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Period: 1500 to
Latin Part II
Textbooks: abstract grammar rules, lists of vocabulary, sentences for translation (with no relation to the language of real communication) Speaking the foreign language was NOT the goal. They were determined to codify the foreign language into rules of morphology and syntax
GRAMMAR TRANSLATION METHOD
Reading/writing: Major focus
Vocabulary: Reading texts, repetition, translation (L1<->L2)
Sentence: Language is presented: Deductive grammar (direct presentation, study of grammar rules), Accuracy. -
Period: 1500 to
Latin (Greek) Part I
-Lingua franca (Reading, writing, grammar structure and translating) S.XIX
Dominant language of education, commerce, religion, and government in the Western world. In the sixteenth century, Italian French and English gained importance and Latin became displaced as a language of spoken/written communication
-Latin became an occasional subject in the school curriculum
-Latin grammar was taught through rote learning of grammar rules, conjugations, translations and practice writing sample sentences -
Early nineteenth century
REFORM MOVEMENT
Phonetics was established
Linguists emphasized that speech, rather than written, was the primary form of language.
The goals were: spoken language, good pronunciation, conversation texts and dialogues to introduce conversational phrases and idioms, teaching of grammar and teaching new meanings through establishing associations with the target language. -
Mid nineteenth century
DIRECT METHOD. Observation of child language learning. The most widely known of the natural method.- "Natural Method" A foreign language could be tought without translation if meaning was conveyed through demostration/action. Learners then would be able to introduce grammar rules. Teachers replaced textbooks in the early stages of learning. Speaking began with systematic attention to pronunciation. Known words could be used to teach new vocabulary, using mime/demostration/pictures.
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Late nineteenth century Part I
The Direct Method was largely dependent on the teacher´s skills and not all teachers were proficient in the foreign language to adhere to the principles of the method. Each part of the world had different points of view of the method, some of them used it, others declined it, and others modified it. A study concluded that no single method could guarantee succesfull results.
Particular teaching methods differ in the way thay have adressed issues from the late 19th century to the 21st century... -
Late nineteenth century Part II
The Direct Method can be regarded as the first language teaching method to have caught the attention of teachers and language teaching specialists, and it offered a methodology that appeared to move language teaching into a new era. -
Period: to
Methods Era
Troughout the years teaching methods have had different characteristics in terms of goals, assumptions about how a L2 is learned and preferred teaching techniques, have in common the belief that if language learning is tobe improved, it will come about through changes and improvements in teaching methodology. Alternative ways of understanding the nature of language teaching have emerged that are sometimes viewed as characterizing the "post-methods era" -
Period: to
Twenty First Century Part IV
Institutions choose approaches to involve learners to make learning process get completeness. There are methodologies at the disposal of the language teachers, wherein they enable learners adopt practices to enhance language competencies like, Co-operative Learning/Active Learning/Problem-based Learning/Constructivism/Tasked-based learning/Communicative language teaching Methodology to focus on independent learning methods. And this approaches are going to keep changing to try to improve the SLA -
Period: to
Twenty First century Part I
The focus in language education in the twenty-first century is no longer on grammar, memorization and learning from rote, but rather using language and cultural knowledge as a means to communicate and connect to others around the globe. Geographical and physical boundaries are being transcended by technology as students learn to reach out to the world around them, using their language and cultural skills to facilitate the connections they are eager to make. -
Period: to
Twenty First century Part II
21st century has seen many modified approaches and got them adopted in the language teaching/language learning process. The teacher should gear up the language teaching tools, appropriate to the current trends with the modern pedagogical approaches and methodologies in language teaching. Language teaching plays an important role to open up its resources to the learners to enable them to find the right expressions to convey the intended meaning to the listeners. -
Period: to
Twenty First Century Part III
EFL students are increasingly likely to communicate with speakers of English or to access information in English via the Internet than they are in realized imagined-spaces. However, those English speakers are not probably from the core. As English continues to dominate the industries of business and technology, its status as a lingua franca is not about to change in the foreseeable future.