1. A “METHODICAL” HISTORY OF LANGUAGE TEACHING
Chapter.2
A “METHODICAL” HISTORY OF LANGUAGE TEACHING

2. APPROACH, METHOD, AND TECHINIQUE
Methodology - how to teach
Approach –well-informed position and beliefs
Method – set of classroom specifications
Curriculum/syllabus – designated program
Technique – exercises, activities, tasks

3. APPROACH, METHOD, AND TECHINIQUE
Richards & Rodgers
Method Approach
Design
Procedure

4. THE GRAMMAR TRANSLATION METHOD
Classes are taught in the mother tongue
Much vocabulary is taught in isolated words
Long, elaborate explanations of grammar
Grammar provides the rules
-putting words together, form and inflection of wods

5. THE GRAMMAR TRANSLATION METHOD
Reading of difficult classical texts is begun early
Little attention is paid to the content of text
Translate disconnected sentences from TL into L1
Little or no attention is given to pronunciation

6. GOUIN AND THE SERIES METHOD
I walk towards the door. I draw near to
the door. I draw nearer to the door. I
stop at the door.
I stretch out my arm. I take hold of the
handle. I turn the handle. I open the
door. I pull the door.

7. GOUIN AND THE SERIES METHOD
LL is a matter of transforming perceptions into conceptions
Children use language to represent their conceptions
SM-teach learners directly (without translation) and conceptually (without grammar rules and explanations)
Series of connected sentences-easy to perceive

8. THE DIRECT METHOD Exclusively in the TL
Every day vocabulary & sentences
Question-and-answer exchanges
Grammar-inductively
New teaching point-modeling, practice
Concrete vocabulary-demonstration, objects, pictures

9. THE DIRECT METHOD Abstract voca- by association of ideas
Speech and listening comprehension
Correct pronunciation and grammar
* naturalistic
* SL learning should be like L1 learning
* Not take well in public school
* Factor of skill and personality of teacher than of methodology

10. THE AUDIOLINGUAL METHOD
Dialogue form
Mimmem method
Contrastive analysis, one at a time
Using repetitive drills
Little or no grammatical explanation
Voca is limited and learned in context
Use of tapes,language labs,visual aids

11. THE AUDIOLINGUAL METHOD
Great importance is pronunciation
Very little use of mother tongue
Successful responses are immediately reinforced
Great effort to get students to produce error-free utterances
Manipulate language, disregard content

12. THE AUDIOLINGUAL METHOD
ALM was grounded in linguistic (structural) and
psychological (behavioristic) theory
Scientific descriptive analysis
Conditioning and habit-formation of learning

13. COGNITIVE CODE LEARNING
Generative transformational grammar
Rule-governed nature of language
Promote a deductive approach
Reaction to the ATM
Return to GTM

14. Community Language learning
Affective domain
lowered the defenses -
open interpersonal communication
from dependence and helplessness
to independence and self-assurance
too nondirective
Reliance on an inductive strategy of learning

15. Suggestopedia The right condition for learning
State of relaxation and giving over of control to teacher
as “childlike” as possible
The practicality of using
Issue of the place of memorization
Became a business enterprise

16. The Silent Way Cognitive, humanistic, problem-solving approach
Ausubel’s subsumption, Inductive processes
Discovery learning procedures -
Independence, autonomy, responsibility
+ cooperate
Too harsh- need more guidance and overt correction

17. Total Physical Response
Trace theory
Listening before speaking
Attention to right-brain learing
As stress-free as possible
Imperative mood
Interrogatives

18. Total Physical Response
Limitation
Advanced level of learners
Abstract language
Reading and writing

19. The Natural Approach Stephen Krashen Acquisition-Learning Hypothesis
Monitor Hypothesis
The Natural Order Hypothesis
Input Hypothesis- comprehensible input
Affective Filter Hypothesis

20. The Natural Approach Three stages -Pre-production stage
-Early speech production stage
-Speech emergent stage

21. Notional-Functional Syllabuses
Attention to functions
Contrast with a structural syllabus
Pragmatic purposes
General notions- spaces, times
Specific notions -contexts, situation
Functions - identifying, reporting, denying, asking permission, etc