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.
Among all the methods and approaches to language teaching there is one that may not have a strong basis on its Theory of Language but an excellent background on its Theory of Learning, the Natural Approach, based on the principles of the Theory of Language Acquisition proposed by Stephen Krashen.
1. The Acquisition-Learning hypothesis
According to Krashen, there are two ways of developing language ability. Acquisition involves the subconscious acceptance of knowledge where information is stored in the brain through the use of communication; this is the process used for developing native languages. Learning, on the other hand, is the conscious acceptance of knowledge ‘about’ a language (i.e. the grammar or form). Krashen states that this is often the product of formal language instruction.
2. The Monitor hypothesis
This hypothesis further explains how acquisition and learning are used; the acquisition system, initiates an utterance and the learning system ‘monitors’ the utterance to inspect and correct errors. Krashen states that monitoring can make some contribution to the accuracy of an utterance but its use should be limited. He suggests that the ‘monitor’ can sometimes act as a barrier as it forces the learner to slow down and focus more on accuracy as opposed to fluency.
3. The Natural Order hypothesis
According to Krashen, learners acquire parts of language in a predictable order. For any given language, certain grammatical structures are acquired early while others are acquired later in the process. This hypothesis suggests that this natural order of acquisition occurs independently of deliberate teaching and therefore teachers cannot change the order of a grammatical teaching sequence.
4. The Input hypothesis
This hypothesis suggests that language acquisition occurs when learners receive messages that they can understand, a concept also known as comprehensible input. However, Krashen also suggests that this comprehensible input should be one step beyond the learner’s current language ability, represented as i + 1, in order to allow learners to continue to progress with their language development.
5. The Affective Filter hypothesis
According to Krashen one obstacle that manifests itself during language acquisition is the affective filter; that is a 'screen' that is influenced by emotional variables that can prevent learning. This hypothetical filter does not impact acquisition directly but rather prevents input from reaching the language acquisition part of the brain. According to Krashen the affective filter can be prompted by many different variables including anxiety, self-confidence, motivation and stress.
6. The Reading Hypothesis
This hypothesis basically states that the more we read in a SL the greater our vocabulary will be.
Among all the methods and approaches to language teaching there is one that may not have a strong basis on its Theory of Language but an excellent background on its Theory of Learning, the Natural Approach, based on the principles of the Theory of Language Acquisition proposed by Stephen Krashen.
1. The Acquisition-Learning hypothesis
According to Krashen, there are two ways of developing language ability. Acquisition involves the subconscious acceptance of knowledge where information is stored in the brain through the use of communication; this is the process used for developing native languages. Learning, on the other hand, is the conscious acceptance of knowledge ‘about’ a language (i.e. the grammar or form). Krashen states that this is often the product of formal language instruction.
2. The Monitor hypothesis
This hypothesis further explains how acquisition and learning are used; the acquisition system, initiates an utterance and the learning system ‘monitors’ the utterance to inspect and correct errors. Krashen states that monitoring can make some contribution to the accuracy of an utterance but its use should be limited. He suggests that the ‘monitor’ can sometimes act as a barrier as it forces the learner to slow down and focus more on accuracy as opposed to fluency.
3. The Natural Order hypothesis
According to Krashen, learners acquire parts of language in a predictable order. For any given language, certain grammatical structures are acquired early while others are acquired later in the process. This hypothesis suggests that this natural order of acquisition occurs independently of deliberate teaching and therefore teachers cannot change the order of a grammatical teaching sequence.
4. The Input hypothesis
This hypothesis suggests that language acquisition occurs when learners receive messages that they can understand, a concept also known as comprehensible input. However, Krashen also suggests that this comprehensible input should be one step beyond the learner’s current language ability, represented as i + 1, in order to allow learners to continue to progress with their language development.
5. The Affective Filter hypothesis
According to Krashen one obstacle that manifests itself during language acquisition is the affective filter; that is a 'screen' that is influenced by emotional variables that can prevent learning. This hypothetical filter does not impact acquisition directly but rather prevents input from reaching the language acquisition part of the brain. According to Krashen the affective filter can be prompted by many different variables including anxiety, self-confidence, motivation and stress.
6. The Reading Hypothesis
This hypothesis basically states that the more we read in a SL the greater our vocabulary will be.
This presentation is about what aspects should we consider when learning vocabulary from a foreign language. Besides, it is mentioned some vocabulary learning strategies for training our students in the foreign language classroom.
This presentation is about what aspects should we consider when learning vocabulary from a foreign language. Besides, it is mentioned some vocabulary learning strategies for training our students in the foreign language classroom.
These are the 21st language learning strategies that every language educator should know. It will help you think of better strategies to make your class lively and not boring so that students can maximize their full potential
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2. WHAT IS LANGUAGE?
A language is considered to be a system of
communicating with other people using
sounds, symbols and words in expressing a
meaning, idea or thought.
ignatius joseph n estroga
3. Language is a system of structurally
related elements for the coding of
meaning.
What dimension of language is prioritized?
Grammatical dimension
What needs to be taught?
Phonological units
Grammatical units and operations
Lexical items
ignatius joseph n estroga
4. Language is a vehicle for the expression of
functional meaning.
What dimesion of language is proritized?
semantic and communicative dimension of
language
What needs to be taught?
functions, notions of language
ignatius joseph n estroga
5. Language is a vehicle for the realization of
interpersonal relations and for the
performance of social transactions between
individuals
What dimension of language is prioritized?
Interactive dimension of language
What needs to be taught?
Patterns of moves, acts negotiation and interaction
found in conversational exchanges.
ignatius joseph n estroga
6. Language Teaching
Approaches
Language teaching has had many ups and
downs over the years. One reason is that only
few language teachers have a sense of history
about their profession and thus unaware of
the historical bases of the many
methodological bases
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7. Why do we need to know the
history of language teaching?
It is the key to the understanding of the way
things are and why they are that way.
Teachers may better comprehend the forces
that influence their profession
Awareness to the language teaching
approaches and evaluate its effectiveness
ignatius joseph n estroga
8. CLASSICAL PERIOD (17th , 18th and 19th
centuries)
EDUCATION AS AN ARM OF THEOCRACY
FOREİGN LANGUAGE LEARNİNG ASSOCIATED
WITH THE LEARNİNG OF GREEK AND LATİN
1850’s: Classical method came to be known as
Grammar Translation Method
ignatius joseph n estroga
9. 1850’s to 1950’s: Grammar Translation
Emphasis on learnıng to read & wrıte
Focus on grammatical rules, syntactic structures,
memorization of vocabulary and translation of literary
texts
Vocabulary is taught in the form of lists of isolated
words.
Long, elaborate explanations of the intricacies of
grammar are given.
Medium of instruction was the mother tongue
No provision for the oral use of language
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10. Early Mid-20th Century
Demand for ability to speak a foreign language
Reformers reconsidering the nature of langauge
and learning
Three Reformers (the way children learned
languages was relevant to how adults learned
languages)
C. Marcel
F. Gouin
T. Pendergast
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11. Early Mid- 20th Century
Marcel
Emphasized the importance of understanding
meaning in language learning
Pendergast
Proposed the first structural syllabus (arranging
grammatical structures so that the easiest was
taught first)
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12. F. Gouin (french teacher of Latin)
Painful experience in learning German
Tried to memorize a German grammar book
and a list of 248 irregular German verbs
Observed his three-year old nephew
Came up with the following insights
Children use language to represent their
conceptions.
Language is a means of thinking, of
representing the world to oneself.
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13. The Series method
Series METHOD: a method that taught learners
directly (without translation) and conceptually
(without grammatical rules and explanations) a
“series” of connected sentences that are easy to
percieve.
Emphasized presenting each item in context and using
gestures to supplement verbal meaning
Taught learners directly a series of connected
sentences.
Ex. I stretch out my arm. I take hold of the handle. I open
the door. I pull the door.
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14. Berlitz (The Direct Method)
• Posited by Charles Berlitz
Second language learning is similar to first
language learning
Emphasis on
- oral interaction
- spontaneous use of language
- no translation
- little if any analysis of
grammatical rules and structures
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15. Direct METHOD
The principles of the Direct Method
Classroom instruction was conducted in the target
language
There was an inductive approach to grammar
Only everyday vocabulary was taught
Concrete vocabulary was taught through pictures and
objects
Abstract vocabulary was taught by association of
ideas
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16. The principles of the Direct
Method
New teaching points were introduced orally
Communication skills were organized around
question-answer exchanges btw. teachers and
students
Speech and listening comprehension were
taught
Correct pronounciation and grammar were
emphasized
ignatius joseph n estroga
17. Critiques of the Direct Method
Successful in private language schools (small
classes, individual attention and intensive study)
Overemphasized the similarites btw FLLand SLL.
Reqired native speakers as teachers
Its success depended on teacher’s skill and
personality more than on the methodology itself
ignatius joseph n estroga
18. The Audiolingual Method (1950’s)
Outbreak of the World War II
Heightened the need to become orally proficient
“the Army Method” (an oral-based approach to
langauge learning)
Charles Fries and Leonard Bloomfield (structural
linguist)
İdentify the grammatical structures and the basic
sentence patterns
Practice these patterns by systematic attention to
pronounciation and intensive oral drilling
ignatius joseph n estroga
19. Features
New material is presented in dialogue form
There is dependency on mimicry, memorization of set
phrases, and overlearning.
There is little or no grammatical explanation. Grammar is
taught inductively.
Great importance is attached to pronunciation.
Very little use of the mother tongue by teachers is
permitted.
Successful responses are reinforced.
There is great effort to get students to produce error-free
utterances.
ignatius joseph n estroga
20. How ALM differs from the Direct method
ALM- grammar or structure is the starting point. Language
was identified with speech and speech was approached
through language
DM- No basis in applied linguistics learners are exposed to the
language, use it and gradually absorb its grammatical
structures
ALM differs from the Direct Method in that vocabulary and
grammar are carefully selected and graded, and it’s based on
behaviorist habit-formation theory.
ignatius joseph n estroga
21. Structural-situational Language
Teaching (1960’s-1080’s)
Pragmatic version of Audiolingualism (UK)
Language presentation and practice was situationalized
All techniques of ALM + situation (use of concrete objects,
pictures, and relia together with gestures and actions)
Speaking and listening (most important)
Gave rise to the idea of PPP (presentation, practice,
production)
PPP Target item presented
Semi-controlled practice
Free practice (role-play)
ignatius joseph n estroga
22. The Designer Method of the
1970’s
Chomsky- drew the attention to the “deep
structure” of language
Earl Stevick- take account the affective and
interpersonal nature of language learning
and teaching
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23. Designer Methods (Humanistic
Approaches) 1970’s 1980’s
Suggestopedia (Lazanov)
Used relaxation as means of retaining knowledge
and material
Music plays a pivotal role (Baroque music with its
60 beats per minute and its specific rythm created
“relaxed concentration” which led to
“superlearning)
ignatius joseph n estroga
24. The Silent Way (Caleb
Gattegno)
Characterized by a problem-solving approach.
Develops independence and autonomy and
encourages students to cooperate with each
other.
Learning is facilitated if the learner discovers or
creates rather than remembers and repeats what is to
be learned.
Learning is facilitated by accompanying (mediating)
physical objects).
Learning is facilitated by problem solving the material
to be learned.
ignatius joseph n estroga
25. Community Language Learning
Community Language Learning was created by Charles A Curran, a Jesuit
priest and professor of psychology. It aimed to remove the anxiety from
learning by changing the relationship between the teacher and student. In
CLL, that relationship the “teacher” – who is known not as the teacher but
as the “knower”, the one who knows the language – is seen as being in the
same relationship to the student as the counselor is to a client : the client
has a “problem” (in this case not knowing the language) which is currently
creating confusion and causing problems. The counselor's role is not to tell
the client what to do, but to help him or her explore and resolve the problem
while retaining personal autonomy.
In CLL, it is therefore the learner who to a great extent decides what is
ignatius joseph n estroga
26. suggestopedia
Often considered to be the strangest of the so-called "humanistic approaches",
suggestopedia was originally developed in the 1970s by the Bulgarian educator
Georgi Lozanov.
The approach was based on the power of suggestion in learning, the notion being
that positive suggestion would make the learner more receptive and, in turn,
stimulate learning. In order to create this relaxed state in the learner and to promote
positive suggestion, suggestopedia makes use of music, a comfortable and relaxing
environment, and a relationship between the teacher and the student that is like to
the parent-child relationship.
The original form of suggestopedia presented by Lozanov consisted of the use of
extended dialogues, often several pages in length, accompanied by vocabulary lists
and observations on grammatical points. Typically these dialogues would be read
aloud to the students to the accompaniment of music. Thus the "concert reading"
could be seen as a kind of pleasurable event, with the learners free to focus on the
music, the text or a combination of the two. The rhythm and intonation of the reading
would be exaggerated in order to fit in with the rhythm of the music.
ignatius joseph n estroga
27. Humanistic Approaches
Community Language Teaching (developed by Charles A.
Curran)
Applies psychological counseling techniques to learning
Learners in a classroom were not regarded as a “class” but as a
“group” in need of certain therapy and counseling.
Basic procedures of CLL derives from counselor-client relationship
Open interpersonal communication and the role of supportive
community was emphasized
CLL can also be linked to language alternation used in bilingual
education (lesson presented first in NL and again in the SL)
ignatius joseph n estroga
28. Total Physical Response (James
Asher)
Adult second language learning as a parallel
process to child first language acquisition
Undemanding in terms of linguistic
production
Attempts to teach language through physical
motor activity (by the use of imperatives)
ignatius joseph n estroga
29. 1980’s Interactive views of
language teaching
Communicative Language Teaching
Learners learn a language through using it to
communicate
Authentic and meaningful communication should be
the goal of classroom activities
Fluency is an important dimension of communication
Communication involves the integration of different
langauge skills
Learning is a process of creative construction and
involves trial and error
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30. Spin-off approaches of CLT
These approaches share the same basic set of
principles of CLT, but which spell out
philosophical details or envision instructioanl
practices in somewhat different ways
The Natural Approach
Cooperative Language Teaching
Content- Based Language Teaching
Task-Based Language Teaching
ignatius joseph n estroga
31. Language Teaching Methodology
Language Teaching
Methodology
Theories of Language Instructional Observed
and Learning Design Features Teaching Practices
Objectives
Syllabus
Activities
Roles of Teachers
Roles of Learners
Materials
ignatius joseph n estroga
32. Theories of Language and
Learning
Nature of language Nature of Language
Structural View of Learning
Language Process-oriented theories
Functional View of What are the psychological
Language and cognitive processes
Interactional View of involved (habit formation,
induction, inferencing,
Language generalization)
Condition-oriented theories
What are the conditions that
need to be met for these
learning processes to be
activated?
ignatius joseph n estroga
33. Your understanding of what language is
and how the learner learns will determine to
a large extent, your philosophy of education,
and how you teach English: your teaching
style, your approach, methods and classroom
technique.
ignatius joseph n estroga
34. Theories of Language and
Learning
Nature of language Nature of Language
Structural View of Learning
Language Process-oriented theories
Functional View of What are the psychological
Language and cognitive processes
Interactional View of involved (habit formation,
induction, inferencing,
Language generalization)
Condition-oriented theories
What are the conditions that
need to be met for these
learning processes to be
activated?
ignatius joseph n estroga
35. Language Teaching Methodology
Language Teaching
Methodology
Theories of Language Instructional Observed
and Learning Design Features Teaching Practices
Objectives
Syllabus
Activities
Roles of Teachers
Roles of Learners
Materials
ignatius joseph n estroga
36. Elements and Subelements of Method
Approach A method is theoretically
Assumptions and beliefs related to an approach, is
about language teaching and organizationally
learning
determined by a design,
Design
and is practically realized in
Objectives
procedure
Syllabus
Activities
Roles of Teachers
Roles of Learners
Materials
Procedure
Implementational Phase
ignatius joseph n estroga