Chapter 1

1. Chapter 1 A brief history of language teaching

2. The concerns of language teaching methods in the past • How they have prompted modern method innovations • Change in language teaching methods reflecting recognition of changes in the kind of proficiency earners need (reading comprehension to oral proficiency)

3. Bilingualism and multilingualism is the norm rather the exception. (60%) • Latin was the dominant language of education, commerce, religion, and government in the Western world 500 years ago. • Because of political changes in Europe in 16th century (French, Italian, English), Latin displaced as a language of spoken and written communication.

4. Latin became an subject in the school curriculum instead of a living language. • Then, the study of classical Latin and an analysis of its grammar and rhetoric became the model for foreign language study from the 17th to the 19th centuries. • Grammar schools introduced Latin grammar through rote learning of grammar rules, study of declensions and conjugations, translation, and practice in writing sample sentences.

5. In 16th century, Roger Asham and Montaigne had made specific proposals for curriculum reform and for changes in the way Latin was taught, so were Comenius and Johan Locke in 17th century. • When “modern” languages began to be the subjects of the schools, textbooks consisted of statements of abstract grammar rules, list of vocabulary, and sentences for translation. This approach to foreign language teaching became known as the Grammar-Translation Method.

6. Grammar Translation was the offspring of German scholarship, according to one of its critics, was “to know everything about something rather than the thing itself.”

7. The principal characteristics of Grammar Translation Method • The goal of foreign language study is to learn a language in order to read its literature or in order to benefit from the mental discipline and intellectual development that result from foreign language study. • Reading and writing are the major focus; little or no systematic attention is paid to speaking or listening.

8. The sentence is the basic unit of teaching and language practice. Much of the lesson is devoted to translating sentences into and out of the target language, and it is this focus on the sentence that is a distinctive feature of the method. • Accuracy is emphasized. • Grammar is taught deductively– that is , by presentation and study of grammar rules, which are then practiced through translation exercise.

9. The students’ native languages is the medium of instruction.

10. Innovations in 19th century • Increased opportunities for communication among Europeans created a demand for oral proficiency in foreign languages. • Individual language teaching specialists reformed the teaching of modern languages with a specific method. (Whlhelm Vietor in Germany, Paul Passy in France, Henry Sweet in England, Phonetics – the scientific analysis and description of the sound systems of languages was established)

11. Viietor, Sweet, and other reformers in the late nineteenth century shared many beliefs about the principles on which new approach to teaching foreign languages should be based, which are the following: 1. The spoken language is primary and that this should be reflected in an oral-based methodology

12. 2. The findings of phonetics should be applied to teaching and to teachers 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, disconnected elements

13. 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

14. These principles provided the theoretical foundations for a principled approach to language teaching, one based on a scientific approach to the study of language and of language learning.

15. The direct method • L. Sauveur (1826-1907) used intensive oral interaction in the target language and employed questions as a way of presenting and eliciting language, which was a referred to as the Natural Method. • He and other scholars believed in Natural Method and argued that a foreign language could be taught without translation or the use of

16. the learner’s native language if meaning was conveyed directly through demonstration and action. • A language could best be taught by using it actively in the classroom. Rather than using analytical procedures that focus on explanation of grammar rules in classroom teaching. • Teacher must encourage direct and

17. Spontaneous use of the foreign language in the classroom. Learners would then be able to induce rules of grammar. • The teacher replaced the textbooks in the early stages of learning. Speaking began with systematic attention to pronunciation. • Known words could be used to teach new vocabulary, using mime, demonstration, and pictures.

18. The principles and procedures of Direct Method • Classroom instruction was conducted exclusively in the target language. • Only everyday vocabulary and sentences were taught. • 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.

19. Grammar was taught inductively • New teaching points were introduced orally • Concrete vocabulary was taught through demonstration, objects, and pictures; abstract vocabulary was taught by association of ideas. • Both speech and listening comprehension were taught • Correct pronunciation and grammar were emphasized

20. The disadvantages of • It required teachers who were native speakers or who had nativelike fluency in the foreign language. • It was largely dependent on the teacher’s skill, rather than on a textbook, and not all teachers were proficient enough in the foreign language tot adhere to the principles of the methods

21. Wasting time in explanation • Translation would have been a much more efficient technique • Direct Method was used in noncommercial schools and then consequently declined. • Henry Sweet stated that it offered innovation at the level of teaching procedures but lacked a thorough methodological basis. He suggested that the development of sound methodological principles that could serve as the basis for teaching techniques. In

22. the 1920s and 1930s, applied linguists systematized the principles proposed earlier by the Reform Movement and so laid the foundations of Audiolingualism in the United States and the Oral Approach or Situational Language Teaching in Britian. • The Direct Method can be regarded as the first language miethod to have caught the attention of teachers and language teaching specialists, and it offered a methodology that appeared to move language teaching into a new era– the methods era.

24. Innovations and new directions • What should the goals of language teaching be ? Should a language course try to teach conversational proficiency, reading, translation, or some other skill? • What is the basic nature of language, and how will this affect the teaching method? • What are the principles for the selections of language content in language teaching?

25. What principles of organization, sequencing, and presentation best facilitate learning? • What should the role of the native language be? • What processes do learners use in mastering a language , and can these be incorporated into a method? • What teaching techniques and activities work best and under what circumstances?

26. The importance of the knowledge of approaches and methods • The study of approaches and methods provides teachers with a view of how the field of language teaching has evolved. • Approaches and methods can be studied not as prescriptions for how to teach but as a source of well-used practices, which teachers can adapt or implement based on their own needs.

27. Experience in using different teaching approaches and methods can provide teachers with basic teaching skills that they can later add to or supplement as they develop teaching experience.