A Methodical History of Language Teaching- H. Douglas Brown - Coggle…
A Methodical History of
Language Teaching- H. Douglas Brown
The Grammar Translation Method
Classes are taught in the mother tongue, with little active use of the target language.
Much vocabulary is taught in the form of lists of isolated words
Long, elaborate explanations of the intricacies of grammar are given.
Grammar provides the rules for putting words together, and instruction often focuses on the form and inflection
Reading of difficult classical texts in begun early
Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis.
Often the drills are exercises in translating disconnected sentences from the target language into the mother
Little or no attention is given to pronunciation.
Georgi Lozaniv (1976) “the human brain could process great quantities of material if given the right conditions for learning which are a state of relaxation and giving over of control to the teacher
The Silent Way
Gattegno (1972);learning is facilitaded if the learner discovers or creates rather than remembers and repeats what is to be learned” and facilitated by accompanying (mediating) physical objects” Learning is facilitated by problem solving involving the material to be learned.
Total Physical Response
The teacher was very directive in orchestrating a perfomance. Imperative mood was utilized to teach even into
more advanced levels; introduced by humor to make the atmosphere confortable enough for the learning process.
The Natural Approach
Stephen Krashen (1982, 1997) The teacher should provide the basic “comprehensible input”, comunication skill for everydau language situation. Learners don’t to say during this “silent period” untill they feel ready to do so. The teachers is the source of the learners’ input, stimulating variety of classroom activitiesgames, skits, commands and the like.
Begun with the work of Council of Europe, and it’s used in UK in the 1970; Attention to functions as the organizing elements of Enlish language curriculum; grammatical structures served as the organizers; It focused on the pragmatic purposes to which we put the language; It wasn’t a method but it was close to what they called “approach”
By. Ivan Castillo Peña