Aula_03

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Linguística Aplicada ao Ensino de Língua Inglesa
Paula Bullio
Aula 3
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The methodological history of teaching English as a Second or Foreign language
Changes in language teaching methods throughout history have reflected recognition of changes in the kind of proficiency learners need, such as a move toward oral proficiency rather than reading comprehension as the goal of language study; they have also reflected changes in the theories of the nature of language and of language learning.
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It has been estimated that more than sixty percent of today's world population is multilingual. Both from a contemporary and a historical perspective, bilingualism or multilingualism is the norm rather than the exception. It is fair, then, to say that throughout history foreign language learning has always been an important practical concern. Whereas today English is the world's most widely studied foreign language, five hundred years ago it was Latin. In the sixteenth century, however, French, Italian, and English gained in importance as a result of political changes in Europe. 
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As "modern" languages began to enter the curriculum of European schools in the eighteenth century, they were taught using the same basic procedures that were used for teaching Latin. 
Textbooks consisted of statements of abstract grammar rules, lists of vocabulary, and sentences for translation. 
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Speaking the foreign language was not the goal, and oral practice was limited to students reading aloud the sentences they had translated. These sentences were constructed to illustrate the grammatical system of the language and consequently bore no relation to the language of real communication.
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The definition of concepts related to teaching methodology
Approach is the level at which assumptions and beliefs about language and language learning are specified; method is the level at which theory is put into practice and at which choices are made about the particular skills to be taught, the content to be taught, and the order in which the content will be presented; technique is the level at which classroom procedures are described. 
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Theory of language 
At least three different theoretical views of language and the nature of language proficiency explicitly or implicitly inform current approaches and methods in language teaching. 
The first, and the most traditional of the three, is the structural view, the view that language is a system of structurally related elements for the coding of meaning. The target of language learning is seen to be the mastery of elements of this system, which are generally defined in terms of phonological units, grammatical units, grammatical operations, and lexical items. The Audiolingual Method embodies this particular view of language, as do methods as Total Physical Response and the Silent Way. 
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The second view of language is the functional view, the view that language is a vehicle for the expression of functional meaning. The communicative movement in language teaching subscribes to this view of language. This theory emphasizes the semantic and communicative dimension rather than merely the grammatical characteristics of language, and leads to a specification and organization of language teaching content by categories of meaning and function rather than by elements of structure and grammar. 
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The third view of language can be called the interactional view. It sees language as a vehicle for the realization of interpersonal relations and for the performance of social transactions between individuals. 
Language is seen as a tool for the creation and maintenance of social relations. 
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The Grammar Translation Method
The principal characteristics of the Grammar-Translation Method were these: 
Grammar Translation is a way of studying a language that approaches the language first through detailed analysis of its grammar rules, followed by application of this knowledge to the task of translating sentences and texts into and out of the target language. 
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Reading and writing are the major focus; little or no systematic attention is paid to speaking or listening.
Vocabulary selection is based solely on the reading texts used, and words are taught through bilingual word lists, dictionary study, and memorization. 
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The sentence is the basic unit of teaching and language practice. 
Accuracy is emphasized. 
Grammar is taught deductively - that is, by presentation and study of grammar rules, which are then practiced through translation exercises. 
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The student's native language is the medium of instruction. It is used to explain new items and to enable comparisons to be made between the foreign language and the student's native language.
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What are the goals of teachers who use the Grammar Translation Method?
According to the teachers who use the Grammar Translation Method, a fundamental purpose of learning aa foreign language is to be able to read literature written in the target language. To do this, students need to learn about the grammar rules and vocabulary of the target language. In addition, it is believed that studying a foreign language provides students with good mental exercise which helps develop their minds.
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What is the role of the teacher? What is the role of the students?
The roles are very traditional. The teacher is the authority in the classroom. The students do as he says so they can learn what he knows.
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What are some characteristics of the teaching/learning process?
Students are taught to translate from one language to another. Often what they translate are readings in the target language about some aspect of the culture of the foreign language community. Students study grammar deductively; that is, they are given the grammar rules and examples, are told to memorize them, and then asked to apply the rules to other examples. They also learn grammatical paradigms such as verb conjugations. They memorize native language equivalents for foreign language vocabulary words.
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What is the nature of student-teacher interaction? What is the nature of student-student interaction?
Most of the interaction in the classroom is from the teacher to the students. There is little student interaction and little student-student interaction.
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How are the feelings of the students dealt with?
There are no principles of the method which relate to this area.
How is language viewed? How is culture viewed?
Literary language is considered superior to spoken language and is therefore the language students study. Culture is viewed as consisting of literature and the fine arts.
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What areas of language are emphasized? What language skills are emphasized?
Vocabulary and grammar are emphasized. Reading and writing are the primary skills that the students work on. There is much less attention given to speaking and listening. Pronunciation receives little, if any, attention.
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What is the role of students’ native language?
The meaning of the target language is made clear by translating it into the students’ native language. The language that is used in class is mostly the students’ native language.
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How is evaluation accomplished?
Written tests in which students are asked to translate from
their native language to the target language or vice-versa are often used. Questions about the foreign culture or questions that ask students to apply grammar rules are also common.
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How does the teacher respond to student errors?
Having the students get the correct answer is considered very important. If students make errors or don’t know an answer, the teacher supplies them with the correct answer.
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The decline of the Grammar Translation Method
Toward the mid-nineteenth century several factors contributed to a questioning and rejection of the Grammar-Translation Method. Increased opportunities for communication among Europeans created a demand for oral proficiency in foreign languages.
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Teachers and linguists began to write about the need for new approaches to language teaching, and through their pamphlets, books, speeches, and articles, the foundation for more widespread pedagogical reforms was laid. This effort became known as the Reform Movement in language teaching.
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The International Phonetic Association was founded in 1886, and its International Phonetic Alphabet (IPA) was designed to enable the sounds of any language to be accurately transcribed. One of the earliest goals of the association was to improve the teaching of modern languages. 
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It advocated:
The study of the spoken language; 
Phonetic training in order to establish good pronunciation habits; 
The use of conversation texts and dialogues to introduce conversational phrases and idioms; 
An inductive approach to the teaching of grammar; 
Teaching new meanings through establishing associations within the target language rather than by establishing associations with the mother tongue. 
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In general the reformers believed that: 
the spoken language is primary and that this should be reflected in an oral-based methodology; 
the findings of phonetics should be applied to teaching and to teacher training; 
learners should hear the language first, before seeing it in written form; 
words should be presented in sentences, and sentences should be practiced in meaningful contexts and not be taught as isolated, disconnected elements; 
the rules of grammar should be taught only after the students have practiced the grammar points in context - that is, grammar should be taught inductively; 
translation should be avoided, although the mother tongue could be used in order to explain new words or to check comprehension. 
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Unwin. WILKINS, D. A. 1976. Notional Syllabuses: A Taxonomy and Its Relevance to Foreign Language Curriculum Development. Oxford: Oxford University Press. WINITZ, H. (ed.). 1981. The Comprehension Approach to Foreign Language Instruction. Rowley, Mass.: Newbury House.
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Linguística Aplicada ao Ensino de Língua Inglesa
Paula Bullio
Atividade 3
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In your own words explain the difference between learning about a language and learning to use a language.
Why do you think the Grammar Translation method is one that has been derived from the teaching of the classical languages, Latin and Greek?
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When we learn about a language, we are concerned about the forms and the structure of this language. When we learn to use a language, we know not only how this language works, but also the cultural aspects involved.
The Grammar Translation Method came from teaching Latin and Greek because it was at this time that there was the need to translate manuscripts, such as the Bible and this translation was the only reason for people to learn another language.
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