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Autor: anton • June 28, 2011 • 3,103 Words (13 Pages) • 401 Views
Teaching English as a Foreign Language. This term is predominantly used when English is being taught in a country where it isnÐ²Ð‚™t the native language (for example teaching English to Spanish people in Spain).
For various historical and economic reasons, English has become the dominant language of the world in the twenty-first century. English is the language of science, air traffic control, and tourism, the Internet and to a very large extent of trade and export. According to the British Council at least one billion people speak or are trying to speak English at the present time and of those about 300 million people are actively studying the English language.
TEACHING METHODS AND TEACHER & LEARNER ROLES
Method Teacher Roles Learner Roles Situational Language Teaching Context SetterError Corrector ImitatorMemorizer Audio-lingualism Language ModelerDrill Leader Pattern PracticerAccuracy Enthusiast Communicative Language Teaching Needs AnalystTask Designer ImprovisorNegotiator Total Physical Response CommanderAction Monitor Order TakerPerformer Community Language Learning CounselorParaphraser CollaboratorWhole Person The Natural Approach ActorProps User GuesserImmerser Suggestopedia Auto-hypnotistAuthority Figure RelaxerTrue-Believer
History of English language teaching
In the Western world back in the 17th, 18th and 19th centuries, foreign language learning was associated with the learning of Latin and Greek, both supposed to promote their speakers' intellectuality. At the time, it was of vital importance to focus on grammatical rules, syntactic structures, along with rote memorization of vocabulary and translation of literary texts. There was no provision for the oral use of the languages under study; after all, both Latin and Greek were not being taught for oral communication but for the sake of their speakers' becoming "scholarly?" or creating an illusion of "erudition." Late in the nineteenth century, the Classical Method came to be known as the Grammar Translation Method, which offered very little beyond an insight into the grammatical rules attending the process of translating from the second to the native language.
The Grammar Translation Method The Grammar Translation Method dominated FLT in the 19th century and in some respects continues to be influential in FLT up to this day. Proponents of this method believe that learning a foreign language is achieved through the constant and fast translation of sentences from the target language into the learnerÐ²Ð‚™s first language and vice versa. Correct translations of written texts require (a) knowledge of a vast amount of vocabulary, and (b) knowledge of rules of grammar, which allow learners to analyse and understand the construction of target language sentences, thus preventing their misinterpretation. Word by word translations were popular because by them students could demonstrate that they understood the grammatical construction underlying a specific sentence.
It is typical of this approach, therefore, to place emphasis on the rote memory learning of long lists of bilingual Ð²Ð‚?vocabulary equationsÐ²Ð‚™, and on the learning of explicit rules of grammar, frequently in form of tables for the declension and conjugation of nouns and verbs. In the eyes of proponents of the Grammar Translation Method vocabulary learning required diligence and the analysis of the grammatical construction of sentences required intelligence. Learners who failed to do translations correctly where therefore blamed for being either not intelligent or lazy or both. In any case, errors were to not be tolerated. And because many people feel, up to this day, that learning a foreign language means learning to translate sentences from the mother tongue into the target language and vice versa, this approach to FLT still has its adherents.
The Grammar Translation Method has its historical origins in the teaching of Latin, which was the dominant language in universities, the public services and intellectual life in general from medieval times up to the 19th century. Knowledge of Latin was needed for the study of the bible and for academic purposes like the study of medical books and legal documents. In Latin studies the focus was, therefore, on the study of written texts. Knowledge of Latin distinguished Ð²Ð‚?educated peopleÐ²Ð‚™ from ordinary folks. Study of the canon of classical texts from well-known ancient authors like Ovid and Cicero was considered morally and aesthetically edifying and superior to anything which the study of modern languages could afford. Speaking Latin played a subordinate role because it was a Ð²Ð‚?dead languageÐ²Ð‚™ and because there were no authentic living people who could serve as a model for its phonetically correct pronunciation. It was not before the year 1886 that linguists like Wilhelm Vietor, Henry Sweet, and Daniel Jones created the International Phonetic Alphabet for the phonetic description of sounds in different languages.
When in the late 19th century, mainly for political, economic, military, and other practical purposes, some people proposed that in public schools the study of modern languages like French and English should be introduced, it stood beyond question that their teaching had to be based on the methods used for the study of Latin. The focus was on the study of written texts, therefore, and the learners' first language was the language used in foreign language classes. Studying a foreign language was considered something like an intellectual exercise, and the analysis of complicated grammatical constructions and the translation of rows of isolated sentences in both directions was the test by which students could be shamed or show their superior cognitive abilities. Failure to produce correct answers was considered a sign of indolence or inferior intellectual qualities and might provoke physical punishment
Grammar Translation Method The grammar - translation method is derived from traditional approaches to the teaching of Latin and Greek in the nineteenth century.
The students are to develop the ability to read prestigious literary texts. They should also learn to read and write the target language accurately.
Its main features are:
Ð'* A meticulous analysis of the target written language, especially its grammar
Ð'* Grammar rules are presented and studied explicitly
Ð'* Vocabulary is learnt from bilingual word lists