Language Teaching: History, Approaches, and Methods
A Brief History of Language Teaching
Changes in language teaching methods throughout history have reflected recognition of changes in the kind of proficiency learners need.
The Grammar-Translation Method
- Reading and writing are the major focus.
- Vocabulary selection is based solely on the reading texts used.
- The sentence is the basic unit.
- Accuracy is emphasized.
- Grammar is taught deductively.
The Direct Method
The Natural Method argued that a foreign language could be taught without translation or the use of the learner’s native tongue if meaning was conveyed directly through demonstration and action.
Never translate: demonstrate. Never explain: act. Never make a speech: ask questions. Never imitate mistakes: correct. Never speak with single words: use sentences. Never speak too much: make students speak much.
Approaches and Methods in Language Teaching
According to Anthony’s model, approach is the level at which assumptions and beliefs about language and language learning are specified; method is the level at which theory is put into practice and at which choices are made about the particular skills to be taught, the content to be taught, and the order in which the content will be presented; and technique is the level at which classroom procedures are described.
- Approach: Refers to theories about the nature of language (structural or functional) and language learning.
- Design: Is the level of method analysis in which we consider (a) what the objectives of a method are; (b) how language content is selected and organized, etc.
- Procedure: Encompasses the actual moment-to-moment techniques, practices, and behaviors.
Methods and Approaches in the 20th Century
The Oral Approach and Situational Language Teaching (SLT)
Approach:
- Theory of language: “structuralism”
- Theory of learning: a type of behaviorist habit-learning theory
Design:
- The objectives of the SLT method are to teach a practical command of the four basic skills of language.
- A structural syllabus is a list of the basic structures and sentence patterns of English, arranged according to their order of presentation.
Procedure:
Procedures at any level aim to move from controlled to freer practice of structures and from oral use of sentence patterns to their automatic use in speech, reading, and writing.
The Audiolingual Method
Approach:
- Theory of language: structural linguistics.
- Theory of learning: Behaviorism
Design:
- Objective of oral proficiency.
- The starting point is a linguistic syllabus.
- Dialogues and drills form the basis of audio-lingual classroom practices.
Procedure:
The focus of instruction is on immediate and accurate speech; there is little provision for grammatical explanation or talking about the language. As far as possible, the target language is used as the medium of instruction, and translation or use of the native tongue is discouraged.
Communicative Language Teaching (CLT)
Approach:
- Theory of language as communication. communicative dimensions of language.
- Little has been written about learning theory.
Design:
- Curriculum or instructional objectives for a particular course would reflect specific aspects of communicative competence.
- The range of exercise types and activities compatible with a communicative approach is unlimited. LITTLEWOOD (1981) distinguishes between “functional communication activities” and “social interaction activities” as major activity types in Communicative Language Teaching.
Procedure:
Although each unit has an ostensibly functional focus, new teaching points are introduced with dialogues, followed by controlled practice of the main grammatical patterns. The teaching points are contextualized through situational practice.