Language Teaching History

By paolar97
  • Period: 1501 to

    XVI

  • MEMORISATION

    MEMORISATION
    Vital importance to focus on grammatical rules, syntactic structures, along with rote memorisation of vocabulary and translation of literary texts. There was no provision for the oral use of the languages under study.
  • Period: to

    XVII

  • THE DIRECT METHOD

    Gouin and Berlitz - The Direct Method: came to the conclusion that language learning is a matter of transforming perceptions into conceptions and then using language to represent these conceptions. Equipped with this knowledge, he devised a teaching method premised upon these insights.
  • Period: to

    XVIII

  • DIRECT METHOD (Early XIX)

    Second language learning is similar to first language learning. In this light, there should be lots of oral interaction, spontaneous use of the language, no translation, and little if any analysis of grammatical rules and syntactic structures.

    • There was an inductive approach to grammar
    • Only everyday vocabulary was taught
    • Concrete vocabulary was taught through pictures and objects, while abstract vocabulary was taught by association of ideas
  • Period: to

    XIX

  • ORAL-AUDITIVE METHOD (Mid XIX)

    This method is based on the linguistic theory of estructuralism and the conductivist psychology. The grammar teaching process is inductive, and the student learns the L2 automatically through a repetition model.
  • Period: to

    XX

  • SUSTITUTIONAL METHOD

    The grammatical contnt is taught gradully with an inductive process, having the students to deduce the rule after they have showed them the language and depending on the context in which the situation is developing. To set the grammatical rules and the structures, excercises are applied.

  • Classical Method

    Late in the nineteenth century, the Classical Method came to be known as the Grammar Translation Method, which offered very little beyond an insight into the grammatical rules attending the process of translating from the second to the native language.

  • AUDIOLINGUAL METHOD

    It was based on linguistic and psychological theory and one of its main premises was the scientific descriptive analysis of a wide assortment of languages.
    • Dependence on mimicry and memorisation of set phrases.
    • Teaching structural patterns by means of repetitive drills.
    • No grammatical explanation.
    • Learning vocabulary in context.
    • Use of tapes and visual aids.
    • Focus on pronunciation.
    • Immediate reinforcement of correct responses.

  • DEFINED APPROACH MEHTOD TECHNIQUE

  • THE DESIGNER METHODS

    • Suggestopedia: vocabulary, readings, role-plays and drama with classical music in the background and students sitting in comfortable seats.
    • The Silent Way: The teacher is supposed to be silent - hence the name of the method - and must disabuse himself of the tendency to explain everything to them.

  • NATURAL APPROACH

    The main objective is the meaning comprehension. This method says that it is more important to be exposed and emerged in the language rather than focusing on the writing production.

  • STRATEGIES-BASED INSTRUCTION

    In this vein, many textbooks and entire syllabi offered guidelines on constructing strategy-building activities.

  • ECLECTIC APPROACH IN TEACHING ENGLISH

    Eclecticism involves the use of a variety of language learning activities, each of which may have very different characteristics and may be motivated by different underlying assumptions.
  • Period: to

    XXI --->