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Latin was the world´s most studied foreign language. It was the dominant language of education,commerce, religion and government in the Western world.
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Those languages gained in importance as a result of political changes in Europe, and Latin gradually became displaced as a language of spoken and written communication.
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An analysis of the grammar of Latin became the model for foreign language study.
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Modern languages began to enter the curriculum of European schools. The students were taught using the same basic procedures that were used for teaching Latin.
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He referred to child language learning as a model for language teaching. He proposed that reading should be taught before other skills
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Europeans created a demand for oral proficiency in foreign languages. Initially, this created a market for conversation book and phrase books intended for private study. Language teaching specialists paid attention to the way modern languages were taught in secondary schools.
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He was the first to record the observation that children use contextual and situational cues to interpret utterances and that they use memorized phrases.
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He used intensive oral interaction in the target language, employing questions as a way of presenting language.
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He observed child´s use of language. He believed that language learning was facilitated through using language to accomplish events consisting of a secuence of related actions.
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Grammar - translation dominated European and foreign language teaching and it modified form it continues to be used in some parts of the world today.
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He argued that sound methodological principles should be based on a scientific analysis of language and a study of psychology.
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He used Linguistic theory to justify his views on language teaching. He said that training in phonetics would enable teachers to pronounce the language accurately.
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He said a language could be best be taught by using it actively in the classroom. He also said that teachers must encourage the spontaneous use of the foreign language, then, they would be able to induce rules of grammar.
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The International Phonetic Alphabet (IPA) was designed to enable the sounds of any language to be accurately transcribed. Onr of the earliest goals of the association was to improve the teaching of modern languages.
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He set forth principles for the development of teaching method.
1.- Selection of what is to be taught.
2.- Imposing limits on what is to be taught.
3.- Arranging what is to be taught in terms of the 4 skills.
4.- Grading materials from simple to complex. -
A book consisted of chapters or lessons organized around grammar points. Each grammar point was listed, rules on its use were explained, and it was illustrated by sample sentences.
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Nineteenth century textbooks compilers were mainly determined to codify the foreign language into frozen rules of morphology and syntax to be explained and eventually memorized. Oral work was reduced to the minimum.
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Seidenstücker published a book which he divided into two parts. One giving the rules and necessary paradigms, the other giving French sentences for translation into German and German sentences for translation into French.
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Plötz published a book which he divided into two parts. The sole form of instruction was mechanical translation.
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There was an opposition to the Grammar - Translation method in several European countries.
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Many reformers believed that:
1.- Spoken language should be reflected in an oral-based methodology
2.- Phonetics should be applied to teaching and teacher training.
3.-Learners should hear the language first.
4.- Words should be presented in sentences with contexts.
5.- Grammar should be taught inductively.
6.- Translation should be avoided. -
The popularity of the direct method in Europe caused foreign language specialists in the U.S.A to attempt to have it implemented in American schools and colleges.
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The use of the direct method in non-commercial schools in Europe had consequently declined.
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Applied linguistics systematized the principles proposed earlier by the Reform Movement and so laid the foundations for what developed into the British approach to teaching English as a Foreign languge.
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"The first language is maintained as the reference system in the acquisition of the second language". Language learning consists of little more than memorizing rules and facts in order to understand and manipulate the morphology ans syntax of the foreign language.
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The sentence is the basic unit of teaching and language practice. Much of the lesson is devoted to translating sentences into and out of the target language.
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Accuracy is emphasized. Students are expected to attain high standards in translation, because of the high priority attached to meticulous standards of accuracy and it was a prerequisite of formal written examinations that grew up during the century.
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Content - Based Instruction and Task - Based Language Teaching emerged as new approaches to language teachin.
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Generally, today’s educators also share the following characteristics:
1) They may resist learning about new technology.
2) They work in environments where professional development is
underemphasized and undervalued by their employers.
3) They need support and planning time
4) New technology takes them out of their comfort zones -
1) Learning must be relevant to students.
2) Technology can be distracting.
3) Millennials risk being over-schooled and overworked.
4) Some Millennials will not pursue post-secondary education. -
The 21st century skills can be summarized by the 4Cs:
- Communication: Perform independently and with groups in a highly
technologically advanced atmosphere
- Critical Thinking: Be ready for daily, global interaction
- Creativity and innovation: Be cable of adaptive, flexible and
creative thinking
- Collaboration: nderstand how to plan for, build, and include
collaboration with peers who are colleagues and experts in the
field