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An Overview of Language Teaching Methods and Approaches - Coggle Diagram
An Overview of Language Teaching
Methods and Approaches
Pre-twentieth-century trends:
A survey of key approaches
Prior to the twentieth century, language teaching methodology vacillated between two types of
approaches:
getting
learners to analyze a language
getting learners to use a language
FL = Greek and Latin = Lingua franca
Lingua franca: L used for communication among people speaking different first languages
Higher learning was conducted through Greek and Latin languages all over Europe.
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) manuscripts in the target language.
During the Renaissance
eople started to study the grammars of Greek and Latin.
It was found that the grammars of Latin used in texts were different from Latin used in communication.
Classical Latin was used as the formal medium in schools.
After that, Latin was gradually not used as a lingua franca.
Finally, no one spoke Latin as the first L.
French and German had begun to develop their own written traditions.
During the early 17th century
People trend to study a language because of its utility, rather than analysis of the language.
Comenius, a Czech teacher used the following techniques.
Use imitation instead of rules to teach a L.
Have Ss repeat.
Start with a limited vocabulary
Help Ss. Practice reading and speaking
Teach L through pictures to make it meaningful.
The grammar-translation approach
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.
Instruction is given in the native language of
the students.
There is little use of the target language for
communication.
The focus is on grammatical parsing, that is,
the forms and inflections of words.
There is early reading of difficult texts.
A typical exercise is to translate sentences from the target language into the mother
tongue
The result of this approach is usually an
inability on the part of the student to use the
language for communication.
The teacher does not have to be able to speak
the target language fluently.
The Direct Method (1880)
Became popular during the end of 19th century in Europe (France and Germany)
ocus on language use rather than analyzing the language
No use of the mother tongue is permitted
(i.e., the teacher does not need to know the
students’ native language).
Lessons begin with dialogues and anecdotes
in modern conversational style.
Actions and pictures are used to make mean-
ings clear.
Grammar is learned inductively
(i.e., by
repeated exposure to language in use, not through rules about forms).
Literary texts are read for pleasure and are
not analyzed grammatically.
The target culture is also taught inductively.
The teacher must be a native speaker or have
native-like proficiency in the target language.
The Reform Movement (1886)
International Phonetic Alphabet is a part of the reform movement
Emphasis on phonetics, pronunciation, and oral skills
Ignore grammar translation
The spoken form of a language is primary
and should be taught first.
The findings of phonetics should be applied
to language teaching.
Language teachers must have solid training
in phonetics.
Learners should be given basic phonetic
training to establish good speech habits.
Early and mid-twentieth-century approaches
The reading approach (Coleman, 1929)
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
Only the grammar useful for reading com-
prehension is taught.
Vocabulary is controlled at first (based on fre-
quency and usefulness) and then expanded.
Translation is once more a respectable class-
room procedure.
Reading comprehension is the only language
skill emphasized.
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
Because of the reform movement
Audiolingual = US
Oral-situational = Britain (England, Scotland, Wales)
During World War II
US military wanted all soldiers to speak FL with native speakers.
Lesson begin with dialogues
Mimicry and memorization are used.
Based on ‘Language learning is habit formation
Grammar structures are taught inductively
Skills are sequenced
First; listening and speaking
Later; reading and writing
Accurate pronunciation is stressed from the beginning
Vocabulary is very seriously controlled and limited in the beginning
Ts must be proficient in structures, vocabulary, and aspects of L
The oral-situational approach
It is the reaction to reading approach. (listening & speaking weren’t emphasized)
Dominate in Britain (England /Scotland / Wales)
Spoken language is primary
All language materials are practiced orally
Only the TL should be used in the classroom
Useful vocabulary is presented
Words and grammars are introduced and practiced situationally
At the post office, at the bank, at the dinner table