History of language teaching

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    GRAMMAR TRANSLATION

    -Grammar was taught as a set of rules.
    -Vocabulary was learnt via translated lists.
    -Written text was seen as the real language.
    -Written texts were translated and composition in L2 was regarded as the apex of language ability.
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    NEGOTIATED SYLLABUS

    -More relevant to executive and Business and English students where needsare specific and focused.
    -It´s has become the norm for professional language training organizations, based on the principlethat we first out what and test them to find out what they need.

  • History of language teaching

    DIRECT METHOD
    -The most important skills were speaking and listening
    -The medium of instruccion was English , students learnt sequences of strictly chosen
    -Grammatically phrases by listening and repetition.
    -Grammar rulers were avoided and replaced by phrases..
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    AUDIO -LINGUAL METHOD PLUS STRUCTURALIST OF LANGUAGE (usa)

    -The structure was more important to focus on vocabulary speaking and listening were the most important skills.
    -Language exercises for speaking wee listen and repeat.
    -Language exercises for writng were multiple choice and gapfil.
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    STRUCTURAL-SITUATIONAL METHOD (UK)

    -This was a pragmatic version of audio lingualism.
    -The key difference from the audio lingual approach was that the language presentation.
    -This approach gae rise to the idea of PPP(prsentation, practice, production)ex The present S tense for routines ,was presented (P) AND GIVEN CONTROLLED PRACTICE (P) and then given further semi controlled practice (P)
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    humanistic approaches

    -Language clauses were places of fear for language learners(the silent way)
    -The philosophy of the humoristic appoaches was waluable , it has become an assential precept of languge teaching the students assimilate thingsbest when they are taling about themselves .Sometimes called PERSONALISATION.
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    FUNCTIONAL SYLLABUSES- CCOMMUNICATIVE LANGUAGE TEACHING 1

    -The first tranche of the communicative REVOLUTION was based on the idea of grouping bits of language according to communicative functions like apologising , requesting and advising.
    -these BITS were called EXPONENTS.
    -The listn and repeat and extend methods persisted.
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    Communicative Methodology-Communicative Language Teachining 2

    • The key principle was the separation of classroom work into accuracy work and fluency. -Accuracy work was concentrating on learning new bits of language gramma rpattern , functionalexponents , vocabulary , etc.
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    Test- teach-test

    -Was an inventive variation of traditional PPP.
    -The students are given a task , such as a role play, without any prior teachining, and this is the first TEST phase, if the studentshave problems and make mistakes , the teacherknows that they have to tach the biggest errors, it´sknow as Presentation ,is the TEACH phase.
    -The students doing further practice exercices, which is the second TEST PHASE.

  • TASK- BASED APPROACHES

    -This is relevant to business English teachinig , and has been solidly part of Business English teaching.
    -Since the mid 90s it has become much more established in General English teachinig. -It is a methodological idea which attempts to get away from PPP alltogether.

  • LEXICAL VIEW OF LANGUAGE

    -Academic linguistis noticed that the language wasfull of set phases ex.you don´t say!, onwards and upwards, a man ´s gotta do what a man´s gotta do, the knock-on effect of . It´s a good job

  • OUTPUT- FEEDBACK

    -Originating mainly in the BusinessEnglish field , this is less an approach, more an attitude of mind,based on the idea of an immersive bath of communication from which useful language focus then arises.

  • NOTICING (ALSO KNOWN AS ¨CONSCIOUSNESS- RAISING)

    -Some studies into the psychology of classroom language learning showed that there is little relationship between what the teacher teaches in one lesson and what students learn in that lesson as consciooooooooooooooous learning
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    GRAMMATICISATION

    -There has been a grwn of interest in classroom tasks which help the student to see grammar in its global and truly communicative context.