MEPILE I - Unit 1 History of Language Teaching

October, 2011

Departamento de Componente Docente

Área Metodológica - Tecnológica

Professor: Waleska Ruiz

MEPILE I – Unit I

It is a systematic set of arbitrary

symbols (primary vocal), which

have conventionalized meanings

used for communication within a

speech community or culture.

(Brown, 2007)

What is Language? What is Teaching?

“A complex, specialized skill, which

develops in the child

spontaneously, without conscious

effort or formal instruction”.

(Pinker, 1994)

“Showing or helping someone

to learn how to do something,

giving instructions, guiding in

the study of something,

providing with knowledge,

causing to know or

understand”.

(Brown, 2007)

Your understanding of the components of the language determines

the way you teach it

Latin was the dominant language of education, commerce, religion, and

government in theWestern world.

The analysis of its grammar and rethoric became the model or standard way

for foreign language in English schools.

Rote learning of vocabulary, study of declensions, conjugations, translation,

and writing sentences and texts were the most commom teaching strategies.

Children´s lapses in knowledge were often met with brutal punishment.

In the 16th century, French, Italian, and English gained in importance as a

result of political changes in Europe.

The Study of Classical Latin

(Before the 1500´s to 1850)

Latin gradually became displaced as a language of spoken and written

communication to that of an occasional subject in the school curriculum.

As “modern” languages began to enter the curriculum of European schools

in the 18th century, teachers used the same procedures for teaching Latin.

Typical texbooks consisted of lessons organized around grammar points and

their rules and sample sentences.

This way of teaching foreing languages became known the Grammar –

Translation Method.

(Richards and Rodgers, 2003)

The Study of Classical Latin

(Before the 1500´s to 1850)

It was known in the U.S as the Prussian Method and the goal of foreign

language study was to learn its literature.

The student`s native language was maintained as the reference system and as

the medium of instruction.

Reading and writing were the major focus; little or no systematic attention is

paid to speaking or listening.

Vocabulary was taught through bilingual word lists, dictionary study, and

memorization.

The sentence was the basic unit of teaching and language practice.

The Grammar Translation Method

(1850´s to 1950)

Accuracy was emphasized. Students were expected to attain high standars in

translation.

Grammar was taught deductively by the presentation of grammar rules that

were then practiced through translation exercises.

It often creates frustration for students, but made few demands on teachers.

It is a method for which there was no theory and it is still widely used in

many parts of the world.

In the mid- and late nineteenth century, opposition to the Grammar

Translation Method gradually developed.


The Grammar Translation Method

(1850´s to 1950)

C. Marcel (1793-1896): referred

to child language learning as a

model for language teaching,

emphasized the importance of

meaning in learning and proposed

that reading be taught before

other skills.

Natural Language Learning Principles (1860-1880)

T. Prendergast (1806-1886):

recorded the observation that

children use contextual and

situational cues to interpret

utterances and that they use

memorized phrases and routines in

speaking.

C. F. Gouin (1831-1896): developed an approach to

teaching a foreign language based on his observations of

children´s use of language. Learning was facilitated through

using language to accomplish events consisting of a

sequence of related actions and gestures. (Gouin Series)


Phonetics: the scientific analysis and

description of the sound systems of

languages was established.

Linguistics emphasized that speech,

rather than the written word, was the

primary form of language.

Henry Sweet – England (1845-1912):

set four principles for the development

of a teaching method.

1. Careful selection of what is to be

taught.

2. Imposing limits on what is to be taught.

3. Arranging what is to be taught in

terms of the four skills of listening,

speaking, reading and writing.

4. Grading materials from simple to

complex.

Wilhelm Vietor (1850-1918): used

linguistic theory to justify his views

on language teaching. Training in

phonetics would enable teachers to

pronounce the language accurately.

The International Phonetic Association was founded in 1886 to improve

the teaching of modern languages. The International Phonetic Alphabet

(IPA) was designed to enable the sounds of

any language to be accurately transcribed.

The Reform Movement (1880)

The Reform Movement (1880)

1. The spoken language is primary and this should be reflected in an oral-based

methodology.

2. The findings of phonetics should be applied to teaching and to teacher training.

3. Learners should hear the language first, before seeing it in written form.

4. Words should be presented in sentences, and sentences should be practiced in

meaningful contexts and not be taught as isolated, disconected elements.

5. The rules of grammar should be taught only after the students have practiced the

grammar points in context – that is, grammar should be taught inductively.

6. Translation should be avoided, although the native language could be used in

order to explain new words or to check comprehension.


The Direct Method (1890) L. Sauveur, F. Frank and M.Berlitz

1. Classroom instruction was conducted exclusively in the target

language.

2. Only everyday vocabulary and sentences were taught.

3. Oral communication skills were built up in a carefully graded

progression organized around question-and-answer exchanges

between teachers and students in small, intensive classes.

4. Grammar was taught inductively.

5. New teaching points were introduced orally.

6. Concrete vocabulary was taught through demostration, objects, and

pictures; abstract vocabulary was taught by association of ideas.

7. Both speech and listening comprehension were taught.

8. Correct pronunciation and grammar were emphasized.


AUDIOLINGUAL

SITUATIONAL LANGUAGE

TEACHING

TOTAL PHYSICAL RESPONSE

THE SILENT WAY

COMMUNITY LANGUAGE

LEARNING

SUGGESTOPEDIA

COMMUNICATIVE

LANGUAGE TEACHING

THE NATURAL APPROACH

COOPERATIVE LANGUAGE

LEARNING

CONTENT - BASED

INSTRUCTION

TASK – BASED LANGUAGE

TEACHING

THE LEXICAL APPROACH

We focus on communicative activities (e.g.

listening to a telephone call, reading a

newspaper, doing role plays) for fluency work.

We use translation when it is quick and

efficiente to get across meaning.

We teach grammar as a reference point, not

as a starting point.

We use drilling (e.g. listen - repeat) when it is

an efficient way for students to get the sounds

and rhythm of an useful expression.

We use practice excersises (e.g. gap fills) to

raise students awareness of common lexical

expressions.

“The modern teacher is able to use any

approach from the past as long as it is

appropiate and useful because

ECLECTICISM suggests picking separate

things from the selection available, whereas

INTEGRATION forces us to remember that

everything has come from what has been

before, and that everything that has gone

before remains relevant today.”

Lowe (2003)

TECHNIQUE

METHOD

APPROACH

The Role of the Instructional

Materials

Objectives

The Syllabus

Learning Tasks

Learner Roles

Teacher Roles

Theories of Language

Theories of Language Learning

PROCEDURE

APPROACH

DESIGN METHOD

E. Anthony

(1963)

E. Anthony

(1963)

Richards, J. and

Rodgers, T.

(2001)

APPROACH

INCLUDES PHYLOSOFIES, THEORIES,

PRINCIPLES, BELIEVES AND AXIOMS

REGARDING LANGUAGE AND LANGUAGE

LEARNING.

(AXIOMATIC LEVEL)

METHOD (PROCEDURAL LEVEL)

GENERAL PLAN ACCORDING TO THE

APPROACH. THEORY IS PUT INTO

PRACTICE AND CHOICES ARE MADE ABOUT

THE PARTICULAR SKILLS AND CONTENT TO

BE TAUGHT.

TECHNIQUE (IMPLEMENTATIONAL LEVEL)

A PARTICULAR TRICK OR STRATEGY USED

TO ACCOMPLISH AN IMMEDIATE OBJECTIVE.

DESCRIPTION OF THE CLASSROOM

PROCEDURES. WHICH ACTUALLY TAKES

PLACE IN A CLASS.

THEORETICAL PRINCIPLES ABOUT

LANGUAGE AND LANGUAGE LEARNING.

APPROACH

(Implementational level) APPROACH

RELATED TO THE LINGUISTIC ASPECT.

(How language is concieved)

It considers the

language a system

of structural

related elements

for the coding of

meaning.

Structural

Functional

It considers the

language a vehicle

for the expression

of functional

meaning.

It sees the language

as the tool for the

creation and

maintenance of

interpersonal social

relations between

people.

Interactional

Theories of Language

Focused on publicly

observable and measured

responses

(Pavlov, Skinner)

(Implementational level) APPROACH

RELATED TO THE PSYCHOLINGUISTIC

AND COGNITIVE PROCESSES

INVOLVED IN LANGUAGE LEARNING

(HOW LANGUAGE IS LEARNT)

Behaviorism

Meaning, understanding,

and knowing are very

significant data for

psychological study.

(Ausbel)

Cognitive Theory Theories of Language

Learning

All human beings

construct their own

version of reality, and

therefore multiple

contrasting ways of

knowing and describing

are equally legitimate.

Social interaction is

fundamental

(Piaget, Vigotsky)

Constructivism

(Implementational level)

IT IS NECESSARY TO DEVELOP A DESIGN

FOR AN INSTRUCTIONAL SYSTEM.

DESIGN

Focused in general

communication

skills (throughout

the course)

(Implementational level) DESIGN

USED TO ACHIEVE A SPECIFIC GOAL.

(They depend on the method or approach

used)

Process-Oriented

Focused in

accurate grammar

(evaluated at the

end)

Product-Oriented

Objectives

The content is

already fixed or

pre-set.


ORGANIZATION AND

PRESENTATION OF THE

LINGUISTIC CONTENT.

Priori-Syllabus

The content is

decided in

class. Posteriori- Syllabus

The Syllabus

To develop

physcolinguistic

processes

To develop

particular

aspects of

grammar


DIFFERENT LEARNING AND TEACHING

ACTIVITIES USED IN CLASS ACCORDING

TO THE METHOD OR APPROACH USED.

Grammatical

accuracy

Communicative

skills

Learning Tasks

a. Types of activities learners carry

out.

b. Degree of control learners have

over the content of learning.

c. Patterns of grouping adopted.

d. Degree to which learners

influence the learning of others.

e. View of the learner as processor,

performer, imitator or problem

solver.


THE INFLUENCE OF LEARNERS

ON THE LEARNING PROCESS.

Learner Roles

a. Type of teacher’s function

(counselor, model, director,

etc.)

b. Degree of control over the

learning process.

c. Degree of responsibility for

determining the content to be

taught.

d. Interactional patterns that

develop between teachers and

learners.


THE INTERVENTION OF TEACHERS

ON THE LEARNING PROCESS.

Teacher Roles

Learner

centered

Teacher

centered Initiating learners


THEY DEFINE SUBJECT MATTER

CONTENT AND THE DAY-TO-DAY

LEARNING OBJECTIVES ACCORDING

TO THE METHOD / APPROACH USED

Role of Instructional

Materials

Self-instruction

learners

-The goals of materials: to present content,

to practice content, to facilitate

communication between learners, to

enable learners to practice alone.

-The form of materials: books,

audiovisuals, computer software, realia.

-The relation of materials to other sources

of input.

-The abilities of teachers (competence,

training and experience)

DESCRIBES THE

REALIZATION OF THE

APPROACH AND DESIGN

IN CLASSROOM.

TECHNIQUES, PRACTICES,

AND BEHAVIORS THAT

OPERATE IN TEACHING A

LANGUAGE.

(Implementational level) PROCEDURE

Presentation

Practice

Feedback

Teaching

activities to

present language.

Teaching

activities for

practicing

language.

Procedures and

techniques to

give feedback.

Richards, J. and Rodgers, T. (2003).

Approaches and Methods in Language

Teaching. Second Edition. Cambridge, UK.

Cambridge University Press.

MEPILE I - Unit 1 History of Language Teaching

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