History of language teaching

History of Language Teaching

Approaches and Methods in Second Language Teaching

Richards, J and Rogers, T. (2001)

Eighteenth Century

The Grammar Translation Method Literature of foreign language

Features of GTM?

Features of GTMReading and Writing: major focusSentence basic unit of teachingAccuracy is emphasizedGrammar taught deductively

Innovations in the Nineteenth Century

Increased communication opportunities in European world.

Did the GTM cater for communication needs?

One important contribution:

Gouin’s series

Beginning of the discipline of applied linguistics:

Branch of language study concerned with scientific study of

second and foreign language teaching and learning

The Direct Method:no translation, action

Teacher replaced textbook

Principles of the Direct Method

Why using a teaching Method?

The most active period in the development of Lgge Teaching Methods:

Between 1960´s and 1980´s

Elements that constitute a Method

Approach:theories about the nature of language and

language learning

Theory of language

Theory of Language Learning

Approach:theories about the nature of language and

language learning•Structural view: language system of structurally related elements•Functional view: language vehicle to express functional meaning, semantic and communicative dimensions of language.•Interactional view: vehicle of interpersonal relations using language to exchange messages

Theory of language

•What are the cognitive and psycholinguistic processes involved in language learning? What are the conditions for learning a language?•Affinities between learning theories and language theories: behaviorism and structuralism, cognitivism and functional use of language, constructivism and interactional view of language learning.

Theory of Language Learning

DesignObjectives

The syllabus: content

organizationLearners and teachers roles

Instructional

materialsProcedure

DesignObjectives

•What a method is set out to achieve•Oral skills?Vocabulary and grammar?•Language and content?

The syllabus: content

organization•“A priori syllabus”and “process-based syllabus•Kinds of syllabus: 7 types: structural, situational, topical, functional, notional, sills-based, task-based

Learners and teachers roles•Active participation of learners? Learners as planners? Teachers a guides? Orchestra directors? Models?

Instructional materials

•To foster communication? Understand information?•To help learnres progress at their own learning rates?•To promote self-evaluation and metacognitive reflection?

Procedure•Techniques, practices, behaviors•Activities for teaching, presenting materials.•Techniques to give feedback on learners’ production