Language Teaching Trends Language Teaching before the 20

Language Teaching Trends Language Teaching before the 20 th century (p. 16+ 17) n Classical Methods in the 19 th century n Language teaching before the 20 th century. n The Classical Method. n What are the main characteristics of the Classical Method? n Later in the 19 th century , the classical method came to be known as Grammar Translation Method 1

The Grammar Translation Method n What are the main characteristics of Grammar Translation Method? n What does the Grammar Translation Method require from the teacher? 2

The Grammar Translation Method n Classes are taught in the mother tongue, with little active use of the target language. n Vocabulary is taught in the form of lists of isolated words. n Long elaborate elaborations of the intricacies ‘complex parts’ of grammar are given. n Grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of words. n Reading of difficult classical texts is begun early. n Little attention is paid to the contents of texts. n Texts are treated as exercises in grammatical analysis. n Little or no attention is given to pronunciation. n Drills are often limited to exercises in translating disconnected sentences from L 2 into L 1. 3

Comments on the Grammar Translation Method n Does not enhance a student’s communicative ability. n Remembered by students as a tedious experience of memorizing endless lists of grammatical rules and vocabulary, and attempting to produce perfect translations of literary prose. n Requires few specialized skills on the part of teachers. n Tests of grammar and translations are easy to make and can be objectively scored. n Learners have little motivation to go beyond grammar, analogies, translations, and rote exercises. n Sometimes successful in leading a student towards a reading knowledge of L 2. n Does not rely on any particular theory. 4

Language Teaching Methodology n Language teaching is not easily categorized into methods and trends. n Each teacher should try and develop a sound overall approach to various language classrooms. n There are no instant recipes. n Every learner is unique. n Every teacher-learner relationship is unique. n Every context is unique. n A language teacher can build a theory based on principles of second language teaching and learning, using eclectic ‘wide-ranging’ approach. 5