Rega Detapratiwi
2201409057
Topic in Applied Linguistics/ 405-406
History
of Language Teaching
A. Traditional
Approaches (up to 1960s)
In 16th century, the form of Latin that used in The Middle
Ages was Medieval Latin, it primarily used for scholarly exchange and the
medieval Koman Catholic Church language, also for science, literature, law and
administration’s languages. Starting in late medieval times, Italian language
variants replaced Latin to become the primary commercial language for much
Europe (especially for the Tuscan and Venetian variants). This became
solidified during the Renaissance with the strength of Italian banking and the
rise of humanism in the arts.
French was the language of diplomacy in Europe from the 17th
century until its recent replacement by English, and as a result is still a
working language of international institutions and is seen on document ranging from
passport to airmail letters. Ireland and Denmark in 1973, French and German
were the only official working languages of the European Economic Community. French
was also the language used among the educated in many cosmopolitan cities
across the Middle East and North Africa. Most famous language methodologist of
17th century was J. A. Comenius (1592-1670). Languages at this time were
being taught by oral methods for communicative purposes.
In 18th century, there was Karl Julius Ploetz (1819-1881), a German
author of scholarly works, his Epitome of History published in English language
in 1883. He is credited with the idea of arranging historic data by dates,
geographic location and other factors. It became an idea of Encyclopedia of
World History which used English language. It’s one of the most complete and
comprehensive academic tools available before the electronic revolution.
Grammar Translation Method (1840- 1940s) was also known as classical
method. This method emphasis on learning to read and write, focus on grammar
rules, syntactic structures, rote memorization of vocabulary and translation of
literary texts. Vocabulary is taught in the form of lists of isolated words. Elaborate
explanations of the intricacies of grammar are given. Medium of instruction was the mother tongue. No
provision for the oral use of language. Speaking and listening were mediated
via “conversation classes”, add-ons to the main course. Demand for ability to
speak a foreign language. Reformers reconsidering the nature of langauge and
learning.
The reformers were:
1.
C Marcel
(1793- 1896): emphasized the importance of of understanding meaning in language
learning.
2.
Predengarst
(1806-1886): proposed the first structural syllabus (arranging grammatical
structures so that the easiest was taught first).
3.
Gouin
(1831-1896): attempted to build a methodology around observation of child
language learning.
In late of 19th century,
Charles Berlitz proposed the Direct Method, according to this method second
language learning is similar to first language learning. There should be lots
of oral interactions, spontaneous use of the target language, no translation is
allowed, and analysis of grammatical rules and syntactic rules. The Direct
Method is not new, most recently it was revived as a method that has as the
most important goal how to use a foreign language to communicate. The main
features of this method are: only the use of target language is allowed in
class, the leraners should be actively involved in using the language in real
everyday situation. The tecniques used in the Direct Method are reading aloud,
question and answer exercises, getting students to self-correct, conversation
practice, dictations, map drawing and paragraph writing.
The Coleman Report in 1929 recommended a reading-based approach to
foreign language teaching for use in American schools and colleges. This emphasized
teaching the comprehension of texts. Fast silent reading was the goal, but in
practice teachers often resorted to discussing the content of the passage in
English. Unlike the approach that was being developed by British applied
linguists during the same period, there was little attempt to treat language
content systematically. Sentences pattern and grammar were introduced.
Reading Method (1920-1930s) was prominent in the U.S. following the
Committee of Twelve in 1900 and following the Modern Language Study in 1928. The
earlier the method had similarity with Grammar Translation Method; presently
the reading method focuses more on silent reading for comprehension.
Basic English (by Charles Kay Odgen) is an auxiliary international language
of 850 words comprising a system covering everything necessary for everyday
purposes. The language is based on a simpler version of English, in essence a
subset of it.
The English Language Institute (by Charles Fries) was established in 1941
as the first English language research and teaching program of its kind in the
United States.
The outbreak of World War II increased the need for Americans to become
orally proficient in the languages of their allies and enemies alike. This method
was based on linguistics and psychological theory, and one of its main premises
was the scientific descriptive analysis of wide assortment of language.
B. Classic
Communicative Language Teaching (1970s-1990s)
At the end of 1960s and the beginning of 70s, as a reaction against the
defects of the Audio-Lingual Method, and taking as its theoretical based the
transformational and generative grammar of Chomsky, the cognitive code approach
became very popular. According to this approach, the learning of a language
consists in acquiring a conscious control of its structure and phonetic,
lexical grammatical elements, by means of, above all, the study and analysis of
these structures, organized into coherent groups of knowledge.
The Natural approach was developed by Tracy Terrell and Stephen Krashen
in 1977. It came to have a wide influence in language teaching in the United
States and around the world. It adopts techniques activities from different
sources but uses them to provide comprehensible input.
Suggestopedia method is a “humanistic approach” developed by Georgi
Lozanov in 1970’s. it is based on the idea that people, as they get older,
inhibit their learning to conform to the social norms and in order to
reactivate the capabilities they used as children, teachers have to use the
power of suggestion. This method is said to increase the ability of the student
to learn, to remember, and to integrate what they learn into their personality.
Communicative Language Teaching is the generally accepted norm in the
field of second language teaching. It suggests communicative language and
language acquisition, and the approach proposes vary for learners to
internalize a second language and to to experiment in a class room context.
The silent way which created by Caleb Gattegno is an approach to language
teaching designed to enable students to become independent, autonomous and
responsible learners. The best way of achieving this is to help students to be
experimental learners.
Total Physical Response is a method developed by Dr. James J. Asher, a
professor of psychology, to aid learning foreign languages. The method relies
on the assumption that when learning a second or additional language, that
language is internalized through a process of codebreaking similar to first
language development and that the process allows for a long period of listening
and developing comprehension prior to production.
Neuro Linguistic Programming has been around in language teaching longer
than we may realize. Those teachers who incorporate elements of suggestopedia,
community language learning, music, drama, and body language into their lessons
are already drawing on NLP as it stood twenty years ago. The roots of NLP are
psychology and neurology, it’s about the way the brain works and how it can be
trained for betterment.
C. Current
Communicative Language Teaching (late 1990s to the present)
Lexical approach method proposes that it is not grammar but lexis that is
the basis of language and that the mastery of the grammatical system is not a
prerequisite for effective communication.
Content based method (1995) can be focused around regular academic
courses such as history and science taught in the target language or organized
around a series of selected themes.
Task-based
instruction approaches entail in common a more flexible approach in which “content
and task are developed in tandem”. The term ‘task’ itself has been a complex
concept, defined and analyzed from various, sometimes critical, theoretical and
pedagogical perspectives.
Cooperative learning is learning in small groups where interaction
is structured according to carefully worked-out principles. The method, which
was developed in USA, arose among other things out of concern that the
traditional school was creating far too many losers, destroying the
spontaneous joy of learning in many young people and failing to develop one of
the most important things one will need in later life, i.e. the ability to
cooperate with others. Cooperative learning can be used at all age levels, from
kindergarten to university. It is much more than just a bag of tricks to make
teaching run more smoothly. It is a different way of conceiving teaching. Cooperative
learning has not been specially developed for foreign language teaching, but
can be used with advantage in all subjects. The reason why the method is
relevant for us as foreign language teachers is that - apart from everything
else it can do - it is an excellent way of conducting communicative language
teaching.
source: www.slideshare.net
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