History of Language Teaching

Events

XVII

1600

In the sixteenth century French Italian and English gained in importance as a result of political changes

XVIII

1793 - 1896

child learning as a model for language teaching, emphasized the importance of meaning in learning, proposed that reading be thought before other skills

XIX

1806 - 1886

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

GOUIN

1831 - 1896

developed an approach to teaching a foreign language based on his observations of children’s use of language

Grammar translation

1840 - 1940

grammar translation dominated European and foreign language

Grammar translation

1845

grammar translation was in fact first known in the united states as the Prussian method

Henry Sweet

1845 - 1912

argued that sound methodological principles should be based on a scientific analyses of language and a study of psychology

Wilhelm Vietor

1850 - 1918

used linguistic theory to justify his views on language teaching

L. Sauveur

1860

opened a school in Boston and his method became referred as the natural method

German scholar F. Franke

1884

wrote on the psychological principles of direct association between forms and meanings in the target language

International Phonetic

1886

the international phonetic association was founded

The practical study of language

1899

The reform movement in language teaching

1899

Direct Method

1920

use of the Direct Method in noncommercial schools in Europe had consequently declined

Foreign language teaching

1923

a study on the state of foreign language teaching concluded that no single method could guarantee successful results

Coleman reading became a goal of most foreign language programs in the U.S

1929

Austin and Searle’s speech act theory

1962 - 1969

Kelly

1969 - 1984

made specific proposals for curriculum reform and for changes in the way Latin was thought

the Prussian method of teaching the elements of the Latin language

1969

Hymes model of communicative competence and its application to L2

1972

Krashen input hypothesis

1985

XX

1990

content-based instruction and task-based language teaching emerged as new approaches to language teaching

XXI

2000

Brodbeck, F. C., & Greitemeyer, T effects of individual versus mixed individual and group experience in rule induction on group member learning and group performance

Gunzelmann, G., & Anderson, J. R

2003

Problem solving: Increased planning with practice. Cognitive Systems Research

Richards

2006

states that language competence is, its usage to the purposes and functions

Griffin, P

2007

the studies in educational evaluation

Kozma, R

2009

the transition to computer-based assessment: New approaches to skills assessment and implications for large scale assessment