A historic overview of Language Teaching

Approaches

Angelita Quevedo

• Pre- 20th Century Trends• Popular approaches in Language

Teaching in 20th Century

Pre-20th Century Trends:

• Greek and Rome Period [lingua franca]

• Renaissance• 1631-1658• 19th Century• The end of 19th Century• Early 20th century

Greek and Rome Period:

• Foreign Language learning [higher learning, philosophy, religion, politics and business]

• Aural-oral techniques: informal and direct approaches

Renaissance• Formal study of grammars of Greek

and Latin– Invention of printing press– Mass production of books

• Classical grammar in school instruction

• Latin being used in everyday purposes

Johann Amos Comenius [1592 - 1670]• Books about teaching techniques

[1631-1658]• To teach usage not analysis of

language– Imitation instead of rules– Repetition– Practice reading and speaking– Meaningful pictures

Beginning of 19th Century

• Systematic study of the grammar of classical Latin and text taken over

• Analytical Grammar-Translation approach

The end of 19th Century

• Direct Method: to use rather then to analyze a language– France, Germany, Europe [1880 -

publications]– Spoken form taught first– Solid training in phonetic– Pronunciation and oral skills

In the early 20th century, DA crossed the Atlantic …

Other approaches Due to limitations of language teachers• Reading approach (1941 in U.S.)• world war II

– Audiolingual Approach (U.S.)– Oral Situational Approach (Britain)

20th Century: 9 Approaches • Grammar-Translation• Direct• Reading• Audio-lingualism (U.S.)• Oral-Situational (Britain)

20th Century: 9 Approaches

• Cognitive• Affective-Humanistic• Comprehension-Based• Communicative

Homework:What do we mean by:

– Approach– Method– Technique

• Are these terms synonymous? If not, how do they differ?

Grammar Translation Approach

• Instruction given in native language• Almost no use of target language,• Grammatical parsing: forms and

inflection,• Translate sentences,• Early reading of classical texts,• Results: Not for oral communication

Direct Approach• No use of mother tongue• Dialogues and anecdotes in modern onversational style• Actions and pictures are used• Grammar and target culture taught inductively• Literary texts used for pleasure• Teacher must be a native speaker or have nativelike proficiency

Reading Approach• Grammar useful for reading• Vocabulary is controlled, then

expanded• Translation• Reading comprehension emphasized• Teacher - does not need to have good

oral proficiency in the target language.

Audiolingualism [1940s, 1950s, 1960s]• Dialogues, mimicry, memorization• Sequenced grammar structures • Sequenced skills: listening speaking,

reading, writing• Pronunciation stressed• Context and materials are carefully

controlled• Great effort to prevent learner errors• Teacher must be proficient in what he’s

teaching

Situational Approach [UK]

• Spoken language • All material is practiced orally• Target language used• Grammatical structures are graded from simple to complex• New items are presented situationally (at the bank, at the dinner table, etc,.)

Cognitive Approach• Language learning = rule acquisition• Individualized instruction• Grammar: deductively - rule first, practice

later/ inductively - stated after practice or left implicit

• Pronunciation is de-emphasized• Reading, writing and vocabulary instruction

are important• Errors are inevitable• Teacher has good general proficiency

Affective Humanistic Approach

• Respect is emphasized• Instruction involves much work in pairs and

small group• Meaningful communication• Learning a foreign language = Self-realization

experience• Class atmosphere, peer support and

interaction• Teacher = counselor or facilitator. He has to be

proficient in both language [target and students’]

Comprehension based Approach

Due to research in first language acquisition• Listening comprehension - basic skill• Exposed to meaningful input/ respond non-

verbally• Learners should not speak until they feel ready• Rule learning may help monitor what they do• Error correction is not necessary• Authentic materials: audio and video tapes• Teacher is near-native

Communicative ApproachLanguage = system for communication

• Goal: Communicate in target language• Content: semantic notions and social

functions, not just linguistic structures• Group or pair works• Role play and drama• Authentic real-life material• Integrated skills from the beginning• Teacher’s role: facilitate communication

[1]/ correct mistakes [2]. Be able to use target language fluently and appropriately.

Reference• Celce-Murcia, M. 1991. Teaching

English as a Second or Foreign Language. Second Edition. Massachusetts: Heinle & Heinle Publishers.