history of teaching foreign languages

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history of teaching foreign languages history of teaching foreign languages hello! lecture 2 course : methodology of teaching languages and educational technologies prepared by tadjieva m. lelectur 2 lecture outline: 1. general remarks. 2. the grammar-translation method. 3. the direct method. 4. the audio-lingual method 3 key terms: history of fl teaching development, periods of teaching fl, the synthetic method, the analytic method, the deductive method, the inductive method, classical and practical directions, training the fl teachers, the clergy educational institutions, fl textbooks, flt methodology 4 references j.j.jalolov, g.t.makhkamova, sh.s.ashurov. english language teaching methodology. - т.: «fan va texnologiya», 2015. brown, h. d. principles of language learning and teaching. new york: longman,2000. rogers and richards. approaches and methods in language teaching. cambridge university press. harmer jeremy. the practice of english language teaching. cambridge, 2007. 5 i hear and i forget. i see and i remember. i do and i understand. …

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scovering the importance of speaking audio- lingualism – the first modern methodology humanistic approaches – a range of holistic methods applied to language learning communicative language teaching – the modern standard method principled eclecticism – fitting the method to the learner, not the learner to the method 10 11 12 method focus characteristics grammar translation written literary texts translate from english into your native language direct method (also called natural method) everyday spoken language student learns by associating meaning directly in english audio-lingual method sentence and sound patterns listening and speaking drills and pattern practice only in english humanistic approaches – 4 popular examples: 13 method focus characteristics the silent way student interaction rather than teacher teacher is silent to allow student awareness of how english works suggestopedia meaningful texts and vocabulary relaxed atmosphere, with music; encourages subliminal learning of english community language learning student interaction understanding of english through …

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ed in the teaching of the classical languages, latin and greek. this method was used for the purpose of helping students read and appreciate foreign language literature. 16 the grammar-translation method through the study of the grammar of the target language, students would become more familiar with the grammar of their native language and that this familiarity with the grammar of their native language will help them understand their language better. finally, it was thought that foreign language learning would help students grow intellectually. 17 the grammar-translation method principles learning a foreign language is to be able to read literature written in it. literary language is superior to spoken language. if students can translate from one language into another, they are considered successful language learners. the ability to communicate in the target language is not a goal of foreign language instruction. 18 the grammar-translation method principles the primary skills to …

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e is little student initiation and little student-student interaction. 21 the grammar-translation method how is evaluation accomplished? written tests in which students are asked to translate from their native language to the target language or vice versa are often used. how does the teacher respond to student errors? having the students get the correct answer is considered very important. 22 disadvantages of grammar translation method: 1. the grammatical analysis was very neat and satisfactory for the grammarians who had devised it, but it often made facts about the language very confusing to the students. 2.the method put a tremendous strain on students' memories. 3.word-to-word translations were often unsatisfactory. 4. the students had to learn a lot of grammatical terms ( noun, tense, indicative, etc). in fact, they had to learn a new language, talking about language. 23 2. the direct method the direct method has one very basic rule: no …

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c structures. 27 the direct method principles 11.the teacher should demonstrate, not explain or translate. it is desirable that students make a direct association between the target language and meaning. 12.students should learn to think in the target language as soon as possible. vocabulary is acquired more naturally if students use it in full sentences rather than memorizing word lists. 13.grammar should be taught inductively. there may never be an explicit grammar rule given. 28 what are some characteristics of the teaching/learning process? teachers believe students need to associate meaning and the target language directly. students speak in the target language a great deal and communicate as if they were in real situations. the syllabus is based upon situations or topics. the initiation of the interaction goes both ways, from teacher to students and from student to teacher, although the latter is often teacher-directed. 29 3. the audio-lingual method the …

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history of teaching foreign languages history of teaching foreign languages hello! lecture 2 course : methodology of teaching languages and educational technologies prepared by tadjieva m. lelectur 2 lecture outline: 1. general remarks. 2. the grammar-translation method. 3. the direct method. 4. the audio-lingual method 3 key terms: history of fl teaching development, periods of teaching fl, the synthetic method, the analytic method, the deductive method, the inductive method, classical and practical directions, training the fl teachers, the clergy educational institutions, fl textbooks, flt methodology 4 references j.j.jalolov, g.t.makhkamova, sh.s.ashurov. english language teaching methodology. - т.: «fan va texnologiya», 2015. brown, h. d. principles of language learning and teaching. n...

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