Language Teaching Methods & Approaches 2024-25 PDF

U2. A BRIEF HISTORY OF LANGUAGE TEACHING SO FAR… Prof. Isabel Morales Jareño  TABLE OF CONTENTS Method and approach A revision of methods to teach English Language so far. ▪ 1850s-1950s: Grammar Translation Method ▪ 1970S-1980S: The natural method ▪ 1890s-now: Direct Method ▪ 196...

U2. A BRIEF HISTORY OF LANGUAGE TEACHING SO FAR… Prof. Isabel Morales Jareño  TABLE OF CONTENTS Method and approach A revision of methods to teach English Language so far. ▪ 1850s-1950s: Grammar Translation Method ▪ 1970S-1980S: The natural method ▪ 1890s-now: Direct Method ▪ 1960s-1970s (USA): Audiolingual methods & Structuralist view of language ▪ 1970S:1980S: Humanistic approaches ▪ 1970s-now: Second Language acquisition (sla) method ▪ From 1985-Now: Task-Based Learning (TBL) ▪ From the 1990s: CLIL (Content and Language Integrated Learning ▪ The modern Integrated Teacher  THEORIES AND METHODS OF TEACHING AND LEARNING ►METHOD: a way of doing something, especially a systematic way. It implies an orderly logical arrangement (usually in steps). It tells us how to teach. (www.thefreedictionary.com) ►APPROACH: It’s more related to practical teaching. An approach may use more than one method while teaching. It tells us what to teach. (www.answers.com)  1850S-1950S: GRAMMAR-TRANSLATION METHOD ►Language was taught as grammar, a set of rules (after classical languages, Latin and Greek) ►In these lessons, rules were explained and sample sentences illustrated the theory ►Speaking and listening are less important, and conversation was an extra.  1850S-1950S: GRAMMAR-TRANSLATION METHOD Major characteristics: 1. Mother tongue used as a medium of instruction, except for translation. 2. Translated lists of vocabulary and almost no L2 composition. 3. Reading and writing is the center of the class: no place for listening and speaking. 4. Grammar and syntax are extremely important for language learning 5. Grammar is taught deductively (from rules to practical facts)  WHAT ARE THESE ACTIVITIES BASED ON? Read and learn: The house = la casa/das Haus The mouse = el ratón/die Maus Translate into Spanish: Christmas is an important holiday for our family. On the 24th of December we make a big holiday for the whole family – for my aunts and my uncles as well. We normally celebrate Christmas without them, but on the evening before we all eat together.  1970S-1980S-THE NATURAL METHOD By Brett, D. (2014) https://www.slideshare.net/BrettDavid/historical-methods-of-esl-36807499 1970S-1980S-THE NATURAL METHOD  1890S-NOW: DIRECT METHOD ►Initially developed as a reaction to the previous grammar methods. ►It is based on the premise that L2 learning should be very similar to L1 learning in terms of interaction, the spontaneous use of the L2 and no use of translation or analysis of grammatical rules. ►Major characteristics: 1. Classroom interaction was conducted exclusively in the target language. 2. The most important skills are listening and speaking. 3. Only everyday vocabulary and sentences were taught. 4. Sequences of strictly chosen grammatical phrases are learnt, i.e. phrases or groups specific to types of situations 5. Oral communication skills were built up in a carefully graded progression.. 6. Concrete vocabulary was taught through demonstration, objects and pictures 7. Grammar was taught inductively 8. New teaching points were introduced orally 9. Correct pronunciation and grammar were emphasized SPECIFIC TO BERLITZ CHAIN OF SCHOOLS AND PIONEERED BY MAXIMILIAN BERLITZ (1852-1921) DIRECT METHOD/NATURAL METHOD  1960S-1970S (USA): AUDIO-LINGUAL METHOD & STRUCTURAL METHOD Watch this video, which method does the protagonist use to learn German? https://www.youtube.com/watch?v=MWbQwSURR98  1960S-1970S (USA): AUDIO-LINGUAL METHOD & STRUCTURAL METHOD ►It has its roots in the World War II, when the United States was involved in a conflict that encouraged Americans to become orally proficient in other languages. ►Main characteristics: 1. A ‘scientificised´ version of the direct method 2. Based on principles of behavior psychology: stimulus-response learning 3. Language is a set of ‘structures’ (stating a new science of linguistics): E.g.: “This shirt needs + washing, mending, ironing..”; He has + washed, ironed, folded...the clothes 4. Grammar rules are an illusion, it’s structure-focused 5. Vocabulary learned in context (related to the structures) 6. Skills are sequenced: listening, speaking, reading and writing are developed in order; drilling exercises. 7. Writing exercises, gap filling and multiple choice AUDIOLINGUAL METHOD  EXAMPLE – A SUBSTITUTION ACTIVITY Change the following verbs to their “-ing” forms so you can say what you like doing Example: I like __________skiing____________(ski) 1. I like______________(swim) 2. I like______________(eat) 3. I like______________(draw) 4. I like______________(watch TV) ACTIVITIES: Relate the following activities with the methods and approaches you have studied: Write sentences according to the following pattern: SIMPLE FUTURE (talking about things that will happen) Affirmative Negative Interrogative Subject + WILL + verb Subject + WON’T + verb WILL + subject + verb I I He He WILL you/she/they go? They…. WILL go ---- They…. WON’T go  EXAMPLES Let’s describe these people. Ask your friends. Use: the girl with She’s He’s/she’s He’s... the guitar... got... ‘s like? handsome What man on the beautiful dark/fair hair does do look like? tall right young long/curly/sh... the boys... ort hair  5. 1970S-1980S: HUMANISTIC APPROACHES ►It was born in USA and advocated by Earl Stevick (1923-2013) ►Based on the assumption: ‘Classes are places of fear for language learners’ ►Suggestopedia (tender suggestions) ►Silent Way where the teacher’ remains silent: http://www.youtube.com/watch?v=jAUJ3aubKXc ►TPR (Total Physical Response) http://www.youtube.com/watch?v=ikZY6XpB214&feature=related) ►Precept: students assimilate best when they speak about themselves; now also known as personalization  SUGGESTOPEDIA It derives from George Lozanov’s theory on the human brain: if the right conditions for learning are given, humans can process a great quantity of information: only relaxation and independence from the teacher’s control arte needed. Music is central to this method because its 60 beats per minute are said to encourage an increase in brain waves and decrease in blood pressure. He referred to Barroque music. Students were comfortably seated and music (1926-2012) started playing. Then, the teacher began to read a text and the students followed it in their textbooks, translating it into the mother tongue.  THE SILENT WAY It was developed by Caleb Gattegno in the 1970’s. It is based on the premise that the teacher should be silent as much as possible in the classroom but the learner should be encouraged to produce as much language as possible. It is based on Bruner’s discovery- learning procedures. Objects and actions are shown and demonstrated; the teacher should minimize his/her corrections to promote students’ self-correction.  TOTAL PHYSICAL RESPONSE (TPR) Developed by James Asher, who thought that most of the grammatical structure of the target language and hundreds of vocabulary items can be learned from the skilful use of the imperative by the instructor (1977:44). Learning is achieved through such mechanisms as games or psychomotor associations. The instructor is considered as “the director of a stage play in which the students are the actors”  READ AND PERFORM THESE ACTIONS SNAP YOUR FINGERS NOD YOUR HEAD LISTEN LET’S SING THE SONG  7. 1970S-NOW: SECOND LANGUAGE ACQUISITION (SLA) METHOD ►In the late 70s, Stephen Krashen coined SLA (Second Language Acquisition theory (1982) by pointing out that the class needs be an immersive place to experience authentic communication. ►Acquisition is an unconscious process whereas learning is a conscious process. ►A combined processing model (learning-acquisition) is the current favorite (Bialystok, Long & Rutherford)  10. 1985-NOW: TASK-BASED APPROACHES ►In the mid-90s, it was set in General English (from Business English teaching) ►METHODOLOGY: it provides ‘communicative tasks’ rather than language points. ►The student asks for the language (i.e. discussion exponents, telephoning & arrangement language, lexis..) he needs for the task. E.g.: ‘plan a recreational weekend in London for a visiting friend coming to London’  10. 1985-NOW: TASK-BASED LEARNING (TBL) A methodology developed by Larry Michaelsen (1990) to be used at the university stage, but nowadays it uses in every Educational stage. Task-Based Learning (TBL) and Task-Based Language Teaching (TBLT) is a methodology, whose main focus is on the completion of meaningful tasks, where students ‘learn by doing’ using all communicative language skills: Reading, Writing, Listening and Speaking, are involved. https://youtu.be/mKRkYSsvP78  10. 1985-NOW: TBL IMPLEMENTATION 1st phase 2nd phase FOCUS: Engage students, FOCUS: Push students to expectations and communicate fluentely instructions and without using L1 3rd phase FOCUS: Checking and analysing the accuracy of the completed work. TBL EXAMPLE  FROM THE 1990S: CLIL (CONTENT AND LANGUAGE INTEGRATED LEARNING Term created in 1994 by David Marsh and Anne Maljers as a methodology similar to but distinct from language immersion and content-based instruction. Method used for the first time in the late 90s of the last century at the Jyväskylä Finnish University and in the Netherlands.  FROM THE 1990S: CLIL (CONTENT AND LANGUAGE INTEGRATED LEARNING They emphasized a project-based learning strategy when students (from their home countries and from abroad) work in various groups for one semester… CLIL helps develop `a ‘lingua franca’ as a communication tool among nations in order to enable everyone to understand each other without having to learn many languages’. (Šulistová, 2015: 48)  WHAT IS CLIL? CLIL is similar to content-based instruction (CBI) and language immersion in that you learn the target language along with specific subject matter. For example, you might study (or teach) history, geography, culture or literature in and through the target language, thus learning both a specific academic subject as well as a new language, with appropriate vocabulary and grammar introduced to go hand-in-hand with the content subject. (https://www.fluentu.com/blog/educator/clil- classroom/)  WHAT IS CLIL? Coyle, D. (2008). CLIL – a pedagogical approach. In N. Van Deusen-Scholl, & N. Hornberger, Encyclopedia of Language and Education, 2nd edition (pp. 97-111). Springer. The essence of CLIL can be summed up by the four C’s: content, communication, cognition and culture. Language as a learning tool operates in three ways: OF – FOR – THROUGH Coyle (1999) developed the 4Cs Framework  CLIL FOUR C’S Communication: use of oral and Content: the basic topical written language at the end of knowledge a particular lesson. Cognition: critical thinking skills and use the content Culture: the unifying point of knowledge. Think about what the four C’S. They are learning to enquire and how to get to a about themselves point. WHICH COMPETENCES IS CLIL INTENDED FOR DEVELOPING?  10. CLIL FOUR C’S Communication across cultures (a multicultural approach to becoming knowledgable of other cultures) Inmediate speaking skills basically fluency. (approach to real life situations to be aware of how English language is used and also in cross-cultural awareness Learners’ flexibility. (develops team-work working with people from other places, language, and social backgrounds to perceive the differences as a part of other culture). Learners become aware of real daily life language (different idioms, sayings and fixed expressions used in all sorts of situations (with written and oral materials)  15. 2002: THE MODERN INTEGRATED TEACHER ►Should previous methods be dispensed with? ►The modern teacher is able to use any approach from the past as long as it is appropriate and useful. ►Eclecticism: picking separate things from a selection ►Integration: everything that comes from what’s been before and remains relevant today  REFERENCES ▪ Online encyclopaedias: www.answers.com; www.wikipedia.com; www.thefreedictionary.com. ►Bialystok, E. (1980). The role of Linguistic Knowledge in Second Language Use. OISE, Mimeo ►Krashen, SD. (1977). The Monitor Model for Adult Second Language Peformance’ in Burt, Dulay, Finnochiaro (eds). Viewpoints on English as a Second Language. New York: Regents. ►Lewis M (1997). Implementing the Lexical Approach. LTP/Thomson Heinle. ►Moor, P. and Cunningham, S. (1998-2004). Cutting Edge Series. Longman ►Richards, JC. and Schmidt, RW. (1983). Language and Communication. Longman ►Willis, J. (1996). A Framework for Task-Based Learning. Longman. ANY QUESTION?