Reading notes:

 after Latin became a dead language it role changed a lot in education

 the analysis of Latin and its grammar and how it was taught became the model for
language
teaching in the 17-19th centuries
 ‘modern’ languages were taught basically the same way as Latin was
abstract grammar rules, list of vocabulary, sentences for translation  textbook
oral practice was limited
they had to translate meaningless, total BS sentences
 ‘The cat of my aunt is more treacherous than the dog of your uncle.’
 in mid-nineteenth century: textbooks consisted of chapters organized around
grammar points
 Grammar translation method:
goal is to learn the language in order to read its literature  mental,
intellectual
development
way of studying language with grammar rules first and then using these rules to
translate (from mothertongue and to mothertongue)
main focus: reading and writing
bilingual word lists
accuracy is emphasized
native language is the medium of instruction, used to explain new items,
comparison
could also be made
attempt to teach grammar in an organized, systemic way
1840-1940s
 increased opportunities for communication  market for communication books,
phrase
books
 new methods were needed, in public education too, not just language schools
 C. Marcel (1793-1896): child language learning as a model
 F: Gouin (1831-1896): developed an approach based on his observations of
children’s use of
language, his method used situations and themes as ways of organizing and
presenting oral
language
emphasis: need to present new teaching items in a context that makes their meaning
clear ( Situational Language Teaching)
 need for new approaches  the Reform Movement
 The Reform Movement
Henry Sweet (England), Wilhelm Vietor (Germany), Paul Passy (France) 
intellectual leadership to give reformist ideas greater credibility and acceptance
Phonetics was established (one of the greatest mistakes in history…)
linguists emphasized that speech was the primary form of language
International Phonetic Association (1886), IPA was designed
advocated:
 study of spoken language
 phonetic training
 use of conversation texts and dialogues
 inductive approach to the teaching of grammar
 teaching new meanings by establishing associations within the target
language
 Henry Sweet: The Practical Study of Language (1899)  four principles
careful selection of what is to be taught
imposing limits on what is to be taught
arranging what is to be taught in terms of the four skills of listening, speaking,
reading, and writing
grading materials from simple to complex
 reformers believed:,
 The Direct Method:
natural method: make second language learning more like first language learning
F. Frank: monolingual approach, language could be best taught by using it actively
in
the classroom, known words could be used to teach new vocab using mime,
demonstration and pictures
Berlitz Method
principles of the direct method:
 classroom instructions only in the target language
 everyday vocab and sentences were taught
 oral communication skills were built up
 grammar taught inductively
 new teaching points introduced orally
 vocab taught through demonstration, objects, pictures, abstract vocab was
taught by association of ideas
 speech and listening comprehension were taught
 correct pronunciation and grammar were emphasized
o Berlitz language school chain: the use of native speaking teachers was the norm
o critics:
 required a lot of native speaker teachers
 largely dependent on the teacher’s skills
 always using the target language can be counterproductive (simple
explanation in the student’s native tongue can be more efficient)
 lacked thorough methodological basis
 Audiolingualism (United States), Oral Approach or Situational Language Teaching
in
Britain