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    Approaches and Methods in Language Teaching 2nd Edition CH 1 and 2 PDF

    Uploaded by

    Lau Ramirez

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    Download as pdf
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    CAMBRIDGE LANGUAGE TEACHING LIBRARY A seties covering central issues in language teaching and learning, by authors who have expere knowledge in ther field In thie series: ‘fect in Language Leariog edited by Jane Arnold i Approaches and Methods ia Language Teaching, Sezond Editon, by Jack C. Richards and Theodore S. Rodgers ; ‘Appropriate Methodology snd Social Context by Adrian Holliday Beyond Training by Jack C. Richards Classroom Decision-Making edited by Andrew Litejabn and Michael P. Breen Collaborative Action Research for Eaglish Language Teachers by Arne Burm : Collaborative Language Learning and Teaching edited by David Nua Communicative Language Teaching by Wiliam Littlewood Designing Tasks forthe Communicative Classroom by David Numan Developing Reading Skils by Francoise Grellet Developments in English for Specific Purposes by Tony Dudley-Evans anid ‘Maggie Jo St. Jobn Discourse Analysis for Language Teachers By Michael McCarthy Discourse and Language Education by Evelyn Hatch English for Academic Purposes by R. R. Jordan English for Specific Purposes by Tor Hutchinson and Alan Waters Establishing Sel-Acces: From Theory to Pracce by David Gardner and Lindsay Miller Foreign and Second Language Leamnng by Wiliam Littlewood [Language Learing in latezcultral Perspecive edited by Michael Byram ‘ond Michael Fleming ‘The Language Teaching Matix by Jack C. Richards Language Test Construction and Evaluation by). Charles Alderson, Caroline Clapham, and Dianne Wall Learne-Centednest a5 Language Education by an Tudor “Managing Cursicular Innovation by Nurna Marker Materials Development in Language Teaching edited by Brian Tominzon [New leuigrants inthe United Sates edited by andre Lee McKay and Sowing Cynthia Wong A Psychology for Language Teachers by Marion Wiliams and Robert L. Burden a Research Methods in Language Learaing by David Nunan Second Language Teacher Education edited by Jack C. Richards and David Nena : Society and the Language Classroom edited by Hywel Coleman “Teacher Learning in Language Teaching edited by Donald Freeman ‘nd Jack C. Richorde ‘Teaching the Spoken Language by Gillian Brown and George Yule Understanding Research in Second Language Leatnng by James Dean Brown Using Surveys in Language Programs by James Dean Broion Vocabulary: Description, Aequsiton and Pedagogy edited by Norbert Schmitt, and Michael MeCarthy Vocabulary, Semantics, and Language Educ Cheryl Brown ‘Voices From the Language Classroom edited by Kathleen M. Bailey and ‘David Numan by Evelyn Hatch and Approaches and Methods in Language Teaching Second Edition Jack C. Richards Southeast Asian Ministers of Education Organization Regional Language Centce, Singapore and Theodore S. Rodgers University of Hawaii Manoa CAMBRIDGE UNIVERSITY PRESS 1 Abrief history of language teaching ‘This chapter, in briefly reviewing the history of language teaching methods, provides a background for discussion of contemporary methods and suggests the issues we will refer to in analyzing these methods. From this historical perspective we are also able to ace that the ‘concerns that have prompted modern method innovations were similar to those that have always been atthe center of discussions on how to teach foreign languages. Changes in language teaching methods throughout history have reflected recognition of changes in the kind of proficiency learners need, such as a move wyward oral proficiency rather than reading comprehension as the goal of language study, they have also reflected changes in theories of the nature of language and of language learning, Kelly (1969) and Howate (1984) have demonstrated that many curcent issues in language teaching are not particularly new. Today's controver. sies reflect contemporary responses to questions that have bedi asked often throughout the history of language teaching. Ichas been estiniated that some 60 percent of today’s world population is multilingual. From both a contemporary and a historical perspective, bilingualism or multilingualism is the norm rather than the exception, I¢ is faz then, co say thar throughout history foreign language leaching has always been an impoztant practical concern, Whereas today English i the world’s most widely studied foreign language, sthe dominant language of education, ; teligiony and government in the Western world. Ty the sixteenth century, howeves Freiich, Italian, and English gained in importance as a result of political

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