03 a methodical history of language teaching

03 A Methodical History of Language Teaching
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A Methodological History of A Methodological History of Language Teaching Language Teaching Changing Winds and Shifting Sands
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Grammar Translation Grammar Translation Also called “Classical Method” Focus on grammatical rules, memorization of vocabulary, text translations, written exercises. Language learning was for “scholarly” purposes, not communicative. Requires few specialized skills by teachers.
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Characteristics of Grammar Characteristics of Grammar Translation Translation Classes taught in mother tongue with little active use of target language. Isolated lists of vocabulary. Elaborate grammatical explanations. Reading difficult classic texts begins right away but little attention to content. Little to no attention to pronunciation. Much translation between L1 and L2.
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The Introduction of Modern The Introduction of Modern Foreign Language Instruction. Foreign Language Instruction. A More Natural Approach to Learning
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The Direct Method The Direct Method Sequencing based on Gouin: his personal experiences with learning German and observations of children learning L1. “Naturalistic” in simulating the way in which children learned L1. Emphasized oral interaction and spontaneous use of language. Early 1900’s.
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Characteristics of the Direct Characteristics of the Direct Method Method Classroom instruction exclusively in the target language. Everyday vocabulary and sentences taught. Oral skills built up through carefully constructed question-answer exchanges between teachers and students in small classrooms. Grammar taught inductively.
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Heavy use of modeling and practice. Concrete vocabulary taught through demonstrations, objects, pictures; abstract vocabulary taught by association with ideas. Speech and listening comprehension taught. Correct pronunciation and grammar emphasized. Best known: Charles Berlitz
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The Audiolingual Method The Audiolingual Method A Language Teaching Revolution
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Audiolingual Method Known as the “Army Specialized Training Program” based on the need for W.W.II soldiers to be orally proficient in the languages of allies and enemies. Firmly grounded in linguistic and
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