Understanding A Brief History

Of Language Teaching
Grup 2
Language Teaching Innovation i
n
Nineteenth Century

2
 O F C O N T E N T S
TABL E

I II III

INTRODUCTION DIRECT METHOD BERLITZ METHOD

IV V VI

CONCLUTION REFERENCES CLOSING

3
SECTION 1

INTRODUCTION

From historical perspective we a
re also able to see that the conc
erns that have prompted modern
method innovations were similar
to those that have always been a
t the center of discussions on ho
w to teach foreign languages.
Increased opportunities for com
munication, Europeans created
a demand for oral proficiency in
foreign languages. Initially, but l
anguage teaching specialists als
o turned to the way modern lang
uages were being taught in seco
ndary schools. In parts of Europ
e, new approaches to language t
eaching were developed by indi
vidual language teaching special
ists, each with a specific metho
d for reforming the teaching of
modern languages.
5
 T e a c h i n g S p e c i a l i s
Languag e
ts
m a n C . M a r c e l
The French

Proposed that reading be taught before other s

kills, and tried to locate language teaching with
in a broader educational framework.

m a n T . P r e n d e r g as
The English
t

use contextual and situational, memorized phr

ases and "routines" in speaking. Advocating th
at learners be taught the most basic structural
pattern occurring in the language.

6
SECTION 2

DIRECT METHOD
 o r m M o v e m e n t
Th e R e f

Wilhelm Vietor in Ger

many

The Direct Method

Paul Passy in Franc
e
Henry Sweet in Engla
nd

8
 D i r e c t M e t h o d
T h e
•Oral communication skills were bu • Classroom instruction was conducted exclusive
ly in the target language.
ilt up in a carefully graded progres
sion organized around question-an
• Only everyday vocabulary and sentences were t
d-answer exchanges between teac aught.
hers and students in small, intensi
ve classes.
• Grammar was taught inductively.

•Concrete vocabulary was taught th

rough demonstration, objects, and
pictures; abstract vocabulary was t
aught by association of ideas.
•Correct pronunciation and gramm
• New teaching points were introduced orally.
• Both speech and listening comprehension were
taught.

ar were emphasized.
9
SECTION 3

BERLITZ METHOD
 M E T H O D
BERLITZ

SPEAK AND THINK IN THE NEW LANGUAGE FROM YOUR

VERY FIRST LESSON
Berlitz Method is a conversational teaching style that pre
sents practical vocabulary and grammar in the context of
real-life situations.

All Berlitz students learn to speak their new language the way they did their first throu
gh natural conversation. The Berlitz Method remains at the core of our approach and l
earn by hearing, speaking, and thinking in your new language.
 B e r l i t z M e t h o
r i s t i c s o f
Characte d

1 2
Exclusive Use of the T Active Student Partici
arget Language pation

3 Learning Languages t
4
Grammar as a Means
hrough Real Convers of Communication
ation

12
SECTION 4 & 5

CONCLUTION & REFERENCES

Conclution
Richards, Jack C. and Theodore S. Rodgers. (1
Particular methods differ in the wa
986). Approaches and Methods In Language
y they address these issues. But in
Teaching. USA: Cambridge University Press.
order to understand the fundament
al nature of methods in language t
eaching, it is necessary to conceiv
e the notion of method more syste
matically. This is the aim of the ne www.linguistikid.com/2017/01/a-brief-hi
xt chapter, in which we present a story-of-language-teaching.html
model for the description, analysis,
and comparison of methods. This
model will be used as a framework
for our subsequent discussions an
http://berlitz-jo.com/
d analyses of particular language t
eaching methods and philosophies.
SECTION 6

CLOSING