Tema 1

THEME 1: THE EVOLUTION OF LANGUAGE TEACHING

Present-Day Trends in the Teaching of English as a Foreign Language

• Overview: This theme discusses the evolution of language teaching methods, focusing on current trends, particularly the Communicative Approach.

1. INTRODUCTION

• Context: The quest for an effective method of teaching foreign languages has led to numerous approaches, which, while diverse, can sometimes overwhelm educators.

• Key Concepts: Language teaching can be broken down into four interrelated aspects: approach, method, procedure, and technique.

  • Approach: A theoretical framework defining language and learning; examples include the aural-oral approach and the communicative approach.

  • Method: The practical application of an approach, integrating specific activities, roles, and materials.

  • Procedure: A sequence of techniques within a method.

  • Technique: Specific activities used in a method, such as drills and role-plays.

• Importance of Awareness: Educators are encouraged to familiarize themselves with various methods to tailor the best approach for their students' specific needs.

2. TRADITIONAL TEACHING METHODS

2.1. The Grammar-Translation Method (1850-1950s)

2.1.1. Philosophy

• This method relies on faculty psychology, emphasizing mental discipline through repetitive practice.

2.1.2. Teaching Practices

• Grammar taught through rules, modeled after Latin and Greek.

• Emphasis on written exercises and vocabulary lists.

• Teacher-centered learning with deductive presentation of grammar.

2.1.3. Evaluation

• Commonly criticized for neglecting oral skills and phonology, leading to frustration over translation errors. However, it offers a structured linguistic approach if executed properly.

2.2. The Direct Method (1890s-present)

2.2.1. Philosophy

• Developed in response to dissatisfaction with the Grammar-Translation Method, prioritizing natural language acquisition akin to L1 learning.

2.2.2. Teaching Practices

• Focus on speaking and listening; English is the medium of instruction.

• Grammar rules acquired inductively with a focus on vocabulary in context.

2.2.3. Evaluation

• Criticized for lacking linguistic foundations and encouraging lengthy paraphrases. However, it provides authentic exposure to spoken language.

2.3. The Audio-Lingual Method (1960s-1970s)

2.3.1. Philosophy

• Rooted in structural linguistics and behaviorist theories, it emphasizes mastery of language's foundational structures.

2.3.2. Teaching Practices

• Uses repetition and drilling as key methods.

• Technological aids like language labs enhanced learning environments.

2.3.3. Evaluation

• Criticized for producing rote learners with limited creative output; seen as focused on standardization rather than communication.

3. HUMANISTIC APPROACHES (1970s-1980s)

• Emerging methods aim to address the limitations of traditional approaches, promoting a more natural language learning environment.

3.1. Suggestopedia

3.1.1. Philosophy

• Focuses on the power of suggestion to enhance receptivity in learning.

3.1.2. Teaching Practices

• Incorporates music and a nurturing teacher-student relationship.

3.1.3. Evaluation

• Criticized for a lack of empirical support but possesses elements that can be integrated into other teaching methods.

3.2. The Silent Way

3.2.1. Philosophy

• Asserts that learners should discover language rather than merely memorize.

3.2.2. Teaching Practices

• Emphasizes learner independence and physical objects for language acquisition.

3.2.3. Evaluation

• Sometimes limited, as true communication can be challenging to achieve.

3.3. Community Language Learning

3.3.1. Philosophy

• Based on principles of counselling psychology, emphasizing community support in the learning process.

3.3.2. Teaching Practices

• Encourages open conversations among students, with a strong focus on security and anxiety reduction.

3.4. Total Physical Response

3.4.1. Philosophy

• Grounded in the biological capacity for language acquisition, mirroring L1 learning processes.

3.4.2. Teaching Practices

• Focuses on oral proficiency at beginner levels, using commands that elicit physical responses from learners.

3.5. The Natural Approach

3.5.1. Characteristics

• Emphasizes comprehension over production, respecting learners' silent periods, and ensuring a low anxiety classroom atmosphere.

3.5.2. Advantages and Disadvantages

• While it promotes meaningful communication, concerns exist regarding its applicability over time and the comparative pace of acquisition versus learning.

4. CURRENT APPROACHES

4.1. A Functional Approach: The Communicative Language Teaching (CLT)

4.1.1. Characteristics

• Focuses on learners developing communicative competence; emphasizes real-world language use and contextualization.

4.1.2. Advantages and Disadvantages

• While it enhances engagement and independence, it raises questions about suitability for different levels and the necessity of structure-based methods.

4.2. The Modern Integrated Language Teacher: Eclecticism

• Promotes the use of diverse teaching methods tailored to student needs, integrating techniques from previous methods while maintaining a balanced skill development.

5. CONCLUSION

• Despite the vast array of methodologies developed over time, none has emerged as a definitive solution. Educators must accept that methods may be beneficial when they effectively motivate both teachers and learners.

6. BIBLIOGRAPHY

• Harmer, J. (1991). The Practice of English Language Teaching. Longman.

• Mackey, W.F. (1965). Language Teaching Analysis. Longman.

• Rivers, W. M. (1968). Teaching Foreign-Language Skills. University of Chicago Press.

THEME 1: THE EVOLUTION OF LANGUAGE TEACHING

Present-Day Trends in the Teaching of English as a Foreign Language

Overview

This theme discusses the evolution of language teaching methods, with a particular focus on current trends like the Communicative Approach. The quest for an effective method of teaching foreign languages has led to numerous approaches, which, while diverse, can sometimes overwhelm educators. Key concepts in language teaching can be broken down into four interrelated aspects: approach, method, procedure, and technique. An approach is a theoretical framework defining language and learning, with examples including the aural-oral approach and the communicative approach. A method is the practical application of an approach, integrating specific activities, roles, and materials. Within this framework, a procedure represents a sequence of techniques used. Finally, techniques are specific activities employed within a method, such as drills and role-plays. It is essential for educators to familiarize themselves with various methods to tailor the best approach for their students' specific needs.

1. TRADITIONAL TEACHING METHODS

1.1. The Grammar-Translation Method (1850-1950s)

This method is based on faculty psychology, emphasizing mental discipline through repetitive practice. Grammar is taught through rules, modeled after Latin and Greek, with an emphasis on written exercises and vocabulary lists. The learning process is teacher-centered, characterized by the deductive presentation of grammar. It is often criticized for neglecting oral skills and phonology, leading to frustration over translation errors; however, it offers a structured linguistic approach if executed properly.

1.2. The Direct Method (1890s-present)

Developed as a response to dissatisfaction with the Grammar-Translation Method, the Direct Method prioritizes natural language acquisition similar to first language (L1) learning. This method focuses on speaking and listening, with English as the medium of instruction. Grammar rules are acquired inductively, and there is a strong emphasis on contextualized vocabulary. Critiques highlight its lack of linguistic foundations and the tendency to encourage lengthy paraphrases; nonetheless, it provides authentic exposure to spoken language.

1.3. The Audio-Lingual Method (1960s-1970s)

Rooted in structural linguistics and behaviorist theories, the Audio-Lingual Method emphasizes mastery of foundational structures of language. It employs repetition and drilling as key methods and incorporates technological aids like language labs to enhance learning environments. However, it has been criticized for producing rote learners with limited creative output and a focus on standardization rather than communication.

2. HUMANISTIC APPROACHES (1970s-1980s)

Emerging methods from this period seek to address limitations of traditional approaches and promote a more natural language learning environment.

2.1. Suggestopedia

This approach focuses on the power of suggestion to enhance receptivity in learning. It incorporates music and emphasizes a nurturing teacher-student relationship, although it often faces criticism for a lack of empirical support.

2.2. The Silent Way

The Silent Way philosophy asserts that learners should discover language rather than merely memorizing it. This method emphasizes learner independence and utilizes physical objects to facilitate language acquisition, though achieving true communication can be challenging.

2.3. Community Language Learning

Based on principles of counseling psychology, this approach emphasizes support within a community during the learning process. It encourages open conversations among students with a strong focus on reducing anxiety and fostering security.

2.4. Total Physical Response

Grounded in the biological capacity for language acquisition, the Total Physical Response approach mirrors L1 learning processes. It focuses on oral proficiency, especially at beginner levels, using commands that elicit physical responses from learners.

2.5. The Natural Approach

This approach emphasizes comprehension over production and respects learners' silent periods, ensuring a low-anxiety classroom atmosphere. While it promotes meaningful communication, there are concerns regarding its long-term applicability and the pace of language acquisition versus learning.

3. CURRENT APPROACHES

3.1. A Functional Approach: The Communicative Language Teaching (CLT)

The Communicative Language Teaching approach focuses on learners developing communicative competence, emphasizing real-world language use and contextualization. While it enhances engagement and independence among learners, questions remain about its suitability for different levels and the necessity of structure-based methods.

3.2. The Modern Integrated Language Teacher: Eclecticism

This approach promotes the use of diverse teaching methods tailored to student needs, integrating techniques from previous methods while maintaining a balanced skill development.

4. CONCLUSION

Despite the vast array of methodologies developed over time, none has emerged as a definitive solution. Educators must accept that methods may be beneficial when they effectively motivate both teachers and learners.

5. BIBLIOGRAPHY

Harmer, J. (1991). The Practice of English Language Teaching. Longman.Mackey, W.F. (1965). Language Teaching Analysis. Longman.Rivers, W. M. (1968). Teaching Foreign-Language Skills. University of Chicago Press.