A brief history of language teaching
Introduction
The changes in language teaching methods throughout
history that have reflected recognition in the kind of proficiency learners
need
Kelly (1969) and Howatt (1984) have demonstrated that
many current issues in language teaching are not particular new. It has been
estimated that some 60 percent of
today's world population is multilingual.
Whereas today English is the world's most widely
studied foreign language, 500 years ago it was Latin for it was dominant the language of education,
commerce, religion and government in the Western world. However in the
sixteenth French, Italian, and English gained in importance as a result of
political changes in Europe and Latin gradually became displaced as a language
of spoken and written communication.
In the modern languages began to enter the curriculum
of European schools in the eighteenth century they were taught using the same
basic procedures that were used for teaching Latin. Speaking the foreign
language was not the goal, and oral practice was limited to students reading
aloud the sentences they had translated.
Nineteenth-century textbook compilers were mainly
determined to codify the foreign language into frozen rules morphology and
syntax to be explained and eventually memorized. This approach to foreign
language teaching became known as the Grammar-Translation Method.
The Grammar - Translation
Method
The principal exponents suggest Johann Seidenstucker,
Karl Plotz, H. S. Ollendorf, and Johann Meidinger.
The principal characteristics of the Grammar-
Translation Method were these:
1.- The goal of foreign language study is to learn a
language in order to read its literature or in order to benefit from the mental
discipline and intellectual development.
2.-Reading and writing are the major focus.
3.-Vocabulary selection is based solely on the reading
text used, and words are taught through bilingual word list, dictionary study,
and memorization.
4.-The sentence is the basic unit for teaching and
language practice.
5.- Accuracy is emphasized.
6.-Grammar is taught deductively by presentations and
study of grammar rules.
7.- The student's native language is the medium of
instruction.
Conclusion:
Over time the methods that have been used to help develop the learning of different languages, leaving first English.Grammar translation is a way of studying a language that approaches the language first through detailed analysis of its grammar rules, followed by application of this knowledge to the task of translating sentences and texts into and out of the target language.
Pair's name:
Lisbeth Learning
Veronica Vowel
I think your summary is very well structured. It is interesting what you wrote, in small but has what it takes to know about the history of the language.
ResponderEliminarGood job
I forgot, your score is: 9
EliminarYour summary is good. I think you need to include something else about the feautures of Grammar Translation.
ResponderEliminarWell done!
=)
Verónica your score is 9
EliminarXD
Thanks Aime !! =)
Eliminaryou have a good organization! :)
ResponderEliminarThanks Mariela but can you give me a score?? Plaese!!
EliminarIntroduction
ResponderEliminarThe changes in language teaching methods throughout history that have reflected recognition in the kind of proficiency learners need, oral proficiency rather than reading comprehension as the goal of language study.
Kelly (1969) and Howatt (1984) have demonstrated that many current issues in language teaching are not particular new. It has been estimated that some 60 percent of today's world population is multilingual.
Whereas today English is the world's most widely studied foreign language, 500 years ago it was Latin for it was dominant the language of education, commerce, religion and government in the Western world. However in the sixteenth French, Italian, and English gained in importance as a result of political changes in Europe and Latin gradually became displaced as a language of spoken and written communication.
In the modern languages began to enter the curriculum of European schools in the eighteenth century they were taught using the same basic procedures that were used for teaching Latin. Speaking the foreign language was not the goal, and oral practice was limited to students reading aloud the sentences they had translated.
Nineteenth-century textbook compilers were mainly determined to codify the foreign language into frozen rules morphology and syntax to be explained and eventually memorized. This approach to foreign language teaching became known as the Grammar-Translation Method.
The Grammar - Translation Method
The principal exponents suggest Johann Seidenstucker, Karl Plotz, H. S. Ollendorf, and Johann Meidinger.
The principal characteristics of the Grammar- Translation Method were these:
1.- The goal of foreign language study is to learn a language in order to read its literature or in order to benefit from the mental discipline and intellectual development.
2.-Reading and writing are the major focus.
3.-Vocabulary selection is based solely on the reading text used, and words are taught through bilingual word list, dictionary study, and memorization.
4.-The sentence is the basic unit for teaching and language practice.
5.- Accuracy is emphasized.
6.-Grammar is taught deductively by presentations and study of grammar rules.
7.- The student's native language is the medium of instruction.
Conclusion:
Over time the methods that we have been used to help develop the learning of different languages, leaving first English. Grammar translation is a way of studying a language that approaches the language first through detailed analysis of its grammar rules, followed by application of this knowledge to the task of translating sentences and texts into and out of the target language.
Pair's name:
Lisbeth Learning
Veronica Vowel
Your summary it is easy to understand and you don't have any grammar mistakes , but your essay has 403 words . Your score is 9. :)
EliminarWhen this activity I can learn about how we can arrive to develop the Teaching English took the strategies for this, when we based of the Methods of Teaching Latin. I can learn some more the history of teaching and methods of learning.
ResponderEliminargood... excelllent
ResponderEliminarwell done
yor score is 9
hi! your summary is easy to understand, is a good job! your score is 9
ResponderEliminarFinal edition.
ResponderEliminarIntroduction
Changes in the teaching methods of languages throughout history signify recognition in the type of competence that students need, such as advancing oral competence rather than reading comprehension as the goal of language study.
It has been estimated that about 60 percent of the world's population today is multilingual. The nineteenth-century textbook compilers were mainly determined to encode foreign language in morphology and syntax. This approach to teaching foreign languages became known as the Grammar Translation Method.
The main exponents of this method are Johann Seidenstucker, Karl Plotz, H. S. Ollendorf and Johann Meidinger.
Its main characteristics are:
1. Learn a language to rad.
2. Reading and writing are the main focus.
3. The selection of vocabulary is based only on the text already read.
4. Prayer is the basic unit for teaching.
5. Grammar rules are used.
6. The native language of the student is the means of instruction.
Conclusion:
Over time the methods we have been used to help develop the learning of different languages. The Grammar Translation is a way of studying a language through the detailed analysis of its grammatical rules, followed by the application of this knowledge to the task of translating sentences and texts inside and outside the target language.
Pair's name:
Lisbeth Learning
Veronica Vowel