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Popular in secondary schools and seminaries for the teaching of Latin. Based on the translated of written texts, rote learning of vocabulary and verb declensions. No emphasis on the spoken word or pronunciation.
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The Berlitz method of teaching was based on the fundamentals of the Direct Method; i.e. only use the target language, no translation allowed, always speak in sentences, speak naturally.
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This method was based on natural language learning principles. A reaction to the restrictions of Grammar-translation. Only the target language was used in the classroom. Teacher and student communicated with each other, rlating grammatical forms they were studying to objects and pictures.
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In 1882, the prominent German scholar Wilhelm Vietor, published an influential pamphlet in which he strongly critized the inadequacies of Grammar Translation and stressed the value of training teachers in the new science of phonetics.This was based on linguistic theory of the time.
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The International Phonetic Alphabet was designed to enable the sounds of any language to be transcribed.
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James Joyce starts work for a language school in Pula, Croatia and then moves on to a Berlitz school in Trieste in 1905.
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When behaviorist accounts of language learning became popular in the 1920's and 30's, the Direct Method morphed into the Audio-Lingual Method. Using the stimulus-response-reinforcement model, it attempted, through a continuous process of positive reinforcement, to engender good habits in language learning. Drills and accuracy were all-important.
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Audio-linguilism is based on the same behavourist premise.
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With America joining World War 2, there was a huge need for personnel who were fluent in German, French, Italian, Chinese, Japanese etc who could work as interpreters, code-room assistants and translators. The Army Specialist Training Programme was established in 1942 and the objective was for students to obtain conversational fluency.
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With the publication of his book, Noam Chomsky changed language teaching forever. He demonstrated that sentences were unique and creative to the individual. Furthermore, Brisitish linguists commented on the communicative element that was vital in language teaching and learning
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Theoretical attack came from the linguist Noam Chomsky who argued that language 'is not a habit structure' but rather a cognitive process which should involve meaningful learning and language use. Thus, the decline of 'Audio-lingualism began...
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During this period there was a plethora of methods developed outside mainstream education. These methods were more focused on the learner rather than theories of language. Examples include; The Silent Way, Total Physical Response, Community Language Learning and Suggestopedia
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Community Language Learning
Suggestopedia
Total Physical Response
The Silent Way -
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Hymes stated: 'THE GOAL OF LANGUAGE TEACHING IS TO DEVELOP COMMUNICATIVE COMPETENCE' - this includes linguistic and cultural knowledge. An essential belief that if students are involved in meaning-focused communicative tasks, then 'learning will take care of itsel.'
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