The history of ELT - An overview
In order to understand better the different methods and approaches that have been used in language teaching it is necessary to bear in mind the difference between an approach, a method and a technique.
- An approach can be described as a set of correlative assumptions dealing with the nature of language teaching and learning. It is fair to say that an approach is "bigger" than a method and the techniques that a teacher might use in class.
- A method is 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. Within an approach, there can be methods...
- A technique is implementional. It is a particular trick, stratagem or contrivance used to accomplish an immediate objective in class. It must be consistent with a method and therefore in harmony with an approach.
Examples of different methods and approaches used throughout the history of language teaching:
- The Grammar-Translation Method;
The goal of foreign language studying here is to learn a language in order to read its literature.
Ss would translate literary texts into L1 and analyse its grammar and structures like in the study of latin.
- The Reform Movement;
Creation of the IPA (International Phonetics Association) and its alphabet. Ss would transcribe whole texts into the phonetics alphabet.
- The Direct Method;
The "Berlitz Method"!
- Situational Language Teaching (SLT);
Also known as the oral approach it defends the idea that language teaching begins with the spoken language. After presenting language through listening practice and choral imitations as well as individual imitations, T would only let Ss work on written language after Ss had completed the previous steps. Isolation, elicitation through mime and substitution and question-answer drilling are also main features of SLT.
- Audiolingualism;
The starting point is a linguistic syllabus, which contains the key items of phonology, morphology, and syntax according to their order of presentation. Drills and pattern practice are distinctive features of the Audiolingual Method.
Examples of drills:
Repetition, Inflection, Replacement, Restatement, Completion, Transposition, Expansion, Contraction etc.
- Total Physical Response (TPR);
TPR is based on the premise that the human brain has a biological program for acquiring any natural language on Earth. It attempts to teach language through the coordination of speech and action and the use of the Imperative. A good example of a TPR activity is Simon Says.
- The Silent Way;
It is well-known for its use of small coloured rods of varying lenght and colour coded charts for pronunciation values, vocabulary and grammatical paradigms. The teacher should be silent as much as possible, hence the mane, but the lerner shoul be encouraged to produce as much as possible.
- Community Language Learning (CLL);
Ss decide themselves what they want to be taught in CLL. The advantages are that Ss are highly motivated and can acquire language needed for their professions and studies. The disadvantages are the lack of a proper syllabus and T has no control over the content and cannot prepare lessons beforehand.
- Suggestopedia;
It advocates that Ss acquire more language in a relaxing atmosphere. The use of baroque music and divans instead of chairs or desks are very common features.
- Whole Language;
It views language as a vehicle for human communication and in which there is an interactional relationship between readers and writers. It criticises the use of adapted material and sees authenticity as the way to have Ss develop skills. It sees language as a whole and not pieces or chunks of language or structures that have to be developed orderly.
- Multiple Intelligences (MI);
People are different and learn differently. There are 8 different types of inteligences:
Linguistic, Logical/Mathematical, Spatial, Musical, Bodily/Kinesthetic, Interpersonal, Intrapersonal and Naruralist.
After identifying the Ss type of intelligence and developing his awareness, T can write lesson plans according to his Ss profiles.
- Neurolinguistic Programming;
The human brain can be programmed just like a computer and why not using it in order to program languages? The use of hypnosis, background music and meditation are common features in NLP. It is not a method nor an approach, it is a humanistic philosophy and a set of beliefs and suggestions designed to convince people that they have the power to control their own and other people's lives for the better.
- The Lexical Approach;
Its syllabus is based on lexis, that is, words and word combination. Chunks of language is the primary focus here and grammar and structure acquisition is seen as a consequence. Corpus analysis and computer data-base are important tools that used for the development of lexical and linguistic theory.
- The Communicative Approach;
It sees communication as the main function of a language. Lessons planed in order to give Ss authentic and meaningful communication, fluency playing a more important role than accuracy, the integration of different language skills and the creative construction through trial and error are the main features of this approach. Input always presented in the target language.
- The Natural Approach;
Also communicative, it advocates that language acquisition is the only way to achieve competence in a second language.
i + 1 (Ss acquire language best from messages that are slightly above their current competence)
It is designed to make lowers become intermediates and it depends on learners needs. Ss emotional state is seen as a filter that impedes or blocks input necessary to acquisition.
- Task-Based Language Teaching;
The use of tasks is the core unit of planning and instruction in language teaching. There isn't a systematic grammatical syllabus behind it. Tasks take a much more important role in TBLT.
Task types, task sequencing, and evaluation of task performance are yet to be justified.
- Language Play;
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