TOPIC 1: The evolution of language teaching. Current trends in the teaching of English as a foreign language. Communicative approaches.

Early stages in language learning

1. Ancient civilizations

2. Middle Ages (15th & 16th centuries)

3. 16th & 17th centuries

4. 18th century

Ancient civilizations

Education was the privilege of the upper classes, and most members of lower classes had no opportunities for learning. Normal methodology followed the classical order: lectio-disputatio (texts were read and then discussed)

Middle Ages (15th & 16th centuries)

Latin was the dominant language of education, government and commerce, often learned as a second language. It was taught through rote memorization of grammar rules and translations, providing access to the works of classical authors

16th & 17th centuries

In this period vernacular languages began to displace Latin as a language of spoken and written communication.

18th century

During this period, modern languages entered the curriculum of European schools. These languages were taught according to traditional methodology, used for teaching Latin. Therefore, the textbooks were mainly: abstract grammar rules, lists of vocabulary and sentences for translation. Oral practice was mostly limited to reading aloud written texts

In time, this method of foreign language teaching based on Latin grammar and structures came to be known as the Grammar-Translation Method

The Grammar-Translation Method YEAR

(1840-1940)

The Grammar-Translation Method was

the principal approach to language learning. It was of German origin, and it was known in the USA as the Prussian Method. H. S. Ollendorf was one of its principal proponents.

Who was one of the principal proponents of the G-T method?

H. S. Ollendorf

The grammatical terminology of Latin was applied to early grammars of European languages.

F. Palmer explains that English grammar was often taught using Latin as a model, leaving students confused by concepts like the dative case.

F. Palmer explains that English grammar

was often taught using Latin as a model, leaving students confused by concepts like the dative case.

The goal of the G-T method was

to enable learners to read classical literature and to benefit from the mental discipline it provided.

(G-T method) For skills, the focus was

on reading and writing. Little or no importance was given to oral skills.

(G-T method)The syllabus consisted of:

• A sequence of grammar points.

• A vocabulary selection based on reading texts.

(G-T method) the sentence was

the basic unit of language teaching

The normal procedure of the G-T method involved

deductive grammar instruction

The normal procedure of this method (G-T method) involved deductive grammar instruction, presenting

vocabulary with translation equivalents and written text translation exercises.

The G-T method was

teacher-centred

(G-T method) The mother tongue was used as

a medium of instruction and accuracy was emphasised

TEFL stands for

Teaching English as a Foreign Language

In the last decades of the 19^th century, the approach to language learning

changed completely

The difficult experience of memorising lists of words gave way to

new insights into language teaching and learning. As a response, the Reform movement emerged.   

When did the Reform movement emerge?

In the last decades of the 19th century

The Reform movement (19^th century) LINGUISTS (with numbers)

1. Claude Marcel

2. Thomas Prendergast

3. François Gouin

4. Henry Sweet

5. Vilhem Viëtor

6. International Phonetic Association (1886)

The Direct Method YEARS

1860-1920

The Direct Method developed into

1. The Audiolingual method in the USA

2. The Oral or Situational language teaching method in the UK

Why did the Reform movement emerge?

It emerged from an interest in first language acquisition

The Reform Movement emerged from

an interest in first language acquisition

The Reform movement is based on the ideas of linguistics from

different parts of Europe

The Reform movement is based on the ideas of linguists from different parts of Europe, including (sin guiones)

Claude Marcel, Thomas Prendergast, François Gouin, Henry Sweet, Wilhelm Viëtor and International Phonetic Association (1886).

Some of their (linguists RM) significant contributions include:

• Thomas Prendergast: proposed the 1st structural syllabus and the grading of language

• Henry Sweet: proposed organising language instruction around the four skills.

• François Gouin: The Gouin series Method.

• Viëtor: emphasised the importance of training in Phonetics

• An International Phonetic Association (1886): responsible for the introduction of the IPA. Aim: teaching phonetics to improve pronunciation.

Thomas Prendergast

He proposed the first structural syllabus and introduced the grading of language.

Henry Sweet

He proposed organising language instruction around the four skills.

François Gouin

He is best known for developing the Gouin series method. Language sentences were removed from a given context to be analysed, repeated and practised. Gestures and actions were used to convey the meaning of the utterances

The Gouin series method

Language sentences were removed from a given context to be analysed, repeated and practised. Gestures and actions were used to convey the meaning of the utterances

Viëtor

emphasised the importance of training in Phonetics

This tendency to consider Phonetics as an essential element in language learning led to the founding of

An International Phonetic Association in 1886.

An International Phonetic Association (1886)

This association was responsible for the introduction of the International Phonetic Alphabet (IPA), its main goal was teaching phonetics to improve pronunciation.

What was the main goal of the International Phonetic Association (1886)?

Teaching phonetics to improve pronunciation.

The Reform movement emphasised

spoken language and phonetic training to establish good pronunciation habits.

The Reform movement emphasised spoken language and phonetic training to

establish good pronunciation habits.

(In the Reform Movement) the target language was used as

a medium of instruction, allowing leaners to listen before reading.

(In the Reform Movement) Words were presented in

contextually meaningful sentences and grammar was taught inductively, after practising the language. Moreover, translation was avoided.

In the Reform movement, translation

was avoided

In the Reform movement, words were presented in

contextually meaningful sentences

In the Reform Movement, grammar was taught

inductively, after practising the language

This interest for developing teaching principles based on first language acquisition led to

the development of the Direct Method.

According to Webster, the Direct Method

can be defined as a method for teaching a foreign language through conversation in the target language without resorting to the pupil’s mother tongue, translation or formal grammar.

The Direct method does not resort to

the pupil’s mother tongue, translation or formal grammar

(DM) Initially, words are taught

by pointing to objects or pictures or by performing actions.

(DM) Oral communication is the highest priority, it is

organised around question/answer exchanges between teachers and students.

(DM) Oral Communication is

the highest priority

(DM) Grammar is taught inductively and correctness

in pronunciation and grammar is emphasised.

In DM, correctness in pronunciation and grammar

is emphasised

However, the Direct Method was criticised for its lack of methodological rigour. Despite its naturalistic approach, it was

more of a teaching approach than a fully developed method.

However, the Direct Method was criticised for

its lack of methodological rigour.

The Direct Method was widely used in countries like

• France

• Germany

• The USA

Particularly through the work of Sauveur and Maximilian Berlitz

The DM was widely used in countries like France, Germany and the USA. Paricularly through

the works of Sauveur and Maximilian Berlitz

Sauveur founded the Language School, his method was named

the Natural Method.

Sauveur founded

the Language School

In contrast, Maximilian Berlitz founded the Commercial School and his method was known as

the Berlitz Method.

In contrast, Maximilian Berlitz founded

the Commercial School

The Audiolingual method in the

USA

The Oral or Situational Approach in the

UK

The Audiolingual method in the USA

was a mainly structural approach that emerged from the Army Specialised Training Programmes in WWII.

The Audiolingual method prioritised

pronunciation and employed intensive oral drills, using examples to show the target language

In the Audiolingual Method (USA) learners had

a passive role; the whole class followed the model provided by the teacher.

(Audiolingual Method) However, the problem of trascending the formal study of language into real communicative situations

is not solved.

The oral or situational Approach in the UK was developed by

British applied linguists from the 1930s to the 1960s.

(Oral/situational approach) Their aim was

to develop a more scientific oral approach to language teaching than the Direct Method.

(Oral/situational approach) The focus was on

grammar and vocabulary, grammatical items were gradually introduced according to difficulty.

(Oral/situational approach) grammatical items were

gradually introduced according to difficulty.

As a reaction to the unsatisfactory results of traditional methods in the teaching of modern languages in the 60s and 70s,

the humanistic approach appeared

In the humanistic approach, learners become

the centre of the process of teaching-learning.

In the humanistic approach, the hidden curriculum

is especially dealt with, influenced by the social and affective atmosphere.

Some methodologies of the humanistic approach were:

1. The Silent Way (1960s)

2. Community Language Learning (1970s)

3. Suggestopedia (1980s)

4. Total Physical Response (1977)

The Silent Way YEAR

1960s

Community Language Learning YEAR

1970s

Suggestopedia YEAR

1980s

Total Physical Response YEAR

1977

The Silent Way (1960s) was developed by

Caleb Gattegno

The Silent Way (1960s) is

student-centred, giving special attention to learner’s psychology during the learning process.

The Silent Way is based on the idea that

learners should develop autonomy and problem solving skills through minimal intervention from the teacher.

The Silent way is based on the idea that learners should develop autonomy and problem solving skills through

minimal intervention from the teacher.

(The Silent Way) Communication with learners is carried out by means of

non-verbal language -gestures, mimics, visual aids and Cuisenaire Rods.

Community Language Learning CLL (1970s) is a humanistic language method developed by

Charles Curran

Community Language Learning focuses on

the affective needs of the learner

In CLL (1970s) the teacher acts as

a “counsellor” who facilitates learning.

In CLL (1970s) learners

work together in a supportive non-threatening environment.

CLL (1970s) is built on the idea that

learning is more effective when students feel emotionally secure and supported.

The CLL Method (1970s) has been criticised for

requiring the teacher to receive a special training to implement it effectively and for lacking a defined syllabus

Which method lacks a defined syllabus?

The Community Language Learning Method (1970s)

Why has CLL method been criticised?

• For requiring the teacher to receive a special training to implement it effectively

• For lacking a defined syllabus

Suggestopedia (1980s) was developed by

Lozanov

(Suggestopedia) the human mind

can reach unsuspected memory levels if it takes places in the rights conditions, including:

• The decoration and arrangement of the classroom

• The Music

• The teacher’s behaviour

(Suggestopedia) the human mind can reach unsuspected memory levels if it takes place in the rights condition, including

• The decoration and arrangement of the classroom

• The music

• The teacher’s behaviour

(Suggestopedia) the use of music in the classroom

serves both to relax learners and to structure the presentation of linguistic material.

Suggestopedia (1980s) is based on

Yoga and Soviet Psychology

Suggestopedia (1980s) emphasises

listening activities

Unfortunately, Suggestopedia (1980s) can only be successful if

learners feel that they can learn by using it like a placebo, this has been harshly criticised.

What has been harshly criticised about Suggestopedia (1980s)?

The fact that learners need to feel that they can learn, like a placebo.