Ingles

A brief history of language teaching.. So far Unit 1
By Isabel Morales

METHOD AND APPROACH
► METHOD:

It`s more related to the theory aspect of teaching. It contains a particular view about teaching in which there are no contradictions. It tells us how to teach. (wiki.answers.com) ► APPROACH: It’s more related to practical teaching. An approach may use more than one method while teaching.It tells us what to teach. (wiki.answers.com)

INTEGRATION NOT ECLECTICISM
► All

approaches were seen to work at some point, so any of them can be discarded. ► Each one still has its place in the huge amount of language teaching approaches. ► Aware experienced teachers will be able to utilise them intuitively and integrate them conciously in their classrooms

1. 1850s-1950s: GrammarTranslation Method
► Language

was taught as grammar, a set of rules (after classical languages, Latin and Greek) ► Practice through written exercises ► Mother tongue as a medium of instruction ► Translated lists of vocabulary ► 2L composition was the highest point ► Speaking and listening less important, conversation was an extra.

2. 1890s-now: Direct method
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Initiallydeveloped as a reaction to the previous grammar methods Specific to Berlizt chain of schools; USA pioneers The most important skills are listening and speaking 2L (English) is the medium of instruction; no translation Sequences of strictly chosen grammatical phrases are learnt Vocabulary: phrases or groups specific to types of situations

3. 1960s-1970s (USA): Audio-lingual method & Structuralist viewof language
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‘Scientificised´ version of the direct method Based on principles of behaviour psychology: stimulusresponse learning Language is a set of ‘structures’ (stating a new science of linguistics): E.g.: “This shirt needs + washing, mending, ironing..”; He has + washed, ironed, folded,..the clothes Grammar rules are an illusion, it’s structure-focused Vocabulary learnedin context (related to the structures) Skills are sequenced: listening, speaking, reading and writing are developed in order; drilling exercises Writing exercises, gap fill and multiple choice

4. 1960s-1980s (UK): Structural-situational method (aka PPP)
►A

pragmatic version of audio-lingualism ► Difference: language presentation was situationalized and given social meaning. ► PPP (standsfor presentation, practice, production): e.g. Simple Present Tense for routines (target item) ► Now intended to be rubbished and replaced by task-based methodology.

5. 1970s-1980s: Humanistic approaches
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It was born in USA and advocated by Earl Stevick Based on the assumption: ‘Classes are places of fear for language learners’ Closely related to the Silent Way (the teacher’ remainssilent); Community Language Learning (teacher’s not a teacher but a counselor), Suggestopaedia (tender suggestions) and TPR (http://www.youtube.com/watch?v=ikZY6XpB214&feature =related) Precept: students assimilate best when they speak about themselves; now also known as personalization

6. 1970s-1990s: Functional syllabuses – Communicative Language Teaching 1
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The firsttranche of the communicative revolution Emanated from the Council of Europe (in the 60s) Grouping of ‘bits of language’ according to communicative functions (=speech acts USA) E.g.: ‘my apologies’ for apologizing ‘ do you mind if I + Simple Pres.’ for permission Bits = conventional exponents from formal to informal related to each function No obvious method was suggested (various forms of drills:listen-repeat; repeat-extend)

7. 1970s-now: Communicative methodology – Communicative Language Teaching 2
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Late 70s, (SLA) Second Language Acquisition theory by Stephen Krashen: ‘classroom becomes an immersive bath of authentic communication’ Acquisition is an unconscious process whereas learning is a conscious process. A combined processing model (learning-acquisition) is the current...