approach

1. BRIEF HISTORY OF LANGUAGEBRIEF HISTORY OF LANGUAGE
TEACHINGTEACHING

2. Learning another language apart from the mother tongueLearning another language apart from the mother tongue
has always been important for people, because of thehas always been important for people, because of the
reasons such as knowing other cultures, travelling, trade,reasons such as knowing other cultures, travelling, trade,
religion and even need of being a spy in the others. If wereligion and even need of being a spy in the others. If we
examine where and when second language educationexamine where and when second language education
started, we cannot give a precise answer; however, it isstarted, we cannot give a precise answer; however, it is
a fact that bilingualism has always been the norma fact that bilingualism has always been the norm
instead of monolingualism. Another point is that thisinstead of monolingualism. Another point is that this
second language education has changed throughsecond language education has changed through
languages. Romans were trying to learn Greek, and thenlanguages. Romans were trying to learn Greek, and then
Latin became popular. Finally, English has theLatin became popular. Finally, English has the
importance now. So, we know why people want to learnimportance now. So, we know why people want to learn
other languages, but the question is this:other languages, but the question is this:

3. How can they learn theseHow can they learn these
languages?languages?
 This question has always got the attention ofThis question has always got the attention of
pedagogues, linguists and scientists. The answer to thispedagogues, linguists and scientists. The answer to this
question has also changed according to reasons whyquestion has also changed according to reasons why
people want to learn languages and what thepeople want to learn languages and what the
pedagogues, linguists and scientists understand frompedagogues, linguists and scientists understand from
teaching language. For example, we can see a trendteaching language. For example, we can see a trend
from written language to oral language. Furthermore,from written language to oral language. Furthermore,
many approaches methods, and techniques have beenmany approaches methods, and techniques have been
developed for the needs of language teaching. When wedeveloped for the needs of language teaching. When we
look at them, we can divide the second languagelook at them, we can divide the second language
teaching to four periods. Although there are not exactteaching to four periods. Although there are not exact
names of these periods, we will call them as Classicalnames of these periods, we will call them as Classical
Period, Alternative Period, Current CommunicativePeriod, Alternative Period, Current Communicative
Period, and Post-method Era.Period, and Post-method Era.

4. HistoryHistory
The changing winds and shifting sands of the history of English
Language Teaching during the early periods, (About YEAR 500)
social settings, conventions and opinions of the philosophers and
statesmen influenced language learning.
Throughout the Medieval Period, (500 - 1450 AD) we see the effect
of Latin in the form of special emphasis on grammar.
Why was Latin the world’s most widely
studied foreign language 500 years ago?
Latin was the world’s most widely studied foreign language 500
years ago because it was the dominant language of education,
commerce, religion, and government in the Western world

5. With The Renaissance (14th and 17th centuries) strong
advocates arose for an inductive approach to grammar.
Deductive? or Inductive?
The deductive approach is a traditional style of teaching where
the grammatical structures or rules are dictated to the students
first. Thus, the students learn the rule and apply it only after they
have been introduced to the rule. In this approach, the teacher is
the centre of the class and is responsible for all of the
presentation and explanation of the new material. The inductive
approach represents a more modern style of teaching where the
new grammatical structures or rules are presented to the students
in a real language context. The students learn the use of the
structure through practice of the language in context, and later
realize the rules from the practical examples.

6. In the 18th Century there was emphasis on use and
practice, and language instruction was influenced
by the writers of new vernacular grammarians.
Children entering “grammar school” in the
sixteenth, seventeenth, and eighteenth centuries in
England were initially given a rigorous introduction
to Latin grammar, which was taught through
1) rote learning of grammar rules
2)study of declensions and conjugations
3) translation
4) practice in writing sample sentences
5) sometimes with the use of parallel bilingual texts
and dialogue.

7. What did textbooks of modern languages
consist of in the eighteenth century?
Textbooks consisted of:
 Statements of abstract grammar rules.
 Lists of vocabulary.
 Sentences for translation.
 Speaking the foreign language was not the goal.
 Oral practice was limited to students reading
aloud the sentences they had translated.
 These sentences were constructed to illustrate
the grammatical system of the language and
consequently bore no relation to the language of
real communication.

8. The 19th Century there remained two important features,The 19th Century there remained two important features,
Grammar and Translation. By the 1890s there was aGrammar and Translation. By the 1890s there was a
tendency towards naturalism.During 1920s, Behaviouraltendency towards naturalism.During 1920s, Behavioural
Psychology showed its effect on language teachingPsychology showed its effect on language teaching
along with structuralism, and language was considered aalong with structuralism, and language was considered a
kind of habit formation.In 1959, there was strong attackkind of habit formation.In 1959, there was strong attack
to the idea that language is learnt behaviour. Languageto the idea that language is learnt behaviour. Language
then was a complex rule based system. Then morethen was a complex rule based system. Then more
recent investigations cantered on the distinction betweenrecent investigations cantered on the distinction between
acquisition and learning.It was claimed that acquiring isacquisition and learning.It was claimed that acquiring is
more successful and long lasting than learning.In 1970s,more successful and long lasting than learning.In 1970s,
there has been agreement that language has to bethere has been agreement that language has to be
acquired as a result of deeper experience, that is, byacquired as a result of deeper experience, that is, by
means of some learning tasks.means of some learning tasks.

9. What did a typical textbook in the
mid-nineteenth century consist of?
A typical textbook in the mid-nineteenth century consisted
of:
(1) chapters or lessons organized around grammar points
(a) Each grammar point was listed
(b) rules on its use were explained
(c) it was illustrated by sample sentences.
(2) Textbook compilers were mainly determined to codify
the foreign language into frozen rules of morphology and
syntax to be explained and eventually memorized.
(3) Oral work was reduced to an absolute minimum
(4) a handful of written exercises, constructed at random,
came as a sort of appendix to the rules.

11.  The The grammar-translation methodgrammar-translation method is is
a method of teaching foreing language deriveda method of teaching foreing language derived
from the classical (sometimes called traditional)from the classical (sometimes called traditional)
method of teaching Greek and Latin. Inmethod of teaching Greek and Latin. In
grammar-translation classes, studentsgrammar-translation classes, students
learn grammatical rules and then apply thoselearn grammatical rules and then apply those
rules by translating sentences between therules by translating sentences between the
target language and their native language.target language and their native language.
Advanced students may be required to translateAdvanced students may be required to translate
whole texts word-for-word. The method has twowhole texts word-for-word. The method has two
main goals:main goals:

12. Goals of the Grammar-translationGoals of the Grammar-translation
methodmethod
 to enable students to readto enable students to read
and translate literature written in the targetand translate literature written in the target
language.language.
 to further students’ general intellectualto further students’ general intellectual
development.development.

13. MethodMethod
 Use of mother tongue.Use of mother tongue.
 Vocabulary items are taught in the form of wordVocabulary items are taught in the form of word
lists.lists.
 Elaborate explanations of grammar.Elaborate explanations of grammar.
 Focus on the morphology and syntax.Focus on the morphology and syntax.
 Reading of difficult texts early in the course.Reading of difficult texts early in the course.
 Practice focuses on exercises translatingPractice focuses on exercises translating
sentences or texts from mother tongue to thesentences or texts from mother tongue to the
target language and vice versa.target language and vice versa.

14.  It is surprising to see that the GrammarIt is surprising to see that the Grammar
Translation Method was still in use inTranslation Method was still in use in
some classrooms during the late decadessome classrooms during the late decades
of the 20th century. May be, it’s becauseof the 20th century. May be, it’s because
it bears some advantages.it bears some advantages.

15. AdvantagesAdvantages
 Translation is the easiest and shortest wayTranslation is the easiest and shortest way
of explaining meaning of words andof explaining meaning of words and
phrases.phrases.
 Learners have no difficulties to understandLearners have no difficulties to understand
the lesson as it is carried out in the motherthe lesson as it is carried out in the mother
tongue.tongue.
 It is a labor-saving method as the teacherIt is a labor-saving method as the teacher
carries out everything in the mothercarries out everything in the mother
tongue.tongue.

16. CriticismCriticism
 What the method is good at is “teaching aboutWhat the method is good at is “teaching about
the language” , not “teaching the language”.the language” , not “teaching the language”.
 Speaking or any kind of spontaneous creativeSpeaking or any kind of spontaneous creative
output was missing from the curriculum.output was missing from the curriculum.
 Students lacked an active role in the classroom.Students lacked an active role in the classroom.
 Very little attention is paid to communication.Very little attention is paid to communication.
 Very little attention is paid to content.Very little attention is paid to content.
 Translation is sometimes misleading.Translation is sometimes misleading.

17. Activities for Grammar-translationActivities for Grammar-translation
methodmethod
 Activity 1:Reading ComprehensionActivity 1:Reading Comprehension
 Activity 2: VocabularyActivity 2: Vocabulary
 Activity 3: GrammarActivity 3: Grammar
 Activity 4: WritingActivity 4: Writing
 Activity 5: MiscellaneousActivity 5: Miscellaneous

18. TechniquesTechniques
 Translation of literary passageTranslation of literary passage
 Reading comprehension questionsReading comprehension questions
 Antonyms/ synonymsAntonyms/ synonyms
 CognatesCognates
 Deductive application of grammatical rulesDeductive application of grammatical rules
 Fill in the blanksFill in the blanks
 Memorization (of grammar and vocabulary)Memorization (of grammar and vocabulary)
 Use words in sentencesUse words in sentences
 Composition writingComposition writing

19. LANGUAGE TEACHING INNOVATIONSLANGUAGE TEACHING INNOVATIONS
IN THE NINETEENTH CENTURYIN THE NINETEENTH CENTURY

20.  Toward mid-nineteenth century there wereToward mid-nineteenth century there were
several factors questioning and rejectionseveral factors questioning and rejection
thethe Grammar Translation MethodGrammar Translation Method
 Increasing communication opportunitiesIncreasing communication opportunities
among European countries created aamong European countries created a
demand for oral proficiency. On the otherdemand for oral proficiency. On the other
hand Grammar Translation Method did nothand Grammar Translation Method did not
give importance to oral proficiency.give importance to oral proficiency.

21.  Also public education system wasAlso public education system was
increasingly seen to be failing in itsincreasingly seen to be failing in its
responsibilities.responsibilities.
 Most countries in Europe developed newMost countries in Europe developed new
approaches about language teaching.approaches about language teaching.

22.  The Frenchman C. Marcel referred to childThe Frenchman C. Marcel referred to child
language learning as a model forlanguage learning as a model for
language teaching, emphasized thelanguage teaching, emphasized the
importance of meaning in learning. Heimportance of meaning in learning. He
said thatsaid that readingreading should be taught beforeshould be taught before
other skills.other skills.

23.  The Englishman T. Prendergast recorded thatThe Englishman T. Prendergast recorded that
children use contextual and situational cues tochildren use contextual and situational cues to
interpret utterances and they use memorizedinterpret utterances and they use memorized
phrases and routines in speaking.phrases and routines in speaking.
 And he proposed the first ‘And he proposed the first ‘structural syllabusstructural syllabus ’’
advocating that learners should be taught theadvocating that learners should be taught the
most basic structural patterns occuring in themost basic structural patterns occuring in the
language.language.

24.  The best known of mid-nineteenth centuryThe best known of mid-nineteenth century
reformers is the Frenchman F. Gouin developedreformers is the Frenchman F. Gouin developed
an approach to teaching a foreign languagean approach to teaching a foreign language
based on his observations of children’s use ofbased on his observations of children’s use of
language.language.
 He established schools to teach according to hisHe established schools to teach according to his
method, and it was quite popular for a time.method, and it was quite popular for a time.
 In the first lesson of a foreign language, theIn the first lesson of a foreign language, the
following series would be learnfollowing series would be learn::

25. I walk toward the door. I walk.I walk toward the door. I walk.
I draw near to the door. I draw near.I draw near to the door. I draw near.
I draw nearer to the door. I draw nearer.I draw nearer to the door. I draw nearer.
I get to the door. I get to.I get to the door. I get to.
I stop at the door. I stop.I stop at the door. I stop.
I stretch out my arm. I stretch out.I stretch out my arm. I stretch out.
I take hold of the handle. I take hold.I take hold of the handle. I take hold.
I turn the handle. I turn.I turn the handle. I turn.
I open the door. I open.I open the door. I open.
I pull the door. I pull.I pull the door. I pull.
The door moves. movesThe door moves. moves
The door turns on its hinges. turnsThe door turns on its hinges. turns
I open the door wide. I open.I open the door wide. I open.
I let go of the handle. I let go.I let go of the handle. I let go.

26.  Gouin’s emphasis on the need to present newGouin’s emphasis on the need to present new
teaching items in a context that makes theirteaching items in a context that makes their
meaning clear, and the use ofmeaning clear, and the use of gesturesgestures andand
actionsactions to convey the meanings of utterances,to convey the meanings of utterances,
are practises that later became part of suchare practises that later became part of such
approaches and methods as Situationalapproaches and methods as Situational
Language Teaching and Total PhysicalLanguage Teaching and Total Physical
Response.Response.

27.  Also Educators recognized the need forAlso Educators recognized the need for
speaking proficiency rather than readingspeaking proficiency rather than reading
comprehension, grammar or literary appreciationcomprehension, grammar or literary appreciation
as the goal for foreign language programs.as the goal for foreign language programs.
 But the ideas and methods of those and otherBut the ideas and methods of those and other
innovations were developed outside the contextinnovations were developed outside the context
of established circles of education and henceof established circles of education and hence
lacked the means for many sides.lacked the means for many sides.

28.  Then in the end of the nineteenth centuryThen in the end of the nineteenth century
teachers and linguists began to write about theteachers and linguists began to write about the
need for new approaches to language teaching,need for new approaches to language teaching,
and through their pamphlets, books, speeches,and through their pamphlets, books, speeches,
and articles, the foundation for more widespreadand articles, the foundation for more widespread
pedogogical reforms was laid. This effortpedogogical reforms was laid. This effort
became known as the Reform movement inbecame known as the Reform movement in
language teaching.language teaching.

30.  Henry Sweet in England, Wilhelm Vietor in Germany,Henry Sweet in England, Wilhelm Vietor in Germany,
and Paul Passy in France began to provide theand Paul Passy in France began to provide the
intellectual leadership. The discipline of linguistics andintellectual leadership. The discipline of linguistics and
revitalized Phonetics. Linguists emphasized that speech,revitalized Phonetics. Linguists emphasized that speech,
rather than the written word, was the primary form ofrather than the written word, was the primary form of
language.language.
 The International Phonetic Association was founded inThe International Phonetic Association was founded in
1886, and its International Phonetic Alphabet (IPA) was1886, and its International Phonetic Alphabet (IPA) was
designed to enable the sounds of any language to bedesigned to enable the sounds of any language to be
accurately transcribed.accurately transcribed.

31.  This association advocated:This association advocated:
1.1. the study of thethe study of the spoken languagespoken language
2.2. phonetic training in order to establish goodphonetic training in order to establish good
pronunciation habitspronunciation habits
3.3. the use ofthe use of conversation textsconversation texts andand dialouguesdialougues toto
introduce conversational phrases and idiomsintroduce conversational phrases and idioms
4.4. anan inductive approachinductive approach to the teaching of grammarto the teaching of grammar
5.5. teaching new meanings through establishingteaching new meanings through establishing
associations within theassociations within the target languagetarget language rather than byrather than by
establishing associations with the native languageestablishing associations with the native language

32.  Henry Sweet argued that sound methodologicalHenry Sweet argued that sound methodological
principles should be based on scientific analysisprinciples should be based on scientific analysis
of language and a study of psychology.of language and a study of psychology.
 In Germany Wilhelm Vietor used linguistic theoryIn Germany Wilhelm Vietor used linguistic theory
to justify his views on language teaching. Heto justify his views on language teaching. He
argued that training in phonetics would enableargued that training in phonetics would enable
teachers to pronounce the language accuratelyteachers to pronounce the language accurately

33.  In general the reformers believed that:In general the reformers believed that:
1.1. the spokenlanguage is primary and that this should bethe spokenlanguage is primary and that this should be
reflected in an oral-based methodologyreflected in an oral-based methodology
2.2. the findings of phonetics should be applied to teachingthe findings of phonetics should be applied to teaching
and to teacher trainingand to teacher training
3.3. learners should hear the language first, before seeing itlearners should hear the language first, before seeing it
inn written forminn written form
4.4. words should be presented in sentences, and sentenceswords should be presented in sentences, and sentences
should be practiced in meaningful contexts and not beshould be practiced in meaningful contexts and not be
taught as isolated, disconnected elementstaught as isolated, disconnected elements

34. 5.5. the rules of grammar should be taughtthe rules of grammar should be taught
only after the students have practicedonly after the students have practiced
the grammar points in context- that is,the grammar points in context- that is,
grammar should be taught inductivelygrammar should be taught inductively
6.6. translation should be avoided, althoughtranslation should be avoided, although
the native language could be used inthe native language could be used in
order to explain new words or to checkorder to explain new words or to check
comprehensioncomprehension

35.  They reflect the begginings of theThey reflect the begginings of the
discipline of applied linguistics which isdiscipline of applied linguistics which is
branch of language study concerned withbranch of language study concerned with
the scientific study of second and foreignthe scientific study of second and foreign
language teaching and learninglanguage teaching and learning

37. BackgroundBackground
 Direct Method comes out of ReformDirect Method comes out of Reform
Movement.Movement.
 Sometimes Direct Method is called NaturalSometimes Direct Method is called Natural
Method.Method.

38. Gouin had been one of the first
reformers who build a
methodology around observation
of child language.
Other reformers pay attention to
naturalistic principles of language
learning, and for this reason they are
sometimes referred to as advocates
of a “natural” method.

39.  L. Sauveur pay importance to interaction.L. Sauveur pay importance to interaction.
The Direct Method is named “direct”The Direct Method is named “direct”
because meaning should be connectedbecause meaning should be connected
directly with the target language withoutdirectly with the target language without
translation into the native language.translation into the native language.
 However, German scholar F. FrankHowever, German scholar F. Frank
believes that a language could best bebelieves that a language could best be
taught by using it actively in thetaught by using it actively in the
classroom.classroom.

40.  Direct Method became known through itsDirect Method became known through its
use by Sauveur and Maximilian Berlitz inuse by Sauveur and Maximilian Berlitz in
language schools.language schools.
 M. Berlitz named Direct Method also asM. Berlitz named Direct Method also as
Berlitz Method.Berlitz Method.

41. The aim of Direct Method is to provide
language learners with practically useful
knowledge of language. Knowing a
language is being able to speak it.

42. Principles and Guidelines forPrinciples and Guidelines for
TeachingTeaching

43.  Classroom instruction is conductedClassroom instruction is conducted
exclusively in theexclusively in the target language .target language .
NEVER TRANSLATE/EXPLAIN:NEVER TRANSLATE/EXPLAIN:
DEMONSTRATE / ACTDEMONSTRATE / ACT

44. Only everyday vocabulary and sentences are taught.
NEVER SPEAK WITH SINGLE WORDS:
USE SENTENCES AND BASIC

45.  Oral communication skills are built up in aOral communication skills are built up in a
carefully graded progression organized aroundcarefully graded progression organized around
question-and-answerquestion-and-answer exchanges betweenexchanges between
teachersteachers andand studentsstudents in small intensivein small intensive
classes.classes.
NEVER MAKE A SPEECH/SPEAK TONEVER MAKE A SPEECH/SPEAK TO
MUCH:MUCH:
ASK QUESTIONS/ MAKE STUDENTSASK QUESTIONS/ MAKE STUDENTS
SPEAK MUCHSPEAK MUCH

46.  GrammarGrammar is taught inductively.is taught inductively.
NEVER USE THE BOOK/JUMPNEVER USE THE BOOK/JUMP
AROUND/ GIVE RULES:AROUND/ GIVE RULES:
USE YOUR OWN LESSONUSE YOUR OWN LESSON
PLAN/FOLLOW YOUR LESSONPLAN/FOLLOW YOUR LESSON
PLAN/FIGURE OUT THE RULEPLAN/FIGURE OUT THE RULE

47.  NewNew teaching pointsteaching points are introducedare introduced orally.orally.
NEVER GO TOO FAST:NEVER GO TOO FAST:
KEEP THE PACE OF THEKEEP THE PACE OF THE
STUDENTS/ORAL TRANMISSIONSTUDENTS/ORAL TRANMISSION
 Concrete vocabularyConcrete vocabulary is taught throughis taught through
demonstration, objects and pictures: abstractdemonstration, objects and pictures: abstract
vocabulary is taughtvocabulary is taught by association of ideas.by association of ideas.

48. Both speech and listening comprehension are
taught.
NEVER SPEAK TOO SLOWLY/
QUICKLY/ LOUDLY:
SPEAK NORMALLY/NATURALLY

49. •Correct pronunciation and grammar are
emphasized.

50. CriticsCritics
 The lack of Direct MethodThe lack of Direct Method
overemphasized and distorted theoveremphasized and distorted the
similarities between naturalistic firstsimilarities between naturalistic first
language learning and classroom foreignlanguage learning and classroom foreign
language learning and failed to considerlanguage learning and failed to consider
the practical realities of the classroom.the practical realities of the classroom.

51. •Henry Sweet recognized
Direct Methods limitations.
He offered innovations in
teaching procedures,
unfortunately lacked a
thorough methodological
basis. Its main focus was
on the exclusive use of the
target language in the
classroom, but it failed to
address many issues that
he thought more basic.

52.  Sweet and other applied linguists arguedSweet and other applied linguists argued
for the development of soundfor the development of sound
methodological principles that could servemethodological principles that could serve
as the basic for teaching techniques.as the basic for teaching techniques.

55.  In the 1920's until the 1990's started aIn the 1920's until the 1990's started a
revolution full of methods known asrevolution full of methods known as
"the methods era", some of them are:"the methods era", some of them are:
Situational method, Content-basedSituational method, Content-based
Instruction Method and so forth.Instruction Method and so forth.

56. The Direct Method is often used inThe Direct Method is often used in
teaching foreign languages.teaching foreign languages.
The Direct Method based onThe Direct Method based on
belief that belief that knowing a languageknowing a language
was being able to speak itwas being able to speak it . .
"Any given method is only as"Any given method is only as
effective as its implementation."effective as its implementation."

57.  "Any given method is only as"Any given method is only as
effective as its implementation."effective as its implementation."

58.  Why should we learn the approachesWhy should we learn the approaches
and methods ?and methods ?

60.  1850s-1950s: Grammar Translation1850s-1950s: Grammar Translation
 1880s-1890s: Reform Movement1880s-1890s: Reform Movement
 1890s- Now : Direct Method1890s- Now : Direct Method
 1960s - 1970s: Audio-lingual1960s - 1970s: Audio-lingual
methodmethod
 1960s -1980s: Structural-situational1960s -1980s: Structural-situational
methodmethod

61. Approaches and Methods inApproaches and Methods in
Teacher Preparation ProgramsTeacher Preparation Programs
 Teaching is primarily concerned withTeaching is primarily concerned with
the transmission of knowledge andthe transmission of knowledge and
the development of understandingthe development of understanding soso
teachers must receive a goodteachers must receive a good
education .education .
And the universities aim to prepareAnd the universities aim to prepare
teachers who will reflect on their ownteachers who will reflect on their own
learning and teaching practice.learning and teaching practice.

62. •For that , there must
be well-known
approaches and
methods and put them
in practise in
teaching.