U1. The evolution of language teaching

1. INTRODUCTION

• Kids and Us, Berlitz Corp

• Proper teaching involves deep knowledge of linguistic areas + masterful skills in implementation: ACTIVE METHODOLOGIES (drills, translations, or attractive settings)

• Classes must reflect diversity + eclecticism in methodologies + task typology + management

• RD and DL = clear guidelines as per which methods + resources

• Resources are our WEAPONS, and their correct implementation should be guaranteed according to real needs.

2. EVOLUTION OF THE DIDACTICS OF L2 TEACHING. Introduction.

• Study of languages dats back to ancient civilisations, where Egyptians, Babylonians, and Assyrians used bilingual representatives in foreign delegations.

• Romans were taught Greek by teacher-slaves (likely through grammar learning, reading, and writing)

• Middle Ages: Latin and Greek were the most taught in the Western world.

• First chair of modern languages was established at Harvard, 1784.

2. EVOLUTION OF THE DIDACTICS OF L2 TEACHING. Difference between approach, method, procedure, and technique.

(AMMPT)

2. EVOLUTION OF THE DIDACTICS OF L2 TEACHING. Difference between approach, method, procedure, and technique. What is an approach?

An approach is a theoretical framework that explains how language is acquired and how to promote successful language learning.

2. EVOLUTION OF THE DIDACTICS OF L2 TEACHING. Difference between approach, method, procedure, and technique. What is a method?

It is the practical implementation of an approach, outlining the type of activities, teacher and learner roles, and materials used. A method cannot contradict its approach, but MULTIPLE METHODS can be used within an approach.

2. EVOLUTION OF THE DIDACTICS OF L2 TEACHING. Difference between approach, method, procedure, and technique. What is a procedure?

It is a step-by-step sequence of techniques, such as a series of drills or dialogues.

2. EVOLUTION OF THE DIDACTICS OF L2 TEACHING.. Difference between approach, method, procedure, and technique. What is a technique?

It is a specific activity used in a method, like role-plays or silent viewing.

2. EVOLUTION OF THE DIDACTICS OF L2 TEACHING. 2.1. The Grammar-Translation Method (1850s-1950s). Theoretical underpinnings.

• Rooted in rationalism

  • Belief that learning involves the development of rational thought through the conscious understanding of rules and principles.

  • “Language can be approached logically”

• Rooted in faculty psychology.

  • Common in the 18th and 19th C.

  • Mind was understood as having distinct faculties (memory, reason, will…)

  • Classical education (study of Latin/Greek, mathematics…) was considered an effective means of developing these faculties

2. EVOLUTION OF THE DIDACTICS OF L2 TEACHING. 2.1. The Grammar-Translation Method (1850s-1950s). Teaching practices.

• The centre: the teacher (teacher-centred, i.e., teacher-controlled approach)

• The pinnacle of language proficiency: written texts.

• The goal: to produce written compositions in the target language, completely ignoring conversation, listening activities or real-life input. (Thus heavily criticised)

• Some activities:

  • Teaching grammar through explicit explanations

  • Memorising vocabulary and grammatical paradigms

  • Translating texts

2. EVOLUTION OF THE DIDACTICS OF L2 TEACHING. 2.1. The Grammar-Translation Method (1850s-1950s). Assessment.

• Through written exercises and translation

• Grammar tests (like conjugating verbs or correcting grammatical errors)

• Vocabulary tests involving memorising lists.

2. EVOLUTION OF THE DIDACTICS OF L2 TEACHING. 2.2. The Direct Method: A Response to GTM. Theoretical underpinnings.

• Emerged as a reaction to GTM. DM prioritised oral communication, listening, pronunciation, and learning a foreign language through the target language itself. Popularised by Maximilian Berlitz.

• Teacher-centred, though encourages more student participation.

• Naturalistic approaches to language learning

  • Belief that foreign languages could be learned more naturally through exposure

  • Learning through meaningful experiences rather than grammar rules.

• Observation? Children learn through exposure, not grammar rules

• Inductive learning: example presented by teacher + students recognise the pattern

• Rejection of translation (meaning conveyed through objects/pictures, gestures, situations, etc.)

2. EVOLUTION OF THE DIDACTICS OF L2 TEACHING. 2.2. The Direct Method: A Response to GTM. Teaching practice.

• Teaching through the target language

• Emphasising oral communication and pronunciation, like reading aloud (crucial)

• Question and answer practice

• Teaching through demonstration

• Grammar teaching is inductive

• Using everyday situations

• Concrete vocabulary precedes abstract ideas

2. EVOLUTION OF THE DIDACTICS OF L2 TEACHING. 2.2. The Direct Method: A Response to GTM. Assessment.

• Involve oral examinations, listening comprehension, pronunciation assessments, and more.

• Critics argued that the DM lacks a solid linguistic foundation, and that paraphrasing in the target language rather than using the native language led to time management issues. However, it posed a substantial improvement in comparison to GTM.