Language teaching, from pre to mid
of 21st century
Pre-twentieth-century trends
1.getting LNs to use a L (speak and understand
- Getting LNs to analysis
when used before Greek and Latin are the language Franca.
Lingua Franca is a language used to communicate with people who speak a different language, just as lingua Franca is English language.
G & L were used in many circles; philosophy, religion, politics, and business.
Language Ts used aural-oral techniques without textbooks, but with only (hand-copied written
The grammar-translation approach
beginning of the 19th century but it was canceled a long time ago. Because it's a way that's not suitable for learning. But in those days it was widely used in schools and universities in Europe. (Using Latin in teaching).
Few target languages are used for communication
Emphasis on grammatical parsing, i.e. patterns of inflections of words. Will focus on reading difficult text early
Translating sentences from target language to mother tongue
As a result of this method, students are often unable to use language for communication.
Teachers do not need to speak the target language well or fluently.
1.The systematic study of grammar of classical Latin had come back in schools and universities throughout Europe.
- GTA became a way to teach Latin and the vernaculars.
( By the beginning of the 19th Century,)
The Direct Method (1880)
Focus on language use rather than analyzing a language.
Lesson begin with dialogues and anecdotes in modern conversational style.
Action and picture are used to make meaning clear.
Not use mother tongue is permitted
Grammar is learned inductively.
Literary texts are read for pleasure and are not analyzed grammatical.
The target culture is also taught inductively
The teacher must be a native speaker or have native like proficiency in the target language.
The Direct Method (1886)
Phonetic Association It was created at the same time as the directe method popularized in Europe in 1886.
2. IPA was created as a symbolic representation of language sounds.
Early and mid-twentieth-century approaches
The reading approach (Coleman, 1929)
Reading Approch
Used in North America from the late 1930s and early 1940s
Students study a FL to be able to read the target L
Emphasis on literature and philosophy
- Focus on grammar, vocabulary, translation
-Reading comprehension -The teacher does not need to have good oral
proficiency in the target language. - The first language is used to present reading
material, discuss it, and check understanding.
The audiolingual approach
audiolingual approach
Audiolingual = US
Oral-situational = Britain (England, Scotland, Wales)
During World War II,
US military wanted all soldiers to speak FL with native speakers.
The oral-situational approach
Teach that situation in restaurants or pharmacy
All language materials are practiced orally.
Useful vocabulary is presented.
Words and grammars are introduced and practiced situationally.
Only the TL should be used in the classroom.
In the classroom that teaching gramma and vocabulary through various situations such as post office or at the bank.