A Historical Overview of Language

Teaching Approaches

Pre- 20th Century Trends Pre-20th Century Trends: Renaissance

* Popular approaches in Language Teaching in 1631-1658

20th Century
Johann Amos Comenius
* Teachers’ choice of best approaches, materials
and techniques for students a. Books about teaching techniques

Pre-20th Century Trends: b. To teach usage not analysis of language

1. Greek and Rome Period 1. Imitation instead of rules

2. Renaissance 2. Repetition

3. 1631-1658 3. Practice reading and speaking

4. Meaningful pictures
4. 19th Century

5. The end of 19th Century Beginning of 19th Century

a. Systematic study of the grammar of classical

6. Early 20th century
Latin and text taken over
Greek and Rome Period:
b. Analytical Grammar-Translation approach
A. Foreign Language learning
Other approaches
B. Aural-oral techniques: informal and direct
approaches 1. Reading approach (1941 in U.S.)

a. Greek 2. Audio-lingual Approach

b. Latin 3. Oral Situational Approach (Britain)

Renaissance The end of 19th Century

1. Formal study of grammars of Greek and Latin 1. Direct Method: to use rather than to analyze a
language
a. Invention of printing press
*France, Germany, and Europe
b. Mass production of books
Spoken form taught first
2. Classical grammar in school instruction
Solid training in phonetic
3. Latin being used in everyday purposes
Pronunciation and oral skills
20th Century: 9 Approaches

1. Grammar-Translation 9 Approaches of Language Teaching

2. Direct 6. Cognitive

3. Reading 7. Affective-Humanistic

4. Audio-lingualism(U.S.) 8. Comprehension-Based

5. Oral-Situational (Britain) 9. Communicative

Grammar Translation Approach

Systematic study of the prescribed grammar of classical Latin and classical texts.

Exercise mental abilities

a. Given in native language c. Translate sentences

b. Grammatical parsing: forms and inflection d. Not for communication

 Teacher does not have to be able to speak the target language

 Focus on appreciating literature of target language

GTM PRINCIPLES

 Literary language is superior to spoken language.

 If students are able to translate from L2 to L1, they are considered successful language learners.
 Ability to communicate in the foreign language is not a goal for teaching.
 Reading and writing are the skills developed
 Classes are teacher centered
 Native language equivalents are found for ALL target words.
 Learning is emphasized through similarities between L1and L2.
 Students learn about the form (grammar) of the target learning
 Deductive pedagogical technique is applied for grammar rules (general first).
 LL provides good mental exercise ( use of memory is promoted)

Direct Approach

*1886: The IPA is established Phonetics becomes an issue in language teaching.

First true scientific contributions to language learning.

*Teacher must speak the target language

Direct Approach

1. No use of mother tongue. Use everydayspoken language

2. Lessons begins with dialogues and conversation

3. Grammar and target culture, history, geography and everyday life of the Target speakers are taught inductively
(specific first)

Reading Approach

*Reading is viewed as the most appropriate skill to have in a foreign language since many people can not travel abroad.

*Not enough teachers could speak target language well enough to use it for teaching

1. Grammar for reading 3. Translation

2. Vocabulary is controlled, then expanded 4. Reading comprehension emphasized

Audiolingualism

• WWII (1939-1945 ) breaks out and U.S. military requires people to speak and understand foreign languages.

*The U.S. government hires linguists to help teach and develop materials

• Linguist and psychologist Charles Fries (1945) led the way in applying principles from structural linguistics in
developing this approach.

• In 1957 principles from behavioral psychology (BF Skinner) were incorporated.

a. Dialogues, mimicry, memorization

b. Sequenced grammar structures and sentence and sound patterns

c. Conduct oral/aural drills and pattern practice

d. Overcoming native language habits; form new target language habits.

Oral Situational Approach

a. Spoken language c. Target language is used

b. All material is practiced orally d. New items are presented in situations ( in the
bank, at the dinner, etc.)
Cognitive Approach

1. Individualized instruction 3. Pronunciation de-emphasized

2. Grammar: rule first, practice later 4. Reading, writing and vocabulary instruction are
important
Affective Humanistic Approach:

Desuggestopedia

• Language is a process of communication and the factors which influence the linguistic message.

*Meaningful texts, vocabulary emphasized

A H A: Desuggestopedia

 Overcome psychological barriers to learning

• Desuggest limitations: teach lengthy dialogues through musical accompaniment, playful practice, and the
arts.

Affective Humanistic Approach

a. Pair, small group and individual feelings c. Self-realization experience

b. Communication d. Class atmosphere, peer support and interaction

Comprehension based Approach

1. Listening comprehension 3. Error correction is not necessary

2. Exposed to meaningful input 4. Authentic materials: audio and video tapes

 Communicative competence.
 Notions/functions  Authentic Discourse
*Interact with others in the target language; negotiate meaning.

*Ability to communicate in second or target language

A.

1. Communicate in target language 4. Authentic real-life material

2. Group or pair works 5. Integrated skill

3. Role play and drama

B. C.

a. Use information gaps, role-plays, games 1. Focus in on meaning, not form.

b. Group and pair work is stressed 2. Teachers should be able to use the target
language fluently and appropriately.
c. Authentic material use is encouraged
Silent Way

1960 Noam Chomsky argued the language acquisition could not take place through habit formation, but rather a rule
formation

This method shares certain principles with the Cognitive Approach

Silent Way

1. Unique since it is the expression of a particular group of people.

2. Develop inner criteria for corrections by becoming aware of how Target Language works.

3. Remain silent in order to subordinate teaching to learning. Focus student attention; provide meaningful practice

NATURAL APPROACH

a. An outgrowth of second language acquisition research, especially by Krashen

(1981) and Terrell (1977)

 listening recognized as a very important skill

 listen and respond non-verbally
 learners progress by being exposed to meaningful input just one step beyond their level of competence
 Vehicle for communicating meaning; vocabulary emphasized
 Listen; associate meaning with target language directly
 Delay speaking until students are ready; make meaning clear through actions and visuals.

TOTAL PHYSICAL RESPONSE

 In the 60’s and 70’s research gave rise to the hypothesis that language Learning should start first with
understanding and later proceed to production (Winitz 1981)
 The oral modality is primary. Culture is the lifestyle of people who speak the language natively.
 Vocabulary and grammatical structures are emphasized
 TPR is usually introduced in the student’s native language.Meaning is made clear through body movements
 Main aim is to reduce the stress.
 Initially the teacher is the director of all the students behavior.
 In the second phase students demonstrate they can understand the commands by performing them alone.
 After learning to respond to oral commands the students learn to read and write

CONTENT-BASED, TASK BASED,

Participatory Approaches

 Medium for doing learning

 Attend to what is being communicated, not the language itself, except when form-focused. Learn how to
learn
 Engage students in learning others subject matter, tasks, or in problem-solving around issues in their lives.
 Learn how to learn
 Language Teaching
 Teach learning strategies ; use a variety of activities that appeal to different intelligences