Professional Documents
Culture Documents
Elaborado Por: Dobobuto Isabel Silva Marieva Enseanza de la Ingles como lengua extranjera PAENA 2007 Prof: Abilio Mujica
Now you are going to find the way out of this maze
Doing this, the history of language teaching will be revealed for you
Just learn and have fun
Ancient Time
Speakers intellectual
Ancient time
In the Western world back in the 16th, 17th and 18th centuries, foreign language learning was associated with the learning of Latin and Greek, both supposed to promote the speakers intellectual. At the time was very important to focus on grammatical rules, syntactic structures, along with rote memorization of vocabulary and translation of literary texts. Latin and Geek were not being taught for oral communication but for the sake of speakers becoming scholarly or creating an illusion of sophistication. Knowledge of Latin was needed for the study of the bible and for academic purposes like the study of medical books and legal documents.
After all speaking Latin played a subordinate role because it was a dead Language and because there were no authentic living people who could serve as a model for its phonetically correct pronunciation. It was not before the year 1886 that linguists like Wilhelm Vietor, Henry Sweet, and Daniel Jones created the International Phonetic Alphabet for the phonetic description of sounds in different languages.
16th century
Ancient Time
Go straight and at the end of the path you will find the next clue
Medieval Latin
16TH CENTURY
Starting in late medieval times, Italian language variants replaced Latin to become the primary commercial language for much of Europe (especially the Tuscan and Venetian variants). This became solidified during the Renaissance with the strength of Italian banking and the rise of humanism in the arts.
17th century
16th century
18th Century
17th century
18TH CENTURY
Karl Julius Ploetz (1819-1881) was a German author of scholarly works, most notably his Epitome of History published in the English language in 1883. He is credited with the idea of arranging historic data by dates, geographic location, and other factors. As later used in the English language, Encyclopedia of World History credited with being one of the most complete and comprehensive academic tools available before the electronic revolution.
His work was a compilation of factual world events designed to help the students and the general reader. The first English translation was in the U.S. in 1883 by William H. Tillinghast and published by Houghton Mifflin Company. The name of the original work (in a form of a handbook) was Auszug aus der alten, mittleren und neueren Geschichte.
19th Century
18th Century
Pre-Reform Movement
This method teaches a foreign language in a deductive way. It considers literary language as the most important thing in language teaching, and it also emphasizes on reading skills. Classes that follow this method are conducted in the students native language Techniques used in this method are: Translation of Literary Passages, Reading Comprehension Questions, Antonyms/ Synonyms, Deductive Applications of Rules, Fill in the Blanks, Memorization, Use of Words in Sentences and Compositions.
Pre-Reform Movement
The Frenchman Marcel (1793-1896)
Conection between child learning and his/her language and foreign language teaching .
Importance of meaning
Reading taught before others skills The Englishman T. Predengarst (18061886) The first to record the observation that children use contextual and situational cues to interpret utterance and they memorize phrases and routines in speaking.
The Frenchman Gouin (18311896) He attempted to build a methodology around observation of child language learning Other Reformers focus on naturalistic principles of language learning "Natural" method
With its analysis of different sound systems, opened up the prospect of teaching speech systematically and escaping from the ancient dependence on texts. In 1882, the German phonetician Wilhelm Vitor expressed the growing impatience in the pamphlet Language teaching must start afresh, initially published under a pseudonymin. . Paul Passy is credited with inventing the term la mthode directe (the Direct Method) to sum up the aims of the reformers; other names are the Natural Method, New Method, and Phonetic Method.
Other Important Methodologists
L. Sauveur (1826-1907)
He used intensive oral interaction in the target language A foreign language could be taught without translation or the use of the L1 Meaning was conveyed directly through demonstration and action
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F. Franke
He provides a theoretical justification for a monolingual approach to teaching. Teacher must encourage direct and spontaneous use of the foreign language in the classroom (avoid analyzing and explaining grammar rules). Students would be able to induce rules of grammar Speaking began with systematic attention to pronunciation. Known words could be used to teach new vocabulary, using mine, demonstration, and pictures
Go Back to the Reforment Movement
19th Century
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Direct Method
Direct Method
This method was proposed by Charles Berlitz, in the last two decades of the 19th century. According to this method second language learning is similar to first language learning. In this light, there should be lots of oral interaction, spontaneous use of the target language, no translation is allowed, and little, if any, analysis of grammatical rules and syntactic rules.
The Direct method is not new, most recently it was revived as a method that has as the most important goal how to use a foreign language to communicate. This methods name comes from the fact that meaning is to be conveyed directly in the target language through the use of demonstrations and visual aids, without using the students native language. Its main features are: only the use of target language is allowed in class, the learner should be actively involved in using the language in realistic everyday situation, students are encouraged to think in the target language, first speaking is taught and then reading and writing, the teacher should demonstrate not explain or translate. This method uses some techniques like: Reading Aloud, Question and Answers Exercises, Getting Students to self Correct, Conversation Practice, Dictations, Map Drawing, and Paragraph Writing.
1929
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Teaching the Comprehension of Texts
1920-1930
1929
1930
1920-1930
The concept gained its greatest publicity just after the Second World War as a tool for world peace. Ogden said that it would take seven years to learn English, seven months for Esperanto and seven weeks for Basic English. Thus Basic English is used by companies who need to make complex books for international use, and by language schools that need to give people some knowledge of English in a short time To promote Basic English, Ogden founded the Orthological Institute, from orthology, the abstract term he proposed for its work
1941
1930
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The ELI
"Until this Institute was founded, there was no oral methodology for teaching English. A fast method was desired, and Fries developed the Oral Approach, which presented grammatical forms and patterns as exercises that were listened to, repeated and varied in a series of drills."
1950-1960s
1941
Bloomfields work in 1942 inspired both the massive US wartime programme of language teaching and postwar theories of teaching and learning. The audio-lingual method In the US in the 1950s there developed a movement based on the precepts of structural linguistics and behaviourist psychology and known variously as the audio-lingual method (ALM), audio-lingual teaching, audiolingualism, the structuralist approach, and structuralism.
Audiolingual Method
The outbreak of world War II heightened the need for Americans to become orally proficient in the languages of their allies and enemies alike. To this end, bits and pieces of the direct method were appropriated in order to form and support this new method, the Army Method which came to be known in the 1950s as the Audio lingual Method. This method was based on linguistics and psychological theory, and one of its main premises was the scientific descriptive analysis of a wide assortment of languages.
On the other hand conditioning and habit formation models of learning put forward by behaviouristics psychologists were married whit the pattern practices of the Audio lingual method. This method is characterized because of the very little use of the mother tongue in the classroom, lessons begins with dialogues, use of tapes and visual aids, learning vocabulary in context, it is focused on pronunciation, dependence on mimicry and memorization, According to this method speaking and listening competence preceded reading and writing competences.
1960-1970s
1950-1960s
1977
1960-1970s
Natural Approach
The Natural Approach was developed by Tracy Terrell and Stephen Krashen, starting in 1977. It came to have a wide influence in language teaching in the United States and around the world. It adopts techniques and activities from different sources but uses them to provide comprehensible input
The Natural Approach is based on the following tenets: Language acquisition (an unconscious process developed through using language meaningfully) is different from language learning (consciously learning or discovering rules about a language) and language acquisition is the only way competence in a second language occurs. (The acquisition/learning hypothesis) Conscious learning operates only as a monitor or editor that checks or repairs the output of what has been acquired. (The monitor hypothesis) Grammatical structures are acquired in a predictable order and it does little good to try to learn them in another order.(The natural order hypothesis). People acquire language best from messages that are just slightly beyond their current competence. (The input hypothesis) The learner's emotional state can act as a filter that impedes or blocks input necessary to acquisition. (The affective filter hypothesis)
http://www.sil.org/LinguaLinks/languagelearning/WaysToApproachLanguageLea rning/TheNaturalApproach.htm
1977
1970-1980s
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Humanism
Suggestopedia Method
Suggestopedia is a humanistic approach developed by Georgi Lozanov in 1970s. It is based on the idea that people, as they get older, inhibit their learning to conform to the social norms and in order to reactivate the capabilities they used as children, teachers have to use the power of suggestion. The suggestopedic approach is said to increase enormously the ability of students to learn, to remember, and to integrate what they learn into their personality.
Suggestopedia adopts a carefully structured approach, using four main stages as follows: Presentation: A preparatory stage in which students are helped to relax and move into a positive frame of mind, with the feeling that the learning is going to be easy and fun. First Concert - "Active Concert: This involves the active presentation of the material to be learnt. For example, in a foreign language course there might be the dramatic reading of a piece of text, accompanied by classical music. Second Concert - "Passive Review: The students are now invited to relax and listen to some Baroque music, with the text being read very quietly in the background. The music is specially selected to bring the students into the optimum mental state for the effortless acquisition of the material. Practice: The use of a range of games, puzzles, etc. to review and consolidate the learning.
1970-1980s
1970- 1980s
Communicative Approach
Communicative language teaching is the generally accepted norm in the field of second language teaching. CLT suggests communicative language and language acquisition, and the approach proposes way for learners to
Communicative language teaching makes use of reallife situations that necessitate communication. The teacher sets up a situation that students are likely to encounter in real life. Unlike the audiolingual method of language teaching, which relies on repetition and drills, the communicative approach can leave students in suspense as to the outcome of a class exercise, which will vary according to their reactions and responses. The real-life simulations change from day to day. Students' motivation to learn comes from their desire to communicate in meaningful ways about meaningful topics.
Some characteristics
It is assumed that the goal of language teaching is learner ability to communicate in the target language. It is assumed that the content of a language course will include semantic notions and social functions, not just linguistic structures. Students regularly work in groups or pairs to transfer (and, if necessary, negotiate) meaning in situations where one person has information that the other(s) lack. Students often engage in role-play or dramatization to adjust their use of the target language to different social contexts. Classroom materials and activities are often authentic to reflect real-life situations and demands. Skills are integrated from the beginning; a given activity might involve reading, speaking, listening, and perhaps also writing. The teacher's role is primarily to facilitate communication and only secondarily to correct errors. The teacher should be able to use the target language fluently and appropriately
1970- 1980s
1985
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Students become independent
The main objective of a teacher using the Silent Way is to optimize the way students exchange their time for experience. This Gattegno considered to be the basic principle behind all education: "Living a life is changing time into experience." The students are guided into using their inherent sense of what is coherent to develop their own "inner criteria" of what is right in the new language. They are encouraged to use all their mental powers to make connections between sounds and meanings in the target language. In a Silent Way class, the students express their thoughts and feelings about concrete situations created in the classroom by themselves or the teacher.
1980s
1985
Command
1980s 1980s
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Left / right brain
1983
1980s
Multiple Intelligence
Gardner presents the basis of his theory as follows: "I have posited that all human beings are capable of at least seven different ways of knowing the world -- ways that I have elsewhere labeled the seven human intelligences. According to this analysis, we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences -- the so-called profile of intelligences -and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains."
Teachers are aware of the diversity in their classrooms. They know it is important to learn something about their students in order to invest more efficiently in the teaching-learning process, but it is not always clear what kind of knowledge would be most relevant and in what way this knowledge can be acquired.
1985
1983
Integration
1985
1990
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Lexis
Lexical Approach
Based on the idea that an important part of language acquisition is the ability to comprehend and produce lexical phrases as unanalyzed wholes, or chunks, and that these chunks become the raw data by which learners perceive patterns of language traditionally thought of as grammar--that language production is the piecing together of ready-made units appropriate for a particular situation--the Lexical Approach concentrates on developing learners proficiency with lexis, or words and word combinations. This method proposes that it is not grammar but LEXIS that is the basis of language and that the mastery of the grammatical system is not a prerequisite for effective communication
1995
1990
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Curriculum
Content-Based Method
In content-based instruction (CBI), the curriculum organizing principle is subject matter, not language. CBI can be focused around regular academic courses such as history and science taught in the target language or organized around a series of selected themes drawn from the regular curriculum.
1996
1995
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Task
Task-based Instruction
It has interested some researchers and curriculum developers in second/foreign language instruction since the mid1980s (Long 1985; Breen 1987; Prabhu 1987; Nunan 1989), as a result of widespread interest in the functional views of language and communicative language teaching. However, under the rubric of task-based instruction, a variety of approaches can be found, e.g., "procedural syllabuses," "process syllabuses," and "task-based language teaching. At a more fundamental level, the term 'task' itself has been a complex concept, defined and analyzed from various, sometimes critical, theoretical and pedagogical perspectives.
However, task-based approaches entail in common a more flexible approach in which "content and tasks are developed in tandem" From a course designer's point of view, the notion of task as the "unit of analysis" serves as a starting point in syllabus design, determining needs assessments, content selection, learning experiences, and evaluation it still remains the crucial point in task-based approaches to second language teaching.
1996