164804186 History of Language Teaching Copy

8/10/2019 164804186 History of Language Teaching Copy

1/79

History of Language Teaching

Elaborado Por:Dobobuto Isabel

Silva MarievaEnseanza de la Ingles como lengua extranjera

PAENA 2007Prof: Abilio Mujica
http://extension.mty.itesm.mx/sirec/img/7c5fbdc3f430c92adaffb5f894523e37


2/79

Many theories about the learning andteaching of languages have been proposed.

These theories, normally influenced bydevelopments in the fields of linguistics and

psychology, have inspired many approaches to

the teaching of second and foreign languages.

History of Language

Teaching


3/79

Now you are going to find

the way out of this maze


4/79

Doing this, the history of language teaching will berevealed for you

Just learn and have fun


5/79

Start in this direction, Do not straightforward , turn right.


6/79

Ancient Time

Speakers intellectual


7/79

Ancient time In the Western world back in the 16th, 17th and18th centuries, foreign language learning was

associated with the learning of Latin and Greek, both supposed to promote the speakers intellectual . At the time was very important to focus on grammatical rules, syntactic structures, alongwith rote memorization of vocabulary and translationof literary texts.

Latin and Geek were not being taught for oral

communication but for the sake of speakers becoming scholarly or creating an illusion of sophistication. Knowledge of Latin was needed for the study of thebible and for academic purposes like the study ofmedical books and legal documents.


8/79

After all speaking Latin played a subordinaterole because it was a dead Language andbecause there were no authentic living peoplewho could serve as a model for its phoneticallycorrect pronunciation. It was not before the

year 1886 that linguists like Wilhelm Vietor, Henry Sweet, and Daniel Jones created the International Phonetic Alphabet for the

phonetic description of sounds in differentlanguages.


9/79

Ancient Time

Go straight and at the end of the path you will find the next clue

16th century

Medieval Latin


10/79

6TH CENTUR Y

M edieval Latin was the form of L atin usedin the M iddle Ages, pr imar ily as a medium ofscholarly exchange and as the l i turgicallanguage of the medieval Roman CatholicChurch, but also as a language of science,l i terature, law, and administration. Despite thecler ical origin of many of i ts authors, M edievalL atin should not be confused withEcclesiastical L atin. There is no realconsensus on the exact boundary where L ateL atin ends and M edieval L atin begins


11/79

Starting in late medieval

times, Italian languagevariants replaced Latin tobecome the primarycommercial language formuch of Europe (especially the

Tuscan and Venetianvariants). This became solidified during the Renaissance with the strengthof Italian banking and the rise

of humanism in the arts.


12/79

Turn right and then go straight

16th century

17th century

Lingua Franca

Importance of the senses


13/79

French as a lingua franca French was the language of diplomacy in Europe from the

17th century until its recent replacement by English, and as aresult is still a working language of international institutionsand is seen on documents ranging from passports to airmailletters. For many years, until the accession of the United

Kingdom, Ireland and Denmark in 1973, French and Germanwere the only official working languages of the European

Economic Community.

French was also the language used among the educated inmany cosmopolitan cities across the Middle East and North

Africa .


14/79

JAN AMOS COMENIUSM ost f amous language methodologist of 17th

century was J A Comenius (1592-1670). L anguages atthis time were being taught by oral methods for

communicative pur poses. The works of Comenius str essthe importance of the senses rather thanthe mind, the importance of physical activity in theclassroom. H e is best known for hi s use of pictur es inlanguage teachi ng. M uch i n Comeni us is sur prisingly

modern. " The exemplar should always come f ir st, theprecept shoul d always foll ow" .


15/79

Go straight and then at the end of the pathturn right

17th century

18th Century

Ploetz


16/79

18TH CENTURY Karl Julius Ploetz (1819-1881) was a

German author of scholarly works, mostnotably his Epitome of History published in the

English language in 1883. He is credited withthe idea of arranging historic data by dates,geographic location, and other factors. As laterused in the English language, Encyclopedia ofWorld History credited with being one of themost complete and comprehensive academictools available before the electronic revolution.


17/79

His work was a compilation of factualworld events designed to help the

students and the general reader. The first English translation was in the U.S.

in 1883 by William H. Tillinghast and published by Houghton Mifflin

Company. The name of the originalwork (in a form of a handbook) was

Auszug aus der alten, mittleren undneueren Geschichte.


18/79

Straight forward and then turn right

18th Century

19th Century

Tranlation

Pre-Reform Movement

The Reform Movement


19/79

Gramm ar TranslationM ethod 1840 TO 1940s)

Started to be known as the classical method. Proponentsof this method believe that learning a foreign language isachieved through the constant and fast translation of

sentences from the target language into the learners firstlanguage and vice versa. Word by word translation were

popular because by them students could demonstrate thatthey understood the grammatical constructions underlying a

specific sentence. It is typical of this approach, therefore, to play emphasis

on the rote memory learning of lists of bilingual vocabularyequations and on the learning of explicit rules of grammar,

frequently in form of tables for the declension andconjugation of nouns and verbs.


20/79

This method teaches a foreign language in adeductive way. It considers literary language as themost important thing in language teaching, and italso emphasizes on reading skills. Classes that

follow this method are conducted in the students

native language Techniques used in this method are: Translation

of Literary Passages, Reading ComprehensionQuestions, Antonyms/ Synonyms, Deductive

Applications of Rules, Fill in the Blanks, Memorization, Use of Words in Sentences andCompositions.


21/79

International

Phonetic Alphabet It began in the late 19th century, at the formation ofthe association and its declaration of creating a phonetic

system used for describing the sounds of spoken

language. The association was formed by French and British language teachers (led by Paul Passy) andestablished in Paris in 1886 (both the organisation andthe phonetic script are best known as I PA ). The first

official version of the alphabet appears in Passy (1888).These teachers based the IPA upon the Romic alphabetof Henry Sweet (1881,-1971), which was formed from the

Phonotypic Alphabet of Isaac Pitman and Alexander John Ellis


22/79

Pre Reform Movement The F renchman M arcel (1793-1896)

Conection between child learning andhis/her language and foreign languageteaching .

Importance of meaning Reading taught before others skills

The Engl ishman T. Predengarst (1806- 1886)

The first to record the observation thatchildren use contextual and situationalcues to interpret utterance and theymemorize phrases and routines in

speaking.


23/79

The F renchman Gouin (1831- 1896)

He attempted to build amethodology around observation ofchild language learning Other

Reformers focus on naturalistic principles of language learning"Natural" method

For more information: http://esl.aladdin.shu.edu.tw/ezcatfiles/esl/download/attach/3/TESL%20histior

y.ppt#262,7,Gouins (Frenchman) contribution


24/79

The Reform M ovement

Reformers sought to organize and simplify the traditionalexposure to texts by using specimen sentences and emphasizing

practice by translating in both directions. Through translation ofspecially constructed sentences that were keyed to lessons centredon particular grammatical points, learners could be exposed to thegrammatical and stylistic range of the target language in aneconomical and systematic way. The reform was not, however,complete, and for the next 200 years the grammar translationmethod and the less systematic literary method coexisted and often

blended. The Reform Movement Dissatisfaction with the practice

of teaching modern languages by such text-based methods came toa head in the Reform Movement of the 1880s 90s, among scholarsand teachers in Germany, Scandinavia, France, and Britain whowere interested in the practical possibilities of a science of speech.It began with the publication in 1877 of Henry Sweet .


25/79

With its analysis of different sound systems,

opened up the prospect of teaching speechsystematically and escaping from the ancientdependence on texts. In 1882, the German

phonetician Wilhelm Vitor expressed the

growing impatience in the pamphlet Languageteaching must start afresh, initially publishedunder a pseudonymin. is creditedwith inventing the term la mthode directe (the

Direct Method ) to sum up the aims of thereformers; other names are the Natural Method ,

New Method , and Phonetic Method .

. Paul Passy

Other Important Methodologists


26/79

L. Sauveur (1826-1907) He used intensive oral interaction in the target

language

A foreign language could be taught withouttranslation or the use of the L1 Meaning was conveyed directly through

demonstration and action

See moreGo Back to the Reforment Movement


27/79

Harold E. Palmer(1877 -1949)

Unlike Natural Methodologists, Palmer felt that language teachersneeded training in all balances oflinguistics and not simply in phonetics

He advocated oral and conversationalapproaches to language teaching

His sequencing or graduation includedears before eyes, receptions before

production, oral repetition beforereading, group work before individual

work, drill exercise before free production, concrete before abstractmeaning

Go Back to the Reforment Movement See more


28/79

F. FrankeHe provides a theoretical

justification for a monolingualapproach to teaching. Teachermust encourage direct andspontaneous use of the foreign

language in the classroom (avoidanalyzing and explaininggrammar rules). Students would

be able to induce rules ofgrammar Speaking began withsystematic attention to

pronunciation. Known wordscould be used to teach newvocabulary, using mine,demonstration, and pictures

Go Back to the Reforment Movement


29/79

Turn right

19th Century

late of 19th century

Direct Method


30/79

Direct Method This method was proposed by Charles

Berlitz, in the last two decades of the 19thcentury. According to this method second

language learning is similar to first languagelearning. In this light, there should be lots oforal interaction, spontaneous use of the target

language, no translation is allowed, and little, ifany, analysis of grammatical rules and

syntactic rules.


31/79

The Direct method is not new, most recently it was revivedas a method that has as the most important goal how touse a foreign language to communicate. This methodsname comes from the fact that meaning is to be conveyeddirectly in the target language through the use ofdemonstrations and visual aids, without using the

students native language. Its main features are: only the use of target language

is allowed in class, the learner should be actively involvedin using the language in realistic everyday situation, students are encouraged to think in the target language, first speaking is taught and then reading and writing, theteacher should demonstrate not explain or translate.

This method uses some techniques like: Reading Aloud, Question and Answers Exercises, Getting Studentsto self Correct, Conversation Practice, Dictations, Map

Drawing, and Paragraph Writing.


32/79

Turn right

late of 19th century

1929

Teaching the Comprehension of Texts


33/79

The Coleman ReportThe Coleman Report in 1929 recommended a reading-

based approach to foreign language teaching for use in American schools and colleges. This emphasizedteaching the comprehension of texts.

Teachers taught from books containing short reading passages in the foreign language, preceded by lists ofvocabulary. Rapid silent reading was the goal, but in practiceteachers often resorted to discussing the cotent of the passagein English. Those involved in the teaching of English as a

second language in the United States between the two worldwars used either a modified Direct Method approach, areading-based approach, or a reading-oral approach (Darian1972). Unlike the approach that was being developed by

British applied linguists during the same period, there waslittle attempt to treat language content systematically. Sentence

patterns and grammar were introduced. There was no standardization of the vocabulary or grammar that was

included.


34/79

Turn left and go straight. Turn left again

1929

1920-1930

Silent Reading


35/79

Reading Method

1920-1930sThe reading method was

prominent in the U.S. followingthe Committee of Twelve in 1900and following the Modern

Foreign Language Study in1928. The earlier method was

similar to the traditionalGrammar/Translation methodand emphasized the transferenceof linguistic understanding to English. Presently, the readingmethod focuses more onsilent reading forcomprehension purposes.


36/79

Turn right and then turn left

1920-1930

1930

Basic English


37/79

Charles Kay Odgen Basic English

Basic English is an auxiliaryinternational language of 850 words comprising a

system covering everything necessary for everyday purposes..The language is based on a simplifiedversion of English, in essence a subset of it.

Ogden did not put any words into Basic English thatcould be paraphrased with other words, and he

strove to make the words work for speakers of anyother language. He put his set of words through alarge number of tests and adjustments. He also

simplified the grammar but tried to keep it normal for English users.


38/79


39/79

Go straight

1930941

The ELI


40/79

Charles Fries The English Language

InstituteThe English Language Institute was

established in 1941 as the first English

language research and teaching program ofits kind in the United States. Since its founding, the ELI has become a leaderin language teaching, learning, and

assessment, in applied linguistics research,and in teacher education at the Universityof Michigan and throughout the world


41/79

"Until this Institute was founded, there wasno oral methodology for teaching English. A fast method was desired, and Friesdeveloped the Oral Approach, which

presented grammatical forms and patternsas exercises that were listened to, repeatedand varied in a series of drills."


42/79

1941

1950-1960s

Go straight and turn right

Speaking and listening


43/79

Bloomfields work in 1942 inspired both the

massive US wartime programme of languageteaching and postwar theories of teaching andlearning. The audio-lingual method In the US inthe 1950s there developed a movement based onthe precepts of structural linguistics andbehaviourist psychology and known variously asthe audio-lingual method (ALM), audio-lingualteaching, audiolingualism, the structuralistapproach, and structuralism.


44/79

Audiolingual Method The outbreak of world War II heightened the need for

Americans to become orally proficient in thelanguages of their allies and enemies alike. To thisend, bits and pieces of the direct method were

appropriated in order to form and support this newmethod, the Army Method which came to be knownin the 1950s as the Audio lingual Method.

This method was based on linguistics and psychological theory, and one of its main premises wasthe scientific descriptive analysis of a wide assortmentof languages.


45/79

On the other hand conditioning and habit formation models of learning put forward bybehaviouristics psychologists were married whit the

pattern practices of the Audio lingual method. This method is characterized because of the very

little use of the mother tongue in the classroom,

lessons begins with dialogues, use of tapes andvisual aids, learning vocabulary in context, it is focused on pronunciation, dependence on mimicryand memorization, According to this methodspeaking and listening competence

preceded reading and writing competences.


46/79

Go straight and turn left

1950-1960s

1960-1970s

Concious Control


47/79

At the end of the 1960s and beginning of the 70s, as areaction against the defects of the audio-lingual method,and taking as its theoretical base the transformational and

generative grammar of Chomsky, the so-called cognitive-code approach became popular. According to thisapproach, the learning of a language consists in acquiringa conscious control of its structures and its

phonetic, lexical and grammatical elements, by means of,above all, the study and analysis of these structures,organised into coherent groups of knowledge. Once the

student has reached a certain level of cognitive commandof these elements, he will develop almost automatically theability and capacity to use the language in realistic

situations.

The Cognitive Code

approach


48/79

1977

1960-1970s

Go straight and turn left

Unconcious Process


49/79

Natural Approach The Natural Approach was developed by

Tracy Terrell and Stephen Krashen, startingin 1977. It came to have a wide influence in

language teaching in the United States andaround the world.

It adopts techniques and activities from

different sources but uses them to providecomprehensible input


50/79

The Natural Approach is based on the following tenets: Language acquisition (an unconscious process developed

through using language meaningfully) is different from language learning(consciously learning or discovering rules about a language) and language

acquisition is the only way competence in a second language occurs. (Theacquisition/learning hypothesis) Conscious learning operates only as a monitor or editor that checks or

repairs the output of what has been acquired. (The monitor hypothesis) Grammatical structures are acquired in a predictable order and it does little

good to try to learn them in another order.(The natural order hypothesis).

People acquire language best from messages that are just slightly beyondtheir current competence. (The input hypothesis) The learner's emotional state can act as a filter that impedes or blocks input

necessary to acquisition. (The affective filter hypothesis)

For more information go to:

http://www.sil.org/LinguaLinks/languagelearning/WaysToApproachLanguageLearning/TheNaturalApproach.htm
http://www.sil.org/LinguaLinks/languagelearning/WaysToApproachLanguageLearning/TheNaturalApproach.htmhttp://www.sil.org/LinguaLinks/languagelearning/WaysToApproachLanguageLearning/TheNaturalApproach.htmhttp://www.sil.org/LinguaLinks/languagelearning/WaysToApproachLanguageLearning/TheNaturalApproach.htmhttp://www.sil.org/LinguaLinks/languagelearning/WaysToApproachLanguageLearning/TheNaturalApproach.htm


51/79

Go straight

1977 1970-1980s

Humanism

S di


52/79

Suggestopedia Method

Suggestopedia is a humanisticapproach developed by Georgi Lozanov in1970s. It is based on the idea that people, as they get older, inhibit their learning to conform to the social norms and in order to reactivate thecapabilities they used as children, teachers have to

use the power of suggestion. The suggestopedicapproach is said to increase enormously the abilityof students to learn, to remember, and to integrate

what they learn into their personality.


53/79

Suggestopedia adopts a carefully structured approach,using four main stages as follows:

Presentation: A preparatory stage in which students are helpedto relax and move into a positive frame of mind, with the feelingthat the learning is going to be easy and fun.

F irst Concer t - "Active Concert : This involves the active presentation of the material to be learnt. For example, in a foreign language course there might be the dramatic reading ofa piece of text, accompanied by classical music.

Second Concer t - "Passive Review : The students are nowinvited to relax and listen to some Baroque music, with the textbeing read very quietly in the background. The music is specially

selected to bring the students into the optimum mental state forthe effortless acquisition of the material.

Practice : The use of a range of games, puzzles, etc. to reviewand consolidate the learning.


54/79

Turn right and go straight

1970-1980s

1970- 1980s

Internalization


55/79

Communicative Approach

Communicative language teaching is the generally accepted norm in the field of secondlanguage teaching. CLT suggests communicativelanguage and language acquisition, and theapproach proposes way for learners to

internalize a second language and to experiment in a classroom context. Therefore,

the classroom context is used to create activities toteach students how to react in a real world situation,not to fake real-world situations.


56/79

Communicative language teaching makes use of real-

life situations that necessitate communication. Theteacher sets up a situation that students are likely toencounter in real life. Unlike the audiolingual methodof language teaching, which relies on repetition and

drills, the communicative approach can leave students in suspense as to the outcome of a classexercise, which will vary according to their reactionsand responses. The real-life simulations change from

day to day. Students' motivation to learn comes fromtheir desire to communicate in meaningful ways aboutmeaningful topics.


57/79

It is assumed that the goal of language teaching is learner ability to

communicate in the target language. It is assumed that the content of a language course will include semantic notions and social functions, not just linguistic structures.

Students regularly work in groups or pairs to transfer (and, ifnecessary, negotiate) meaning in situations where one person hasinformation that the other(s) lack.

Students often engage in role-play or dramatization to adjust theiruse of the target language to different social contexts.

Classroom materials and activities are often authentic to reflectreal-life situations and demands.

Skills are integrated from the beginning; a given activity mightinvolve reading, speaking, listening, and perhaps also writing.

The teacher's role is primarily to facilitate communication and only secondarily to correct errors.

The teacher should be able to use the target language fluently andappropriately

Some characteristics


58/79

Go straight

1970- 1980s 1985

Students becom e independent


59/79

The Silent WayThe Silent Way is an approach to language

teaching designed to enable students tobecome independent,autonomous and responsiblelearners . It is part of a more general

pedagogical approach to teaching and learningcreated by Caleb Gattegno. It is constructivist in

nature, leading students to develop their ownconceptual models of all the aspects of thelanguage. The best way of achieving this is to help

students to be experimental learners. The Silent

Way allows this.


60/79

The main objective of a teacher using the Silent Wayis to optimize the way students exchange their time

for experience. This Gattegno considered to be thebasic principle behind all education: "Living a life ischanging time into experience."

The students are guided into using their inherent sense of what is coherent to develop their own "innercriteria" of what is right in the new language. Theyare encouraged to use all their mental powers tomake connections between sounds and meanings inthe target language. In a Silent Way class, the

students express their thoughts and feelings aboutconcrete situations created in the classroom bythemselves or the teacher.


61/79

1985

1980s

Command

Total Physical


62/79

Total Physical Response

(TPR) is a method developed by Dr. James J. Asher, a professor of psychology, to aid learning foreign languages. The method relies on theassumption that when learning a second oradditional language, that language is internalizedthrough a process of codebreaking similar to firstlanguage development and that the process allows

for a long period of listening and developing

comprehension prior to production. Studentsrespond to commands that require physicalmovement.

For more information: http://www.tpr-world.com
http://www.tpr-world.com/http://www.tpr-world.com/http://www.tpr-world.com/http://www.tpr-world.com/


63/79

NLP (Neuro Linguistic


64/79

NLP (Neuro LinguisticProgramming

NLP (Neuro Linguistic Programming)has been around in language teaching longerthan we may realise. Those teachers whoincorporate elements of suggestopedia,community language learning, music, dramaand body language into their lessons arealready drawing on NLP as it stood twenty

years ago. NLP, with its roots in psychology and

neurology, is about the way the brain worksand how the brain can be trained for the

purpose of betterment. It encompasses or isrelated to ' left / r ight brain' functions, 'visual / auditor y / kinestheti c' learning styles,

multiple intelligence and other areas ofresearch which are attempting to identifymodes of learning whilst recognising the

importance of the individual learner.


65/79

At th first entrance, turn left

1980s

1983

Seven hum an intelligences


66/79

Multiple Intelligence

Gardner presents the basis of his theory as follows:" I have posi ted that all human beings are capable of at

least seven dif ferent ways of knowing the world -- ways that

I have elsewhere labeled the seven human intel l igences.According to th is analysis, we are all able to know theworld through language, logical-mathematical analysis,spatial representation, musical thinki ng, the use of thebody to solve problems or to make things, an

understanding of other individuals, and an understandingof our selves. Where individuals dif fer is in the str ength ofthese intel l igences -- the so-call ed profi le of intel l igences --and in the ways in whi ch such intell igences are invokedand combined to carry out dif ferent tasks, solve diverseproblems, and progress in var ious domains."


67/79

Teachers are aware of the diversi ty intheir classrooms. They know it i s impor tantto learn something about their students inorder to invest more eff iciently in the

teaching-learning process, but i t i s notalways clear what kind of knowledgewould be most r elevant and in what way

this knowledge can be acqui red.


68/79

Go straight and turn right

1983

1985

Integration


69/79


70/79


71/79

Lexical Approach Based on the idea that an important part of language

acquisition is the ability to comprehend and produce lexical phrases as unanalyzed wholes, or chunks, and that thesechunks become the raw data by which learners perceive

patterns of language traditionally thought of as grammar--thatlanguage production is the piecing together of ready-madeunits appropriate for a particular situation--the Lexical

Approach concentrates on developing learners proficiencywith lexis, or words and word combinations. This method

proposes that it is not grammar but LEXIS that is the basisof language and that the mastery of the grammatical system isnot a prerequisite for effective communication


72/79


73/79

Turn right

1990

1995

Curriculum


74/79

Content Based

Method In content-based instruction (CBI), thecurriculum organizing principle is

subject matter, not language. CBI can be focused around regular academic courses such as history and science taught in the

target language or organized around a series of selected themes drawn from theregular curriculum .


75/79

Turn left

1995

1996

Task


76/79

Task-based Instruction It has interested some researchers and curriculum

developers in second/foreign language instruction since the mid-1980s (Long 1985; Breen 1987; Prabhu 1987; Nunan 1989), asa result of widespread interest in the functional views oflanguage and communicative language teaching. However,under the rubric of task-based instruction, a variety ofapproaches can be found, e.g., "procedural syllabuses,""process syllabuses," and "task- based language teaching. At amore fundamental level, the term 'task' itself has been a complexconcept, defined and analyzed from various, sometimes critical,theoretical and pedagogical perspectives.
http://sitemaker.umich.edu/lindsey.belzyt/files/060.jpghttp://www.toddlersntotspreschool.com/temp/images/toddlers2.JPGhttp://sitemaker.umich.edu/lindsey.belzyt/files/060.jpg


77/79

However, task-based approaches entail incommon a more flexible approach in which"content and tasks are developed in tandem"

From a course designer's point of view, thenotion of task as the "unit of analysis" serves

as a starting point in syllabus design,determining needs assessments, content selection, learning experiences, andevaluation it still remains the crucial point intask-based approaches to second languageteaching.
http://www.toddlersntotspreschool.com/temp/images/toddlers2.JPGhttp://sitemaker.umich.edu/lindsey.belzyt/files/060.jpg


78/79


79/79

164804186 History of Language Teaching Copy

Documents

Transcript of 164804186 History of Language Teaching Copy