The Chronological Development of Language Teaching

THE CHRONOLOGICAL DEVELOPMENT OF LANGUAGE TEACHING
Time	ERA	Approach	Method	Techniques	Proponents
Until late 19th century	Influence of Teaching Latin and Greek	Mind needs to be trained by analyzing the language	Grammar-translation	Translation, learning of grammar rules, memorization	German scholar Karl Ploz
Late 19th – early 20th century	Reaction to Grammar Translation Method	Rules of grammar should be aquired inductively	Direct	Exclusive use of L2,visuals, emphasis on correct pronunciation	Gouin, Jespersen, de Sauzé
1940-1950	Result of Structural Linguistics and Behavioral Psychology/ National Emphsis on Oral Skills	L2 should be taught without references of L1, pattern drills, stimulus-response tecniques	ALM	Stimulus-response pattern drills, memorization of dialogues, comparison of L1 and L2	Fries, Skinner
1960’s	Reaction to ALM	Teacher should move from known to new information, creative use of the language, language practice should always be meaningful	Cognitive Code	Meaningful language use, deductive teaching of grammar	Chomsky
1974	Result of  studies in L1 aquistion	Comprehension must be developed before speaking, speech will emerge naturally	TPR	Listening and responding physically to oral commands, use of target language	Asher
1972-1973	Focus on effective development of Individual:Humanistic Methods	Learning is not a matter of imitation and drill, learners learn from trial and error	Silent Way	Use of Cuisenaire rods, students more responsible for learning, self and peer correction	Gattegno
1976		The teacher in the role as “knower” or “counselor”, learners learn when working in community with others	Communicative Language Teaching	Translation by teacher from native language to target language in early lessons.	Curran
1980s-1990s	Proficiency	Knowing a language means being able to use it in communication. Learners use the language to perform functions in a range of contexts and with a level of accuracy in grammar, vocabulary, pronunciation, fluency and pragmatic competence.	No particular Method	Opportunities for self-expression and creativity; use of language in a variety of contexts; exposure to authentic texts; interaction with others; integration of culture and language.	ACTFL
1996 - present	Standards	Foreign language has a central role in the learning experience of every learner. Competence in a language and culture enables the learner to communicate with others, gain and understanding of self and other cultures	No particular Method	Opportunities to use the language as a vehicle for learning content; integration of skills and culture; interaction with others by means of technology	ACTFL