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Grammar was thought as set of rules. Practice was done trough written excercices, vocabulary via translated lists, speaking and listening were seen as less important.
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Speaking and listening were most important skills. The medium of instruction was english. Grammar rules were avoided and replaced by phrases. Its still the method used of lower-level teaching.
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Its a scientificised version of the direct method. The grammar's focus was in structures. Excercises for writing were multiple choice and for listening were listen and repeat
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Started to take in account affective factors in language teaching.
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The main reason was the separation of classroom work into ‘accuracy’ work and ‘fluency’ work. The first was for concentrating on learning new bits of language (grammar, vocabulary etc.). The second was for getting the students to speak freely.
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Decide to group bits of language according comunicative functions, like apologising, requesting, advising.
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Was a pragmatic version of audio-linguism. Gave reason to the idea of PPP (Presentation, Practice, Production)
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-Test-Teach-Test was a variation of traditional PPP. Test phase: the students are given a task without any prior teaching. Teach phase: The teacher control the mistakes the students made in the previous activities to explain them to the learners. Test phase: the students do further practice exercises.
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It is a methodological idea which attempts to get away from PPP altogether. The students are given communicative task to prepare for, these task require them to ask the teacher to give them whatever language bits they might need to fulfill the task.
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Academic linguistics noticed that the language was full of set phrases, we teach lexical chunks rather than single items of vocabulary. A big challenge is how to prevent the lexical approach dominating teaching to the detriment of the other components of the language learning task such as grammar, syntax and phonology.
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There is a relationship between what the teacher teaches and what the students learn. Appears the concept of REFORMULATION, It is the process of assimilation by the students is an unknowable and invisible.
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It is an attitude of mind based on the idea of autentic communicative activites in the classroom
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It helps the students to see Grammar in its global, and truly communicative context.
Grammaticisation permits to see how each student's individual internal Grammar is progressing -
It is able to use any approach from the past as long as it is appropiate and useful. The term principled integration forces us to remember that everything has come from what has been before, and that everything that has gone before remains relevant today
