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01. THE EVOLUTION OF LANGUAGE TEACHING - Coggle Diagram
01. THE EVOLUTION OF LANGUAGE TEACHING
TRADITIONAL TEACHING METHODS
Grammar-Translation method (1850s)
Faculty psychology
mental discipline
+
drilling repetitions
Characteristics
medium of instruction: L1
Vocabulary: lists of translated terms
Grammar: sets of rules (classical languages) → deductively
Written text = real language
Practice: written exercises
Translation
Composition
speaking & listening: less important
teacher-centred & teacher-controlled
Advantages and disadvantages
:check:
not totally discarded
coherent linguistic approach
clear methodological purpose: compare structures
:red_cross:
lack of structured scientific vision of language
neglected phonology, oral input and output
translation: word-by-word basis → mistakes → frustration
Direct method (1890s)
Disatisfaction with Grammar-Translation method
Set up condition of babies acquisition of L1: imitation
Berlitz School
Characteristics
Medium of instruction: English
Listening and repetition: strictly chosen grammatical sentences
Speaking and listening
Translation and grammar rules :red_cross:
Vocabulary
lists grouped under situations
(visual aids)
incidentally
Advantages and disadvantages
:red_cross:
lack of serious linguistic foundations of naturalistic principles of lang. learning
impossibility of using L1 → long paraphrasing
time management problems
:check:
constant exposure to L2
Audio-Lingual method (1960s)
Roots
Army Specialized Training Programme (ASTP)
USA during WWII
Behaviourism
language = form of behaviour
stimulus
response
reinforcement
Characteristics
Repetition
Dynamics
drills
words/sentences
intonation/pronunciation
questions/aswers
Technology
tape recorder and projector
Advantages and disadvantages
:check:
ASTP: successful
:red_flag: small groups, highly motivated
:red_cross:
struggle creating spontaneous language
mechanical drills: boring, mindless and counter-productive after initial introduction of structures
audio-visual materials
methods in themselves
start of technological age
CURRENT APPROACHES
Communicative Language Teaching (1970s)
developed from ideas by
Wilkins and Widdowson
notional-functional concepts
communicative competence
Chomsky
rejected Audio-Lingual method's behaviourism
learners should use innate and creative abilities
Halliday and Hymes
functional and communicative potential of language
language: social phenomenon
Characteristics
goal: develop communicative competence
learn to communicate
principle of information transfer
Contextualisation of language items
meaningful context (isolated at first)
Focus on language functions
not forms
Balance: fluency-accuracy
errors are normal
Materials
promote communication
variation
Advantages and disadvantages
:check:
focus on real-world language use
perceptions, feelings, attitudes taken into account
students work independently: pairs/groups
:red_cross:
functional syllabus: intermediate students
morphology - syntaxis
produce new and acceptable utterances
Active methodologies (1990s)
engage students in active participation
active role in learning process
away from traditional, passive approaches
lectures, rote memorisation :red_flag:
problem-solving skills
collaboration
practical application of knowledge
critical thinking
These include
Project-based learning
research, plan, collaborate, present findings/solutions
Flipped classroom
Home: review instructional material
Class: interactive activities, discussions, application of concepts
Gamification
integration of game elements (points, leaderboards, badges...)
Problem-based learning
real-world problems
apply knowledge: solve issues
critical thinking skills
Role-playing and simmulation
enhance understanding of concepts
practice decision-making skills
not exclusive and complementary
Eclecticism
using all methods and approaches depending on context
translation
grammar
task-based or communicative activities
tendency to dispense with the old to make room for the new :red_flag:
open mind
HUMANISTIC APPROACHES (1970s)
alternatives to traditional
Total Physical Response
James Asher
communication: verbal + physical aspects
children
1) absorb language
internalisation
codebreaking
2) reproduce language spontaneously
Characteristics
intensive oral drilling
stimulus-response patterns
competence: physical response to spoken utterances
Lessons conducted in L2
Translation :red_cross:
Advantages and disadvantages
:check:
reduces anxiety in least advanced students
:red_cross:
limited to specific language functions
only beginners
Community Language Learning
counselling learning
Charles Curran's counselling psychology
humans need to be aided by the community → learning
Characteristics
reduce anxiety
layout: conversation circle (<10)
understanding teacher-student
sense of security in activities
non-competitive atmosphere + equality
take more risks
teacher: not control conversations
transcripts
reflection session
feelings, anxieties, frustration, demands...
Advantages and disadvantages
:check:
focus on learner's emotional wellbeing
more prone to intervene and less scared to make mistakes
:red_cross:
environment: difficult to create (small groups, positive relationship...)
Natural approach
Stephen Krashen
acquisition
subconscious
more successful and longer lasting
bound with
nature of input
slightly higher, but comprehensible
learning
conscious
Characteristics
As much comprehensible input
visual aids, etc.
opportunity to acquire language
focus on listening and reading (speaking allowed when ready)
relaxed classroom atmosphere
Advantages and disadvantages
:check:
emphasis on comprehension and meaningful communication
influenced current curricular designs
importance of emotional factors
:red_cross:
learning/acquisition hypothesis :red_flag:
acquisition: long time
students have less time and opportunities
assumption: learnt language cannot lead to acquisition :red_flag: