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Period: 1501 to
XVI
•English , French , Italian gained importance as a result of political change in Europe and Latin gradually became displaced as a language of spoken and written communication. -
Period: to
XVII
Grammar-Translation Method: Vital importance to focus on grammatical rules, syntactic structures, along with rote memorization of vocabulary and translation of literary texts. There was no provision for the oral use of the languages under study. -
Period: to
XVIII
The Direct Method: Gouin and Berlitz, came to the conclusion that language learning is a matter of transforming perceptions into conceptions and then using language to represent these conceptions. Equipped with this knowledge, he devised a teaching method premised upon these insights. -
Period: to
XIV
Direct Method: posited by Charles Berlitz. The basic tenet of Berlitz's method was that second language learning is similar to first language learning. In this light, there should be lots of oral interaction, spontaneous use of the language, no translation, and little if any analysis of grammatical rules and syntactic structures. -
Period: to
1910s
The Direct-Natural Method
•Lessons in the target language
•A focus on everyday vocabulary
•Visual aids to teach vocabulary
•The accuracy of pronunciation
•Comprehension and oral expression -
Period: to
1920s
The Reading Approach: Reading becomes important because it is an active skill which involves inferencing, guessing, predicting etc. It also has, more often than not, a communicative function. Students will know about kinds of tenses and how to use it. They also will know about the different cultures, and they will learn how to pronounce the words correctly. Teacher should teach and emphasized the students to read effectively. -
Period: to
1930s
The Oral Approach and Situational Language Teaching: Speech, structure and a focus on a set of basic vocabulary are seen as the basis of language teaching. However, what distinguishes The Situational Language Teaching approach is its emphasis on the presentation of structures in situations. -
Period: to
1940s
The Audiolingual Method: was based on linguistic and psychological theory and one of its main premises was the scientific descriptive analysis of a wide assortment of languages.
•Dependence on mimicry and memorisation of set phrases
•Teaching structural patterns by means of repetitive drills
•No grammatical explanation
•Learning vocabulary in context
•Use of tapes and visual aids
•Focus on pronunciation
•Immediate reinforcement of correct responses -
Period: to
1950s
The Audio Lingual "Army" Method
•Reaction to WWII
•The need for non-native speakers to sound native-like
•Based on Behaviorist theory
•Oral language proficiency
•Emphasis on perfect pronunciation
•Only target language The Grammar Translation Method
•Mother tongue
•Detailed grammar focus
•Memorization of vocabulary
•Text translations
•Behaviorist philosophy
•No focus on pronunciation -
Period: to
1960s
Approach, method, and technique: In 1963, Edward Anthony formulated a framework to describe various language teaching methods, which consisted three levels: approach, method, and technique. According to Anthony, "The arrangement is hierarchical. The organizational key is that techniques carry out a method which is consistent with an approach." -
Period: to
1970s
•The Designer Methods : The Chomskyan revolution drew attention to "deep structure" of language, while psychologists to nature of learning
•Suggestopedia: Lozanov believed that we are capable of learning much more than we think. Psychological research on yoga and extrasensory perception. Method for learning using relaxation.
•The Silent Way: Gattegno held that it is in learners' best interests to develop independence and autonomy and cooperate with each other in solving language problems. -
Period: to
1980s
The communicative Approach: Sauvignon suggests designing the curriculum to include language arts, language-for-a-purpose (content-based and immersion) activities, personalized language use, theatre arts (including simulations, role-plays, and social interaction games), and language use “beyond the classroom”.
•The communication principle
•Real-life meaningful tasks
•Authentic and meaningful use of language
•Various activities appealing to all learning styles
•Learning by doing -
Period: to
1990s
•Strategies-based instruction: Emphasised the importance of style awareness and strategy development in ensuring mastery of a foreign language. In this vein, many textbooks and entire syllabi offered guidelines on constructing strategy-building activities.
•Communicative Language Teaching: Focus on all of the components of communicative competence, not only grammatical or linguistic competence. Engaging learners in the pragmatic, functional use of language for meaningful purposes -
Period: to
XXI
Communicative Approach: Focus on all of the components of communicative competence.
•Engaging learners in the pragmatic, functional use of language for meaningful purposes
•Viewing fluency and accuracy as complementary principles underpinning communicative techniques Language Immersion: two languages are used for instruction in a variety of topics, including math, science, or social studies. The languages used for instruction are referred to as the L1 and L2.