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.

1. L I N G 3 0 6 T E F L M E T H O D O L O G Y I
S E M E S T E R 0 9 2
History of Language Teaching

2. Why do we need to know the history of
language teaching?
 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

3. CLASSICAL PERIOD (17th , 18th and 19th centuries)
EDUCATION AS AN ARM OF THEOCRACY
Purpose of education to teach religious
orthodoxy and good moral character
FOREİGN LANGUAGE LEARNİNG ASSOCIATED
WITH THE LEARNİNG OF GREEK AND LATİN
purpose of learning a foreign language to
promote speakers’ intellectuality
1850’s: Classical method came to be known as
Grammar Translation Method

4. 1850’s to 1950’s: Grammar Translation
 Emphasis on learnıng to read & wrıte
 Focus on grammatical rules, syntactic structures, rote
memorization of voc. 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 (L1)
 No provision for the oral use of language
 Speaking and listening were mediated via “conversation
classes”, add-ons to the main course

5. 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

6. 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)

7. 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.

8. 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.

9. 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

10. Language Teaching Methodology
Language Teaching
Methodology
Theories of Language
and Learning
Instructional
Design Features
Observed
Teaching Practices
Objectives
Syllabus
Activities
Roles of Teachers
Roles of Learners
Materials

11. Theories of Language and Learning
 Nature of language
 Structural View of
Language
 Functional View of
Language
 Interactional View of
Language
 Nature of Language
Learning
 Process-oriented theories
 What are the psychological
and cognitive processes
involved (habit formation,
induction, inferencing,
generalization)
 Condition-oriented theories
 What are the conditions that
need to be met for these
learning processes to be
activated?

12. Structural View
 The most traditional of the three.
 It views language as a system of structurally related
elements for the coding of meaning.
 The target of language learning is mastery of
elements of this system in terms of phonological
units, grammatical units, grammatical operations,
and lexical items.
 Audio lingual Method, Total Physical Response, and
the Silent Way embody this particular view of
language.

13. Functional View
 Language is a vehicle for the expression of functional
meaning.
 Emphasizes the semantic and communicative
dimension rather than grammatical characteristics.
 Specify and organize language teaching content by
categories of meaning and function rather than by
elements of structure and grammar.
 Communicative movement in language teaching is
an example.

14. Interactional View
 Language is seen as a vehicle for realization of
interpersonal relations and for the performance of
social transactions between individuals.
 Tool for the creation and maintenance of social
relations.
 Interactional theories focus on the patterns of
moves, acts, negotiation, and interaction found in
conversations.
 Language teaching content is specified and
organized by patterns of exchange.

15. Language and Learning
 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.

16. What is language?
 Definition of 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.

17. What is language?
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

18. What is language for?
 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

19. What is language for?
 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.

20. Elements and Sub-elements of Method
 Approach
 Assumptions and beliefs
about language teaching and
learning
 Design
 Objectives
 Syllabus
 Activities
 Roles of Teachers
 Roles of Learners
 Materials
 Procedure
 Implementational Phase
 A method is theoretically
related to an approach, is
organizationally
determined by a design,
and is practically realized
in procedure

21. Approach, Methods, Methodology, Technique
 According to Blackwell Encyclopedic Dictionary of Applied Linguistics
(http://www.blackwellreference.com/public/tocnode?id=g9780631214823_chunk_
g97806312148235_ss1-22) as a technical term was first proposed by Anthony in his
article ‘Approach, method and technique’ first published in 1963. He was concerned
with two problems: (1) how to relate language teaching theory and practice to each
other; (2) how to describe this relationship. His solution is conveyed in his title, the
term ‘approach’ encapsulating the theory underlying practice:I view an approach …
as a set of correlative assumptions dealing with the nature of language and the
nature of language teaching and learning. An approach is axiomatic. It describes the
nature of the subject matter to be taught. It states a point of view, a philosophy.
(Anthony, 1965: 5)Approach as a ‘set of correlative assumptions’ contrasts with
method as ‘an overall plan for the orderly presentation of language material’ (p. 6).
Moreover, ‘a method is procedural.’ A technique, on the other hand, ‘is
implementational’, ‘a particular trick, stratagem, or contrivance used to accomplish
an immediate objective’ (p. 7).An approach to language teaching and learning
represents an outline conception of the way in which these should proceed, a
seedbed from which a method springs, but is not yet a strategy specifying details of
classroom practice. There must also be a logical fit between approach and method
as, an ‘overall plan … no part of which contradicts, and all of which is based upon
the selected approach’.

22. Approach
 Is the assumptions dealing with the nature of
language, and language teaching and learning.
 The nature of subject matter.
 Within one approach, there could be many methods.

23. Methods
 Overall plan for orderly presentation of language
material.
 Procedural
 Theory is put into practice.
 Choices are made about the particular skills to be
taught, content to be taught, and the order in which
the content will be presented.

24. Methodology
 A particular procedure or set of procedures

25. Techniques
 Trick, stratagem to accomplish an objective.
 Must be consistent with a method and in harmony
with an approach.
 Classroom procedures are described.