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Period: 1501 to
16TH Century and Latin
It was considered as a language of science, and the ones considered as inteligent and whit high academic level, where spected to know this language -
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17TH Century Oral Methods for communicative purposes
J A Comenius (1592-1670) was the most famous language methodologist of the 17th century; he encouraged to focus on the importance of senses instead of mind, and the importance of physical activity in the classroom. He used pictures in the classroom. -
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Pre-Reform Movement
Conection between child learning and his/her language and foreign language teaching.
Reading taught before others skills. -
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The Englishman T. Predengarst
The first to record the observation that children use contextual and situational cues to interpret utterance and they memorize phrases and routines in speaking. -
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L. Sauveur
"A foreign language could be taught without translation or the use of the L1" -
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The Frenchman Gouin
Observation of child language learning. -
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Grammar translation method
Grammar was taught as a set of rules.
Vocabulary was learnt via translatedlists.
Written text was seen as the ‘real’language, superior to the spoken version.
speaking and listening were seen as less importan and were tagged on as extras to the main course. -
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Harold E. Palmer
He felt language teachers should be trained in all balances of linguistics and not simply in phonetics.
He advocated oral and conversational approaches to language teaching. -
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The Direct Method
Proposed by Charles Berlitz second language learning is similar to first language learning. Lots of oral interaction, no translation is allowed, and little, if any, analysis of grammatical rules and syntactic rules. -
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The Reform Movement
The focus on spoken language also led to recommending the use of proper pronunciation and the use of conversation in the classroom.
This emphasis on verbal accuracy may have come from the stress of accuracy in the Grammar-Translation Method.
The reform was not, however, complete, and for the next 200 years the grammar–translation method and the less systematic literary method coexisted and often blended. -
Julius Ploetz
The idea of arranging historic data by dates, geographic location, and other factors; used in the English language, Encyclopedia of World History credited with being one of the most complete and comprehensive academic tools available before the electronic revolution. -
IPA (International Phonetic Alphabet)
A phonetic system used for describing the sounds of spoken language. -
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Reading Method
It was in the begining, similar to the traditional Grammar/Translation method and emphasized the transference of linguistic understanding to English. Presently, the reading method focuses more on silent reading for comprehension purposes. -
The Coleman Report
This emphasized teaching the comprehension of texts.
eachers taught from books containing short reading passages in the foreign language -
The English Language Institute
The first English language research and teaching program of its kind in the United States.
Has become a leader in language teaching, learning, and assessment, in applied linguistics research, and in teacher education at the University of Michigan and throughout the world. -
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The Audio-Lingual Method
This method was based on linguistics and psychological theory, and one of its main premises was the scientific descriptive analysis of a wide assortment of languages.
Very little use of the mother tongue in the classroom, lessons begins with dialogues, use of tapes and visual aids, learning vocabulary in context, it is focused on pronunciation, dependence on mimicry and memorization, According to this method speaking and listening competence preceded reading and writing competences. -
Audiolingual Method
Build up an implicit L2 knowledge base through drilling and memorisation -
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Concious Control
Consists in acquiring a conscious control of its structures and its phonetic, lexical and grammatical elements. Once the student has reached a certain level of cognitive command of these elements, he will develop almost automatically the ability and capacity to use the language in realistic situations. -
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Suggestopedia Method
Is a “ humanistic approach ” developed by Georgi Lozanov, It is based on the idea that people, as they get older, inhibit their learning to conform to the social norms and in order to reactivate the capabilities they used as children, teachers have to use the power of suggestion. The suggestopedic approach is said to increase enormously the ability of students to learn, to remember, and to integrate what they learn into their personality. -
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Communicative Approach; Communicative Language Teaching
CLT suggests communicative language and language acquisition, and the approach proposes way for learners to internalize a second language and to experiment in a classroom context. Therefore, the classroom context is used to create activities to teach students how to react in a real world situation, not to fake real-world situations. -
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The Silent Way
The Silent Way is an approach to language teaching designed to enable students to become independent, autonomous and responsible learners . It is part of a more general pedagogical approach to teaching and learning created by Caleb Gattegno. It is constructivist in nature, leading students to develop their own conceptual models of all the aspects of the language. -
Hymes’ model of communicative competence
Communicative competence is the intuitive functional knowledge and control of the principles of language usage. As Hymes observes:
"a normal child acquires knowledge of sentences not only as grammatical, but also as appropriate. He or she acquires competence as to when to speak, when not, and as to what to talk about with whom, when, where, in what manner..." -
Teaching of English as a second language in the United States between the two world wars
Is was used an either a modified Direct Method approach, a reading-based approach, or a reading-oral approach.
Sentence patterns and grammar were introduced. There was no standardization of the vocabulary or grammar that was included. -
Multiple intelligences
Created by Gardner, according to his analysis, we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. -
The Natural Approach
Based on Krashens‟ theories aboutsecond language acquisition; and it's based in the following:
Language acquisition (an unconscious process developed through using language meaningfully) is different from language learning (consciously learning or discovering rules about a language) and language acquisition is the only way competence in a second language occurs. (The acquisition/learning hypothesis) -
Monitor Model
Is a group of five hypotheses of second-language acquisition developed by the linguist Stephen Krashen.
The hypotheses put primary importance on the comprehensible input (CI) that language learners are exposed to. Understanding spoken and written language input is seen as the only mechanism that results in the increase of underlying linguistic competence, and language output is not seen as having any effect on learners' ability. -
Lexical Approach
Based on the idea that an important part of language acquisition is the ability to comprehend and produce lexical phrases as unanalyzed wholes, or “chunks,” and that these chunks become the raw data by which learners perceive patterns of language traditionally thought of as grammr; the Lexical Approach concentrates on developing learners’ proficiency with lexis, or words and word combinations. -
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The Modern Integrated Language Teacher
We use translation when it is quick and efficient to get across meaning; we still teach grammar; we usedrilling (e.g. listen-repeat); we use practice exercises (e.g. gap-fills); and other methods.
Themodern teacher is able to use any approach from the past as long as it is appropriate and useful.