches language through physical actions in response to commands. It aims to reduce stress and first teaches comprehension then speaking.
3. Community Language Learning which sees language as a social process and emphasizes whole-person learning and security. The syllabus is learner-generated.
4. Suggestopedia which seeks to remove psychological barriers through relaxation, role-playing, and music. It emphasizes passive learning and the teacher as an authority figure.
The Audio-Lingual Method was developed during WWII to rapidly teach soldiers foreign languages. It focused on habit formation through repetition and drills without error. The teacher strictly modeled the target language, and students mimicked through dialog memorization and pattern practice drills. The goal was automatic language use by overcoming native language interference. Grammar was induced, not explicitly taught.
Here are the items the group selected and the total weight:
- 2 waterproof sheets of fabric (6 kilos)
- 1 fire lighting kit (500 grams)
- 1 medical kit (2 kilos)
- 4 bottles of water (6 kilos)
- 2 packets each of sugar, flour, rice, powdered milk, coffee, tea (6 kilos)
- Total weight: 20.5 kilos
The group had to carefully consider the weight and usefulness of each item to stay under the 20 kilo limit while maximizing survival necessities and entertainment. They opted for essentials like water, first aid, cooking basics but included one lighter item for enjoyment. Good problem-solving
This document discusses the concept of "post-method" in language teaching. It provides definitions of post-method as rejecting rigidly prescribed teaching methods in favor of a more adaptive, learner-centered approach focused on critical reflection. The document also summarizes the limitations of prior language teaching "methods" and emphasizes historical teachings from Comenius in the 17th century that are similar to modern communicative language teachings. It concludes there is a need to move beyond rigidly predefined teaching "methods" and return to a focus on adaptive classroom pedagogy.
This document discusses issues related to English language proficiency testing based on native speaker varieties and proposes incorporating English as a lingua franca (ELF) into testing practices. It outlines how English spread globally through colonialism and how testing is still often based on dominant native varieties. However, it notes English is now used more as an international language between non-native speakers. The document examines problems with testing materials being culturally bound and issues around preparing students for specific tests. It proposes redefining English users based on competence rather than nativeness and recognizing ELF norms that promote mutual understanding between international users.
Multiple intelligence and English Language Teachingmonygb
Ā
The document discusses Howard Gardner's theory of multiple intelligences and how technology can support the different intelligences. It describes the seven intelligences - linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal. Integrating multiple intelligences and technology in the classroom has positive effects such as motivating students and allowing them to learn in ways that align with their strengths. Reference materials are also provided.
Total Physical Response (TPR) is a language teaching method developed by James Asher that is based on coordinating speech and physical action, similar to how children acquire their first language. In TPR, the teacher gives students commands and they act them out without speaking. This allows students to understand language without pressure to produce it. Commands start simple and become more complex, and can be part of lessons or tell a story. TPR is effective because understanding and performing physical actions is easy for students and reduces anxiety before they are ready to speak.
Howard Gardner proposed eight multiple intelligences: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist. The document discusses using multiple intelligences in education, including developing lessons that awaken, amplify, teach with/for each intelligence and transfer learning. It also describes using project-based learning to individualize instruction through multiple intelligence, curriculum-based, thematic, resource-based, and student-choice projects.
Total Physical Response (TPR) is a language teaching method that uses physical movement in response to verbal commands to help students learn a language. It was introduced in the 1960s and is based on theories of how children acquire their first language through listening before speaking. TPR reduces student stress and anxiety by not requiring spoken responses. Effective use of TPR involves preparing scripts, recycling language, and incorporating humor to keep students engaged.
The oral approach and situational language teaching originated in the 1920s-1930s with British applied linguists like Palmer and Hornbey. They developed a more scientific foundation for an oral approach than previous direct methods. Language teaching begins with spoken language used in the classroom. New vocabulary and simple grammar are introduced situationally and practiced orally before more complex forms. Procedures aim to move from controlled to freer practice and oral to written use of structures. Situational language teaching emphasizes oral practice, grammar, and follows a sequence of presentation, practice, and production. It continues to be widely used where national syllabuses are grammatically based.
Historical overview of esl education feb. 21candyvdv
Ā
This document provides an overview of the history and methodologies of English language teaching. It describes several historical periods and the predominant methods used:
- In the Classical period (17th-19th centuries), the focus was on religious orthodoxy and morality, and foreign language learning meant learning Latin and Greek. Grammar translation was popular.
- From the 1850s to 1950s, grammar translation remained dominant, emphasizing reading, writing, grammar rules, and translation over speaking.
- Reforms in the early-mid 20th century emphasized understanding meaning and presenting language concepts without translation or explicit grammar rules. Notable approaches included the Direct Method, Audiolingual Method, and Situational Language Teaching
The document provides a brief history of different teaching approaches and methods for foreign languages:
1. The Grammar-Translation Method (18th century) focused on reading literature through studying grammar rules and vocabulary lists. Students translated sentences but did not learn to speak the language.
2. The Direct Method (19th century) prioritized speaking proficiency through exclusive use of the target language, demonstrations, and question/answer drills. Grammar was inductively taught through examples.
3. The Audiolingual Method (1960s) used dialogues and drills based on behaviorist psychology to teach speech habits through repetition and correction of mistakes.
4. Later humanistic methods focused more on learner needs
The document provides a historical overview of several methods and approaches that have been used to teach English as a second or foreign language over time. It discusses the grammar-translation method, the direct method, the audio-lingual method, suggestopedia, the silent way, total physical response, and the communicative approach. Each method is summarized in terms of its underlying principles and assumptions about language learning.
The role of syllabus curriculum - lecture 2batsaikhan_mm
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The document discusses the role of syllabus and curriculum in language teaching. It explains that a syllabus outlines the sequence and content of a language program and how learning will be delivered. Syllabuses can range from simply listing textbooks to more detailed plans including tests, objectives, materials and assignments. Some syllabuses focus on sequencing grammatical elements from simple to complex, while others are organized around communicative functions. Notional-functional syllabuses group language by pragmatic functions rather than form. The audiolingual method incorporated habits from earlier methods but was influenced by behaviorist psychology, emphasizing pattern practice through mimicry and correction. It aimed for quick results but was criticized for not developing long-term communicative ability
The document discusses the role of syllabus and curriculum in language teaching. It explains that a syllabus outlines the sequence and content of a language program and how learning will be delivered. Syllabuses can range from simply listing textbooks to more detailed plans including tests, objectives, materials and assignments. Some syllabuses focus on sequencing grammatical elements from simple to complex, while others are organized around communicative functions. Notional-functional syllabuses group language by pragmatic functions rather than form. The audiolingual method, influenced by behaviorism, aimed for quick results through pattern drills but was criticized for not developing long-term communicative ability.
The document provides a history of language teaching methods from the 17th century to modern times. It begins with the Classical Period where education focused on religious orthodoxy and morality. Foreign language learning emphasized intellectuality through Greek and Latin. The Grammar Translation Method from 1850-1950s stressed grammar rules, memorization, and translation with no speaking practice. Reformers in the early 20th century emphasized meaning and presenting language in context. The Direct Method used the target language exclusively with a focus on oral communication. The Audiolingual Method of the 1950s was based on behaviorism and drilled grammar patterns orally. Later methods incorporated situations and communicative language teaching focused on using language to communicate authentically.
The Audio-Lingual Method is based on behaviorist theories of language learning. It views language as habits that can be formed through conditioning and reinforcement. The method emphasizes oral proficiency and drills students in grammatical sentence patterns. The teacher serves as a model for students to mimic, and controls classroom interactions. Students are not allowed to use their native language, in order to avoid interference with target language acquisition. Accuracy is prioritized over fluency in the short term.
UTNM.pptxPREPARATION COURSE FOR PET EXAMJose Obando
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The document provides a historical overview of approaches to language teaching from the 17th century to present. It discusses major methods that emerged such as the Grammar Translation Method, Direct Method, Audiolingual Method, Cognitive Code Learning Theory, Total Physical Response, and Communicative Language Teaching. Each method is summarized in terms of its key principles and differences from other approaches. The document also outlines the main elements that comprise a language teaching methodology according to Richards and Rodgers, including theories of language and learning, instructional design features, objectives, syllabus, activities, and roles of teachers and learners.
The Audio-Lingual Method is based on behaviorist theories of language learning. It views language as habits that can be formed through conditioning and reinforcement. The method emphasizes oral proficiency and drills students in grammatical sentence patterns. The teacher serves as a model for students to mimic, and students practice through repetition and memorization. Native language use is discouraged to prevent interference with target language acquisition. Accuracy is prioritized over fluency in the short term.
This document provides an overview of the history of language teaching methodology. It describes how in the Classical Period from the 17th to 19th centuries, the purpose of education was religious orthodoxy and morality. Foreign language learning focused on Greek and Latin and promoting intellect. The Grammar Translation Method dominated from the 1850s to 1950s with a focus on grammar rules, translation, and memorization. Reformers in the early 20th century emphasized meaning and concepts like Gouin's Series Method. The Direct Method by Berlitz focused on oral interaction and spontaneous language use with little translation.
The document discusses various language teaching approaches, methods, procedures and techniques. It defines each term and provides examples. Approaches describe theories of language learning that inform practices. Methods are practical realizations of approaches, including procedures and techniques. Procedures are sequences of techniques. Techniques are specific classroom activities. Some common approaches discussed include Grammar-Translation, Direct Method, Reading Approach, Audiolingualism, Cognitive Approach, Affective-Humanistic Approach, Comprehension-Based Approach and Communicative Approach.
The document discusses the history and evolution of language teaching methodology over the 20th century. It begins by explaining how the concept of systematic language teaching methods emerged. It then defines methodology and distinguishes between methods and approaches. Several influential methods from the mid-20th century are described, including Situational Language Teaching, Audio-Lingualism, and Communicative Language Teaching. The document concludes by speculating about potential future directions for language teaching methodology.
The document discusses the history of language teaching methods. It describes how the Grammar Translation Method was popular in the 19th century but started facing criticism for its lack of focus on communication skills. Influential language teaching innovators from the mid-19th century like Gouin emphasized teaching language in context through actions and gestures. This helped lay the foundation for newer approaches that prioritized oral proficiency over grammar rules and translation exercises. By the late 19th century, many called for reforms to move beyond the Grammar Translation Method.
The audiolingual method was developed in the 1950s in response to the need for language teaching during World War 2. It was based on behaviorist theory that saw language learning as habit formation through repetition drills. Lessons focused heavily on oral skills, with listening and repeating dialogs as the core activity. Grammar and vocabulary were taught deductively. Students had little control and the teacher led activities through direct instruction and correction. While it was effective for pronunciation and basic structures, the method was later criticized for its lack of focus on meaning and real-world language use.
Group 2 - A methodical history of language teachingGuilhermeLS
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The document provides a historical overview of methods in language teaching from the 19th century to present day. It discusses early methods like Grammar Translation and Direct Method, and mid-20th century methods like Audiolingualism and Cognitive Code Learning. It also covers affective methods like Counseling-Learning and Total Physical Response, noting strengths and limitations of each approach.
The document discusses various topics related to second language acquisition including definitions of language, applied linguistics, trends in SLA, and language teaching methodology. It specifically describes the Grammar-Translation method, noting its key characteristics are teaching grammar rules through mother tongue explanation and translation exercises with little active use of the target language. Critics argue this method does not enhance communicative ability and is not advocated due to its reliance on memorization without theory.
1. An approach, method, and technique are related but distinct terms in language teaching, with an approach being the broadest and a technique being the narrowest. A method provides specific procedures for teaching language skills and content.
2. Important variables for evaluating methods include goals, beliefs about language/learning, prescription for teachers, and attitudes towards activities/materials.
3. Early methods included Grammar-Translation, focused on reading skills, and Direct Method, prioritizing oral skills over translation with no learner native language use.
4. Later methods incorporated linguistic and psychological theories, including Audiolingualism using behaviorism and Cognitive Code Learning highlighting rule learning.
Pe essay the_teaching_of_language_lesson_planning_and_syllabus_designhridoy007
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1. Over time, the methods used to teach foreign languages in schools have changed and evolved. Originally, Latin was commonly taught, but then French, English, and Italian gained popularity. The traditional grammar-translation method focused on analyzing works through grammar and translation.
2. Later, the direct method emerged, presenting language in a naturalistic way like a first language through oral interaction and everyday words. Still, balancing oral and written aspects proved difficult.
3. The audio-lingual method focused on grammar structures through stimulus-response drills in language labs, but students struggled to apply the classroom lessons to real communication.
4. Most recently, the communicative approach combines language skills and sociolinguistics
This document summarizes several language teaching methods:
Total Physical Response focuses on linking speech and action through commands. The Silent Way emphasizes problem solving and uses color-coded charts, with the teacher staying silent. Community Language Learning views students as "clients" and the teacher as a "counselor" in a supportive environment. Suggestopedia aims to remove psychological barriers and increase relaxation through music to accelerate learning potential.
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Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
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A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the bodyās response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
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In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
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This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
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Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.