The Shift Toward Communicative Language Teaching
and Task-Based Instruction: A Historical Perspective
For many decades the predominant method of language instruction was
the grammar-translation method. This method is rooted in the teaching
of the nineteenth century and was widely used for the first half (in some
parts of the world even longer) of the last century to teach modern foreign
languages . Textbooks primarily consisted of lists of vocabulary and rule explanations. By and large, students engaged in translation activities. Little oral proficiency would result from
the Grammar-translation Method, and students often were expected to
go abroad and immerse themselves to become a fluent speaker.
The Grammar-translation Method was not without its opponents,
and the demand for oral proficiency led to several counter and parallel
movements that laid the foundation for the development of new ways of
teaching, as we still know them today .One such method is the Direct Method, sometimes also referred to as the Berlitz Method as it was widely used in Berlitz schools. Some reformers
of the nineteenth century believed that languages should be taught in a natural way, that is, how children learn language. As Richards and Rodgers point out, “Believers in the
Natural Method argued that a foreign language could be taught without
translation or the use of the learner’s native language if meaning was
conveyed directly through demonstration and action” . For this
reason, they also strongly promoted the spontaneous use of language.
The principles of procedures underlying the Direct Method can be described in the following way:
1. Classroom instruction was conducted exclusively in the target language.
2. Only everyday vocabulary and sentences were taught.
3. Oral communication skills were built up in carefully graded progression
organized around question-answer exchanges between teachers
and students in small, intensive classes.
4. Grammar was taught inductively.
5. New teaching points were introduced orally.
6. Concrete vocabulary was taught through demonstrating, objects,
and pictures; abstract vocabulary was taught by association of ideas.
7. Both speech and listening comprehension were taught.
8. Correct pronunciation and grammar were emphasized.
Despite its success in private schools, the Direct Method was met
with a great deal of criticism. Strict requirements to adhere to its principles
and the need for native speakers or someone with native-like fluency
prevented this method from becoming widely adopted by academic institutions
Hailed in its day as revolutionary in foreign language teaching, the
grammar-translation method was replaced by the Audiolingual Method in
the 1950s and 60s. The belief in the effectiveness of this method was so
strong that traces of audiolingual-based teaching theories can still be found
in teaching materials. The audiolingual method was based on the school of
behaviorism in psychology and structuralism in linguistics, for which reason
it also become known as the “structural” or “behaviorist” method.
Because of its primary emphasis on spoken language, it is also referred to
as the “Aural-oral” Method. The underlying assumption of this philosophy
was that foreign language learning is basicallya mechanical process of habit formation and automatization. In practice,this meant students were presented with language patterns and dialogues,
which they had to mimic and memorize. Language practice by and large
consisted of repetition of language patterns and drill exercises. Drill types
included substitution drills, variation drills, translation drills, and responsedrills.
المادة المعروضة اعلاه هي مدخل الى المحاضرة المرفوعة بواسطة استاذ(ة) المادة . وقد تبدو لك غير متكاملة . حيث يضع استاذ المادة في بعض الاحيان فقط الجزء الاول من المحاضرة من اجل الاطلاع على ما ستقوم بتحميله لاحقا . في نظام التعليم الالكتروني نوفر هذه الخدمة لكي نبقيك على اطلاع حول محتوى الملف الذي ستقوم بتحميله .
|