Methodical-History-of-Language-Teaching-TEFL.pdf
- 1. TEFL: Methodical History of Language Teaching Presented by: Maryem Mahjoubi Rawen Abbassi Aziza Kousri Bayram Briki
- 2. there were many theories concerning how languages are learned, represented and organized in memory or how language itself is structured INTRODUCTION HISTORICAL TIMELINE Approaches to language teaching have evolved considerably over the centuries thanks to developments in our understanding of how people acquire language. METHODS IN LANGUAGE TEACHING Teaching methods are the broader techniques used to help students achieve learning outcomes, while activities are the different ways of implementing these methods language teaching methodology OUTLINE
- 3. The methodical history of Language teaching is a rich tapestry that has evolved over centuries. from Ancient civilization employing traditional methods to modern, research- driven approaches. As we navigate through this history, we encounter the diversity of language teaching methodologies and approaches where each chapter contributes to the other and where traditions meet innovation, especially after the publication of Edward Anthony’s work “Approach, Method and Technique” which has played a key role in clarifying as well as providing a conceptual framework that has guided educators in understanding effective language teaching strategies.
- 4. 17TH CENTURY 1845 1900 1950 1970s 1975 1980 1990 2000 Inductive approach The direct method Communicative language teaching Grammar translation method Audiolingual method Humanistic language teaching TIMELINE TBLT DOGME CLIL
- 5. the w ay they learned w as through association to the w orld around them INDUCTIVE APPROACH (17TH CENTURY ) BY JOHAN COMENIUS spirtual development of children inductive approach to language teaching teach students to use the language rather than teach them rules and analysis of the language he used imitation instead of rules Claiming that students should repeat after the teaCher he encouraged language to be taught through pictures and the practise of reading and speaking
- 6. Grammar translation method use mother tongue translate the whole text i n t r i c a c i e s o f g r a m m a r the teacher doesen’t have to be able to speak the target language list of isolated words no attention is given to pronounciation teacher authority no communication GRAMMAR _TRANSLATION METHOD (1845) The 18th century was characterized by the so_called grammar translation method approach which focused on studing grammar and translating texts to learn to read litterature
- 7. Main Principles Oral communication No use of Mother Tongue Grammar taught inductively The Direct Method is named “direct” because teaching the target language should not be taught through the use of the native language. However, this method aims at establishing a direct association between experience and expression which means demonstrating the word, phrase or idiom in that target language and its meaning without translating into the native language. Correct Pronunciation Contextual Teaching THE DIRECT METHOD OF LANGUAGE TEACHING (DM) ( EARLY 1900'S) :
- 8. Advantages and Disadvantages of Direct Method Disadvantages Advantages the pronunciation improves More entertainment No reading and writing improvements It is an expensive method
- 9. Main Principles Focusing on Grammar drills Oral Communication The Audio-Lingual method of teaching or Audiolingualism approach had its origins during World War II when it became known as the Army Method because it was widely used to train the Military . It also evolved in the context of large-scale language teaching programs in the 1950s and 60s. THE AUDIOLINGUAL METHOD OF LANGUAGE TEACHING (1950) :
- 10. Core Principles Learning in Real Situations Authentic Resources Real-life Language Usage Real-life Communication Interactive Learning Collaborative Activities Use of Authentic Materials Emerged in the 1970s as a response to earlier language teaching methodologies. It evolved from the dissatisfaction with traditional grammar-translation and audio- lingual methods. Influenced by linguistic theories and sociolinguistics, CLT emphasizes meaningful communication, the development of real-world language skills. THE COMUNICATIVE APPROACH IN LANGUAGE TEACHING (CLT) (1970): Features Methodologies Speaking, Listening Focus Role-playing, Simulations
- 11. Suggestopedia method the silent way community language learning HUMANISTIC LANGUAGE TEACHING (1975) Humanistic language teaching is an approach based on the principle that the whole being, emotional and social, needs to be engaged in learning, not just the mind should be involved in learning a language The teacher should be silent and the learner should produce language the learner is a principal actor rather than a bench- bound listener teachers make sure that they must create a relaxing and comfortable environment through music The educator must speak confidently and give the students the impression that learning the target language will be fun and easy. Learning happens when students don't feel threatened Teacher similar to a counsellor
- 12. Pre Task Raise consciousness Introduction to subject and task. Thorough introduction to topic by teacher Use of pictures, posters and demonstrations Task Cycle Working with and using the target language: Activities like pair work, group work Exercises like information gap activities Gradual increase in the importance of Planning, Report, Presentation Post Task Selecting, identifying and classifying common words and phrases. Practice of language and phrases in classroom. Building personal dictionaries. TASK-BASED LANGUAGE LEARNING (TBLT) TBLT is an approach that emphsizes teaching language skills through activities or tasks. Students get engaged with a task they are truly interested in, and they aim to carry it out only using the target language and its taught elements 1 2 3
- 13. CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) (2000) Benefits and Outcomes Principles of CLIL Importance of meaningful content Dual focus on language and content Integration of language and subject Preparation for real-world contexts Holistic learning Improved language proficiency Gained prominence in the 1990s as an educational approach aiming to teach both subject content and a second language simultaneously. Rooted in bilingual education, CLIL developed as a response to the need for language learning in authentic, content-rich contexts. It focuses on teaching various subjects, such as science or history, through a foreign or second language, fostering both language proficiency and subject knowledge in a single learning process.
- 14. DOGME 1. Interactivity: the most direct route to learning is to be found in the interactivity between teachers and students and amongst the students themselves. 2. Engagement: students are most engaged by content they have created themselves. 3. Relevance: materials (e.g. texts, audios and videos) should have relevance for the learners It’s a method that encourages to teach without textbooks and to focus on the language that emerges from conversation among learners and teacher Dogme has some key principles:
- 15. The methodical history of language teaching unfolds as a dynamic narrative, weaving through centuries of diverse pedagogical approaches.. The 19th-century dominance of the Grammar- Translation method yielded to the communicative focus of the Direct Method. The mid-20th century witnessed the emergence of the Audio-Lingual method, followed by a paradigm shift towards communicative approaches influenced by Noam Chomsky. As for Edward Anthony's conceptual clarity on approach, method, and technique added a pivotal chapter, enhancing educators' understanding. All in all, the methodical history stands as a testament to the adaptability and resilience of language teaching methodologies across time. conclusion
- 16. Thank You For Your Attention