20th Century of Language Teaching Grammar

The 20th century was a period of significant evolution and innovation in the field of language teaching. Several
key approaches and methods emerged during this time, shaping the way languages are taught and learned
around the world.

Here are some notable developments:

1.Traditional Grammar Instruction: The early 20th century predominantly saw the use of traditional grammar
instruction, focusing on memorization of rules and diagramming sentences. This approach emphasized rote
learning and explicit grammar rules.
Example: Parts of speech: learning the different categories of words such as nouns, verbs, adjectives, adverbs,
pronouns, prepositions, conjunctions,

2.Direct Method: In response to the limitations of the Grammar-Translation Method, the Direct Method
emphasized the use of the target language in the classroom. It focused on oral communication, everyday
vocabulary, and contextual learning, aiming to simulate natural language acquisition.
Example:a teacher might use flashcards with images to teach vocabulary, prompting students to associate the
word directly with the concept rather than translating it into their native language.

3.Transformational-Generative Grammar: Noam Chomsky’s transformational-generative grammar emerged in the

mid-20th century, proposing innate language structures and universal grammar rules. This theory revolutionized
how grammar was taught, shifting the focus to underlying principles and deep structures.
Example:Questions transformation
She will bake a cake for her friends birthday.

4.Communicative Language Teaching (CLT): CLT emerged in the latter half of the 20th century, shifting the focus
from linguistic forms to communicative competence. It emphasized real-life communication, meaningful
interaction, and task-based activities to develop learners' ability to use language effectively in various contexts.
Examples:Students are divided into pairs or small groups, and each group is given different pieces of information
related to a specific topic or task. They have to communicate and exchange information to complete a task or
solve a problem. The emphasis is on fluently exchanging information, asking and answering questions, and
understanding each other, even if there are occasional grammatical errors.

5.Technology Integration: With the advent of technology, particularly in the late 20th century, grammar
instruction began incorporating multimedia resources, computer-assisted language learning (CALL), and online
platforms. These tools provided interactive and engaging ways to learn grammar.
Examples: Teachers use interactive whiteboards to display multimedia content, such as videos, images, and
interactive activities.

6.Task-Based Learning: In the 20th century, task-based learning approaches gained traction, focusing on learners
completing meaningful tasks that required language use. Grammar was taught within the context of these tasks,
making it more relevant and practical for learners.
Examples:Students collaborate on a project that requires them to research, design, create, or present something
related to a specific topic or theme.

7.Grammar-Translation Method: This traditional method, prevalent in the early 20th century, emphasized the
translation of texts between the target language and the learner’s native language. Grammar rules were explicitly
taught, and vocabulary memorization was common.
Examples:Fill-in-the-Blank Exercises: Students are given sentences with missing words, and they need to fill in
the blanks with the correct vocabulary or grammar forms. This activity helps reinforce grammar rules and
vocabulary usage.

8.Audio-Lingual Method: During the mid-20th century, the audio-lingual method gained popularity, especially in
the context of language learning in the military. This method focused on repetition, mimicry, and drills to teach
grammar structures through oral practice.
Examplez:Audio-based Listening Comprehension:
Students listen to audio recordings and answer questions or perform tasks based on what they hear. This helps
develop listening skills and comprehension.

9.Cognitive Approach: In the latter half of the 20th century, cognitive theories of language learning, such as those
proposed by Jean Piaget and Lev Vygotsky, began to influence grammar instruction. This approach emphasized the
role of cognitive processes, such as memory, attention, and problem-solving, in learning grammar.
Examples:In the science class, students were challenged to analyze experimental data, evaluate the reliability of
sources, and draw evidence-based conclusions, promoting critical thinking skills.

10.Focus on Meaningful Contexts: As language teaching philosophies evolved, there was a growing recognition of
the importance of teaching grammar in meaningful contexts. Contextualized grammar instruction, where grammar
points are introduced and practiced within authentic language use situations, gained prominence.
Examples:A history teacher might encourage students to explore their family histories or interview relatives
about their experiences, connecting historical events to students’ personal lives and identities

11.Integration of Authentic Materials: With the advancement of communication technologies, teachers began
integrating authentic materials such as newspapers, magazines, videos, and online resources into grammar
instruction. This allowed learners to encounter real-world language use and varied.
Examples:a teacher could use a newspaper article about climate change to teach students about the
environment and sustainability.

12. Total Physical Response (TPR): Developed by James Asher in the 1960s, TPR focused on learning language
through physical actions and commands. It aimed to replicate the natural process of language acquisition,
particularly for beginners, by associating language with movement and comprehension.
Example:The teacher stands at the front of the classroom and demonstrates a series of simple commands in the
target language, such as “Stand up,” “Sit down,” “Turn around,” “Raise your hand,” “Touch your nose,” etc.

13..Suggestopedia: The name of Suggestopedia is from the words "suggestion" and"pedagogy." It is a set of
learning recommendations derived from Suggestology, which Lozanov describes as "a science concerned with
systematic study of the nonrational and/or non-conscience influences" that human beings are constantly
responding to.Suggestopedia is a teaching method developed by Bulgarian
psychotherapist Georgi Lozanov. It's based on the idea that people can learn more
effectively when they are in a relaxed state and when information is presented in a non-
threatening, positive environment. This method often involves using music, art, and
drama to create a comfortable atmosphere for learning. Additionally, it emphasizes the
importance of the teacher's role in creating this supportive environment and the use of
suggestibility to enhance learning outcomes.

Example:Teacher creates a comfortable and supportive environment for learning, using techniques such as
music, art, and drama to engage students and enhance their learning experience.
The teacher arranges the classroom with comfortable seating, soft lighting, and
plays calming background music to create a relaxed atmosphere.
14..Multiple Intelligences Theory: Developed by Howard Gardner in the 1980s, the theory of multiple intelligences
expanded the understanding of intelligence beyond linguistic and logical-mathematical abilities. Language teaching
incorporated this theory by recognizing and catering to diverse learning styles and intelligences, such as visual-
spatial, bodily-kinesthetic, and interpersonal intelligences.
Examples:Students are tasked with writing a short story in the target language. They use their language skills to
craft a narrative, develop characters, and create dialogue. This activity allows them to express their creativity
and linguistic proficiency through written communication.

Here are some references that you can explore to learn more about the teaching of grammar in the 20th century:

1.Larsen-Freeman, D. (1991). “Grammar Acquisition and Pedagogy.” In Rutherford, W. E. & Sharwood Smith, M.
(Eds.), Grammar and Second Language Teaching: A Book of Readings (pp. 259-278). Heinle & Heinle Publishers.