Post on 30-May-2018
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History
of Language
Teaching Methods
A lecture course byDr. Por Zoltn
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Topic 1
Basic terms andfundamental problems
of foreign languageteaching
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Language Teaching is
common sense;common sense;
craft,craft,
science;science;
art;art;
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According to Kodly:
A musician needsA musician needs
earsearshandshands
brainbrain
heartheart
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Discuss in groups of 3Discuss in groups of 3
Why / what for do you thinka language teacher needs
ears?ears?
hands?hands?
brain?brain?
heart?heart?
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Language teaching is
very pragmatic, but
systematic;
coherent;
relevant;
You need
knowledge(s): explicit
implicit
skills: procedures
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Reasons for studying
the History
of Language Teaching Methods
Raising awareness of the past and
present and offering a view on thedevelopment;Opening perspectives on the
wisdom of he language teachingprofession;Outlining criteria to evaluate new
methods;
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The first scientific (academic) book
on Language Pedagogy
The Practical Study of Languages:
A Guide for Teachers and Learners.by Henry Sweet
London, Dent, 1899
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Best-known methods in L.T. (1)
Grammar-Translation Method > 2000
Direct Method > 100
Reading Method > 80
Intensive Method > 60
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Best-known methods in L.T. (2)
Audio-Lingual Method > 55
Audio-Visual Method > 40
Community Lang. Learning > 40
Mentalist / Cognitive Method > 35
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Best-known methods in L.T. (3)
Total Physical Response (TPR)> 35
Silent Way > 30
Suggestology/Suggestopedia > 30
Communicative Approach > 25
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Some basic notions
L1 || L2 . (Ln)
Basic language skills
Basic dilemmas in L.T.
13 indices (indexes) to describe a
method
The hierarchy of the method-concept
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Language 1Language 1
First languageFirst language
Native languageNative language
Mother tongue (Parents tongues)Mother tongue (Parents tongues)
primaryprimarystrongerstronger
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Language 2 Language (n)
Second languageSecond language
Non-native languageNon-native language
Foreign languageForeign language
secondarysecondaryweakerweaker
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Bilingualism
L1 + L2 + L(n)
dont make upbilingualism
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Basic language skills I.
sound
(Auditive)
letter
(Visual)
Passive Listening Reading
Active Speech Writing
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Basic language skills II.
Listening Reading simplexskills
Speech Writing simplexskills
Interpretation Translation complexskills
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Basic language skills III.
Comprehension
(L1 or L2)
Listening andreading
Communication(L1 or L2)
Speech andwriting
Mediation(L1 L2)
Interpretationand translation
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Basic dilemmas in L.T.
To use of L1 v/s not to use L1
(Yes or no?)
Awareness v/s intuition
(Learn or acquire?)
Forms v/s functions
(Know the code or communicate?)
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13 essential features
to describe a method
(1-3)
Basic dilemmas
1. L1 v/s L2 only
2. Awareness v/s intuition3. Forms v/s functions
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13 essential features
to describe a method
(4-9)Arranging language content
4. Pronunciation
5. Grammar (structures) 6. Vocabulary
7. Usage (Pragmatics)
8. All skills v/s one skill 9. Role / amount of translation
in the L.T. process.
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13 essential features
to describe a method
(10-13)
Teaching style
10. Student participation
11. Classroom control
12. Error-correction13. Feedback
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Hierarchy of the method-concept
(1)
Step (item, technique)
reading aloudFill in the gap
Repeat what you hear
etc.lps
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Hierarchy of the method-concept
(2)
Process
Dialogue exploitationStandard dictation
etc.
eljrs
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Hierarchy of the method-concept
(3) Method
A finite number of steps (algorhythm) inwhich the language contentand classroomteaching form are originally entwined toensure the necessary didactic phases forlearning and acquisition during the wholeprocess. Preparation Presentation Explanation
Practice Application etc.
PPP (PresentationPracticePerform) Methodologies
mdszer
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Hierarchy of the method-concept
(4) Language Teaching Theory
A language teaching method orapproach which containsscientifically congruentelements(theories) ofLinguistics, Psychologyand Language Pedagogy.
e.g.:Structuralism + Behaviorism = Audio-Lingualism
Nyelvtantsi elmlet
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Language Teaching Theories
1 2 3 4
Linguistics Phonetics Structu-ralism
Trans-formative
Gene-rative
Grammar
Macro-linguistics
Psychology Asso-ciativePsy-
chology
Behavio-rism
Cognitivepsy-
chology
Socio-Psy-chology
LanguagePedagogy
DirectMethod
Audio-LingualMethod
MentalistApproach
Commu-nicative
Approach
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The Direct Sciences
of Foreign Language Education
(1)
1. WHO Personality of the teacherThe teachers stage Art of speech, appearance and personification,
interaction, communication, culture and tact
1. WHOM Personality of the student
c.f. Pedagogical Psychology1. WHAT Pedagogical Grammar
Lexicon, functions and scripts, cross-cultural phenomena
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The Direct Sciences
of Foreign Language Education
(2)4. HOW Methodology
Objectives, curricula, syllabuses Methods: processes and techniques Feedback: evaluation etc.
4. WITH THE HELP OF WHATTechnological (audio-visual)
background Realia, pictures, projected images, Audio-recordings, video-recordings Digital sources and tools (Information and
Communication Technology: ICT) etc.
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Supportive / background sciences
to the history of LT culture
History of Education andSchooling (nevels- siskolatrtnet)
History of Lingustics(nyelvszet-trtnet)
History of Psychology
(pszicholgia-trtnet) Didactics (didaktika) Educational Research
(pedaggiai kutats)
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Related sciences in Language Pedagogy
The Three Sisters
Linguistics (Applied Linguistics) Psychology (Educational
Psychology) Theory of Instruction
(~Didactics) (FLT Methodology)
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Content fields for language teachers
LT and LL are interdisciplinary
Language Linguistics
Applied Linguistics Language Learning
Psychology
Psycholingusitics Neurology Physiology of the brain
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Content fields for language teachers
LT and LL are interdisciplinary
Language Teaching Education
History of Education Pedagogy History of LT
Language Pedagogy LT Methodology Ethnomethodology
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Content fields for language teachers
LT and LL are interdisciplinary
Society Sociology Sociolinguistics History of Civilization
Anthropology
Geography Cultural Traditions
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The machinery of changesin relation to LT methods and approaches
OLDMETHOD
GT GT DM DM
INNER
CHANGES
PHONE
TICS
WORD
FREQUENCYSTUDIES
STRUCTURA
LISM
(STRUCT.)
BEHAVIORDISCR.P.T
OUTERCHANGES
+ INDUST
RIAL
DEVELOP.
+ SCHOOL
REPORTSON ACH.
+ WW II. + TECHN.
DEV.(LABS)
NEWMETHOD
DM RM IM AL
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The machinery of changesin relation to LT methods and approaches
OLDMETHOD
AL AL AL AL
INNER
CHANGES
AV
DEVICES INFLT
METHOD.
TG
GRAMMARCOGN.
STRAT.
PSYCHOL.
HOLISTICVIEWS
COMM. GR
NOT.FUNCCOM.COMP.
SP.ACT.TH.
OUTERCHANGES
+
RECREATIO
NAL L. L.
+ DEMAND
FOR ESP
+ PSYCH.T
INDIV.ISM
REV. CR. S
+ GLOBAL
VILLAGE
INT.LANG.
NEWMETHOD
AV MM/CM CLL
SU, SW
(TPR)
CA
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The drama of LT (1)
The object and environment ortopic
The characters (dramatispersonae) The process or stage
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The drama of LT (2) WHAT?
Nature of language Views on language
Linguistics
WHO?
The human factor Views on learning and teaching
Views on education
Educational Psychology
HOW? Views on language learning
Ways in language learning
FL learning and teaching methodology
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Components of the process (1)
LANGUAGE Rational / System
Irrational / Habit(s)
Natural activity Set of conventions
Means of communication
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Components of the process (2)
LEARNER + TEACHER Age
Maturity
Aptitude
Set Attitude
Interests
Empathy
IQ Previous knowledge
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Components of the process (3)
LEARNING PROCESS Drive and motivation
Repetition and extinction
Transfer
Inhibition