kara
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Posts: 19 
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Post by kara on Sept 23, 2014 18:23:19 GMT -5
In chapter one,
near the end it discusses language teaching in both the nineteenth and the twentieth century, how has teaching changed, and how are they similar?
Do you think the way instruction has changed is beneficial to the students?
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Maria
New Member
Posts: 28
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Post by Maria on Oct 2, 2014 10:37:08 GMT -5
Language in the nineteenth century used the Classical Method to teach grammatical rules, vocabulary memorization, textbook translations,and written exercises. Some still practice this form but it's not the most effective for students. Teaching oral use of the language wasn't considered during this period because laugauge was taught primarily for the sake of being "scholarly" opposed to learning for the use of communication today. The previous method does vitrutally nothing to enhance a student's ability and requires few specialized skills on the teacher's part.
Teaching in the twentieth century focused on accuracy vs. focus on fluency, seperation of skills vs. integration, and teacher-centered vs. student-centered approaches. Different ways to teach language have bounced back and forth between these opposing options. Audiolingual Method (ALM) focused on oral production drills but quickly shifted into more attention to rules and the "cognitive code" of langauge. Communicative Language Teaching (CLT) tried moving beyond rules, patterns, and definitions to teach students how to communicate more meaningfully in the second language. I've discovered this to be the most effective way students learn, but we must always remember that every learner is unique so there's no quick and easy method that's guaranteed to provide success.
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Post by ayteama on Oct 11, 2014 12:25:03 GMT -5
Teaching in the 19th century was based on Classical Method which focused on grammatical rules, memorization of vocabulary and various declensions and conjugations, translation of texts, doing written exercises. All languages were not being taught primarily to learn oral communication, but to learn for the sake of being "scholarly" or for gaining a reading proficiency in a foreign language. This classical method came to be known as the "Grammar Translation Method". It does virtually nothing to enhance a student's communicative ability in the language. It requires specialized skills on the part of teachers. So, students have little motivation to go beyond grammar analogies, translations, and rote exercises.
Against the 19th century,Teaching led to a number of different and sometimes conflicting methods, each trying to be a major improvement over the previous or contemporary methods. Audio-lingual Method (ALM) focused on oral production drills but quickly shifted into more attention to rules and the "cognitive code" of language. Communicative Language Teaching (CLT) tried moving beyond rules, patterns, and definitions to teach students how to communicate more meaningfully in the second language.
Teaching strategies varied alot. And of course this was beneficial to the students.
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