The history of language teaching has been dominated by the upward progression of teaching methods. Much of language teaching prior to the twentieth century was conducted according to a so called grammar translation methodology, which was replaced by a revolution in language teaching that focused on the Direct Method. This was then followed by a series of methods that started with Audiolingualism, developed during and after world war two. Following these methods, several methods, including audio-visual method, cognitive code, and a cluster of new methods that emerged in the 1970s such as the silent way, suggestopedia, Total Physical Response, Communicative language teaching and Task-based learning were introduced.
Table of Contents
Part 1: Traditional Language Teaching and Learning
Chapter 1: History of Language Teaching
Chapter 2: Feedback in Writing
Chapter 3: Monolingual Fallacy
Chapter 4: Concept Mapping
Chapter 5: Teaching Pronunciation
Chapter 6: Word Class Effects
Part 2: Computer Assisted Language Teaching and Learning
Chapter 7: Computer Assisted Language Learning
Chapter 8: Writing and Feedback through CALL
Chapter 9: Listening Comprehension through CALL
Chapter 10: Reading Comprehension through CALL
Chapter 11: Attitudes towards Social Networking Sites
Chapter 12: Digital Game-Based Language Learning
Chapter 13: Technology in Primary Education
Research Objectives and Key Topics
This work examines the evolution of language teaching methodologies, transitioning from traditional approaches to computer-assisted environments. It explores how pedagogical shifts, teacher beliefs, and the integration of new technologies influence language acquisition, with a focus on writing, listening, reading, and pronunciation.
- The transition from traditional methods to post-method and digital teaching approaches.
- The role of corrective feedback and peer interaction in writing proficiency.
- The psychological and educational impact of visual aids and concept mapping.
- Integration of digital tools and games in fostering motivation and learning outcomes.
Excerpt from the Book
Chapter 1: History of Language Teaching
The notion of teaching methods has had a long history in language teaching, as it is witnessed by the rise and fall of a variety of methods throughout the recent history of language teaching (Richars & Renandya, 2002). According to Stern (1983), knowing the history of language teaching is helpful to our understanding of language teaching theories. For example, when we read a book or an article on language pedagogy, it makes much more sense to us if we have the necessary background knowledge.
The history of language teaching has been dominated by the upward progression of teaching methods. Much of language teaching prior to the twentieth century was conducted according to a so called grammar translation methodology, which was replaced by a revolution in language teaching that focused on the Direct Method. This was then followed by a series of methods that started with Audiolingualism, developed during and after world war two. Following these methods, several methods, including audio-visual method, cognitive code, and a cluster of new methods that emerged in the 1970s such as the silent way, suggestopedia, Total Physical Response, Communicative language teaching and Task-based learning were introduced.
Van-Essen (2000) maintains that there are several problems with this upward, progressive definition for the history of teaching methods. It ignores large domains of language teaching, such as which languages get taught, as suggested above. Moreover, since this definition presents an upward path of development, from weaker methods to more modern teaching, it suggests a problematic progressivism. It can be implied that whatever is happening now is presumed to be superior to what happened before. Such claims are often made by contrasting a modern ‘scientific approach to the study of language and of language learning’ with a past guided only by tradition (Richards & Rogers, 2001). However, as Kelly (1969) suggests, the history of language teaching has been far more cyclical than linear: Nobody really knows what is new or what is old in present language teaching procedures.
Summary of Chapters
Chapter 1: History of Language Teaching: This chapter reviews the historical evolution of language teaching methods, challenging the assumption of linear progress by highlighting the cyclical nature of pedagogical trends.
Chapter 2: Feedback in Writing: This chapter analyzes the role of corrective feedback in L2 writing, examining how different strategies influence student proficiency and autonomy.
Chapter 3: Monolingual Fallacy: This chapter critiques the dominance of English-only policies in classrooms, exploring research on the benefits of leveraging the first language (L1) in second language learning.
Chapter 4: Concept Mapping: This chapter introduces concept mapping as a powerful cognitive tool that aids students in organizing knowledge and achieving meaningful learning.
Chapter 5: Teaching Pronunciation: This chapter discusses the cognitive challenges of pronunciation, emphasizing the need for communicative approaches and integrated phonetic instruction.
Chapter 6: Word Class Effects: This chapter explores how brain processing of nouns and verbs differs, providing insights into vocabulary acquisition patterns and aphasic impairments.
Chapter 7: Computer Assisted Language Learning: This chapter evaluates the integration of CALL in various educational settings, discussing its advantages for individualized learning and potential limitations.
Chapter 8: Writing and Feedback through CALL: This chapter examines how peer feedback and wiki technology can enhance collaborative writing and student engagement in the ESL context.
Chapter 9: Listening Comprehension through CALL: This chapter investigates the role of visual cues in listening comprehension, based on dual coding and schema theories.
Chapter 10: Reading Comprehension through CALL: This chapter explores the relationship between reading goals, strategies, and the use of digital tools in self-paced learning environments.
Chapter 11: Attitudes towards Social Networking Sites: This chapter analyzes how students and teachers perceive the use of social networks for language learning, applying the Technology Acceptance Model (TAM).
Chapter 12: Digital Game-Based Language Learning: This chapter highlights how digital games can increase student motivation and facilitate vocabulary acquisition by making learning more engaging.
Chapter 13: Technology in Primary Education: This chapter discusses the implementation of Information and Communication Technology (ICT) in schools, emphasizing the need for pedagogical and cultural shifts alongside infrastructure improvements.
Keywords
Applied Linguistics, Language Teaching Methods, Computer Assisted Language Learning, CALL, Corrective Feedback, Monolingual Fallacy, Concept Mapping, Pronunciation, Vocabulary Acquisition, Listening Comprehension, Reading Comprehension, Social Networking, Digital Game-Based Learning, ICT, Educational Technology.
Frequently Asked Questions
What is the core focus of this publication?
The book explores critical issues in applied linguistics, specifically tracking the shift from traditional language teaching methods to modern, technology-enhanced approaches.
What are the primary thematic areas covered?
The work covers a wide spectrum including the history of teaching methods, feedback mechanisms in writing, the debate surrounding monolingual versus bilingual instruction, pronunciation pedagogy, and the integration of digital technologies like CALL, wikis, and games into language education.
What is the central research goal?
The primary aim is to analyze how new methodologies and technological tools influence language learners and how they can be effectively integrated to improve educational outcomes.
Which scientific methods are primarily employed?
The book utilizes extensive literature reviews and evidence-based analysis to compare traditional teaching techniques with modern technological implementations.
What content is discussed in the main body?
The main body details specific areas of language instruction (writing, listening, reading, pronunciation), discusses the neuroscience of word class processing, and assesses the impact of ICT on educational systems.
Which keywords characterize the work?
Key terms include Applied Linguistics, CALL, ICT, Language Teaching Methods, and Educational Technology.
How does the book address the role of L1 in classrooms?
It examines the "monolingual fallacy" and reviews research suggesting that the first language can be a vital cognitive tool for learners rather than a hindrance.
Why is "Postmethod" pedagogy mentioned?
The book highlights the "postmethod condition" to argue against searching for a single "best" method, advocating instead for teacher-generated theories and context-sensitive instruction.
- Quote paper
- Neda Abedi (Author), 2018, Critical Issues in Applied Linguistics. From Tradition to Computer Assisted Language Teaching and Learning, Munich, GRIN Verlag, https://www.grin.com/document/437886
