During the history of foreign language teaching many methods and approaches have been developed to teach students language competence and performance. In this respect more or less successful techniques have been developed.
Literature often distinguishes between methods and approaches used in language teaching. Jack Richards and Theodore Rodgers “describe an approach as a set of beliefs and principles that can be used as the basis for teaching a language”. They can be interpreted and applied individually and extended by new methods. According to Richards and Rodgers, methods are teaching systems that are specific about teaching techniques and the roles of learners and teachers. They do not allow interpretation and are acquired by the teachers through training. In the following essay mainly teaching methods will be described.
Beginning with the Grammar Translation method and ending with Humanistic approaches, this essay will focus on a couple of the main foreign language teaching methods and approaches in the 19th and 20th century. First it will be described how language teaching approaches and method can be analysed. Then some techniques will be explained. Here the focus will be on the main principles of the techniques and their effect on the learner. From some minor methods and approaches only central aspects will be considered.
Table of Contents
1. Introduction
3. Teaching Methods and Approaches
3.1 Grammar-Translation Method (GT)
3.1.1 Central Characteristics
3.1.2 Effects of GT on the Learner
3.2 Quosque Tandem (reform methods)
3.2.1 Series Method – Central Characteristics
3.2.2 Direct Method – Central Characteristics
3.3 Audio-Lingualism (AL)
3.3.1 Central Characteristics
3.3.2 Effects of AL on the Learner
3.4 Situational and Audio-Visual Language Teaching
3.4.1 SLT and AV – Central Characteristics
3.5 The Language Acquisition Device and Foreign Language Teaching
3.5.1 Cognitive Anti-Method and Minimal Strategy – Central Characteristics
3.5.2 Bilingual Education – Central Characteristics
3.6 Communicative Language Teaching (CLT)
3.7 Humanistic Approaches
3.7.1 The Silent Way – Central Characteristics
3.7.2 Community Langage Learning – Central Characteristics
3.7.3 Total Physical Response – Central Characteristics
3.7.4 Suggestopedia – Central Characteristics
4. Conclusion
Objective and Key Themes
This paper examines the historical development of foreign language teaching methods throughout the 19th and 20th centuries, with a primary focus on analyzing the fundamental principles and their specific effects on language learners.
- Evolution of teaching methodologies from Grammar-Translation to Humanistic Approaches.
- Distinction between deductive and inductive teaching strategies.
- Impact of behaviourist theories vs. communicative competence models.
- Role of the native language (L1) and situational context in the classroom.
- Evaluation of learner-centered techniques and the reduction of anxiety.
Excerpt from the Book
3.1.1 Central Characteristics
GT consists of “a sequence of classroom activities”. First a grammatical rule is explained and examples are given. Then the learners get a bilingual vocabulary list which they should learn by heart. The lists often contain complex constructions which also should be learned with their translations. These constructions can contain sentences like: I see myself, you see yourself, he sees himself etc. Afterwards translation exercises (sentences and whole passages) from L1 to L2 and vice versa are done.
This method requires the engagement of mind very much. Compared to languages like Latin and Greek the study of modern languages at university was widely regared as the “soft option”. To overcome that view and to demonstrate that modern languages also have intellectual value “one way […] was to make the explanations difficult”. Because first the rules are stated and then examples are given the students learn the grammar deductively. These explanations are entirely given in the native language, hence L1 is very much used in the classroom. Besides that many translation tasks are given to the learner. In this method the foreign language (FL) is approached through L1. Another aspect of this method is that it mainly concentrates on written language. The reason for that is partly because Latin and Greek were not spoken and because written language seemed more suitable for acadamic use. One can also recognize that the language taught in this method is not very authentic because here the focus is on grammar and on written language, not on communication. Example sentences are used to demonstrate particular grammatical problems and not intended to be used in conversation,
Summary of Chapters
1. Introduction: Provides an overview of the distinction between language teaching methods and approaches and outlines the scope of the essay covering the 19th and 20th centuries.
3. Teaching Methods and Approaches: Explores the diverse landscape of language pedagogy including specific methodological frameworks.
3.1 Grammar-Translation Method (GT): Details the traditional approach emphasizing rote learning, translation, and grammatical accuracy.
3.2 Quosque Tandem (reform methods): Discusses the historical shift towards naturalistic and reform-oriented teaching practices.
3.3 Audio-Lingualism (AL): Examines the behaviorist-driven method focused on habit formation and drill-based repetition.
3.4 Situational and Audio-Visual Language Teaching: Highlights the shift towards contextualizing language learning within specific situational scenarios.
3.5 The Language Acquisition Device and Foreign Language Teaching: Investigates the application of psycholinguistic theories to overcome the constraints of post-puberty language acquisition.
3.6 Communicative Language Teaching (CLT): Describes the movement prioritizing functional communication and meaning over grammatical perfection.
3.7 Humanistic Approaches: Explores methods that emphasize learner personality, emotions, and personal growth.
4. Conclusion: Summarizes the effectiveness of various methods and notes that approaches favoring communication over rigid structural drilling tend to lead to greater success.
Keywords
Foreign Language Teaching, Grammar-Translation Method, Audio-Lingualism, Communicative Language Teaching, Humanistic Approaches, Language Acquisition Device, Inductive Learning, Behaviourism, Second Language Acquisition, Linguistic Competence, Situational Syllabus, Learner-Centered, Methodological Reform.
Frequently Asked Questions
What is the primary focus of this work?
The paper provides a comprehensive review of major foreign language teaching methods developed during the 19th and 20th centuries, analyzing how each method approaches instruction and impacts the learner.
What are the central thematic areas?
The key themes include the evolution of pedagogical beliefs, the role of L1 in the classroom, the shift from structural-linguistic methods to communicative and humanistic ones, and the application of psycholinguistic concepts.
What is the research goal?
The goal is to describe how various language teaching approaches and methods function and to evaluate their effectiveness in fostering real-world language competence and fluency.
Which scientific methods are analyzed?
The work covers a range of methodologies, including the Grammar-Translation Method, the Direct Method, Audio-Lingualism, Situational Language Teaching, Communicative Language Teaching, and various Humanistic approaches like the Silent Way and Suggestopedia.
What does the main part cover?
The main part is structured chronologically and thematically, breaking down each method by its central characteristics and its specific consequences for the learner's development.
Which keywords characterize the work?
Essential keywords include Language Acquisition Device, communicative competence, behaviorism, inductive teaching, and pedagogical reform.
How does the Grammar-Translation Method affect student anxiety?
The author notes that GT can increase anxiety because the focus on producing error-free, complex sentences forces students to constantly worry about strict grammatical rules rather than actual communication.
What is the unique role of music in Suggestopedia?
In Suggestopedia, Baroque music is used during the "concert" phase to create a relaxing atmosphere, intended to reduce learner anxiety and allow information to be absorbed more effectively by the subconscious.
- Quote paper
- Katharina Baron (Author), 2006, Methods of Foreign Language Teaching in the 19th and 20th Century, Munich, GRIN Verlag, https://www.grin.com/document/63128
