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Grammar Translation
-Grammar was taught as a set of rules.
-Vocabulary was learnt via translated lists.
-Written text was seen as the real language.
-Written texts were translated and composition in L2 was regarded as the apex of language ability. -
Direct Method
-The most important skills were speaking and listening.
-The medium of instruction was English, students learnt sequences of strictly chosen.
-Grammatical phrases by listening and repetition.
-Grammar rules were avoided, and replaced by phrases. -
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Audio-lingual method + Structuralist view of language (USA)
-The structures was more important to focus on vocabulary speaking and listening were the most important skills.
-Language exercises for speaking were listen and repeat.
-Language exercises for writing were multiple choice and gapfill. -
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Structural-situational method (UK)
-This was a pragmatic version of audio lingualism.
-The key difference from the audio lingual approach was that the language presentation.
-This approach gave rise to the idea of PPP (presentation, practice, production) e.g. The present S. tense for routines, was presented (P) and given controlled practice (P) and then given further semi controlled practice (P) -
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Humanistic Approaches
-Language classes were places of fear for language learners ( The Silent way).
-The philosophy of the humoristic approaches was valuable, it has become an assential precept of language teaching thet students assimilate things best when they are talking about themselves, sometimes called "personalisation". -
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Functional syllabuses - Communicative Language Teaching 1
-The first tranche of the communicative "revolution" was based on the idea of grouping bits of language according to communicative functions like apologising, requesting, and advising.
-These "bits" were called "exponents".
-The listen and repeat, and repeat and extend methods persisted. -
Communicative methodology - Communicative Language Teaching 2
-The key principle was the separation of classroom work into "accuracy" work and "fluency".
-Accuracy work was concentrating on learning new bits of language (grammar patterns, functional exponents, vocabulary, etc.). -
Test-Teach-Test
-Was an inventive variation of traditional PPP.
-The students are given a task, such as a role play, without any prior teaching, and this is the first TEST phase, if the students have problems and make mistakes, the teacher knows that they have to teach the biggest errors, it's know as Presentation, is the TEACH phase.
-The students doing further practice exercises, which is the second TEST phase. -
Negotiated syllabus
-More relevant to executive and Business English students where needs are specific and focused.
-It has become the norm for professional language training organisations, based on the principle that we first find out what students want and test them to find out what they need. -
Task-based approaches
-This is relevant to business English teaching, and has been solidly part of Business English teaching.
-Since the mid 90s it has become much more established in General English teaching.
-It is a methodological idea which attempts to get away from PPP altogether. -
Lexical views of language
-Academic linguists noticed that the language was full of set phrases (e.g. you don't say!, onwards and upwards, a man's gotta do what a man's gotta do, the knock-on effect of, it's a good job (that)...etc.). -
Output - Feedback
-Originating mainly in the Business English field, this is less an approach, more an attitude of mind, based on the idea of an immersive bath of communication from which useful language focus then arises. -
Noticing (also known as "consciousness-raising")
-Some studies into the psychology of classroom language learning showed that there is little realationship between what the teacher teaches in one lesson and what students learn in that lesson as conscious learning. -
Grammaticisation
-There has been a growth of interest in classroom tasks which help the student to see grammar in its global, and truly communicative context. -
The Modern Integrated Language Teacher
-We used translation when it is quick and efficient to get across meaning.
-We still teach grammar, even though we no longer assume it to be a starting point, but more a reference point.
-We use drilling (e.g. listen and repeat) when it is an efficient way for students to get their mouths round the sounds and rhythm of a useful expression.