History of language teaching

By micaela podesta
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    Grammar Translations

    -Grammar was taught as a set of rules
    -Practice was done through written exercises
    -The medium of instruction was the mothe tongue
    -Vocabulary was learnt via translated
    -Writtren texts were translated
    -Speaking and listening were seen as less importante
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    Direct Method

    -Speaking and listening were the most important skills
    -Students learnt grammatical phrases by listening and repetition
    -The method is still the basis of lower-level teaching in Berlitz's ubiquitous and successful language schools
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    Audio-lingual method+Structuralist view of language

    -Suggested that language was a set of "structure"
    -Grammar rules were an illusion
    -Vocabulary was seen as an adjunct to the structures
    -Speaking and listening were the most important skills
    -Language exercises were multiple choice and gapfill
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    Structural-Situational Method (aka PPP)

    -the key difference from the audiolingual approach was the language presentation and practice
    -Speaking and listening were the most skills
    -Gave rise to the idea of PPP (presentation, practice, production)
    -It was assumed that what we taught during these three stages was what the students should learn
    -PPP has been rubbished recently by proponents of task
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    Humanistic Approaches

    -Movement based on the assumption that languages classes were places of fear for learners.
    -The essential precept of language teaching was that students assimilate things best when they talk about themselves (personalisation)
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    Functional syllabuses. Communicative Language Teaching 1

    -Based on the Idea of grouping bits of language according to communicative functions. Ex: apologising, requesting, advising.
    -Students were taught at the expense of grammar.
    -The listen an repeat, and extended methods, persisted.
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    Communicative Methodology. Communicative Language teaching II

    -The principle key was the separation of classroom work into accuracy work and fluency work.
    -Accuracy work: It was for concentrating on learning new bits of language.
    -Fluency work: It was for getting the students to speak freely.
    -Learning and acquisition: the classroom learners operate both mechanisms.
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    Test – Teach – Test

    -Appropriate to teaching functional exponents.
    -Adaptable to grammar points and lexis.
    -Test Phase: students are given a task without any prior teaching of the relevant language points.
    -Teach Phase: If the students have problems and makes mistakes, the teacher knows that they have to teach the biggest errors.
    -Test Phase: The students do further practice and excercises of these items.
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    Negotiated Syllabus

    . Business English Students with specific needs
    . What students want and need to negotiate the syllabus
    . Has to be applied carefully
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    Task based approaches

    -Business English Teaching
    - Students are given language bits to complete a task
    - Need controlled practice
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    Lexical Views of Language

    . Set phrases
    . Memorised store of pre-fabricated "chunks"
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    Output- Feedback

    -Business English Field
    -Using the student's language output as data for feedback
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    Noticing (also known as consciousness-raising)

    -Using the classroom to raise student's awareness of the language
    -Helping the students notice
    -Not teaching for inmediate accurate production
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    Grammaticisation

    • There has been a growth of interest in classroom tasks which help the students to see grammar in it global, and truly communicative context.
    • we can use global text exercises in which the 'grammar' has been taken out , and which the students have then to put back; this is very motivating for the learners.
    • The 'grammaticisation' approach is becoming increasingly popular, but it is important to keep it in perspective with the other approaches to teaching grammar.
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    The Modern Integrated Language Teacher

    • Use translation when it is quick and efficient.
    • Use Personalisation whether the students are practising languaje. -Use Output- feedback when the teacher uses a conversation activity to produce student ' output' and the feeds backs on laguage errors. -Use Test-teach-test when students are required to prepare their positions in groups. -Use Personalisation whether the students are practicing language.
    • Use Grammaticisation activities to see students grammar is progressing