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TEFL Exam

The document summarizes the major developments in language teaching methods over the last century. It describes four key phases: 1) the Classical Period focused on grammar translation, 2) the Reform Period emphasized spoken language, 3) the Scientific Period established a scientific basis for teaching, and 4) the Communicative Period aimed for real-life communication. Each new phase emerged in reaction to the previous method and to meet changing demands. Ultimately, there is no single best method, as the appropriate method depends on the specific teaching and learning contexts and goals.

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217 views1 page

TEFL Exam

The document summarizes the major developments in language teaching methods over the last century. It describes four key phases: 1) the Classical Period focused on grammar translation, 2) the Reform Period emphasized spoken language, 3) the Scientific Period established a scientific basis for teaching, and 4) the Communicative Period aimed for real-life communication. Each new phase emerged in reaction to the previous method and to meet changing demands. Ultimately, there is no single best method, as the appropriate method depends on the specific teaching and learning contexts and goals.

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© © All Rights Reserved
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Master1 LLA TEFL Exam Student's Name: Abdaoui Rayane

Answer

The history of teaching foreign languages was rather closely related to a very long and complicated
series of 'methods' within which it seemed like each one had replaced the previous one. Given the vast
number of called language teaching 'methods' that appear in some sources and the way they are often
strung together as in a bead necklace, A wider historical map seemed to provide a useful mental picture
of the history in which it was possible to make more precise distinctions when and when they were
needed. The map proposed in this article describes four key phases of operation separated by
transformations, the presence of which, we assume, can be justified by both the scale and the essence
of the changes they represent. There is no particular technique that can be considered the best
consistently. The correct approach is one that meets the goals of the learner, and that can be applied in
the context of the learner. Here are the major developments in language teaching methods that have
arisen in the last century.

Throughout the previous years, history experienced four phases of instructional approaches and
methods:
1 . The Classical Period (1750–1880) its main concern was emulating the teaching of classical
languages using Teaching Methods of The Grammar-Translation Method and The Classical Method .
2 . The Reform Period (1880–1920) : Concerned with Teaching the spoken language associating
various Reform Methods for instance: The Natural Method, The Berlitz Method and The Direct
Method.
3. The Scientific Period (1920–70): Concerned with Scientific basis for teaching dealing with The Oral
Method, The Multiple Line of Approach, The Situational Approach ,The Oral Approach and The
Audio-lingual Method.
4. The Communicative Period (1970–2000+) its core Concern was Aiming for ‘real-life
communication’ Associated with the methods of Communicative Language Teaching Task-based and
Language Teaching.
The first stage has emerged subsequently as a reaction to a previously unsuccessful method as well
as a way to meet and fulfill particular demands regarding language teaching and learning. The
second stage brought a modern approach to meet current ELT demands and to help language learners
communicate the classroom language they learn and effectively use it in real situations beyond the
classroom settings. The third stage is known as the post-method era, which was developed as a
criticism to the notion of methods that some are superior to others. Building on such a consensus.

In conclusion, the answer to the question, “Why is there is no best method has three possible answers:
different teaching and learning settings require different methods; some validity and truth do exist in
all methods, and there is no good or bad method. However, it has been argued that the best classroom
instructions should be designed based on a “well-established” language teaching and learning
principles.

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