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Innovations in language teaching in the 19th century., image, image, image…
Innovations in language teaching in the 19th century.
The reform movement
It provided new knowledge.
After 1880 The discipline of linguistics was revitalized. Phonetics, scientific analysis were established.
Before 1880 the ideas of Marcel, Prendergast and Gouin. They did not receive support
Linguists were interested in how best to teach foreign languages,
methodological principles should be based on a scientific analysis of language.
The direct method
They turned their attention to naturalistic principles.
teachers should encourage direct and spontaneous communication.
Never translate.
Known words could be used to teach new vocabulary, using mime, demonstration, and pictures.
Attempts were made to make second language learning more like first language learning.
Never explain
Never speak too quickly
Never speak too loudly
Never speak too slowly
the methods era
Theoretically consistent set of teaching procedures
Foreign language teacher development... has a basic orientation toward teaching methods.
The methods of the past are presented as fixed sets of procedures and principles.
The Audiolingual Method and the Situational Method, both replaced by the Communicative Approach.
Theory of language
Interactional model
the creation and maintenance of social relations.
Interactional theories focus on the patterns of moves,
Functional model
they are linked to the concept of communicative competence
Functional approaches emphasize the semantic and communicative
Sociocultural model
Sociocultural theory views language as a communicative activity
Knowledge is constructed through social interaction
Language is a resource for making meaning.
Language users create texts to create meaning.
Theory of learning
all methods reflect, either explicitly or implicitly,
Theories of language learning account for the cognitive, personal, interpersonal.
The social processes that learners use in learning a second language.
Cognitive model
language reflects properties of the mind.
Mind as a computer
Representationalism
The organization of language teaching around grammar allows for both meaningful use and practice of the language.
It allows for both meaningful use and practice of the language.
Structural model
They are defined in terms of phonological units
The syllabus
they has been used to refer to the form in which linguistic material is specified in a course or method.
the term has been more closely associated with methods that are product-centered
Learner roles
A method reflects explicit or implicit responses to questions
Learners were assigned much more power and autonomy in learning
Humanistic methods were those that emphasized the development of human values,
Teacher roles
Some methods rely entirely on the teacher as a source of knowledge and direction;
Some contemporary methodologies have sought to establish more symmetrical types of student-teacher relationships,
The types of roles teachers are expected to perform,
The role of instructional materials
The activities suggest the function of the materials within the system.
The didactic materials, in turn, further specify the content of the subject matter.
