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Grammar-Translation Method:
Originating in the 19th century, this method dominated language instruction, emphasizing translation between languages, vocabulary lists, and grammar rules. It focused heavily on reading and writing, with minimal regard for oral or listening skills. The goal was to understand literary texts and translate between languages, rather than develop conversational ability. -
Direct Method
(1890s–1930s): This approach emerged as an answer to Grammar Translation method, changing focus to immersive learning in the target language. It involved exclusive use of the target language in class, banning translation. Teachers used visuals, realia, and direct associations to teach vocabulary, while students engaged in question-and-answer exercises to favour speaking and listening skills. -
Structural Approach:
Educators began to focus on teaching grammar structures and sentence patterns, introducing learners to grammatical frameworks step-by-step. The language was broken into manageable structures that were practised repeatedly until mastered. This approach was foundational for many English courses, particularly for students learning English as a foreign language. -
Situational Language Teaching
It was conceived in the UK. This approach put language in real-life contexts, using specific situations to illustrate the use of grammatical structures. Teachers provided controlled practice, gradually moving toward more relaxed exercises in terms of speaking practice. The method required students to use target structures within specific situational contexts to make language learning more relevant and realistic. -
Audiolingual Method
It was implemented and developed in the U.S. Specially thought for military use, this method was based on behaviourist theories. It focused on habit formation using repetition and drilling, with the aim of creating automatic language responses. Dialogues were central, focusing on patterns that could be internalized through rote memorization and extensive practice. Errors were discouraged to avoid “bad habits.” -
Council of Europe Initiatives
The Council of Europe addressed the need for language standards across Europe to promote cross-cultural understanding. They proposed a “unit-credit system” to allow learners to gain recognition for achieving specified language milestones, which could be tailored to meet societal needs. -
Audiovisual Method
Created in Europe, this method included visual aids to teach vocabulary and structures without translation. Film strips, pictures, and videos were used to provide a context to language in meaningful ways. The goal was to associate language with images rather than written words, supporting an immersive experience focused on listening and speaking -
Threshold Level Concept
This initiative defined essential communicative competencies required for basic functionality in a language, emphasizing real-world communication. The Threshold Level became a key component of the needs-based approach, where instructional goals were linked to the practical needs of students in different cultural and professional settings -
Functional-Notional Syllabus
This syllabus categorized language based on functions (e.g., requesting, apologizing) and notions (concepts like time, location). Developed by the Council of Europe, it influenced curriculum design by focusing on what learners needed to communicate rather than purely linguistic structures -
Communicative Approach
Changes came with this decade moving from Structure-based teaching to an approach interested in communication skills. CLT (communicative language teaching) focused on the ability to use language effectively in real-life situations. integrating all four skills. The approach encouraged interaction and meaningful language use, moving beyond grammar drills to activities like role-playing and discussions. -
English for Specific Purposes (ESP):
ESP programs addressed the linguistic needs of students in specific fields such as business, medicine, engineering or accounting. The curriculum was designed based on professional requirements, aiming focused vocabulary, structures, and communication skills. Needs analyses were conducted to determine language functions relevant to each field, which influenced course design and content selection. -
Shift from General to Specific Language Goals
ESP focused on practical language use within defined occupational contexts, unlike regular courses. Vocabulary and grammar were chosen based on relevance to the learners' professional tasks, with materials often featuring dialogues, case studies, and documents from the respective fields and contexts. -
Competency-Based Approach
This approach re-defined language learning in terms of specific skills or competencies needed for practical use, aligning with measurable outcomes or results. The language curriculum shifted from purely academic goals to performance-based objectives, ensuring students could perform tasks in real-world contexts. -
Focus on Learning Objectives
With Competence Based Language Teaching, curriculum development emphasized practical competencies, including job-related skills. Courses were designed around specific, observable outcomes, such as the ability to follow instructions, participate in meetings, or complete workplace-related tasks, marking a move toward task-oriented learning -
Standards-Based Reform
National and international standards started guiding language education, with defined levels of proficiency that schools and programs aimed to achieve. Language curricula began aligning with these standards to ensure consistency in language competency levels. -
Learner-Centered Curriculum
This approach centred on individual learner needs, interests, and goals. Lessons were aimed at prioritizing learner autonomy and engagement, using diverse activities that allowed students to take ownership of their learning. By emphasizing individual progress, curricula became more flexible, enabling teachers to adapt materials for varying proficiency levels and learning paces -
Technology Integration and Project-Based Learning
Technology Integration: digital tools transformed language learning, with multimedia resources, language apps, and online courses enabling a blend of independent and classroom learning. Technology facilitated personalized, interactive, and immediate language practice, enhancing engagement and providing new modes of feedback. -
Project-Based Learning (PBL)
PBL encouraged students to use language creatively and collaboratively in projects, such as presentations or real-world problem-solving. This approach allowed students to develop language skills in context, integrating speaking, listening, reading, and writing in meaningful ways. PBL also emphasized critical thinking, teamwork, and language application, which supported the development of comprehensive communication skills