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Use Cases
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Resources
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Pricing
1600
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In the sixteenth century French Italian and English gained in importance as a result of political changes
1793 - 1896
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child learning as a model for language teaching, emphasized the importance of meaning in learning, proposed that reading be thought before other skills
1806 - 1886
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Englishman T. Prendergast was one of the first to record the observation that children use contextual and situational cues and that the use memorized phrases in speaking. He proposed the first structural syllabus
1831 - 1896
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developed an approach to teaching a foreign language based on his observations of children’s use of language
1840 - 1940
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grammar translation dominated European and foreign language
1845
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grammar translation was in fact first known in the united states as the Prussian method
1845 - 1912
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argued that sound methodological principles should be based on a scientific analyses of language and a study of psychology
1850 - 1918
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used linguistic theory to justify his views on language teaching
1860
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opened a school in Boston and his method became referred as the natural method
1884
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wrote on the psychological principles of direct association between forms and meanings in the target language
1886
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the international phonetic association was founded
1899
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1899
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1920
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use of the Direct Method in noncommercial schools in Europe had consequently declined
1923
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a study on the state of foreign language teaching concluded that no single method could guarantee successful results
1929
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1962 - 1969
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1969 - 1984
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made specific proposals for curriculum reform and for changes in the way Latin was thought
1969
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1972
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1985
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1990
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content-based instruction and task-based language teaching emerged as new approaches to language teaching
2000
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Brodbeck, F. C., & Greitemeyer, T effects of individual versus mixed individual and group experience in rule induction on group member learning and group performance
2003
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Problem solving: Increased planning with practice. Cognitive Systems Research
2006
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states that language competence is, its usage to the purposes and functions
2007
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the studies in educational evaluation
2009
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the transition to computer-based assessment: New approaches to skills assessment and implications for large scale assessment