History of English Language Teaching Methods

U2. A Brief History of Language Teaching

• The presentation covers a historical overview of English language teaching methods.
• Different methods and approaches to teaching English language are examined, ranging from the Grammar-Translation Method to the modern Integrated Teacher.
• Numerous methods and approaches to language instruction are discussed, including specific dates and theorists when possible.

Table of Contents

• 1850s-1950s: Grammar-Translation Method
• 1970s-1980s: Natural Method
• 1890s-now: Direct Method
• 1960s-1970s (USA): Audiolingual & Structuralist methods
• 1970s-1980s: Humanistic approaches
• 1970s-now: Second Language Acquisition (SLA)
• 1985-Now: Task-Based Learning (TBL)
• 1990s: Content and Language Integrated Learning (CLIL)
• The modern Integrated Teacher

Theories and Methods of Teaching and Learning

• Method: A systematic way of doing something, usually involving steps, explaining how to teach.
• Approach: More focused on practical teaching, specifying what to teach, often using multiple methods.

1850s-1950s: Grammar-Translation Method

• Language was taught as a set of grammatical rules, primarily drawing from classical languages like Latin and Greek.
• Grammar rules were explained, and example sentences illustrated the theory.
• Speaking and listening were less important compared to reading and writing.
• Translation was a central feature of this method.
• Vocabulary was presented in lists, often translated.

1850s-1950s: Grammar-Translation Method (Major Characteristics)

• Native language initially was often used as a teaching medium, except for translation purposes.
• Translated vocabulary lists were common with little emphasis on composition.
• Reading and writing were the primary focus of classroom activities, with minimal instruction in listening or speaking.
• Grammar and syntax were paramount in language learning, often taught deductively ("rules to practice").

1970s-1980s: The Natural Method

• Founded by Tracy Terrell, with the aid of Stephen Krashen.
• The focus was on communication rather than grammar rules.
• Child language acquisition was emphasized.
• Key elements include: communicative focus, comprehensible input, and kinesthetic activities.
• Textbooks weren't always used, and the teacher played a crucial role in making the learning experience engaging.

1970s-1980s: The Natural Method (Methodology)

• Instructors focused only on the target language.
• Activities centered around input acquisition.
• Grammar errors weren't corrected immediately while teaching, but lessons incorporated grammar exercises.
• The goal was mastering communication and acquisition rather than solely learning grammar rules.
• Reading and listening comprehension were important to beginners.

1890s-Now: Direct Method

• Developed as a response to grammar-translation methods.
• L2 learning was aligned with L1 learning, prioritizing spontaneous use and avoiding translation or analysis of grammatical rules.
• Classroom interaction was entirely in the target language.
• Primarily focused on spoken communication skills like listening and speaking.
• Daily vocabulary and sentences were taught.
• Grammatical phrases were introduced in specific situations.
• Clear progression in building communication skills.
• Vocabulary was taught inductively, and new teaching points were presented orally.

Specific to Berlitz Chain of Schools

• Pioneered by Maximilian Berlitz, his teaching method is still used today under the Berlitz International schools.

1960s-1970s (USA): Audiolingual Method & Structural Method

• An approach rooted in World War II's need for oral proficiency in various languages.
• A scientifically-based method, drawing on behaviorist psychology (stimulus-response learning).
• Focus on structures (a new science of linguistics), recognizing language as a set of structures.
• Vocabulary is learned in context, linked to grammatical structures.
• Skills development is ordered: listening, speaking, reading and writing, usually with guided practice exercises.
• Includes written activities such as gap-filling and multiple-choice exercises.

1960s-1970s (USA): Audiolingual Method & Structural Method (Example Exercises)

• Using substitution activities to develop grammatical patterns, using appropriate verb forms.

1960s-1970s (USA): Audiolingual Method & Structural Method (Contextual Learning)

• Focus on learning language in relation to specific events or situations.

Suggestopedia

• A humanistic approach based on George Lozanov's theory.
• Emphasized relaxation and learner autonomy in the learning process.
• Music plays a crucial role in creating a conducive atmosphere.
• Materials may involve translation into the students' native language.

The Silent Way

• Developed by Caleb Gattegno, it emphasized learner-centered language learning in a silent classroom environment.
• Learners are guided to discover language patterns and rules through exploration, interaction, and self-correction.
• Minimal teacher intervention to promote independent knowledge acquisition.
• Physical demonstration and use of objects are often included in instruction.

Total Physical Response (TPR)

• Developed by James Asher, TPR is learner-centered, emphasizing a strong correlation between physical actions and language acquisition.
• Learning is achieved through physical activities and motor skills.
• The instructor plays a role in guiding a type of language learning through play.

1970s-Now: Second Language Acquisition (SLA) Method

• An emphasis on immersion in a language learning environment created for complete communicative understanding.
• Language learning happens subconsciously, while language teaching is more formal, thus being a conscious process.
• Acquiring new languages focuses on creating authentic communication experiences.

1985-Now: Task-Based Learning (TBL)

• The main focus is fulfilling meaningful tasks that use various language skills (reading, writing, listening, and speaking).
• Methodology emerged from general and business English teaching.
• Learners use the language they need to complete the specific task or tasks they are presented.

1990s-Now: Content and Language Integrated Learning (CLIL)

• A methodology combining content and language.
• Learners gain knowledge of a subject while also learning a new language.
• The aim is to enhance communication abilities and cultural understanding through topical subject matter.

2002: The Modern Integrated Teacher

• Teachers are able to select methods from different approaches to fulfill their learners' needs and learning styles.
• Methods are chosen using the principles of "eclecticism" and "integration": Combining and integrating various approaches for personalized learning.

Additional Information

• The presentation includes instructions or exercises for learners to use and practice certain language skills.
• It includes links for videos exemplifying different learning methods.

This quiz provides a historical overview of various methods used in English language teaching from the Grammar-Translation Method of the 1850s to modern approaches like Task-Based Learning and Content and Language Integrated Learning. It covers significant shifts and theorists in language instruction over the decades.