This document discusses the history and evolution of different approaches to teaching English as a foreign language. It begins by explaining how applied linguistics and TEFL were initially considered the same field. It then outlines four main approaches chronologically: 1) Grammar translation focused on rules and vocabulary translation with little speaking practice. 2) The direct method banned first language use and focused on immersion. 3) The natural approach emphasized meaningful input with no error correction. 4) The communicative approach shifted focus to real-world tasks and communication over grammatical forms. Each brought benefits but also limitations for developing language skills.

1. English Language
Teaching (ELT)
01

2. TABLE OF
CONTENTS
03
Grammar-translation
language teaching 01
02
04
The direct method
‘Natural’ language
learning
The communicative
approach
02

3.  In the early days, applied linguistics and the study of
Teaching English as Foreign Language (TEFL) were
considered to be one and the same.
 Investigating learning language debate about what
knowing and using language actually mean.
 It promotes understanding of the relationship between
individual experience, social change, and abstract
theories.
…
(Cook, 2003)
03

4. Grammar-translation
language teaching
01
04 (Cook, 2003)

5.  In the nineteenth century, the teaching of modern foreign language was
influenced by the study of the dead classical language, Latin and Ancient Greek.
 Curriculum aims were largely a matter of consensus.
 Modern language learning brought students into contact with the great national
civilizations and their literature.
 Shakespeare English
 Dante Italian
 Pushkin Russian
Grammar-translation
language teaching
05 (Cook, 2003)

6.  Grammar rules were explained to students in their own language, vocabulary
lists were learned with translation equivalent.
 Henry Sweet X grammar translation language teaching, described them as ‘
a bag into which grammar and vocabulary are crammed without regard to
meaning’.
Grammar-translation
language teaching
06 (Cook, 2003)

7.  Complicated rules were mastered and then tested by means of translation.
 Success was measured in terms of the accurate use of grammar and
vocabulary rather than effective communication.
 There was no emphasis on the development of fluent speech.
 It was assumed that the process of learning the language and eventual use of it
could be disassociated.
Grammar-translation
language teaching
07 (Cook, 2003)

8. The direct method
02
08 (Cook, 2003)

9.  In the twentieth century, there was continuing of immigrations, by speakers of
many different languages into USA.
 There was growing international trade and tourism and increase in both
vocational and recreational language learning.
 New type of students created a new kind of classroom population.
 Students did not share the same first language.
 It impossible for the instructions to proceed through first-language explanation
and translation.
The direct method
09 (Cook, 2003)

10.  Language learning experts advocated a direct method in which the students’
own language was banished and everything was to be done through the target
language.
 Translation and first language explanation were banned and the new method
enforced.
 For example: Berlitz Schools
 Success was to be measured by the degree to which the learners’ language
proficiency approximated to that of native speakers.
The direct method
10 (Cook, 2003)

11. ‘Natural’ language learning
03
11 (Cook, 2003)

12.  The natural approach of language teaching was developed in the late1970s and
early 1980s.
 There was no explanation or grading and no correction of errors.
 Learning was focused on exposure to ‘meaningful input’.
 It based on theorizing and research in SLA which show that student follow
internally determined natural order of their own, and neither explicit instruction
nor conscious learning has any effect.
‘Natural’ language learning
12 (Cook, 2003)

13.  It was developed in USA and then exported as globally relevant without regard
to differing educational traditions or language learning context.
 For example: class size or teacher role.
 There was less emphasis on grammar, teacher monologue, and accuracy.
‘Natural’ language learning
13 (Cook, 2003)

14. The communicative
approach
04
14 (Cook, 2003)

15.  It also known as Communicative Language Teaching (CLT).
 In practice, CLT and the natural approach can lead to similar meaning-focused
activates.
o CLT focused on having a successful communication.
o Natural approach based upon the ideas from first-language acquisition, that
attention to meaning would trigger the cognitive development of the language
system.
 The essence of CLT is a shift of attention from an emphasize on form to an
emphasize on communication.
The communicative approach
15 (Cook, 2003)

16.  CLT shifted its attention from the teaching and practice of grammar and the
learning of vocabulary lists to communicative activates.
 The accurate use of the language system remined the major resource for
successful communications
 CLT emphasized on two things:
1. Learners need others kinds of ability and knowledge if they are to
communicate successfully.
2. Forms should be approached in the context of their usefulness rather than as
an end in themselves.
The communicative approach
16 (Cook, 2003)

17.  Teachers and materials designers were urged to identify things learners need to
do with the language and simulate these in the classroom.
 The shift of emphasize from means to the ends of language learning has had
consequences at both:
A. The macro level there has been development of language for specific
purpose which tries to develop the language and discourse skills for particular
jobs.
B. The micro level there has been development of Task Based instruction
(TBI), in which learning is organized around tasks related to real world
activities.
The communicative approach
17 (Cook, 2003)

18.  In traditional approach, the emphasize was on formal practice and elements of
language system were taught step by step.
 In practice, communicative activities could lead to limited proficiency and
conformist model of language use.
 Concentration upon communicating meaning from the outset could be lead to
inaccurate language use which could prevent the learner from further
development for more complex use.
The communicative approach
18 (Cook, 2003)

19. Grammar translation
method
The direct method Natural language
learning
The communicative
approach
 students learn a
lot of vocabulary
and grammar
rules.
 Reading and
writing skills are
developed.
 It avoid the
translation in
communication
process.
 speaking and
listening skills
are developed
 student can feel
comfortable with
the class.
 student’s filter in
the appropriate
level of learning.
 Learner learns
the language
through using it to
communicate.
 It developed the
four skills.
• students just
translated from
one language to
another.
• Listening and
speaking skills are
not developed.
• It more
appropriate for
native
speakers.
• Grammatical
and writing
skills are not
developed.
• students will
increase just some
skills of the foreign
language.
• Teachers may
think they don’t
need much
preparation to
teaching by using
this method.
• It focuses on the
fluency but not the
accuracy.
• There is no
enough
emphasize on the
correction of
pronunciation and
grammar errors.
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20. THANKS
Does anyone have any questions?
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21. RESOURCES
Cook, G. (2003). Applied linguistics. Oxford University Press.
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