History of Language Teaching Methods

HISTORY OF LANGUAGE TEACHING METHODS

Changes in language teaching methods throughout history have

reflected recognition of changes considering:

1. The kind of proficiency learners need, such as a move toward

oral proficiency rather than reading comprehension as the goal
of language study;

2. Changes in theories of the nature of language and of language

learning.
 HISTORY OF LANGUAGE TEACHING METHODS

18th Century

As "modern" languages began to enter the curriculum of European schools

.
 Learners were taught using the same basic procedures that were used
for teaching Latin.
 Textbooks consisted of statements of abstract grammar rules, lists of
vocabulary, and sentences for translation.

 Speaking the foreign language was not the goal, and oral practice was
limited to students reading aloud the sentences they had translated.
 HISTORY OF LANGUAGE TEACHING METHODS

19th Century

 The approach based on the study of Latin had become the standard way to
studying foreign language in schools.
 A typical textbook consisted of chapters and lessons organized around grammar
point.
 Each grammar point was listed rules on its use were explained, and it was
illustrated by sample sentences.

Textbook compilers were mainly determined to codify the foreign language into
frozen rules of morphology and syntax to be explained and eventually memorized.

Oral work was reduced to an absolute minimum while a handful of written

exercises, constructed at random came as a sort ' of appendix to the rules.
19th HISTORY
Century OF LANGUAGE TEACHING METHODS

 The Grammar-Translation Method

Grammar translation is a way of studying a language that

approaches the language first through detailed analysis of its
grammar rules, followed by application of this knowledge to the
task of translating sentences and texts into and out of the target
language.

• It views language learning as consisting of little more than

memorizing rules and facts in order to understand and
manipulated the morphology and syntax of the foreign
language.

• The first language is maintained as the reference system in

the acquisition of the second language” (Stern 1983: 455).
 HISTORY OF LANGUAGE TEACHING METHODS
19th Century

 The Grammar-Translation Method

2. Reading and writing are the major focus; little or no

systematic attention
is paid to speaking or listening.

3. Vocabulary selection is based solely on the reading texts used,

and words
are taught through bilingual word lists, dictionary study, and
memorization.

In a typical Grammar-Translation text, the grammar rules are

presented and illustrated, a list of vocabulary items are presented
with their translation equivalents, and translation exercises are
prescribed.
 HISTORY OF LANGUAGE TEACHING METHODS
19th Century
 The Grammar-Translation Method
7. The student’s native language is the medium of instruction. It is used to
explain new items and to enable comparisons to be made between the
foreign language and the student's native language.

Grammar Translation dominated European and foreign language teaching from the
1840s to the 1940s, and continues to be widely used in some parts of the world
today.

This resulted in the type of Grammar Translation courses remembered with distaste
by thousands of school learners, for whom foreign language learning meant a
tedious experience of memorizing endless lists of unusable grammar rules and
vocabulary and attempting to produce perfect translations of stilted or literary
prose. Although the Grammar-Translation Method often creates frustration for
students, it makes few demands on teachers.
Language teaching innovations in the nineteenth century
HISTORY OF LANGUAGE TEACHING METHODS
1. Increased opportunities for communication among Europeans created a
demand for oral proficiency in foreign languages.

Initially this created a market for conversation books and phrase books
intended for private study, but language teaching specialists also turned their
attention to the way modern languages were being taught in secondary
schools.

2. In Germany, England, France, and other parts of Europe, new approaches to

language teaching were developed by individual language teaching specialists,
each with a specific method for reforming the teaching of modern languages.

Child language learning model for language teaching- C. Marcel (1793-1896),

emphasized the importance of meaning in learning, proposed that reading be
taught before other skills, and tried to locate language teaching within a broader
educational framework.
The Reform Movement
HISTORY OF LANGUAGE TEACHING METHODS
Marcel, Prendergast, and Gouin had done much to promote alternative approaches
to language teaching, but their ideas failed to receive widespread support or
attention.

From the 1880s linguists began to provide the intellectual leadership needed to give
reformist ideas greater credibility and acceptance.
One of the earliest goals of the association was to improve the teaching of modern
languages. It advocated:

1. the study of the spoken language;

2. phonetic training in order to establish good pronunciation habits;
3. the use of conversation texts and dialogues to introduce conversational phrases and
idioms;
4. an inductive approach to the teaching of grammar;
5. teaching new meanings through establishing association ns within the target
language rather than by establishing associations with the mother tongue.
 HISTORY OF LANGUAGE TEACHING METHODS

Henry Sweet (1845-1912) argued that sound methodological principles should

be based on scientific analysis of language and a study of psychology.

In his book The Practical Study of Languages (1899) he set four principles for the
development of teaching method.
These included :

1. careful selection of what is to be taught;

2. imposing limits on what is to be taught;

3. arranging what is to taught in terms of the four skills of listening,

speaking, reading, and writing;

4. grading materials from simple to complex

 HISTORY OF LANGUAGE TEACHING METHODS

In Germany the prominent scholar Wilhelm Vietor (1850-1918) used linguistic

theory to justify his views on language teaching.

• He argued that training in phonetics would enable teachers to pronounce the

language accurately. Speech patterns, rather than grammar, were the
fundamental elements of language.

• In 1882 he published his views in an influential pamphlet, Language Teaching

Must Start fresh, in which he strongly criticized the inadequacies of Grammar
Translation and stressed the value of training teachers in the new science of
phonetics.
 HISTORY OF LANGUAGE TEACHING METHODS

In general the reformers believed that:

1. the spoken language is primary and that this should be reflected in an oral-based
methodology;

2. learners should hear the language first, before seeing it in written form;

3. words should be presented in sentences, and sentences should be practiced in

meaningful contexts and not be taught as isolated, disconnected elements;

4. 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;

5. translation should be avoided, although the mother tongue could be used in order to
explain new words or recheck comprehension.
 HISTORY OF LANGUAGE TEACHING METHODS

The Direct Method

- the most widely kwon of the natural methods.

In practice it stood following principles and procedures:

1. Classroom instruction was conducted exclusively in the target language.

2. Only everyday vocabulary and sentences were taught.
3. 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.
4. Grammar was taught inductively.
5. New teaching points were introduced orally.
6. Concrete vocabulary was taught through demonstration, objects, and pictures;
abstract vocabulary was taught by association of ideas.
7. Both speech and listening comprehension were taught.
8. Correct pronunciation and grammar were emphasized.
 HISTORY OF LANGUAGE TEACHING METHODS

SUMMARY

• The concerns that have prompted modern method innovations were similar to those that
have always been at the center of discussions on how to teach foreign languages.

• Changes in language teaching methods throughout history have reflected recognition of

changes in the kind of proficiency learners need, such as a move toward oral proficiency
rather than reading comprehension as the goal of language study; they have also reflected
changes in theories of the nature of language and of language learning.

• Kelly (1969) and Howatt (1984) have demonstrated that many current issues in language
teaching are not particularly new. Today's controversies reflect contemporary responses to
questions that have been asked often throughout the history of language teaching.
 ROLE OF A TEACHER IN ENGLISH LANGUAGE TEACHING (ELT)

USHA RANI KUMBAKONAM

• To acquire good communication skills or to excel in communication skills, one has to

acquire expertise in all the four skills.

• They are Listening, Verbal Communication, Interpretation and Inscription Skills.

• Teacher plays a very prominent role in attracting the student’s attention by creating
interest among the students.

• A Teacher should play various roles such as Learner, Facilitator, Assessor, Manager and
Evaluator.

AS A LEARNER, WHAT IS YOUR PERCEIVED BEST ROLE OF THE TEACHER?

AS A TEACHER, WHAT IS YOUR BEST ROLE?

ROLE OF A TEACHER IN ENGLISH LANGUAGE TEACHING (ELT)

USHA RANI KUMBAKONAM

Different Roles of a Teacher

ROLE OF A TEACHER IN ENGLISH LANGUAGE TEACHING (ELT)

USHA RANI KUMBAKONAM

CONCLUSIONS

Teacher plays diverse roles in English Language

Teaching (ELT). Some of the roles where a
teacher performs when dealing the students are
as follows - learner, facilitator, assessor, manager
and evaluator. By performing various roles, she
becomes an ideal guide in shaping their future.
 English Language Teaching Today: An Introduction

Willy A. Renandya and Handoyo Puji Widodo

ABSTRACT:

• The chapter first presents key changes that have had a major impact on the way
English is used and learned by geographically diverse groups of people in the world
today.

• It then outlines a set of research-based principles that could be used as a basis for
critically examining our curriculum, for selecting and adapting our teaching
materials to suit the local contexts, for designing our lessons for the teaching of
listening, speaking, reading, writing and other language skills and for developing
tasks and activities that meet the linguistic, cognitive and affective needs of our
students.
 English Language Teaching Today: An Introduction

Willy A. Renandya and Handoyo Puji Widodo

English language itself has undergone a dramatic change in terms of its

use and users.

In many places in the world, it has assumed a new role as a second or

official language of the country where the language is widely used in the
classroom as the medium of instruction and for social and business
purposes in the community.

Many believe that the language will soon assume a more important role
in these countries. Japan is a case in point where multinational
companies (e.g., Honda) have started to make compulsory the use of
English in some of their business dealings (Kubota 2015).
 English Language Teaching Today: An Introduction

Willy A. Renandya and Handoyo Puji Widodo

The widespread use of English in the world today has also given rise to the
emergence of new varieties of English. Thus, in addition to the more familiar
varieties of English spoken in inner circle countries (e.g., the US and UK), there
are other varieties spoken in outer circle (e.g., Singapore and the Philippines)
and expanding circle (e.g., China, Indonesia, and Japan) countries.

In order to prepare L2 learners to become effective speakers of English as an

International Language (EIL), they will need to understand these new varieties
and be understood by speakers of these varieties (Mckay 2012).
English Language Teaching Today: An Introduction

Willy A. Renandya and Handoyo Puji Widodo

• The increasing use of the digital technology in the classroom

has changed the way English is learned and taught.

• Language learning is no longer limited to the traditional

classroom context where the teacher and the teaching materials
often provide the main source of language input and language
practice.

• The Internet has made it possible for learners to immerse

themselves in the rich and abundant target language input.
 English Language Teaching Today: An Introduction

Willy A. Renandya and Handoyo Puji Widodo

• An increasing number of countries have now adopted English as a second or

official language, making English as the official language of the government, the
medium of instruction in schools and in universities and the language of the media.

• Teachers need to be trained and re-trained to meet the changing language learning
needs of their students; new teaching methodology will need to be used to cater
for the diverse proficiency levels of the students and new ways of assessing
learning outcomes will also need to be devised.

Monolingual approach - English should be used solely in the English language

classroom is no longer tenable in today’s multilingual contexts.
 English Language Teaching Today: An Introduction

Principles and Practices

1. L2 curricula should place the learner at the center of learning.

2. Teachers should continually engage in

reflective practice to boost their
professionalism.
• Jacobs and Renandya’s research on student-centered learning “Student-Centered
Learning mentions that , teachers need to take into account students’ linguistic,
social, cognitive and emotional needs. – REFLECTIVE TEACHING

Teachers should continually examine and reflect on their beliefs, teaching philosophy
and pedagogical practices in order to develop deeper understanding of their own
teaching strategies and how these can be used to maximize student learning.
 English Language Teaching Today: An Introduction

Principles and Practices

English as an International language

3. L2 curricula should promote multilingualism.

4. L2 curricula should promote awareness of emerging varieties of English and exposed
students to these varieties.
5. L2 curricula should embrace multiculturalism and promote cross-cultural awareness.
Contents
- Factor in the classroom management
- Teacher in the classroom
- Using the voice
- Talking to students
- Speech modifications
- Seating arragements
- Classroom interaction
- Group work organization
- Criteria for effective questioning
- Teacher objective and learners activation
 Keys Factor in classroom
management

- How the classroom space is organised.

- Whether the students are working on their own or in
groups.
- How teachers organise classroom time.
- How teachers use their voice
- Who talk most in the lesson

“Successful classroom management also involves being able to

deal with difficult situations”.
 Some students feel unconfable if teacher
sits close of them.

Proximity
Some students think that distance is a sign
of coldness.

Creatimg an extremely friendly

atmosphere
appropiacy
Sitting on diffents seats, creating
realtionship with students according the
situation.
Teacher in the
classroom Succesful teacher move around the
classroom to some extrem.

movement
Teacher movements in the classroom allow
to identy personal style.

Teacher has to be aware of what students

are doing.
awareness
It means assessing what students have said
and responding appropiately.
 Voice
Teachers quality Teacher do
need to not have to
be audible shout.

audibility
Teachers
have to take
care of their
voices
Use a tone
of voice for
give Using the Teacher
instruction voice should
breathe
correcty
conservation

variety

Teachers
Vary the should avoid
volumen of shouting
their voice
according Vary the
the situation quality of
their voices
 TALKING TO STUDENTS

ADAPT THE LANGUAGE

USE

ROUGH TUNE MOVEMENTS AND GESTURE

INCREASE THE CHANCE OF BE DEMOSTRATE ACTION OR FEELINGS

UNDERSTOOD

FACIAL EXPRESSION AND BODY

ALL SPEAK IN THE SAME LEVEL
MOVEMENT
 Speech modification
-
 Rates of speech appear to be slower

 Pauses

 Pronunciation tend to be exagerated and simplified

 Vocabulary use is more basic

 Degree of subordination is lower.

 More declaratives and statements are used than question.

 Teachers may self – repeat more frequently

- (Chaudron 1988:85)
-
  Olderly - Clear view of all students
rows - Teachers work with the whole class
- Can explain grammar points

- It is useful in mixed- ability clases

 Separate - Students can work around a
SEATING tables computer screen.
ARRAGEMENTS - It makes teaching more difficult.

- .
- Teacher is less dominant.
 Circle and - All students can see each other.
horseshoe - There are more eye contact and
body movements.
 Conceived classroom fuctions of teacher .
Develop awarenes Monitor who gets the
feedback.

Managenal and
pedagógica aspects

Feedback
More effective in
changing pupil
behavour
classification

positive negative

Some teachers use a

Fuctions rising intonation

To let students know

To increase motivation
that have performed
through praise
Forms of interaction

 TT= Teacher very active, students only receptive.

 T= Teacher active, students mainly receptive.

 TS=Teacher and students farly equally active.

 S= Student active, teacher mainly receptive.

 SS= Students very active, teacher only receptive.

 Student groupings
advantage disadvantage
Whole class It is useful for presenting information It is less efective if we want to
and for controlled practice. encourage individual contribution.
It can be dinamic and motivating.
Groupwok It fosters cooperative activity. Only one student work, other stay
and pair Students tend to participate more in silent.
work actively. Students use only the mother
Give teachers more opportunity to tongue when teacher is not there.
focuss attention.

solowork It allows students to work at their Do not share ideas with other
own speed. classmates.
It often provides welcome relief.
Students can relaxe their public
faces.
Class to Students often feel positive.
class Teachers are flexible.
They can interact with other
students of diferent class.
 Self accesss

Teacher talk Group works

Full-class Open and

interaction teacher
questioning

Interaction
patterns

Students
initiate, Closed ending
teacher teacher
answer questioning

collaboration Individual
work

Choral
responses
 clarity Learns immediately
grasp

Stimulate thinking
Learning value and response.

Criteria for efective Interest Learners find the

questioning
question interesting

Availability Invite and encourage

extended answer

Teacher respects
Teacher reaction answers.
Teacher objectives and learners
activation.

a. Comprehension check

b. Familiarization with text

c. Oral fluency

d. Grammar check

e. Writting

f. Grammar practice

g. New vocabulary