Topic: Brief History of FLT General objectives: Trainees will be able to collect materials about the history of FLT and write a review on them.

Lesson One Writing a Review on the History of ELT Pre-task activities Step One: collecting materials about world history of ELT. Step Two: discussing on world history of ELT. Step Three: collecting materials about the history of TEFL in China. Step Four: discussing on the history of TEFL in China. While-task activities Step Five: trainees making speech about their inspiration from the history of ELT. Step Six: trainees writing a review of the history of ELT. Post-task activities Step Eight: students evaluate the reviews.

A Brief History of Foreign Language Teaching Phase 1 1. Greek learning (300BC – 200AD) 2. Latin learning (3 rd century – 16 th century ) 3. Modern language learning (17 th – 1882) Phase 2 1. The Reform Movement (1882 – 1906 ) 2. Teaching and research(1906 – 1940 ) 3. Structural language teaching( 1940 – 1970 ) 4. Communicative language teaching ( )

The Reform Movement (1882 – 1906 ) The Birth of Reform Movement The principles of the movement Consequences of the movement

The Birth of Reform Movement In 1882, Wihelm Vietor published a pamphlet entitled Language Teaching Must Start Afresh! And a movement of reform started all of a sudden.

The principles of the movement The principles of the movement were the primacy of speech, the centrality of the connected text as the kernel of the teaching – learning process, and the absolute priority of an oral methodology in the classroom.

Consequences of the movement Consequences of the movement An applied linguistic approach to language teaching began to take shape with the publication of Henry Sweet’s The Practical Study of Languages in 1899; A lot of books, pamphlets and reports were published; New professional organizations such as the International Phonetic Association were set up; Experiments on new teaching methods were carried out; School systems and administrative policies were affected.

Modern language teaching and research (1906 – 1940 ) Daniel Jones Harald Palmer Other important figures

Daniel Jones Daniel Jones was the first one that helped to make a profession the teaching of English as a second / foreign language and became well-known in the world because of his research on the profession.

Harald Palmer He tried out the Oral Method in his teaching and did his research on the English vocabulary in his spare time. He published a lot of books in these years on methods of language teaching and textbooks.

Structural language teaching( 1940 – 1970 ) The birth of Audiolingual Method The rise of Audiolingual Method The fall of Audiolingual Method The science of applied linguistics Academic works on applied linguistics

The birth of Audiolingual Method During the Second World War, a lot of American structuralists took an active part in the wartime language programmes, They applied theories and ideas of behaviorism and structuralism systematcally to foreign language teaching and devised a new approach, called Audiolingual Method, and introduced it into their language teaching programmes.

The rise of Audiolingual Method After the world war, the new approach was met with enthusiasm in America and then elsewhere in the world. It enjoyed extreme popularity in the 1950s.

The fall of Audiolingual Method Towards the end of the 50s, transformational generative linguistics was born and started a war soon after its birth against the theoretical foundation of the Audiolingual Method – behaviorism and structuralism. It attacked the foundation violently an forcefully from every angle and finally brought it down successfully from its dominant position at the end of the period.

The science of applied linguistics Another important feature of this period is that foreign language teaching itself became a science of its own. In this period, quite a number of centres for applied linguistics were founded.

Academic works on applied linguistics A lot of academic works on applied linguistics were published. Among the authors were the well-known figures like L. Bloomfield, M. A. K. Halliday, and W. Rivers.

Communicative language teaching ( ) Communicative language teaching New theories of second language acquisition New methods of language teaching New approaches to language syllabus Exploration of the human relation

Communicative language teaching The appearance of functional linguistics, as a new approach to linguistic study, and new disciplines like sociolinguistics and pragmatics enabled people to look at foreign language teaching from a different angle and induced people to take a functional attitude o the teaching of foreign languages.

New theories of second language acquisition In the 1970s, linguists, psychologist and applied linguists did serious research into the language acquisition process and a lot of theories were proposed.

New methods of language teaching Though communicative language teaching is the main trend in this period, this does not mean that people have ceased to find new methods for the teaching of foreign language.

New approaches to language syllabus In this period, some applied linguists began to turn their attention to the ways of organizing the teaching content. The notional syllabus designed by a group of scholars from different countries is just one example of this trend.

Exploration of the human relation Language teaching involves teachers and students. The relations between teachers and students, and the relations among the students themselves must have some impact on the result of learning. People began to make investigation into the problem of relations in the classroom in this period.

The history of TEFL in China 1. Prior to Liberation (1902 – 1949) A – 1922 B Shortly after Liberation (1949 – 1952 ) 3. “ The Russian Years” (1953 – 1957 ) 4. The First “Renaissance” (1958 – 1966 ) 5. The Cultural Revolution Years (1966 – 1977 ) 6. The Second “Renaissance”( )

1. Prior to Liberation (1902 – 1949) English teaching and learning first appeared in China in the year of 1862 during the Ching Dynasty. Yet it took exactly forty years for the English instruction to formally included in the curricula of primary and secondary schools.

A The overall teaching in schools basically followed the model of Japan. English instruction in particular was characterized by 1) eight hours a week 2) focusing on developing reading skill and the ability to do translation 3) emphasizing the learning of grammar 4) learning pronunciation and intonation through imitation with little systematic teaching of phonetics.

B Following the models of Britain and America. The major characteristics: 1) Five hours a week 2) All-round training of listening, speaking, reading and writing at the junior high level of learning. 3)The science of language; the International Phonetic Alphabet was recommended. 4) Direct method of teaching had been proposed. Students had more exposure to the living English language

2. Shortly after Liberation (1949 – 1952 ) Its most notable feature was its clear identification of the general goal of TEFL – learning English to serve the new Republic. There was not, however, much change in teaching material and teaching methods.

3. “ The Russian Years ” (1953 – 1957 ) Learning from the soviet Union and rejecting United States. English gradually disappeared from the curriculum with Russian taking its place. Russian methodological principles : “three-centred” teaching, I.e. classroom-centred, teacher-centred, and textbook-centred. The notorious “spoonfeeding” method or the “stuffed duck’ method characterized classrooms in all subjects.

4. The First “ Renaissance ” (1958 – 1966 ) 1. A period of great growth and change for English teaching 2.The 1958 education reform strongly challenged the existing teaching materials and teaching methods. 3. English also became a requirement for the entrance examination for colleges and universities with its score recorded for reference. 4. In 1960, a brand new set of “Innovative Teaching Material” was compiled in Shanghai. For the first time listening and speaking skills received significant attention in Chinese TEFL 5. In 1961 the new “English Textbooks for a Ten-Year Instruction Programme” were put into use in all schools. All –round development of the four basic skills. 6.In 1962 English became a formal requirement for the entrance examination, and began to appear in the curriculum of the fourth and fifth year of the primary schools. 7. In 1963 the textbooks “English for Full-time Secondary Schools” were then published —1966 debates began in the fields of philosophy and education. Giving priority to listening and speaking in an all-round development of the four basic skills.

5. The Cultural Revolution Years (1966 – 1977 ) Textbooks always began with “Long live’ and ended with “quotations”. All the teacher had to do was teach the new words, read the text, and translate the text into Chinese. Class began with “teach for the revolution! Study for the revolution!” During that period, as colleges and universities had not yet been reopened, most secondary school graduates would have to go to the countryside or to the factories. This caused crises of motivation and discipline.

6. The Second “ Renaissance ” ( ) In secondary institutions,m English has been made one of the three major subjects along with Chinese and maths. In 1978the score of the English examination was used as a reference for senior high and college examinations. 1979—10%, 1980—20%, 1981—50%, 1982—75%, 1983— 100% Audio-lingual Method—Communicative Method, ESP teaching