-
Grammar Translation Method
The Grammar Translation Method was the
traditional way Latin and Greek were taught in Europe. In the 19th
century it began to be used to teach “modern” languages such as
French, German, and English, and it is still used in some countries
today. A typical lesson consists of the presentation of a
grammatical rule, a study of lists of vocabulary, and a translation
exercise. -
Period: to
Grammar Translation Method
-
Direct Method
Features:
a. only the target language should be used in class
b. meanings should be communicated “directly” (hence the
name of the method) by associating speech forms with
actions, objects, mime, gestures and situations
c. reading and writing should be taught only after speaking
d. grammar should only be taught inductively, i.e. grammar
rules should not be taught t learners
The direct method was developed as a reaction against the Grammar Translation Method. -
Natural Approach I
A term for a number of language-teaching methods which emphasized:
a. the use of the spoken language
b. the use of objects and actions in teaching the
meanings of words and structures
c. the need to make language teaching follow the
natural principles of first language learning
d. these methods lead to the Direct Method -
Period: to
Direct Method
-
Period: to
Natural Approach I
-
Reading Method
A programme or method in which reading comprehension is the
main objective. In a reading approach:
1. The foreign language is generally introduced through short passages written with simple vocabulary and structures.
2. Comprehension is taught through translation and grammatical analysis.
3. If the spoken language is taught, it is generally used to reinforce reading and limited to the oral reading of texts. -
Period: to
Reading Method
-
Audiolingual Method
A method of foreign or second language which:
1. Emphasizes the teaching of speaking and listening before
reading and writing.
2. Uses dialogues and drills.
3. Discourages use of the mother tongue in the classroom (d) often makes use if contrastive analysis. The theory behind this method is the aural-oral approach: speaking and listening are the most basic language skills. Each language has its own unique structure and rule system. A language is learned
through forming habits. -
Oral Approach
Situational Language Teaching is a grammar-based method in which
principles of grammatical and lexical gradation are used and
new teaching points presented and practised through
situations . -
Period: to
Audiolingual Method
-
Period: to
Oral Approach
-
Cognitive Approach
a. Language is not an habit formation
b. Learners are responsible for their own learning
c. Grammar must be taught but it can be taught deductively and / or inductively.
d. Pronunciation is de-emphasized; perfection is viewed as
unrealistic and unattainable.
e. Reading, writing and vocabulary instruction are once again important.
f. Errors are viewed as inevitable.
g. The teacher is expected to have good general proficiency in the
target language. -
Period: to
Cognitive Approach
-
The Silent Way
Method devised by C. Gattegno in the 1970s. Gattegno conceives of learning as a co-operative process between teacher and student, in which the student, aided by the teacher, learns by means of discovery and problem-solving.
Silent Way courses follow a basically structural syllabus, with
lessons planned around grammatical items and related
vocabulary. Language is separated from its
social context and taught through artificial situations, usually
represented by the rods. -
Period: to
The Silent Way
-
Total Physical Response
A language teaching method developed by Asher in the early
1970s in which items are presented in the foreign language as
orders , commands, and instructions requiring a physical
response from the learner (e.g. opening a window or standing
up). TPR gives greater emphasis to comprehension than many
other teaching methods. Both this and the emphasis on
teaching language through physical activity are to lead to more
effective learning. -
Period: to
Total Physical Response
-
Suggestopaedia
A method of foreign language teaching developed by the
Bulgarian educator, Lozanov. It makes use of dialogues,
situations, and translation to present and practise language, and
in particular, makes use of music, visual images, and relaxation
exercises to make learning more comfortable and effective.
Suggestopaedia is said to be a pedagogical application of “ Suggestology”, the influence of suggestion on human behaviour. -
Period: to
Suggestopaedia
-
Natural Approach II
A term for an approach proposed by Terrell, to develop
teaching principles which:
a. emphasize natural communication rather than formal
grammar study
b. are tolerant of learners’ errors
c. emphasize the informal acquisition language rules -
Period: to
Natural Approach II
-
Period: to
Communicative Approach
An approach which emphasizes that the goal of language learning is communicative competence and which seeks to make meaningful communication and language use a focus of all classroom activities. The major principles are:
1.Learners use a language through using it to communicate
2.Authentic and meaningful communication is the goal
3.Fluency and accuracy are both important
4.Communication involves the integration of skills
5.Learning is a process of creative construction (involves error) -
Period: to
AT PRESENT
-
Task-based Language Teaching
A teaching approach based on the use of communicative and
interactive tasks as the central units for the planning and delivery
of instruction. Such tasks are sad to provide an effective basis
for language learning since the:
Involve meaningful communication and interaction
Involve negotiation
Enable the learners to acquire grammar as a result of engaging
in authentic language use. -
Project Work
An activity which centres around the completion of a task, and
which usually requires as extended amount of independent
work either by an individual student or by a group of students.
Much of this work takes place outside the classroom.
Project Work is an activity which promotes Cooperative
Learning , reflects the principles of Student-centred Teaching,
an promotes language learning through using the language for
authentic communicative purposes. -
Content and Language Integrated Learning
CLIL is a dualfocused educational approach in which an additional language is used for the learning and teaching of both content and
language. That is, in the teaching and learning process, there is
a focus not only on content, and not only on language. Each is
interwoven, even if the emphasis is greater on one or the other
at a given time. -
Cooperative Language Learning
An approach to teaching and learning in which classrooms are
organized so that students work together in small co-operative
teams. Such an approach to learning is said to increase
students’ learning since (a) it is less threatening for many
students, (b) it increases the amount of student participation in
the classroom, (c ) it reduces the need for competitiveness,
and (d) it reduces the teacher’s dominance in the classroom.
