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Changes in language teaching methods, throughout history have reflected recognition of changes in the kind of proficiency learners need, such as a move toward oral proficiency rather than reading comprehension as the goal of language study; they have also reflected changes in theories of the nature of language and of language learning. Kelly (1969) and Howatt (1984) have demonstrated that many current issues in language teaching are not particularly new. It has been estimated that some sixty percent of today's world population is multilingual. It is fair, then, to say that throughout history foreign language learning has always been an important practical concern. Whereas today English is the world's most widely studied foreign language, five hundred years ago it was Latin, for it was the dominant language of education, commerce, religion, and government in the Western world. In the sixteenth century, however, French, Italian and English gained in importance as a result of political changes in Europe, and Latin gradually became displaced as a language of spoken and written communnication. By the nineteenth century, this approach based on the study of Latin had become the standard way of studying foreign language in schools. A typical textbook in the mid-nineteenth century thus consisted of chapters or lesson organized around grammar points. Each grammar point was listed, rules on its use were explained, and it was illustrated by sample sentences. This approach to foreign language teaching became known as the Grammar-Translation Method. The principal charcteristics of the Grammar-Translation Method were these: The goal of foreign language study is to learn a language in order to read its literature or in order to benefit from the mental discipline and intellectual development that result from foreign-language study, reading and writing are the major focus.Vocabulary selection is based solely on the reading texts used, and words are taught bilingual word list, dictionary study, and memorization, the sentence is the basic unit of teaching and language practice, accuracy is emphasized, grammar is taught deductively, the student's native language is the medium of instruction. Language teaching innovations in the nineteenth century The Frenchma C. Marcel (1793-1896) referred to child language learning as a model for language teaching, emphasized the importance of meaning in learning, proposed that reading be taught before other skills, and tried to locate language teaching within a broader educational framework. Teacher and linguists began to write about the need for new approaches to language teaching, and through their pamphlets, books, speeches, and article, the foundation for more widespread pedagogical reforms was laid. This effort became known as the Reform Movement in language teaching.
Contemporary trends in the teaching of english as a foreing language.
A good overview of EFL methods and approaches. If you don't want to fork out for
Introduction: Approaches and methods are very much interrelated in the field of English language teaching and learning. Approaches are theories or beliefs of language teaching and learning. Methodology, is understood to mean methods in general sense, and in some cases it is even equated to specific teaching techniques i.e. how to teach something. An American linguist Edward Anthony, and two other linguists-Jack Richards and Theodore Rodgers revised the model which gives the pathway of teaching and learning approaches and methods with the help of using techniques and other procedures later. Both the models are given bellow to show the relationships among the elements related to each other so that the idea of the approaches and methods are cleared. Antony's model (1963), we see approach, methods and techniques. Approach: Theory of language teaching Theory of language learning Method: An overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach Technique: The actual implementation in the language classroom Richards and Rodgers Model (2001), we see this as a modified version of Anthony. Here, Method is divided into approach, Design and Procedure. Approach: Theory of language teaching Theory of language learning
AN EXPERIMENTAL STUDY ON ENHANCING EIGHT GRADE STUDENTS’ ACADEMIC ACHIEVEMENT IN TEOG ENGLISH EXAMINATION BY IMPLEMENTING INNOVATIVE LEAN EDUCATIONAL METHOD
AN EXPERIMENTAL STUDY ON ENHANCING EIGHT GRADE STUDENTS' ACADEMIC ACHIEVEMENT IN TEOG ENGLISH EXAMINATION BY IMPLEMENTING INNOVATIVE LEAN EDUCATIONAL METHOD2018 •
2006 •
A brief history of foreign language teaching
India's Higher Education Authority UGC Approved List of2019 •