Foreign Language Teaching Methods: Traditional to Modern

Posted on Feb 2, 2025 in Other civil servant exams

Unit 13: The Traditional Approach: The Grammar-Translation Method. Modern Approaches. Current Approaches. Content and Language Integrated Learning (CLIL)

The present essay aims to study the development of foreign language teaching methods. In order to do so, I will first concentrate on the traditional methods. After analyzing these language teaching methods, I will examine the reactions to audiolingualism. Next, I will describe a functional approach by means of communicative language teaching. Then, I will concentrate on some modern adaptations of the Direct Method: Total Physical Response and the Natural Approach. After that, several humanistic approaches to language teaching will be studied. The last part deals with the most recent approaches like the task-based approach and content-based learning. Finally, I will compile the main conclusions and the bibliography used to develop this topic.

As far as foreign language learning is concerned, the legal framework is the Organic Law 2/2006 of Education, 3^rd May, modified by the Organic Law for the Improvement in Educational Quality, 8/2013, 9^th December. Section XII of its preamble establishes that “the command of a second or third language has become a priority in the Education field, as a consequence of the globalization process we live”.

One of the most relevant aspects of the Organic Law for the Improvement in Educational Quality is related to the Order ECD/65/2015, 21^st of January, which establishes the relation among the key competences, contents, and evaluation criteria in Primary Education. On the other hand, the Royal Decree 126/2014, 28^th of February, establishes the Minimum Teaching Requirement for Primary Education and it states in article 7, Objective F “to acquire basic communicative competence, in at least, one foreign language to enable expression and comprehension of simple messages and survive in everyday situations”. In addition, the Order EDU/519/2014 17th of June, modified by the Order EDU 278/2016 8^th of April, which establishes the minimum contents for Primary Education in the Autonomous Community of Castilla y León.

Bearing in mind all these legal references, I will start mentioning:

1. The Traditional Approach: The Grammar-Translation Method

This method derives from the traditional approach to teaching languages such as Latin and Greek. In the 18^th century, textbooks consisted of abstract grammar rules, lists of vocabulary, and sentences for translation. By the 19^th century, this approach became the Grammar-Translation Method.

The goal is to learn a foreign language in order to read its literature. Vocabulary is taught through bilingual word lists and memorization. Accuracy is emphasized; the students have to produce perfect translations. The mother tongue is used to explain new items and the material used is the textbook.

2. Modern Approaches

2.1. The Direct Method

The simple idea behind the Direct Method was that people learn languages by hearing them and engaging in conversation, so oral communication is the main objective. The skills of listening comprehension and speaking are taught gradually and systematically, so reading and writing are developed later. New teaching items are taught orally, through demonstration, objects, and pictures. Correct pronunciation and grammar are emphasized. Grammar is taught inductively. Translation is avoided and teachers don’t follow a textbook; they follow their own plan.

2.2. The Oral Approach

This approach began with the work of British applied linguists in the 1920s and ’30s. The objective of this method is to teach the basic skills of language. And its characteristics are that:

Oral skills are taught first.
Structures are taught within sentences.
Situations are used to present new sentence patterns.
Accuracy in both pronunciation and grammar is regarded as crucial.
Learners are not given grammatical explanations.
The Method is dependent on both a textbook and visual aids.

However, in the mid-60’s, this Method began to be questioned, because the learner was often unable to use the language for real communication outside the classroom.

2.3. The Audio-Lingual Method

It derives from behaviorism at the end of the 1950s. The main aim in the early stages is oral proficiency. Language skills are taught in this order: listening, speaking, reading, and writing. Language structures are learned through imitation, repetitions, and memorization. Accuracy in pronunciation, stress, rhythm, and intonation is emphasized. Translation and grammatical explanation are avoided. Tape recorders and audiovisual equipment are essential in Audiolingualism.

This method has some advantages:

It provides the learner with considerable conversational fluency.
Language is practiced orally before being seen and used in the written form.
Students proceed in very easy steps: simple repetitions, then simple drills to complex drills.

3. Humanistic Approaches

Humanistic approaches focus on the learners’ emotional factors. The creation of a positive mood in the learner will facilitate learning.

A. Total Physical Response

The Total Physical Response method was developed by James Asher. It attempts to teach language through physical activity. Its principles are:

Comprehension abilities precede productive skills.
Teaching should focus on meaning rather than form.
Teaching should reduce learner stress.
The verb in the imperative is the central linguistic form around which language learning is organized.

But, to be able to judge the effectiveness of this method, however, we must use it in association with other methods and techniques.

B. The Natural Approach

On the other hand, Stephen Krashen considered successful acquisition to be bound up with the nature of language input the pupils receive in class. The Natural Approach gives importance to comprehension over production.

The main features of this method are:

As much comprehensible input as possible must be presented.
Whatever helps comprehension is important.
Focus on listening and reading; speaking should be allowed to emerge.
A relaxed classroom atmosphere.

The Natural Approach emphasizes comprehension and meaningful communication, as well as the importance of emotional rather than cognitive factors in learning. However, some authors point out problems: acquisition takes a long time, and it doesn’t make sense that learned language doesn’t lead to acquisition.

C. The Silent Way

So Caleb Gattegno devised The Silent Way, which is based on the principle that the teacher should be as silent as possible, and the learner should be encouraged to speak as much as possible. The Silent Way focuses on the capacity for self-awareness. The innovations in Gattegno’s method are to be found in the indirect role of the teacher of monitoring learners’ performance, the responsibility placed upon learners to figure out how language works, and the materials used to elicit language.

D. Community Language Learning

Moreover, Charles A. Curran developed the Community Language Learning method, which is based on the principle that “true” human learning is both cognitive and affective. This is the procedure: a student whispers a message in the mother tongue; the teacher translates it into the target language; the student repeats the message in the foreign language into a cassette. Students compose further messages with the teacher’s help, and then reflect upon their messages and their feelings. Feelings of security, belonging, independence, and assertion are developed in stages.

E. Suggestopedia

Suggestopedia is a method developed by Georgi Lozanov. It is based on the non-conscious influences that human beings have when learning. Suggestopedia tries to optimize learning by creating a relaxing and enjoyable classroom atmosphere. The teacher presents linguistic material in a way most likely to encourage positive reception and retention. The idea is to convey that language learning is easy and natural.

4. Current Approaches

4.1. The Communicative Approach

It arose in the 1970s as a reaction to the Audiolingual method, which paid more attention to structure than to its function. What struck Noam Chomsky about language was its creativity, the capacity to generate completely novel sentences endlessly. He argued that sentences are not learned by imitation and repetition but generated from the learners’ competence, so learners should be encouraged to use their innate and creative abilities. The current educational law in Spain has also incorporated the communicative principles into its syllabus design.

Some characteristics will be shown:

The goal of language teaching is for the learner to develop communicative competence.
Contextualization of language items is a basic premise: teaching items are introduced in a meaningful context.
A functional syllabus consists of arranging the functions of language.
Translation may be used where and when students need or benefit from it.
Fluency and acceptable language are prior to accuracy.
Grammar explanation is used if the students benefit from it.
A judicious use of the mother tongue is also accepted.
Materials have a very important role in promoting communicative language use, such as audio-visual materials, task-based communication activities, games, role-plays, and realia.

The advantages are that the teaching focuses its attention on real-world language use. The role of the learner in the teaching-learning process is emphasized, bearing in mind the learners’ perceptions, feelings, and attitudes. The learner is also encouraged to work independently from the teacher, through pair and group work. The role of the teacher is to help learners in any way that motivates them to work with the language.

4.2. The Learner-Centered Approach

Since the 1970s, methodologists claimed that learners had an active role in their learning processes, so they followed the learner-centered approach: its aim is to train students to be good learners. The teacher is a helper who assists what to do, but he/she does not teach directly. Learner autonomy is the goal of learner training. Three main areas are involved in a learner training program: Personal assessment, Learning strategies, Language awareness.

But, this methodology has a main disadvantage, which is the difficulty in matching individual needs with group needs.

4.3. Task-Based Learning

Because of that, in the 1970s, the Task-Based Learning method emerged. It aims to create opportunities for language use, to help language learners activate whatever language they know, and to discover for themselves what other language they need to learn. It’s a goal-oriented communicative activity in which learners talk or write to each other. Tasks involve pupils exchanging real meanings for a real purpose. Task-Based Learning methodologists also reject the presentation-practice-production methodology, where students are expected to produce language only after they have practiced the structures.

4.4. Content and Language Integrated Learning (CLIL)

As we are in a globalization era, we follow Content and Language Integrated Learning (CLIL). Teaching integrated learning is turning into a modern strategy to equip students with the adequate skills to manage in the global age. CLIL embraces different approaches in which some school subjects are covered through a foreign language, being the goals and outcomes related to both content and the foreign language. The benefits of CLIL methodology may be seen in terms of cultural awareness, language competence, preparation for both study and working life, and increased motivation.

In order to follow a CLIL methodology in our lessons, the teacher should provide the students with activities which reinforce other areas. For example, if the students are learning healthy habits in Science; then, in the English subject, they will complete a reading task based on vegetables and fruit.

5. Conclusion

I would like to say that many different methods have been researched for the best way of teaching a foreign language. Therefore, the teacher will develop a critical attitude to find an effective method of teaching, bearing in mind that the student is the center of the teaching-learning process.

Bibliography

COUNCIL OF EUROPE. (2003). Common European Framework of Reference for Languages. United Kingdom: Cambridge University Press.
EMMER, E.T. & GERWELS, M.C. (2002). Cooperative Learning in elementary classrooms: Teaching practices and lesson characteristics. The Elementary School Journal.
GARDNER, H. (2001): Reformulated Intelligence. Multiple Intelligences in XXI Century. Buenos Aires: Paidós.
HARMER, J. The Practice of English Language Teaching. London: Longman, 2008 (4th ed.)
NUNAN, D. (2010): Language Teaching Methodology. University Press.

Referring to the webpages: