Evolution of Foreign Language Teaching Methods: From Grammar Translation to Modern Approaches
TOPIC 13: Evolution of Foreign Language Teaching: From Grammar Translation Methods to Current Approaches
1. Introduction
Many different methods and approaches have been devised in the search for the best way of teaching a foreign language. To some teachers, the wide variety of methods available may be confusing rather than helpful. It is best to have a flexible and practical attitude and recognize the advantages of each method, that is, to be eclectic. One of the main advantages is the possibility of choosing the most appropriate method for each student’s needs and circumstances.
It is therefore advisable for the English teacher to be aware of all the methods available and select different aspects of each one. However, nowadays the most appropriate method to be used in the teaching and learning process is the Communicative Approach, as reflected in LOMLOE 3/2020 (December 29th), which was developed in Royal Decree 157/2022 (March 1st) and Decree 61/2022 (July 13th) for the Madrid Autonomous Community, all focused on communication.
Throughout this topic, I will explain the different approaches and methods that have been used throughout the years. I will start with the oldest methods, such as Grammar-Translation and Direct methods, and I will move on to explain newer ones like the Task-Based approach or the Learner-Centered approach.
2. Method and Approach Definition
First of all, it is necessary to define and distinguish three important concepts that will be used throughout this topic: approach, method, and technique.
- An approach is a set of assumptions about the nature of a language and its teaching. It includes the theory of language and language learning.
- In contrast, a method is a set of techniques or procedures that usually follow a systematic scheme. It includes language skills, content to teach, and their sequence.
- In this sense, it can be added that a technique is a single procedure.
Bearing these aspects in mind, let’s explain the main methods and approaches to teaching a foreign language.
3. The Traditional Approach
First, regarding the traditional approach, the most common method is the Grammar-Translation method. Below, I will explain the main features.
3.1. The Grammar-Translation Method
This method, initially used for teaching classical languages, emerged in the 19th century. Its primary focus is on teaching grammar, employing translation between the target and native languages as its main technique.
The most commonly used activities in this method are the following:
- Rephrasing
- Looking for antonyms and synonyms in texts
- Translating passages from or into English
- Reading comprehension questions
Considering these factors, there are both advantages and disadvantages to the Grammar-Translation Method. On the positive side, students transition from their native language to the target language, and grammar is taught explicitly.
However, there are drawbacks, including a minimal focus on communicative language use, and the learning experience may become tedious and demotivating for students, especially those with poor memory skills.
4. Modern Approaches
Now, moving on to modern approaches, we may state five main methods: the Direct Method, the Oral Approach Method, the Audio-Lingual Method, and the Audio-Visual Method. Let us explain them.
4.1. The Direct Method
Towards the mid-19th century, the Grammar-Translation method started to be questioned in several European countries, and the Direct Method appeared.
This method is characterized by teaching language without the use of the mother tongue; therefore, students are encouraged to speak as soon as possible, as oral skills are emphasized over written ones. Also, grammar is taught inductively.
The main activities used in the Direct Method are questions they have to answer and activities based on students’ self-correction through alternative answers.
In summary, on the positive side, it promotes the use of realistic and meaningful language, emphasizes spoken language and pronunciation, and encourages students to think in the foreign language. However, drawbacks include potential confusion among students, neglect of grammatical structures, and inefficient avoidance of the mother tongue.
4.2. Oral Approach Method
Next, British applied linguists in the 1920s and 1930s attempted to develop a more scientific foundation for teaching English than was evidenced in the Direct Method.
The Oral Approach, also called Situational Language Teaching, was influenced by British structuralism: speech is the basis of language, and structure is at the heart of speaking ability. The main classroom activity is the oral practice of structures.
The main characteristic of this method is accuracy in pronunciation and grammar while avoiding errors. The method prohibits the use of the mother tongue, requiring students to deduce grammar from context rather than receiving explicit explanations.
Therefore, it offers advantages such as starting with spoken language, teaching simple forms before complex ones, and presenting language within a contextual framework. However, it has faced criticism since the mid-1960s due to students’ inability to apply language skills beyond the classroom.
4.3. Audio-Lingual Method
The Oral Approach and Audiolingualism share similarities in their views on language learning but originate from different traditions. The Oral Approach evolved from the Direct Method, while Audiolingualism stems from behaviorism, with advocates like Bloomfield. Audiolingualism emerged due to the success of the Army Method during World War II, where soldiers needed fluency in various languages like German and French.
As far as the characteristics of this method are concerned, we can point out that it prioritizes communication with accurate language and pronunciation.
This method employs activities like memorizing dialogues and drills, focusing on repetition and imitation.
Advantages include accurate speaking practice, prioritizing pronunciation, and active student participation. However, drills may be dull, and the language learned might be too basic.
4.4. Audio-Visual Method
The Audio-Visual Method appeared in France and is similar to the previous one. In this method, the principal feature is visually presented and tries to involve students in meaningful utterances and contexts.
The main advantages of using this method are that it goes from a total view of a situation to a particular segment of the language. As disadvantages, we can underline that it has difficulties in conveying meanings and that the teaching sequences are too rigid and based on unproven assumptions.
5. Current Approaches
Once I have explained Traditional and Modern Approaches, I will talk about the latest approaches applied to teaching any foreign language: the Communicative Approach, Humanistic Approaches, the Learner-Centered Approach, and Task-Based Learning.
5.1. Communicative Approach
First, the Communicative Approach emerged in the 1970s as a response to the Audiolingual method, spurred by changes in American linguistic theory influenced by Noam Chomsky. Chomsky rejected structuralist and behaviorist approaches, emphasizing learners’ innate abilities and language’s creative capacity. Then British linguists like Halliday, Austin, and Hymes emphasized language’s communicative potential. And the current LOMLOE integrates communicative principles, prioritizing student-centered learning and practical language use, aligning with the Communicative Approach’s focus on language use.
The positive side of the Communicative Approach is that it is learner-centered, with teachers acting as guides, and it emphasizes using language for real-life situations. However, it may not be suitable for all levels, and it tends to avoid grammar instruction.
To promote communicative learning, we can engage students in authentic projects, such as hosting a news program to report on school events.
5.2. Humanistic Approaches
Humanistic Approaches in language teaching care about the learner’s feelings and personality. They believe that creating a positive and happy atmosphere helps students learn better. Therefore, we can find the following methods:
5.2.1. The Silent Way
It was developed by Caleb Gattegno (1976), and its main principle is that students are responsible for their own learning, and they are encouraged to become independent when using the foreign language.
The most important characteristic of this method is that the process begins with studying foreign sounds associated with colors in an enjoyable atmosphere.
The main advantage of using this method is that it fosters students’ active participation, as well as their responsibility in their learning process and their cooperation. Nevertheless, this method is not valid for all levels.
5.2.2. Suggestopedia
This method was developed by Lozanov (1979), and it emphasizes the importance of the psychological environment in the learning process. The setting is crucial: we take advantage of sofas, soft lighting, classical music, etc., to relax students and make them feel more confident.
Some advantages of this method are that students learn a lot of vocabulary and that psychological factors can be highlighted. Regarding the most relevant disadvantages, we can underline that it is only suitable for adults and that it cannot be developed in a regular classroom.
5.2.3. Community Language Learning
Community Language Learning, developed by Charles Curran in 1976, emphasizes that real learning involves both cognitive and emotional aspects since he observed that adults often feel uneasy when learning something new.
The most relevant advantages of using this method are that learning takes place contextually and personalized and that grammar is analyzed inductively. However, as the main disadvantages, we can point out the lack of systematization, the lack of variety in content, and that there is no previous arrangement of content.
5.2.4. Total Physical Response
Total Physical Response (TPR), created by James Asher in 1974, is a teaching method that links language learning with physical actions. Asher believes that, like babies who learn their first language by following commands and physically reacting, learners can grasp a new language through similar actions. TPR focuses on understanding before speaking and uses simple commands. “The Directions Rap Song” is a clear example of this method since it says directions while using mimes, making students learn all the vocabulary quickly. However, we cannot forget to allow students to manipulate all these words learned using songs.
The main advantages of the method are the critical role of comprehension and the reduction of stress in the learner. However, to make this method effective, it has to be used in association with other methods and techniques.
5.3. The Learner-Centered Approach
Since the 1970s, teaching has changed to focus more on personalized learning, creating or using materials according to students’ needs and likes, such as an interactive Master Chef Monopoly to learn food vocabulary. This is also perfect for attending to Universal Learning Design (ULD), with multiple ways to represent information, multiple ways of expressing themselves, and several ways of motivation. The main advantage is that students take more responsibility for their own learning; however, it is difficult to match individual needs with group needs.
5.4. The Task-Based Approach
In the 1970s, educators like N.S. Prabhu believed that by prioritizing meaning in class, language could be learned incidentally. Prabhu designed tasks with problem-solving elements for students to engage in.
Task-Based Learning (TBL) is a communicative activity where learners interact for real purposes. It aims to create language use opportunities, activating what learners already know and helping them discover what else they need to learn.
However, it may not be suitable for young students lacking intellectual capabilities, and it may prioritize fluency over accuracy or correctness.
6. Conclusion
Throughout this topic, I have outlined various language learning approaches, each with its own strengths and weaknesses. All of them are used to reach the Communicative Approach, as reflected in LOMLOE 3/2020 (December 29th), developed in Royal Decree 157/2022 (March 1st) and Decree 61/2022 (July 13th) for the Madrid Autonomous Community. As a conclusion to this topic, we have to mention that although all these methods have introduced innovations at a given moment, our role as teachers is to know all the possible interactions among the curriculum, teachers, students, activities, methodology, and materials. Furthermore, teachers must have an active role and design their own methodology.
7. Bibliography
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