Late XIX century: 1860-1900 (jan 2, 1860 – jan 1, 1900)
Description:
The Reform movement method.
Since Marcel, Prendergast and Gouin ideas to promote alternative approaches to language teaching failed practical minded linguists provided the intellectual leadership needed to give reformist ideas credibility and acceptence.
Linguists emphasized that speech, rather than the written word, was the
primary form of language.
1. the study of the spoken language;
2. phonetic training in o rder to establish good pronunciation habits;
3. the use of conversation tex ts and dialogues to introduce conversational
phrases and idioms;
4. an inductive approach to the teaching of grammar;
5. teaching new meanings through establishing associatio ns within the target
language rather than by establishing associations with the mother tongue.
The reform Method, which speech, rather than the written word, was viewed as primary form of the language.
The Direct method
This method also referred as "natual method" it was picked by L. Sauveur who used intensive oral interaction in the
target language, employing questions as a way of presenting and eliciting language. He argued that a foreign language could be taught without translation or the use of the learner's native tongue if meaning was conveyed directly through demonstration
and action.
The principles of the direct method are:
1.Never translate: demonstrate
2.Never explain: act
3.Never make a speech: ask questions
4.Never imitate mistakes: correct
5.Never speak with single words: use sentences
6.Never speak too much: make students speak much
7.Never use the book : use your lesson plan
8.Never jump around: follow your plan
9Never go too fast: keep the pace of the student
10.Never speak too slowly: speak normally
11.Never speak too quickly: speak naturally
12.Never speak too loudly: speak naturally
13.Never be impatient: take it easy
Added to timeline:
A brief story of Language Teaching
Edna María Salomón López - Applied linguistics X01
Date:
