-
Period: 1501 to
Language teaching during XVI, XVII, XVIII Centuries
During these Centuries, Language was taught through rote learning of grammar, study conjugations, translation, and practice of writing sample sentences. Brutal punishment was allowed, which was a deadining experience for children.
Speaking the foreign language was not the goal, oral practiced was limited to students reading aloud the sentences they had translated. -
Period: to
Language teaching during the early XIX Century
by the Nineteen Century, they still using the approach based on the study of Latin, which was the standard way of studying a foreign language. -
Period: to
Language teaching during the middle XIX Century
The organization of lessons arround grammar points were introduced in the mid-Nineteen Century, each grammar point was listed, rules were explained and illustrated by sample sentences.
The opositions to the Grammar Translation Method started to developed in several European countries. -
Period: to
Language teaching during the late XIX Century
The textbooks were determined to codify the rules of morphology, and syntax and eventually memorize them. Oral work was reduced to minimum.
Grammar Translation was first known in the U.S. as the Prussian Method.
Grammar Transaltion Method dominated European and foreign teaching, in spite of the reform movement against this method and the developed of new was of teaching. -
Period: to
Language teaching in XX century (20´s-30´s)
In this time, the Audiolingual method was emerged. This method advised that students should be taught a language directly, without using the students' native language to explain the grammar in the target language. The Situational method was used which were both supreseded by the communicative approaches that is based on a structural view of language. Speech, structure and a focus on a set of basic vocabulary are seen as the basis of language teaching. -
Period: to
Language teaching in XX century (50´s-60´s)
The Silent way was used by this time, and it emphasizes learner autonomy and active student participation. Silence is used as a tool to achieve this goal; the teacher uses a mixture of silence and gestures to focus students' attention, to encourage them to correct their own mistakes. another method was The Natural approach and it aims to foster naturalistic language acquisition in a classroom to ephasises communication, and to rest importance on correction of errors. -
Period: to
Language teaching in XX century (80´s-90´s)
New approaches appeared. The Cooperative learning, which consisted in organize classroom activities for academic and social learning experiences. There is more than merely arranging students into groups, and it has been described as structuring positive interdependence.
The Whole language approach emphasizes that children should focus on meaning and instruction. It is contrasted with phonics-based methods of teaching reading and writing that emphasize instruction for decoding and spelling. -
Period: to
Language teaching in XXI Century
Language Teaching now is known as the Postmethods Era, that is focused on eclecticism, which involves a variety of language learning activities, each of which may have very different characteristics and may be motivated by different underlying assumptions.
The most traditional foreign language teaching sequencing is the so called P-P-P model: Presentation, Practice and Production. It correlates with the psychological sequence of processes that leads to the acquisition of cognitive skills.