History of language teaching
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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.
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Communicative Language Teaching
The document discusses Communicative Language Teaching (CLT), an approach to teaching second languages that emphasizes using the language interactively to communicate and perform meaningful tasks. CLT focuses on interaction as both the means and goal of learning, considers communicative dimensions beyond just grammar structures, provides motivation for learners, and centers around their interests and needs. Some key benefits of this approach include its holistic view of language, ability to motivate learners, and relevance in a world where communication technologies are increasingly important.
The audio lingual method
The document outlines the Audio-Lingual method of foreign language teaching. It was developed in the US during World War 2 to train military personnel. It is based on behaviorist psychology and the idea that language is acquired through habit formation and imitation. Teachers use drills and repetition of dialogues to help students master the target language system. While it was effective for its time, the method was later criticized for its lack of creativity and focus on memorization over understanding.
Theory of communicative language teaching
Communicative Language Teaching (CLT) focuses on meaningful communication rather than grammatical structure. It emphasizes using language communicatively through tasks and interaction between students. CLT aims for communicative competence and fluency over accuracy. While CLT improves student interest and develops language skills, it may not provide enough correction for beginners and does not ensure accuracy in pronunciation and grammar.
Applied linguistics revision of theories
The document discusses four major theories of second language acquisition:
1) The behaviorist perspective which focuses on habit formation through practice and reinforcement.
2) The innatist perspective which posits that humans have an innate Universal Grammar that facilitates language learning.
3) The cognitive/developmental perspective which explains language learning through general theories of learning like information processing and interaction.
4) The sociocultural perspective which views language development as arising through social interaction, such as interacting within one's Zone of Proximal Development.
Communicative Language Teaching
Communicative Language Teaching (CLT) originated from changes in British language teaching in the late 1960s that rejected a focus on grammar mastery and emphasized communicative competence instead. CLT is based on theories that language is communication and is acquired through use. It aims to make communication the goal and teaches language skills interdependently through meaningful tasks. CLT lessons typically involve group work, information sharing activities, and role plays to encourage risk taking and free practice using language for various functions.
Input and Interaction in second language learning
It provides a detailed information on the role of input and interaction in second language learning, discussing different related hypotheses
Clt
Communicative language teaching (CLT) emphasizes using language interactively and for meaningful purposes to develop communicative competence. It focuses on fluency and accuracy, engaging learners in pragmatic language use through tasks and activities. Principles of CLT include using authentic texts, focusing on learning processes, linking classroom and outside language use, and emphasizing interaction and communication through games, stories, and scrambled sentences. While CLT develops communication skills, it may lack grammar instruction and control, potentially hindering test performance.
Content based syllabi
This document discusses content-based syllabus design for language courses. A content-based syllabus focuses on teaching content or informational subjects like math or science alongside language. It uses topics rather than grammar as the starting point. Both language and content are taught together rather than separately. Content-based syllabi have been used in ESL programs in schools and universities where English is integrated with other subjects. They provide a framework for sustained engagement with both content mastery and language acquisition. However, they also risk frustration if students lack the language skills needed for the content tasks.
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Communicative Language Teaching
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Theory of communicative language teaching
Communicative Language Teaching (CLT) focuses on meaningful communication rather than grammatical structure. It emphasizes using language communicatively through tasks and interaction between students. CLT aims for communicative competence and fluency over accuracy. While CLT improves student interest and develops language skills, it may not provide enough correction for beginners and does not ensure accuracy in pronunciation and grammar.
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1) The behaviorist perspective which focuses on habit formation through practice and reinforcement.
2) The innatist perspective which posits that humans have an innate Universal Grammar that facilitates language learning.
3) The cognitive/developmental perspective which explains language learning through general theories of learning like information processing and interaction.
4) The sociocultural perspective which views language development as arising through social interaction, such as interacting within one's Zone of Proximal Development.
Communicative Language Teaching
Communicative Language Teaching (CLT) originated from changes in British language teaching in the late 1960s that rejected a focus on grammar mastery and emphasized communicative competence instead. CLT is based on theories that language is communication and is acquired through use. It aims to make communication the goal and teaches language skills interdependently through meaningful tasks. CLT lessons typically involve group work, information sharing activities, and role plays to encourage risk taking and free practice using language for various functions.
Input and Interaction in second language learning
It provides a detailed information on the role of input and interaction in second language learning, discussing different related hypotheses
Clt
Communicative language teaching (CLT) emphasizes using language interactively and for meaningful purposes to develop communicative competence. It focuses on fluency and accuracy, engaging learners in pragmatic language use through tasks and activities. Principles of CLT include using authentic texts, focusing on learning processes, linking classroom and outside language use, and emphasizing interaction and communication through games, stories, and scrambled sentences. While CLT develops communication skills, it may lack grammar instruction and control, potentially hindering test performance.
Content based syllabi
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Language learning strategies
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Communicative language teaching
Communicative Language Teaching (CLT) emerged in the late 1960s as an approach that focused on developing students' communicative competence rather than just grammatical rules. It aims to make language learning more authentic and interactive by emphasizing fluency and having students complete tasks and engage in activities that simulate real-life communication situations in pairs or groups. While CLT improves student-teacher relationships and engagement, it can be difficult to implement in large classes and does not ensure grammatical accuracy is sufficiently addressed.
Individual learner differences and l2 acquisition
1. Individual differences like age, intelligence, aptitude, motivation, and learning strategies affect how successful learners are in acquiring a second language even if they experience the same instruction.
2. Key factors that influence success include language aptitude (e.g. phonemic coding ability, inductive language learning ability), motivation types (integrative, instrumental, intrinsic), and cognitive learning strategies used.
3. Aptitude and motivation positively correlate with second language acquisition performance, while different learning strategies may suit different instructional methods.
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This document discusses second language acquisition and universal grammar. It presents different theories on how universal grammar may apply to second language learning, including the direct accessibility hypothesis which claims that adult learners can fully access universal grammar when learning a second language. The indirect accessibility hypothesis argues that second language learners can only reset parameters based on their first language. Some challenges to applying universal grammar to second language acquisition are also outlined, such as differences between child and adult learning. The document examines various approaches to explaining second language acquisition processes.
The grammar translation method
The Grammar Translation Method is known to be the oldest language teaching method, which dates back to 14th century.
Task based syllabus
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
Direct method
The direct method of teaching a foreign language focuses on oral communication in the target language from the beginning. Grammar is taught inductively and there is an emphasis on listening and speaking exercises with no translation allowed. The teacher uses realia, visual aids, and demonstrations to explain new vocabulary directly in the target language. Students are actively involved and think in the target language. Advantages include developing strong oral skills, correct pronunciation, and making lessons interesting through audiovisual aids. Disadvantages are its emphasis on speaking over other skills, the need for specially trained teachers, and reliance on small classes and aids that may not be available.
Notional functional syllabuses
The document discusses notional-functional syllabuses, which organize language learning around notions (general concepts) and functions (purposes of language use) rather than grammatical structures. It arose from dissatisfaction with traditional grammar-based syllabuses. Notional-functional syllabuses analyze language needs, are learner-centered, focus on authentic use, and emphasize fluency over accuracy. While innovative, they were criticized for difficulties grading functions and for finite inventories similar to grammar. The document concludes that effective language teaching incorporates both formal and functional elements.
Natural approach
The Natural Approach is a language teaching method developed by Stephen Krashen and Tracy Terrell in 1983 that focuses on natural acquisition rather than conscious learning. It believes adults can acquire a second language in the same way children acquire their first through meaningful interaction and comprehensible input. The teacher provides a low-anxiety environment and interesting materials to help students progress through natural stages of language development at their own pace without pressure or correction. The role of the teacher is to facilitate communication while respecting the natural order students acquire linguistic structures.
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This document outlines principles for curriculum design and language teaching based on research and theory. It discusses ten key principles for determining content and sequencing, including focusing on high frequency language, training learners in self-directed study, spaced repetition of content, and accounting for factors like learners' existing knowledge and potential interference. It also covers two principles for monitoring and assessment: using ongoing analysis of learner needs and environment to guide material selection and presentation, and providing helpful feedback to allow learners to improve their language skills. The overall aim is to establish a sensible framework for teaching based on these principles that can be flexibly applied to different instructional contexts.
Differences of learners in second language acquisition
There are several factors that contribute to differences in how quickly or successfully individuals acquire a second language:
Age - Younger learners have advantages like brain plasticity and weaker identity, while older learners' advantages include learning capacity, analytic ability, and life experience.
Sex - Studies show females tend to acquire a second language faster due to greater motivation and sociability.
Aptitude - Includes abilities like phonemic coding, grammar sensitivity, inductive learning, and memory that determine an individual's language learning ability.
Motivation - Requires effort, desire, and positive attitudes towards integrating with the target culture or gaining benefits from the second language.
Cognitive styles and learning strategies - How individuals prefer
Audio lingual method
The Audio-lingual Method is a language teaching method developed during World War 2 that emphasizes speaking and listening skills over reading and writing. It uses behavioral psychology principles like drilling and reinforcement to teach grammar inductively. The goals are to train short-term listening comprehension and pronunciation, and long-term develop native-like automatic language use. While it engages students and trains speaking, it provides little real communication practice and can be boring.
Language descriptions
This document outlines the six main stages in the development of ideas about language that have influenced English for Specific Purposes (ESP). It discusses: 1) Classical/traditional grammar, 2) Structural linguistics, 3) Transformational Generative (TG) grammar, 4) Language variation and register analysis, 5) Functional/Notional grammar, and 6) Discourse analysis. For each stage, it provides background information on the theories and how they related to and influenced the development of ESP.
Content based syllabus
Content based syllabus combines language and content learning by focusing on teaching subject matter in the target language rather than separately teaching the language itself. It exposes students to the target language environment through subjects like in language immersion programs. While research shows this helps students learn faster, teachers must ensure student comprehension and account for differences in student age. Content based syllabus is applicable for both children and adults but does not guarantee communication skills without extensive interactive activities.
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This document discusses the conceptual levels in language teaching - approach, method, and technique. An approach refers to theories of language and language learning. A method is a plan for presenting language based on an approach. Techniques are classroom activities and strategies used to achieve objectives. It provides examples of how theories of language (structural, functional, interactional) inform approaches. Learning theories also influence methods. A method's design specifies learner/teacher roles, content, and materials. Techniques are lesson tasks and feedback consistent with the method's approach and design.
power point: Direct method by zuliana_nurbalinda
The direct method was created in the 19th century as an alternative to the grammar translation method. It seeks to immerse students in the target language in the same way a first language is learned. Only the target language is used, with no translation allowed. Grammar is taught inductively through demonstration and visual aids, and speaking is emphasized through realistic, everyday conversational situations. Strategies include reading aloud, question-and-answer exercises, self-correction, dictation, and paragraph writing. The teacher's role is to demonstrate, facilitate, and monitor, while students take an active role as observers and practitioners of the new language.
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What is Applied Linguistics? (Definitions)
Widdowson (1998, 2000, 2004, 2005)
Corder 1974
Cook (2005, 2006)
Spolsky (2005)
Development of Applied Linguistics
Applied Linguistics Domains
1-Language Policy and Planning
2-Lexicography
3-Clinical linguistics
4-Forensic Linguistics
5-Second Language Acquisition (SLA)
6-Bilingualism
7-Discourse analysis
8-Translation and interpreting
9-Computational linguistics
10-Literacy
11-Pragmatics
Inter-language theory
The document defines inter-language as the language system produced by second and foreign language learners who are in the process of learning a new language. Inter-language develops based on rules from the learner's first language and the target language, and may not reflect features of either. The inter-language system changes over time as rules are altered, deleted, or added. Learners progress through stages from early approximations of the target language to later intermediate and final stages. Fossilization occurs when errors become impossible to correct despite ability and motivation.
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The document discusses the concept of interlanguage, which refers to the unique language system that L2 learners develop that is between their L1 and L2. It arises from learners applying abstract linguistic rules and their grammar system is permeable and transitional. The concept of interlanguage is informed by mentalist learning theory, which views language learning as involving innate cognitive mechanisms rather than just habit formation from external stimuli alone. Learning strategies like language transfer, overgeneralization, and simplification shape a learner's interlanguage system.
The History of Language Teaching
The document outlines the history of language teaching methods from the 19th century to modern times. It begins with the Grammar Translation Method which dominated from 1840-1940 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 skills. This led to the Reform Movement and eventual development of the Direct Method, which aimed to think directly in the target language without translation. While popular in Europe, the Direct Method declined in schools by the 1920s. The modern era saw various new methods emerge from the 1950s-1980s like the Audio-Lingual Method and Communicative Approach.
The History of Language Teaching Methodology
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.
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Communicative language teaching
Communicative Language Teaching (CLT) emerged in the late 1960s as an approach that focused on developing students' communicative competence rather than just grammatical rules. It aims to make language learning more authentic and interactive by emphasizing fluency and having students complete tasks and engage in activities that simulate real-life communication situations in pairs or groups. While CLT improves student-teacher relationships and engagement, it can be difficult to implement in large classes and does not ensure grammatical accuracy is sufficiently addressed.
Individual learner differences and l2 acquisition
1. Individual differences like age, intelligence, aptitude, motivation, and learning strategies affect how successful learners are in acquiring a second language even if they experience the same instruction.
2. Key factors that influence success include language aptitude (e.g. phonemic coding ability, inductive language learning ability), motivation types (integrative, instrumental, intrinsic), and cognitive learning strategies used.
3. Aptitude and motivation positively correlate with second language acquisition performance, while different learning strategies may suit different instructional methods.
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This document discusses second language acquisition and universal grammar. It presents different theories on how universal grammar may apply to second language learning, including the direct accessibility hypothesis which claims that adult learners can fully access universal grammar when learning a second language. The indirect accessibility hypothesis argues that second language learners can only reset parameters based on their first language. Some challenges to applying universal grammar to second language acquisition are also outlined, such as differences between child and adult learning. The document examines various approaches to explaining second language acquisition processes.
The grammar translation method
The Grammar Translation Method is known to be the oldest language teaching method, which dates back to 14th century.
Task based syllabus
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
Direct method
The direct method of teaching a foreign language focuses on oral communication in the target language from the beginning. Grammar is taught inductively and there is an emphasis on listening and speaking exercises with no translation allowed. The teacher uses realia, visual aids, and demonstrations to explain new vocabulary directly in the target language. Students are actively involved and think in the target language. Advantages include developing strong oral skills, correct pronunciation, and making lessons interesting through audiovisual aids. Disadvantages are its emphasis on speaking over other skills, the need for specially trained teachers, and reliance on small classes and aids that may not be available.
Notional functional syllabuses
The document discusses notional-functional syllabuses, which organize language learning around notions (general concepts) and functions (purposes of language use) rather than grammatical structures. It arose from dissatisfaction with traditional grammar-based syllabuses. Notional-functional syllabuses analyze language needs, are learner-centered, focus on authentic use, and emphasize fluency over accuracy. While innovative, they were criticized for difficulties grading functions and for finite inventories similar to grammar. The document concludes that effective language teaching incorporates both formal and functional elements.
Natural approach
The Natural Approach is a language teaching method developed by Stephen Krashen and Tracy Terrell in 1983 that focuses on natural acquisition rather than conscious learning. It believes adults can acquire a second language in the same way children acquire their first through meaningful interaction and comprehensible input. The teacher provides a low-anxiety environment and interesting materials to help students progress through natural stages of language development at their own pace without pressure or correction. The role of the teacher is to facilitate communication while respecting the natural order students acquire linguistic structures.
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This ppt is about the nature of approaches and methods in language. there are so many of approach so you can read by yourself
Language Curriculum Design (Chapter 4 Principles)
This document outlines principles for curriculum design and language teaching based on research and theory. It discusses ten key principles for determining content and sequencing, including focusing on high frequency language, training learners in self-directed study, spaced repetition of content, and accounting for factors like learners' existing knowledge and potential interference. It also covers two principles for monitoring and assessment: using ongoing analysis of learner needs and environment to guide material selection and presentation, and providing helpful feedback to allow learners to improve their language skills. The overall aim is to establish a sensible framework for teaching based on these principles that can be flexibly applied to different instructional contexts.
Differences of learners in second language acquisition
There are several factors that contribute to differences in how quickly or successfully individuals acquire a second language:
Age - Younger learners have advantages like brain plasticity and weaker identity, while older learners' advantages include learning capacity, analytic ability, and life experience.
Sex - Studies show females tend to acquire a second language faster due to greater motivation and sociability.
Aptitude - Includes abilities like phonemic coding, grammar sensitivity, inductive learning, and memory that determine an individual's language learning ability.
Motivation - Requires effort, desire, and positive attitudes towards integrating with the target culture or gaining benefits from the second language.
Cognitive styles and learning strategies - How individuals prefer
Audio lingual method
The Audio-lingual Method is a language teaching method developed during World War 2 that emphasizes speaking and listening skills over reading and writing. It uses behavioral psychology principles like drilling and reinforcement to teach grammar inductively. The goals are to train short-term listening comprehension and pronunciation, and long-term develop native-like automatic language use. While it engages students and trains speaking, it provides little real communication practice and can be boring.
Language descriptions
This document outlines the six main stages in the development of ideas about language that have influenced English for Specific Purposes (ESP). It discusses: 1) Classical/traditional grammar, 2) Structural linguistics, 3) Transformational Generative (TG) grammar, 4) Language variation and register analysis, 5) Functional/Notional grammar, and 6) Discourse analysis. For each stage, it provides background information on the theories and how they related to and influenced the development of ESP.
Content based syllabus
Content based syllabus combines language and content learning by focusing on teaching subject matter in the target language rather than separately teaching the language itself. It exposes students to the target language environment through subjects like in language immersion programs. While research shows this helps students learn faster, teachers must ensure student comprehension and account for differences in student age. Content based syllabus is applicable for both children and adults but does not guarantee communication skills without extensive interactive activities.
The Nature of Approaches and Methods in Language
This document discusses the conceptual levels in language teaching - approach, method, and technique. An approach refers to theories of language and language learning. A method is a plan for presenting language based on an approach. Techniques are classroom activities and strategies used to achieve objectives. It provides examples of how theories of language (structural, functional, interactional) inform approaches. Learning theories also influence methods. A method's design specifies learner/teacher roles, content, and materials. Techniques are lesson tasks and feedback consistent with the method's approach and design.
power point: Direct method by zuliana_nurbalinda
The direct method was created in the 19th century as an alternative to the grammar translation method. It seeks to immerse students in the target language in the same way a first language is learned. Only the target language is used, with no translation allowed. Grammar is taught inductively through demonstration and visual aids, and speaking is emphasized through realistic, everyday conversational situations. Strategies include reading aloud, question-and-answer exercises, self-correction, dictation, and paragraph writing. The teacher's role is to demonstrate, facilitate, and monitor, while students take an active role as observers and practitioners of the new language.
Applied linguistics: overview
What is Applied Linguistics? (Definitions)
Widdowson (1998, 2000, 2004, 2005)
Corder 1974
Cook (2005, 2006)
Spolsky (2005)
Development of Applied Linguistics
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1-Language Policy and Planning
2-Lexicography
3-Clinical linguistics
4-Forensic Linguistics
5-Second Language Acquisition (SLA)
6-Bilingualism
7-Discourse analysis
8-Translation and interpreting
9-Computational linguistics
10-Literacy
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Inter-language theory
The document defines inter-language as the language system produced by second and foreign language learners who are in the process of learning a new language. Inter-language develops based on rules from the learner's first language and the target language, and may not reflect features of either. The inter-language system changes over time as rules are altered, deleted, or added. Learners progress through stages from early approximations of the target language to later intermediate and final stages. Fossilization occurs when errors become impossible to correct despite ability and motivation.
interlanguage
The document discusses the concept of interlanguage, which refers to the unique language system that L2 learners develop that is between their L1 and L2. It arises from learners applying abstract linguistic rules and their grammar system is permeable and transitional. The concept of interlanguage is informed by mentalist learning theory, which views language learning as involving innate cognitive mechanisms rather than just habit formation from external stimuli alone. Learning strategies like language transfer, overgeneralization, and simplification shape a learner's interlanguage system.
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This document describes the Direct Method for teaching foreign languages to children. It is based on principles of selecting, organizing, and presenting contents from easier to more difficult. Oral language is introduced before written, and new points are practiced contextually. It uses the presentation-practice-production lesson format and focuses more on oral skills initially than writing. Some limitations are that it may not fully develop writing skills and individual creativity.
History of language_teaching
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.
History of Language Teaching
This document discusses the history of language teaching approaches. It begins by defining language and examining different views of language, such as the structural, functional, and interactional views. It then outlines several historical approaches to language teaching, including the Grammar Translation Method (1850s-1950s), Direct Method (Berlitz method, early 20th century), Audiolingual Method (1950s), and Communicative Language Teaching (1980s). It also discusses related methods such as the Situational Language Teaching, Total Physical Response, and humanistic approaches like Community Language Learning and Suggestopedia. The document emphasizes the importance of understanding the theoretical underpinnings of different approaches in order to effectively teach language.
Brief history of language teaching
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.
Oral approach new
Situational language teaching is an oral approach developed in the 1920s-1960s that focuses on teaching vocabulary and grammar in meaningful contexts. New language is introduced and practiced through guided repetition of sentence patterns in simulated real-world situations. The goals are to teach practical language skills through an emphasis on accuracy and automatic control of basic structures. While effective for direct instruction, it has been criticized for not explaining how children naturally acquire language abilities.
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The audiolingual method emphasizes teaching listening and speaking before reading and writing. Its main goal is to enable students to communicate in the target language. Some key principles are that language learning involves habit formation, students should give correct responses rather than mistakes, and aural-oral training provides a foundation for other skills. Advantages include the ability to speak communicatively and understand lessons in the native language. Disadvantages are a lack of spontaneous speaking, limited student participation, and little attention to content or communication. Drill methods involve exercises to acquire skills through motor or mental repetition and association building.
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1. The document discusses various language teaching methodologies including Grammar Translation, Direct Method, Audiolingualism, Communicative Language Teaching, Content-Based Teaching, and Task-Based Learning.
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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.
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This document provides an overview of the history of language teaching methodology. It describes the Classical Period from the 17th to 19th centuries when the purpose of education was religious orthodoxy and morality. Foreign language learning focused on Greek and Latin to promote intellect. The Grammar Translation Method from 1850-1950 emphasized reading, writing, and translating texts. Reformers in the early 20th century emphasized speaking and meaning based on how children learn languages. New methods like the Direct Method used the target language exclusively with little grammar explanation. The document also discusses theories of language and learning that influence methodology.
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This document discusses the history and evolution of methods in teaching English to speakers of other languages (TESOL). It covers early structural approaches from the 1800s-1950s like grammar translation and audiolingualism. It then discusses communicative approaches from the 1970s onward that focus on using language for communication. Key concepts discussed include communicative competence, the natural approach, whole language methods, dialogic pedagogy, and applying sociolinguistic and anthropological linguistics perspectives to language teaching. The document advocates for teaching approaches that value students' voices and social contexts.
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This document discusses the four main language skills - listening, speaking, reading, and writing - in the context of teaching English as a second or foreign language. It outlines some of the key subskills involved in each area and approaches that have been effective in teaching them. For listening, it notes the importance of understanding spoken language as well as acquiring a second language. For speaking, it discusses the development of oral communication skills and differences between oral and written language. For reading, it presents different perspectives on reading as a practice, product, or process. For writing, it describes how teaching writing as a second language differs from other skills and strategies that have proved successful in writing classrooms.
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This document discusses the use of literature in teaching English as a second language. It outlines both the arguments against and for using literature, as well as some of the methodological issues and findings from studies on the topic. Some of the key benefits mentioned include exposing students to new vocabulary, syntax and discourse patterns through authentic texts, as well as promoting cultural awareness, critical thinking, and motivation. The conclusion is that on balance, literature provides more advantages for language learning when used appropriately in the classroom.
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This document provides an overview of the history and methodologies of English language teaching. It describes several historical periods and the predominant methods used:
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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.
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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.
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The Communicative Approach emerged in the early 1970s from the work of Chomsky and experts at the Council of Europe. It was a reaction against previous audio-lingual methods that focused on grammar rules and drills. The Communicative Approach emphasized using language for meaningful communication and developed the concept of "communicative competence." Hymes expanded this idea to include the social and cultural knowledge needed to understand and use language appropriately in different contexts.
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This document provides an overview of Communicative Language Teaching (CLT) as an approach to language instruction. It discusses the theoretical foundations and origins of CLT in the 1960s-1970s as a response to prior methods. Key aspects of CLT covered include its focus on developing communicative competence over grammatical rules, use of task-based and interactive activities, emphasis on meaning over form, and the teacher's role as facilitator. The document also examines models of CLT syllabus design and criticisms of its approach.
communicative-language-teaching
This document discusses Communicative Language Teaching (CLT) and its theoretical foundations. CLT views language as communication and focuses on developing learners' communicative competence over grammatical competence. It emerged in response to traditional approaches that emphasized accuracy and grammar drilling. CLT incorporates activities that require meaningful interaction, such as role plays and group projects, and positions the teacher as a facilitator.
meeting-4-communicative-language-teaching.ppt
This document discusses Communicative Language Teaching (CLT) and its theoretical foundations. CLT views language as a social tool for communication rather than focusing solely on grammatical rules. It emphasizes using language functionally in meaningful contexts. Key aspects of CLT include focusing on communicative competence over grammatical accuracy, using group activities that require negotiation of meaning, and defining the teacher's role as a facilitator rather than only source of knowledge. The theory was influenced by the work of Hymes, Halliday, and Widdowson among others.
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History of language teaching
- 1. History of Language Teaching Approaches and Methods in Second Language Teaching Richards, J and Rogers, T. (2001)
- 3. The Grammar Translation Method Literature of foreign language
- 5. Features of GTM Reading and Writing: major focus Sentence basic unit of teaching Accuracy is emphasized Grammar taught deductively
- 6. Innovations in the Nineteenth Century Increased communication opportunities in European world. Did the GTM cater for communication needs?
- 9. Beginning of the discipline of applied linguistics: Branch of language study concerned with scientific study of second and foreign language teaching and learning
- 10. The Direct Method: no translation, action Teacher replaced textbook
- 11. Principles of the Direct Method
- 12. Why using a teaching Method?
- 13. The most active period in the development of Lgge Teaching Methods: Between 1960´s and 1980´s
- 14. Elements that constitute a Method
- 15. Approach: theories about the nature of language and language learning Theory of language Theory of Language Learning
- 16. theories about the nature of language and language learning • Structural view: language system of structurally related elements • Functional view: language vehicle to express functional meaning, semantic and communicative dimensions of language. • Interactional view: vehicle of interpersonal relations using language to exchange messages Theory of language • What are the cognitive and psycholinguistic processes involved in language learning? What are the conditions for learning a language? • Affinities between learning theories and language theories: behaviorism and structuralism, cognitivism and functional use of language, constructivism and interactional view of language learning. Theory of Language Learning