History of Language Teaching

1. History of Language Teaching LING 306 TEFL METHODOLOGY I SEMESTER 092

2. Why do we need to know the history of language teaching? • Key to the understanding of the way things are and why they are that way. • Teachers may better comprehend the forces that influence their profession

3. CLASSICAL PERIOD (17th , 18th and 19th centuries) EDUCATION AS AN ARM OF THEOCRACY Purpose of education to teach religious orthodoxy and good moral character FOREİGN LANGUAGE LEARNİNG ASSOCIATED WITH THE LEARNİNG OF GREEK AND LATİN purpose of learning a foreign language to promote speakers’ intellectuality 1850’s: Classical method came to be known as Grammar Translation Method

4. 1850’s to 1950’s: Grammar Translation • Emphasis on learnıng to read & wrıte • Focus on grammatical rules, syntactic structures, rote memorization of voc. and translation of literary texts • Vocabulary is taught in the form of lists of isolated words • Long, elaborate explanations of the intricacies of grammar are given • Medium of instruction was the mother tongue (L1) • No provision for the oral use of language • Speaking and listening were mediated via “conversation classes”, add-ons to the main course

5. Early Mid-20th Century • Demand for ability to speak a foreign language • Reformers reconsidering the nature of langauge and learning • Three Reformers (the way children learned languages was relevant to how adults learned languages) • C. Marcel • F. Gouin • T. Pendergast

6. Early Mid- 20th Century • Marcel • Emphasized the importance of understanding meaning in language learning • Pendergast • Proposed the first structural syllabus (arranging grammatical structures so that the easiest was taught first)

7. F. Gouin (french teacher of Latin) • Painful experience in learning German • Tried to memorize a German grammar book and a list of 248 irregular German verbs • Observed his three-year old nephew • Came up with the following insights • Children use language to represent their conceptions. • Language is a means of thinking, of representing the world to oneself.

8. The Series method • Series METHOD: a method that taught learners directly (without translation) and conceptually (without grammatical rules and explanations) a “series” of connected sentences that are easy to percieve. • Emphasized presenting each item in context and using gestures to supplement verbal meaning • Taught learners directly a series of connected sentences. • Ex. I stretch out my arm. I take hold of the handle. I open the door. I pull the door.

9. Berlitz (The Direct Method) • Posited by Charles Berlitz Second language learning is similar tofirst language learning Emphasis on - oral interaction - spontaneous use of language - no translation - little if any analysis of grammatical rules and structures

10. Language Teaching Methodology

11. Theories of Language and Learning • Nature of language • Structural View of Language • Functional View of Language • Interactional View of Language • Nature of Language Learning • Process-oriented theories • What are the psychological and cognitive processes involved (habit formation, induction, inferencing, generalization) • Condition-oriented theories • What are the conditions that need to be met for these learning processes to be activated?

12. Structural View • The most traditional of the three. • It views language as a system of structurally related elements for the coding of meaning. • The target of language learning is mastery of elements of this system in terms of phonological units, grammatical units, grammatical operations, and lexical items. • Audio lingual Method, Total Physical Response, and the Silent Way embody this particular view of language.

13. Functional View • Language is a vehicle for the expression of functional meaning. • Emphasizes the semantic and communicative dimension rather than grammatical characteristics. • Specify and organize language teaching content by categories of meaning and function rather than by elements of structure and grammar. • Communicative movement in language teaching is an example.

14. Interactional View • Language is seen as a vehicle for realization of interpersonal relations and for the performance of social transactions between individuals. • Tool for the creation and maintenance of social relations. • Interactional theories focus on the patterns of moves, acts, negotiation, and interaction found in conversations. • Language teaching content is specified and organized by patterns of exchange.

15. Language and Learning • Your understanding of what language is and how the learner learns will determine to a large extent, your philosophy of education, and how you teach English: your teaching style, your approach, methods and classroom technique.

16. What is language? • Definition of language: • A language is considered to be a system of communicating with other people using sounds, symbols and words in expressing a meaning, idea or thought.

17. What is language? Language is a system of structurally related elements for the coding of meaning. • What dimension of language is prioritized? • Grammatical dimension • What needs to be taught? • Phonological units • Grammatical units and operations • Lexical items

18. What is language for? • Language is a vehicle for the expression of functional meaning. • What dimesion of language is proritized? • semantic and communicative dimension of language • What needs to be taught? • functions, notions of language

19. What is language for? • Language is a vehicle for the realization of interpersonal relations and for the performance of social transactions between individuals • What dimension of language is prioritized? • Interactive dimension of language • What needs to be taught? • Patterns of moves, acts negotiation and interaction found in conversational exchanges.

20. Elements and Sub-elements of Method • Approach • Assumptions and beliefs about language teaching and learning • Design • Objectives • Syllabus • Activities • Roles of Teachers • Roles of Learners • Materials • Procedure • Implementational Phase • A method is theoretically related to an approach, is organizationally determined by a design, and is practically realized in procedure

21. Approach, Methods, Methodology, Technique • According to Blackwell Encyclopedic Dictionary of Applied Linguistics (http://www.blackwellreference.com/public/tocnode?id=g9780631214823_chunk_g97806312148235_ss1-22) as a technical term was first proposed by Anthony in his article ‘Approach, method and technique’ first published in 1963. He was concerned with two problems: (1) how to relate language teaching theory and practice to each other; (2) how to describe this relationship. His solution is conveyed in his title, the term ‘approach’ encapsulating the theory underlying practice:I view an approach … as a set of correlative assumptions dealing with the nature of language and the nature of language teaching and learning. An approach is axiomatic. It describes the nature of the subject matter to be taught. It states a point of view, a philosophy. (Anthony, 1965: 5)Approach as a ‘set of correlative assumptions’ contrasts with method as ‘an overall plan for the orderly presentation of language material’ (p. 6). Moreover, ‘a method is procedural.’ A technique, on the other hand, ‘is implementational’, ‘a particular trick, stratagem, or contrivance used to accomplish an immediate objective’ (p. 7).An approach to language teaching and learning represents an outline conception of the way in which these should proceed, a seedbed from which a method springs, but is not yet a strategy specifying details of classroom practice. There must also be a logical fit between approach and method as, an ‘overall plan … no part of which contradicts, and all of which is based upon the selected approach’.

22. Approach • Is the assumptions dealing with the nature of language, and language teaching and learning. • The nature of subject matter. • Within one approach, there could be many methods.

23. Methods • Overall plan for orderly presentation of language material. • Procedural • Theory is put into practice. • Choices are made about the particular skills to be taught, content to be taught, and the order in which the content will be presented.

24. Methodology • A particular procedure or set of procedures

25. Techniques • Trick, stratagem to accomplish an objective. • Must be consistent with a method and in harmony with an approach. • Classroom procedures are described.