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A historical overview of language teaching methods and approaches
THE EVOLUTION OF LANGUAGE TEACHING METHODS OVER THE YEARS 1845 - 2000 -
(GTM) GRAMMAR-TRANSLATION METHOD
It derives from the Classical Method of teaching Greek and Latin. It was focused on grammatical rules as the basis for translation from the 2nd language to mother tongue. Classes were taught in mother tongue with little use of target language, oral or listening activities. -
THE SERIES METHOD (François Gouin - In the late 1800's)
Students were taught directly (without translations) and conceptually (without grammatical rules or explanations) a “series” of simple connected sentences related to a task or activity, with a variety of vocabulary and grammatical properties. -
THE DIRECT METHOD (Charles Berlitz)
Based on the idea that 2nd language acquisition is an imitation of 1st language learning. All teaching is done in the target language, grammar is taught inductively, lessons were focused on oral interaction with spontaneous use of language without translation or grammar rules. Only useful ‘everyday' language is taught. -
(ALM) AUDIOLINGUAL METHOD
With the outbreak of World War II armies needed to become orally proficient in the languages of their allies and enemies as quickly as possible. This teaching technique was initially called the Army Method, and was the first to be based on linguistic theory and behavioral psychology. The material was presented mainly in dialogue forms with little or without grammatical explanations. Strong use of repetitive drills and memorization of set phrases. Very little use of mother tongue. -
THE SILENT WAY METHOD (Caleb Gattegno)
Based on the premise that teachers should be silent as much as possible in the classroom while the learners are encouraged to produce as much language as they can. Learning is facilitated by problem solving, discovering or creating rather than memorizing or repeating. -
(CLL) COMMUNITY LANGUAGE LEARNING METHOD
Based on the Counselling approach in which teachers act as counselors and paraphrasers and learners are seen as clients or collaborators. Through CLL, students work together to develop what aspects of a language they need to learn. It integrates translation so that the students may disassociate language learning with risk taking. It is a method that is based on English for communication and is extremely learner-focused. -
(TPR) TOTAL PHYSICAL RESPONSE (James Asher)
It emphasizes the premise that any language associated with a series of simple actions can be easily retained by learners. Lessons are taught through commands that require students' physical movement.The process mimics the way that infants learn their first language and it reduces student inhibitions and lowers stress. -
SUGGESTOPEDIA (Georgi Lozanov's)
Based on the fact that the brain could process great quantities of material if the right conditions for learning are given. (For example; a relaxed state of mind and music with the teacher actively planting and unplanting thoughts in and from the learners' minds, this is positive suggestion and negative "de-suggestion" of psychological barriers promoted by the teacher) -
COMMUNICATIVE LANGUAGE LEARNING
Communicative Language Teaching emphasizes personal interactions as the means and the final aim of language learning. It's a learner's centered approach where language is contextualized and students master the language through using it in communication rather than focusing on the structure of the target language. -
THE NATURAL APPROACH ( Krashen and Terrell)
The theory is based on the radical notion that we all learn language in the same way. It is aimed at the goal of basic personal communication skills in everyday-language situations. According to this approach, learners would benefit from delaying oral production until "speech" naturally emerges. It initially focuses just on "comprehension", and later on production.