Historical Methods of English Language Teaching Lynn Grantz, MATESOL Lumenus ESL Director, Valparaiso University Lynn.grantz@valpo.edu

Approaches  to  Teaching  Language:  An  Overview

www.autolife.umd.umich.edu/Labor/L_Overview/FordEnglishSchool.htm

Why? •  Prior LL experience for

your students (or you) •  Pick and choose in a

communicative approach, depending on your situation

•  Understand influences on our teaching styles

Pre- 20th century

�  2 types of FL teaching: ◦  Getting learners to use a language ◦  Getting students to analyze a language

�  Classical Greek and Medieval Latin: languages were used for communication so the emphasis was on teaching people to use the languages

�  The elite were fluent speakers, readers and writers

•  Pre-1600’s •  1638 – first printing press

in the US •  Grammar becoming

standardized •  Language study as part of

a classical education

Grammar Translation

Grammar Translation � Why learn Latin and Greek? � To read classical literature � Learning a FL is good

mental exercise � To be considered an

educated person � Knowing a language

means knowing grammar rules and vocabulary

Grammar Translation Method �  What happens in the classroom?

�  Read Classical texts �  Students translate from L2 –L1, or vice

versa �  Students memorize the L1 meaning of

L2 vocabulary �  Teacher as authority, source of

knowledge �  Grammar is taught deductively

•  Given rule •  Memorize rule •  Asked to apply rule to other examples

–  What areas of language are emphasized? What skills are emphasized?

•  Vocabulary and grammar •  Reading and writing •  Little attention to speaking and listening •  Almost no pronunciation work

–  What is the role of students’ native language?

•  The meaning of the target language is made clear by translating into the students’ L1

•  The language of explanations is L1

GT Method

�  How does the instructor assess student learning? � Written tests based on translation � Grammar tests: repeat, apply rules

�  How does the teacher respond to student errors? �  The correct answer is of utmost

importance �  If student doesn’t know an answer or

makes an error, the teacher supplies the correct form

GT Techniques – may or may not be useful �  Translation of a literary passage

�  Reading comprehension questions

�  Antonyms/synonyms

�  Memorizing vocabulary and grammar rules

�  Deductive application of rule �  Fill in the Blank exercises

The Direct Method

The Direct Method •  One of several ‘natural

methods’ (including the Berlitz Method) to develop in the late 1800’s

•  Based on trying to model L1 Acquisition

•  How do people acquire their L1?

The Direct Method

•  Interaction •  One basic rule: No

Translation! – Direct: meaning is to be

conveyed directly in the target language

– How? – Showing the students – Model L1 learning

Instructions on how to teach using the Direct Method

•  Teach the spoken language first

•  Relate the new words directly to their referents in the outside world;

•  Practice; •  Work as hard as possible to

gain and keep the learner’s interest. Howatt and Widdowson, A History of English Language Teaching

The Direct Method

•  The goal of the teacher –  To get the students to

communicate and think in the target language

•  The role of the teacher –  To direct class activities; –  The student is less passive than

in GT and the teacher-student relationship is more like a partnership

Characteristics of the learning process in the Direct Method �  Teachers want students to “associate

meaning in the target language” ◦  Important to demonstrate meaning

through realia, demonstrations or pictures ◦  The students are given the new word,

and never the L1 equivalent – why? ◦  Students speak in the target language

a great deal and communicate about real-life situations ◦  Grammar is taught inductively/explicit

grammar rule may never be given – why?

Direct Method

•  Areas of language emphasized: –  Vocabulary over grammar –  Oral communication given priority –  Reading and writing based on

topics from oral practice –  How does teacher respond to

errors? •  By trying to get students to self-

correct whenever possible

Some DM Techniques �  Reading aloud ◦  Students take turns reading dialogues,

passages, plays, etc. out loud. ◦  At the end of each turn, the teacher

uses gestures, pictures, etc. to get meaning across

�  Question and answer practice (in full sentences) ◦  Only in L1 ◦  They get practice in initiating

communication

•  Conversation Practice –  Asking students about themselves in a

way to get them to use new grammar structure or vocabulary

•  Dictation –  Teacher reads passage once at

normal speed –  Reads second passage again, slowing

down so students can copy –  Reads again so students can check

work

Problem with Direct Method? •  L2 learners are not the

same as L1 learners

Audio Lingual Method

Audio-Lingual Method •  1940’s

–  WWII and need to turn out FL speakers

–  Behavioralism/Skinner •  Looks at language learning from

a behavioral view: –  Language is learned as a habit –  Focuses on oral communication –  Students are drilled in phrases and

grammatical sentence patterns

Principles of Audio-Lingual Method �  Goal of teacher: ◦  Enable students to use the target

language communicatively; ◦  Students have to overlearn the

language to use it automatically without stopping to think.

�  The role of the teacher: ◦  Orchestra leader: directing and

controlling the language behavior of the students ◦  Good language model for the students

to imitate

�  Some characteristics of the AL method: ◦  New vocabulary and structural patterns

presented through dialogues ◦  Dialogues are memorized and repeated ◦  Drills are conducted based on patterns in

the dialogue ◦  Grammar is induced from examples; explicit

grammar rules not provided ◦  Cultural information contextualized in

dialogues ◦  Perfect pronunciation is the goal

Audio-lingual Method �  Role of the students’ native

language? ◦  Forbidden ◦  Translating slows down the learning

and use of the target language �  Teacher’s response to errors? ◦  Errors are to be avoided at all costs

�  A-L Techniques ◦  Dialogue memorization ◦  Drills: Chain, repetition, single-slot or

substitution

“DESIGNER METHODS” OF THE 1970’S The Silent Way Suggestopedia Total Physical Response (TPR)

THE SILENT WAY

Learning Lakota using the Silent Way 1 Learning Lakota the Silent Way 2

The Silent Way

•  What did you notice? •  Why is it called the Silent

Way? •  What role does the

teacher play?

The Silent Way

•  The role of the teacher: –  Facilitator; only the student can do

the learning –  Teacher silent but busy –  Teacher listens –  Teacher prompts non-verbally –  gives what each student needs in

order to learn –  Teacher cares about students’

feelings – affect becoming important

Suggestopedia •  Lozanov •  Students can learn a language at a

faster rate than usual; �  the reason they don’t – affective

factors –  Desuggesting limitations on

learning by focusing on students’ feelings

–  Try to get them to rid themselves of feelings of failure

–  Give students the impression that language learning will be fun and easy

Ways to “desuggest” failure �  Cheerful environment �  Students choose new names and identities �  Music is played during class to create a calm

state �  Students play rhythmic instruments while

singing a song to “free speech muscles” and evoke positive emotions

�  Meaning is made clear through translation �  Teacher presents and explains grammar but

doesn’t dwell on it �  The teacher gives hats to wear for the different

characters in the dialogue �  Teacher corrects errors in a soft voice

Things to Try in Your Classroom �  Bright and cheerful setting �  Peripheral learning: posters on the walls

containing grammatical information �  Positive suggestion: directly and indirectly �  Creating a new identity �  Role play in which students make up their own

lines �  Primary activation: students read dialogue but

in different ways: angry, sad, excited, etc. �  Creative adaptation: Students engage in

various activities to help them learn the material: singing, dancing, dramatization, games

TOTAL PHYSICAL RESPONSE (TPR)

TPR Spanish class

•  What did you notice? •  What is the role of the

teacher? •  What is the nature of

language learning?

Asher’s Total Physical Response (TPR)

� Also called “the Comprehension Approach” - listening important

�  If first there is comprehension, then production will spontaneously appear

� Fun, less stressful � No L1 � Positives? Drawbacks?

Sample

•  Teacher models an imperative: Stand up!

•  Teacher gestures others; practice •  Teacher says “Stand up!” Ss

respond •  Teacher says “Turn around” and

models •  Repeats, gestures for others •  Gestures towards individuals •  Can introduce grammar

COMMUNICATIVE LANGUAGE TEACHING

CLT

•  Began in the late 1970’s and early 1980’s

•  The focus is on preparing students to communicate

•  What is communication?

Communication and Communicative Activities

•  Communication: the expression, interpretation and negotiation of meaning

•  True communication is purposeful •  It fulfills a function •  There is an information gap •  Participants communicate in order to

bridge the information gap

CLT teaches Communicative Competence

•  Linguistic Competence –  What you know about a language

•  Communicative Competence Knowledge that enables a person to communicate: –  functionally –  Interactively –  appropriately

Characteristics of the teaching/learning process in CLT •  The goal is use of the target

language, so almost everything in the classroom is geared towards this

•  Authentic materials are used •  Real world contexts are sought,

because students will have to use the language in the real world

•  Language production is meaningful, purposeful

•  All skills areas can be taught communicatively, and students start working on all 4 skills from the beginning

Other Characteristics of a CLT Approach •  Learner-centered, cooperative,

collaborative learning is emphasized •  Small group work important to maximize

the amount of student talk time (STT) •  A balance between fluency and

accuracy is important •  Pronunciation doesn’t have to be

perfect: the goal is to be understood •  Errors are part of the learning process •  Activities are designed to elicit real,

meaningful communication – Communicative Activities

Communicative Activities •  Characteristics of activities that

are truly communicative: –  There exists an information gap:

one person has information that the other doesn’t. This gap creates a need to communicate

–  Students are allowed some freedom in how they will respond

–  The communication is meaningful –  The communication is purposeful;

students are communicating in order to do something – why?

How to make activities meaningful and communicative 1. Students must be given a reason to listen,

to read, to write and to speak –  For example: students should read a

short text –  Grammar Drills? 2. Interaction should be as realistic as

possible 3. Activities should have an information gap

built in – if you know, why should I tell you?

4. Examples - writing a letter - asking and answering questions

Communicative Language Teaching Approach •  What is the goal?

– The goal is to get students communicating

– Language is a tool for communication

– Develop students’ Communicative Competence

•  Characteristics: –  Students are speaking, listening,

reading and writing for a reason –  The students are communicating

meaning –  The students are using authentic

language –  Students are interacting in pairs and

small groups – why? –  Students are negotiating meaning –  Teaching of functions as well as forms

Other Concepts related to CLT 1. Learner-Centered Instruction

–  Choice –  Interests –  Let them initiate

2. Cooperative and Collaborative Learning - why? –  Negotiating meaning leads to

language acquisition –  Real communication takes

place

3. Meaningful activities 1.  Students must be given a reason

to listen, to read, to write and to speak –  Students are asked to read a text? –  Students listen to a recording of a

conversation?

2.  Interaction should be realistic

3. Activities should have an information gap built in – if you know, why should I tell you?

Example: Tell your partners 3 things you can see in your group’s photo has no information gap – how would you change this?

4. Information Gap – types of activities •  Guessing games •  Interviews •  Find the difference •  Jigsaw activities

5. Comprehensible Input •  Modified L2 being taken in by the

students •  CI is an important aspect of Steven

Krashen’s Input Hypothesis •  Comprehensible input is “the only

true cause of second language acquisition” Krashen 1984

•  For optimal acquisition, students should be exposed to i+1

•  How to make yourself more comprehensible?

Making input comprehensible •  Modify your speech:

–  Slow down – but how much? –  Shorter sentences –  Be aware of the grammar you are

using •  Be aware of the level of vocabulary

you are using •  TTT

–  Teacher Talk Time – keep to a minimum

–  Increase STT