What happend in the 18th century?
- selfregulated English language learning
- texbooks based on Latin grammar books
What happend in the 19 th century?
Englisch as a school subject
What happend at the end of the 19 th century?
-
“Der Sprachunterricht muss umkehren”
Modern language reform movement
Demand that languages should be taught as living languages
What happend in the 20 th century?
expansion of teaching English, obligartory since 1964
What happend in the 21 st century?
Introduction of early foreign language education
Dichotomonies…
Form vs _______
Meaning
Fluency vs. _________
Accuracy
Input vs. ________
Output
Open vs. _________
Closed tasks
Receptive vs. ___________
Productive skills
Spoken vs__________
Written Discourse
Reasons for paradigm shift in the methodology
- new theories in the L2
- development of new media
- new educational concepts
Grammar-Translation Methods. When? What? Sequence? Evaluation?
- early to mid -19th century
- classical language teaching as the model (Greek, Latin)
focus on grammar and vocabulary - Sequence: statement of grammatical rules, vocabulary list, translations, exercises
- Evaluation: Exclusive focus on from and formal correctness, lack of authenticity, deductive method, “dead” language as role model,
- non-communitive approach-> inability to speak
Direct Method. When? What? Sequence? Evaluation?
- late 19th century
- focus on fluent spoken language
- function rather than form
- supported by advocates of the language reform movement
- orientation of skills
- inductive language learning rather than deductive language learning
Audio-lingual/audio-visual method. When? What? Sequence? Evaluation?
- 1950th and 1960th
- Behavioristic method (stimulus-response model)
- imitations and repetition of linguistic patterns
- Systematic presentation of L2 structures in specific contexts
- dialogue practice through pattern drills
- habit formation through positive- and negative reinforcement
- Evaluation: language learning seen as process of conditioning, focus on reproduction not creativity, rigid structures, monotony, lack of authenticity
Communicative approach. When? What? Sequence? Evaluation?
- result of sociolinguistic revolution in the 1970th
- interest in language use and function rather than structure
- Hymes concept of “communicative competence”: general ability to use language accurately appropriately and flexibly
- practicing everyday situations
- focus on speaking and listening
- fluency before accuracy
- Evaluation: speaking ability, neglection of accuracy and grammar, only reproduction of pre-fabricated dialogue-> no creativity, authenticity, exclusive use of L2
Communicative competence (Canale and Swain 1980)
- grammatical competence (using correct grammas and form)
- sociolinguistic competence (producing appropriate language)
- discourse competence (produce cohesive and coherent language)
- strategic competence (ability to use language effectively)
- Principles and features: practicing everyday situations, focus on speaking and listening, exclusive use of L2, authenticity, fluency before accuracy, meaning before form
Task-based/Task-supported approach
- in the 1990th
- task provides input to learners and opportunities for meaningful and creative language use
- focus on meaning, but may force students to pay attention to the relationship between form and meaning
- activate cognitive processes in the learners and have a clear outcome
- Task types: listening, ordering and sorting, comparing, sharing personal experience, creative tasks, problem solving
- Task structure:
- Pre-task: activating pre knowledge
- While- task: checking comprehension
- Post-task: focusing on content
