1 er.

Cuatrimestre
MAESTRÍA EN
ENSEÑANZA
DEL INGLÉS
Introducción a la
Lingüística Aplicada
MEI15201
 IEXPRO UNIVERSITY
MASTERS IN ENGLISH LANGUAGE TEACHING
METHODOLOGICAL APPROACHES: INTRODUCTION TO LINGUISTICS

Methods Most important aspects: Year (s) of creation, authors, main features

 Grammar-
Translation Method
Emerged in Prussia at the end of the 18th Century and became firmly entrenched in the 19 th century, its author was Johan Christian Fick. It was rooted to teach ancient
languages as well as modern languages; same grammatical terminology and techniques such as textbooks, lists of vocabulary, and sentences for translation and this
method did not have interpersonal communication as purpose.

 Direct Method

In the middles of the 19th century (1850s) developed by J.S. Blackie, for him it consisted in the interest of the ability to use the foreign language rather than analyzing it.
Then, this method became popular in the United States with Berlitz they even called it the Berlitz’ Method; the main aim of this method is based on the linguistic theories
which considered the oral language and Phonetics as the most important components in the teaching and learning process of a foreign language. Also, this method
advocates that students have to understand meaning without translation.

 Reading Method In the 1920s several studies were carried out by West (1926) and Coleman (1929), they stated in their reports that most American students learnt a foreign language for
two years only due to their attainable objective was the development of the reading ability. The most important thing was the quick recognition of certain verb forms, tenses,
negations, etc. If students did not understand any word, they would infer meaning from context and oral communication was secondary.

 Oral or Situational Harold Palmer and A.S. Homby were two leaders of the Oral Approach between 1930s and 1960s; Palmer stated that a language course should be focused on the students
Approach rather than some other goals. Then, in 1963 Pittman said that the principal activity in the teaching of English structure would be the oral practice of structures. The oral
approach has been long lasting till our days due to a balance between the development of the four linguistic skills at all stages: oral comprehension, writing comprehension,
oral production and writing production. Although the emphasis remains on oral presentations.

 Audio-Lingual This method has its roots in the ASTP (Army Specialized Training Program) which was a program developed during Second World War times which was adopted later in
Method the US universities. First, Charles Fries a Linguist of the University of Michigan coined this method as the Oral Approach or the Structural Approach, around the 1950s its
popularity gave place to the Audiolingualism, this method has influences of structuralism and behaviorist psychology and its main features are: teaching was based on
dialogues that contained commonly every-day expressions, dialogues and pattern drills were learned by a process of mimicry and memorization, students must focus on
phonological and grammatical structures, the materials were teacher centered, and the use of L1 was avoided in the classroom. It is worth mentioning that Noah Chomsky
was a big critique of this method, he argued that much of human language use is not imitated behavior but generated from the learner’s competence.

 Cognitive Approach In the 1970s J.B. Carroll, K.Chastain and K. Diller proposed a set of guidelines for language teaching, although it was never considered a method it was based on theoretical
principles which had the following underpinnings: Conscious learning, conscious focus on grammar, learning must go from the known to the unknown and Learning must
be meaningful; Chastain stated that these principles were centered in two goals, the first one was the development of competence based on mentalistic interpretations of
learning and the second goal was to give students opportunities to develop functional performance skills.

IEXPRO Teacher Karina Díaz Student: Martha Margarita Martínez Rangel Methodological Approaches’ Antology,
 IEXPRO UNIVERSITY
MASTERS IN ENGLISH LANGUAGE TEACHING
METHODOLOGICAL APPROACHES: INTRODUCTION TO LINGUISTICS

REFERENCES

Methodological Approaches Antology (2020). Chapter 2: The Early Methods (pp 17 – 39). IEXPRO University

IEXPRO Teacher Karina Díaz Student: Martha Margarita Martínez Rangel Methodological Approaches’ Antology,