2/21/2023

Outline of session
A brief history of language teaching

A brief history of
1. The Classical Period (1750-1880)
1.1. The Grammar-translation Method
2. The Reform Period (1880-1920)

language teaching
2.1. The Direct Method
3. The Scientific Period (1920-70)
3.1. The Audiolingual Method
3.2. Total Physical Response (TPR)
4. The Communicative Period (1970-2000+)
4.1. Communicative Language Teaching
Prof. Elisa Hidalgo McCabe
5. Additional methods and approaches
6. Conclusions
7. References

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Complete the text with the words in the box: Complete the text with the words in the box:

French Latin (x2) English (x2) Italian French Latin (x2) English (x2) Italian

Today, _________
1 is the world’s most widely studied foreign Today, English is the world’s most widely studied foreign
language. However, 500 years ago it was __________
2 , as it was language. However, 500 years ago it was Latin , as it was the
the dominant language of education, commerce, religion, and dominant language of education, commerce, religion, and
government in the Western world. In the sixteenth century, government in the Western world. In the sixteenth century,
however, _____________
3 , _____________
4 , and ____________
5 however, French , Italian , and English gained in importance
gained in importance as a result of political changes in Europe, as a result of political changes in Europe, and Latin gradually
and ____________
6 gradually became displaced as a language of became displaced as a language of spoken and written
spoken and written communication. communication.

(Source: Richards & Rodgers, 2001, p. 3) (Source: Richards & Rodgers, 2001, p. 3)

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1. The Classical Period

1. The Classical Period (1750-1880)

*The Grammar-Translation method dominated European and foreign language teaching from
the 1840s to the 1940s

(Source: Howatt & Smith, 2014)

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Positive points Negative points

1.1. The Grammar-translation method Easy to learn vocabulary for beginners
It is a good “first step”
Watch the following video and answer the questions:
http://edtechcall.weebly.com/grammar-translation-method.html It’s easy on the learner because it is done in
the the first language.
It’s not natural – too many steps in the
translation
It’s difficult to describe accurate meanigns
This method is bad to understand meaning –
focus on grammar

It’s just a puzzle

1. What are the positive points of the method?
2. What are the negative points of the method?
*First language = The language that a person learns first; native language
*Target language = The language that is being learnt; secon/foreign language

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Complete the activity with the words in the box Complete the activity with the words in the box
writing memorization/memorize accuracy first translation writing memorization/memorize accuracy first translation

Characteristics of the Grammar-translation method: Characteristics of the Grammar-translation method:

1. Makes use of __________ and grammar for learning a second or
foreign language.
2. Rote-learning = learning by heart, ____________
3. Students ___________ lists of vocabulary items and their meanings.
4. Focus on ___________ = the ability to do something without
mistakes.
5. The __________ language is the medium of instruciton, not the
target language.
6. Reading and __________ are the major focus, rather than speaking
1. Makes use of translation and grammar for learning a second
or foreign language.
2. Rote-learning = learning by heart, memorization
3. Students memorize lists of vocabulary items and their
meanings.
4. Focus on accuracy = the ability to do something without
mistakes.
5. The first language is the medium of instruction, not the target
language.
6. Reading and writing are the major focus, rather than speaking

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2. The Reform Period

1. Have any of the English teachers you’ve had throughout your life ever
used the Grammar-translation method? How did you find this method?
2. How useful do you think this method works with young learners?

(Source: Howatt & Smith, 2014)

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The Reform Period (1880-1920)

• Linguists emphasized that speech, rather than the written 2.1. The Direct Method
word, was the primary form of language.

• Concerned with foreign language teaching in secondary schools –

Shifted emphasis away from traditional topics like grammar and
literature and towards a practical command of the modern spoken
language (Howatt & Smith, 2014, p. 88)
• Influence of the new science of phonetics.
• Beginning of the link between language teaching and linguistics

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Complete the activity with the words in the box Complete the activity with the words in the box
spoken explicitly gestures first language spoken explicitly gestures first language

Characteristics of the Direct Method: Characteristics of the Direct Method:

1. The __________ is not used in the classroom. 1. The first language is not used in the classroom.
2. Focus on the __________ form of the target language – focus 2. Focus on the spoken form of the target language – focus on
on oral communication skills. oral communication skills.
3. Use of demonstration, ___________ and action to convey 3. Use of demonstration, gestures and action to convey meaning.
meaning. 4. Grammar is not taught explicitly.
4. Grammar is not taught ___________.

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3. The Scientific Period

3.1. The Audiolingual Method
Before we watch the video, here are some terms:

Drill: an activity that practices a particular skill and often

involves repeating the same thing several times, especially a
military exercise intended to train soldiers.

+ Total Physical Response Army Method: United States military – they needed those
personnel to learn the language quickly.

(Source: Howatt & Smith, 2014)

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3.1. The Audiolingual method

Watch the following video: Positive points Negative points

Learn vocabulary very quickly Out of context (not a realistic context) –
https://www.youtube.com/watch?v=MbEXsZRImFQ makes it difficult to use the knowledge you
Pronunciation pick up in a new situation

Errors are corrected

Write the positive and negative aspects of this method.

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Characteristics of the Audiolingual Method:

1. Stimulus-response view of learning
2. Language learning is learning structures, sounds or words. There’s a _______ in my bag.
3. Drilling is a central technique
4. Language items are not contextualized Teacher: There’s a pen in my bag
5. Translation is forbidden at early levels Students: There’s a pen in my bag
6. “Language is habit” so errors must be prevented Teacher: Pencil
Students: There’s a pencil in my bag.
Teacher: Book
Students: There’s a book in my bag

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1. Teacher: My mother is a doctor.

2. Students: My mother is a doctor
3. Teacher: She works in a hospital
Teacher : I clean the house 4. Students: She works in a hospital
Students : I don’t clean the house 5. Teacher: My mother is a doctor. She works in a hospital
Teacher: She sings a song 6. Students: My mother is a doctor. She works in a hospital
7. Teacher: She takes care of patients.
Students : She doesn’t sing a song
8. Students: She takes care of patients.
9. Teacher: My mother is a doctor. She works in a hospital. She takes
care of patients
10. Students: My mother is a doctor. She works in a hospital. She takes
care of patients

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A: Hi, how are you? 1. Captain 1: Hi, how are you?

B: Fine, how are you? 2. Class: Fine, how are you?
3. Captain 2: Hi, how are you?
4. Class: Fine, how are you?
5. Captain 3: Hi, how are you?
6. Captain 4: Hi, how are you?
7. Captain 5: Hi, how are you?
https://www.youtube.com/watch?v=6U8-cdbfm14 8. Class: Fine, how are you?

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3.2. Total Physical Response

A: Hello. May I help you? Watch the video and answer the questions:
B: No thanks. I’m just looking.
A: Well, let me know if you need anything. https://www.youtube.com/watch?v=bkMQXFOqyQA
B: Okay, thank you.
1. What does the teacher do (explain, giver orders…)? Give
examples.
2. What are the students asked to do?

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3.2. Total Physical Response Total Physical Response

Characteristics of Total Physical Response (TPR):
1. You take out a notebook.
1. Stimulus-response view of learning
2. You open it.
2. Language is taught through physical (motor activity) 3. You look for your pen
3. View of the verb, an particularly the verb in the imperative 4. You find the pen
form, “as the central linguistic motif around which language 5. You write “Hello” in the notebook
use and learning are organized” (Richards, & Rodgers, 2001, 6. You close it.
p. 73). 7. You put it in the backpack.
4. Undemanding in terms of linguistic production 8. You take out your mobile phone.
9. You put it away.
5. Involves game-like movements to reduce learner stress and
facilitate learning 10. You touch your ear.

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The Communicative Period

Total Physical Response
“Speech directed to young children consists primarily of
commands, which children respond to physically before they
begin to produce verbal responses” (Richards, & Rodgers, 2001,
p. 73).

E.g. Simon Says

https://www.youtube.com/watch?v=lob3Q7TKmQQ

(Source: Howatt & Smith, 2014)

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4.1. Communicative Language Teaching Communicative Language Teaching

meaning mechanical meaningful communicate (x2) authentic meaning mechanical meaningful communicate (x2) authentic

Characteristics of communicative language teaching: Characteristics of Communicative Language Teaching:

1. Language learning is learning to ____________
1 – real-life communication 1. Language learning is learning to communicate – real-life communication
is sought is sought
2. Communicative competence is the desired goal (i.e. the ability to use 2. Communicative competence is the desired goal (i.e. the ability to use
language to ___________
2 successfully) language to communicate successfully)
3. ___________
3 is central 3. Meaning is central
4. Learning activities are selected according to how well they engage the 4. Learning activities are selected according to how well they engage the
learner in ___________
4 and ___________
5 language (rather than merely learner in meaningful and authentic language (rather than mere
___________ practice of language patterns) mechanical practice of language patterns)

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Listen and write a name or a number Listen and write a name or a number
https://www.esleschool.com/talking-to-tom/ https://www.esleschool.com/talking-to-tom/

1. What's Tom's sister’s name? 1. What's Tom's sister’s name? Lucy

2. How old is his sister? 2. How old is his sister? Six years old

3. How many friends has Tom got? 3. How many friends has Tom got? Eight friends

4. What's his sister's friend name? 4. What's his sister's friend name? Sue

5. How many numbers can his sister write? 5. How many numbers can his sister write? Sixteen

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Talk to a partner:

1. Have you got brothers and/or sisters? How many? How old
are they? In pairs, find the
differences
2. What are your friends’ names? between these
two monsters.
3. Do you have any cousins? How many?

(Source: Ioannou-Georgiou
& Pavlou,2003).

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5. Additional methods and approaches

• Content and Language Integrated Learning (CLIL)
In groups, find
The dialogue the differences • Content-based instruction
centers around between these
the two monsters.
• Cooperative learning
communicative
functions • Multiple intelligences
With beginner
students, you can • Neurolinguistic programming
give them a structure:
• Task-based language teaching
A: Has your Monster • Whole language
got _______?

B: Yes, it has/No, it
hasn’t. It’s got ____
(Source: Ioannou-Georgiou
ear/s.
& Pavlou,2003).

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6. Conclusions
1. This session has briefly reviewed the history of language
teaching by presenting some of the most relevant methods
and approaches.
2. Changes in language teaching methods reflect changes in
theories on the nature of language and of laguage learning.
3. Knowledge of the different methods and approaches to
language teaching is an essential starting point.
4. Prospective (future) teachers can use these methods and
approaches flexibly and creatively.
6. References
- Howatt, A. & Smith, R. (2014). The history of teaching English
as a foreign language, from a British and European perspective,
Language and History, 57(1), 75-95.
- Ioannou-Georgiou,S. & Pavlou, S.P (2003). Assessing Young
Learners. Oxford: Oxford University Press.
- Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in
language teaching. Cambridge University Press.

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