The Evolution of Foreign Language Teaching Methods (Part 1)

1. Traditional Foundations: Grammar Translation Method

The Grammar Translation Method represents the traditional way of teaching languages like Latin and Greek, and was used extensively in the 19th century to teach languages such as French, German, and English.

Key Characteristics and Activities:

• Emphasis is placed on learning to read and write.
• A typical lesson involves the presentation of a grammatical rule, followed by a text demonstrating that rule, a list of new vocabulary, and translation and grammar exercises.
• Vocabulary is taught in the form of lists of isolated words.
• The medium of instruction was the mother tongue.
• Grammar is treated with long, elaborate explanations.
• There is no provision for the oral use of language.
• Texts are treated primarily as exercises in grammatical analysis, with little attention paid to the content itself. The main drills often consist of translating disconnected sentences.

2. The Direct Method (Early 1900s)

Posited by Charles Berlitz, the Direct Method emerged from the belief that second language learning should mirror the process of first language learning.

Key Characteristics and Practices:

• Instruction was conducted entirely in the target language.
• There is a strong emphasis on oral interaction and the spontaneous use of language.
• No translation is used.
• Grammar is approached inductively, meaning there is little, if any, explicit analysis of grammatical rules and structures.
• Everyday vocabulary is taught. Concrete vocabulary is taught using objects and pictures, while abstract vocabulary is taught through the association of ideas.
• Communication skills are frequently organized around question-answer exchanges between teachers and students.
• Both speech and listening comprehension are taught, and correct pronunciation and grammar are emphasized.

3. The Audiolingual Method (ALM) (1950s)

The Audiolingual Method arose from the "Army Method" during World War II, which heightened the need to become orally proficient.

Theoretical Foundations:

• ALM was heavily influenced by structuralism and behaviorism.
• Language learning is viewed as acquiring a set of appropriate mechanical habits through constant repetition. The role of the teacher is to develop good language habits.
• Because errors lead to the development of bad habits, errors are not accepted.

Key Characteristics and Activities:

• New material is presented in dialogue form.
• There is dependency on mimicry, memorization of set phrases, and intensive oral drilling of basic sentence patterns.
• Great importance is attached to pronunciation.
• Grammar is taught inductively, with little or no grammatical explanation provided.
• Successful student responses are reinforced. Very little use of the mother tongue by teachers is permitted.
• Typical activities include dialog memorization, repetition drills, transformation drills (e.g., changing a sentence into a negative sentence), and question-and-answer drills.

To understand this method, watch this teacher using it