Unit 1- Evolution of language learning and teaching (Methodologies up to 1950)

General considerations

A language teaching method is a single set of procedures which teachers follow in the
classroom in order to teach a language. Methods are usually based on a set of beliefs on the
nature of language and learning.

Concepts what a language is

How language is learnt

Theories of second language acquisition

Features of language instruction - Objectives

- Syllabus
- Activities
- Roles of teachers and learners
- Materials
- Assessment

Three methods

1. The grammar- translation method (1840-1940)

Was used to teach Greek and Latin, which was the most used language.

 As modern languages began to replace Latin, they were taught using the same basic
procedures that were used for teaching Latin.

By the nineteenth century, this approach based on the study of Latin, had become the standard
way of studying foreign languages in schools.

A typical textbook:

- lessons organized around grammar points

- each grammar point is listed

- rules on its use are explained

- it was illustrated by example sentences

- translation activities

- reading comprehension

The ultimate objectives:

o To be able to read, understand and appreciate written target literature

o Studying the grammar of the target language will help students become more familiar
with the grammar of their own mother tongue
 o This familiarity would help them speak and write their native language better
o Major focus is on reading and writing
o Accuracy is emphasized

CHARACTERISTICS

- The student’s native language was the medium of instruction

- Translation of sentences and texts into and out of the target language

- Reading and writing are the major focus; little or no systematic attention is paid to speaking
and listening (oral language)

- Vocabulary selection is based solely on the reading texts used, and words are taught through
bilingual word lists, dictionary study, and memorization

- emphasis on the sentence rather than on the text in an attempt to make language learning
easier.

- Accuracy is more important than fluency. This was a prerequisite for passing the increasing
number of formal written examinations.

- Grammar is taught deductively. Presentation and study of grammar rules followed by

examples and exercises. Starting off with easy structures that grow in complexity.

TECHNIQUES

- Drawing analogy between the target and native languages

- fill-in the blanks

- parsing or syntactic analysis

- VOCABULARY: synonyms and antonyms

- transformation

- composition writing

DISADVANTAGES

- Oral and conversational skills are not important

- translation does not help learners develop their communication skills

- this method gives pupils the wrong idea of what language is and of the relationship between
languages

- learning is unnatural
 2. The direct approach (19th century beginning 20th)

- towards the end of the 19th, a revolution in language teaching philosophy took place

- this approach was developed towards the end of the 19th century and the beginning of 20th
century, initially as a reaction to the grammar- translation approach

- gouin in the 1880s and Berlitz in the 1900s

Four main points:

 Listening is crucial.
 Relation sound- object is essential to elicit the meaning.
 Students solidify knowledge through repetition.
 Motivation

CHARACTERISTICS

- only the use of target language is allowed in the classroom. Lessons begin with a dialogue.
The mother tongue is never ever used.

- students are encouraged to think in the target language

- the method tries to avoid language transfer

- material is first presented orally with actions or pictures. There is no translation. Realia and
miming

- the teacher should demonstrate not translate or explain

- the students are required to use new voc items in full sentences instead of memorizing world
lists.

- the preferred type of exercise is a series of questions in the target language based on the
dialogue or an anecdotal narrative

- oral communication skills are built up in a carefully graded progression organized around
exchanges between teachers and students in small intensive classes. ´

- questions are answered in the target language and pronunciation is worked on form the
beginning

- printed words must be kept away from second language learner for as long as possible

- only everyday voc and sentences are taught. Realistic everuday situations

- culture is considered an important aspect of learning the language

- grammar is taught inductively

- introducing the particular before the general

Although speech and listening comprehension are considered very important, correct
punctuation and grammar are also emphasized as student competence In the language
becomes more proficient.
PRINCIPLES:

o Never translate: demonstrate.

o Never explain: act
o Never make a speech: ask questions.
o Never imitate mistakes: correct
o Never speak with single words: use sentences
o Never speak too much: make students speak too much.
o Never use the book: use your lesson plan.
o Never go too fast: keep the pace of the students.
o Never speak too slowly: speak normally.
o Never speak too quickly: speak normally.
o Never speak too loudly: speak normally.
o Never be impatient: take it easy.

Evaluation: use language rather than show knowledge of it, oral and writing skills, difficulty
assessing oral skills.

Error correction: immediate error correction should be avoided, unpersonalised, after

activities/ class.

Conclusions: general English, requires good lesson plan, similar to L1 acquisition

Advantages: teaches the language rather than about the language, similar to first language
acquisition learning process, develops oral communication in the target language, use of realia
and visual aids

Disadvantages: the main problem is the lack of a rationalized selection and grading in
presenting language, lack of linguistic objectives, the learning of grammar and voc is too slow,
needs teachers who are native or near native speakers of the target language.
 3. Audio lingual method.

This method is based on the principles of behavior psychology. It adapted many of the
principles and procedures of the direct method.

- it was used during wwii to train soldiers to speak the language of the enemy country

CHARACTERISTICS:

- new material is presented in the form of a short dialogue

- memorization of set phrases and over learning

- structures are sequenced and taught one at a time

- structural patterns are taught using repetitive drills

- little or no grammatical explanations are provided: grammar is taught inductively

- skills are sequenced

- voc is strictly limited and learned in context

- teaching points are determined by contrastive analysis between l1 and l2

- abundant use of language laboratories

- importance to precise native- like pronunciation

- successful responses are reinforced

- there is a tendency to focus on manipulation of the target language and to disregard content,
meaning, context and communication.

DISADVANTAGES:

- pattern of speech is standardized

- no spontaneity

- boring and mindless

- audio visual materials are used as a teaching method rather than a teaching aid.