A Comparison of Language Teaching Methodologies

Language Teaching Methods

The Classical Method

The Classical Method taught Latin and Greek through grammar, using authors like Donatus and Priscian. Education focused on classical languages, reading classical texts, and translating them into vernacular languages after the invention of the printing press in the 18th century. It employed a deductive methodology, aiming to improve literary skills and knowledge of the language.

Grammar-Translation Method

Originating in Prussia in the late 18th century, forerunners included Fick's English manual for Germans and the works of Ahn and Ollendorff. This method focused on teaching grammar and practicing translation of unconnected sentences using a deductive approach. The selection of phrases lacked logic, prioritizing translation practice. It was the mainstream methodology in Europe between 1780 and 1880.

Direct Method

Developed in several Northern European countries (Germany, Denmark, France, England) in the 1880s, the Direct Method reacted against the Grammar-Translation Method. It prioritized oral language and pronunciation over grammar. This marked the first time foreign language teaching was studied scientifically. Passy invented the International Phonetic Alphabet. Berlitz is a well-known example. It uses an inductive method.

Audiolingual Method

This inductive method emphasizes speaking and listening. It originated during the Second World War, prioritizing the spoken form over writing. It favors analogy over analysis. Oral drills and dialogues were central to all activities. It is teacher-centered, with the teacher controlling the direction and pace of learning through active verbal interaction. Key researchers included Skinner and Bloomfield.

Communicative Method

The Communicative Method evolved from the Direct Method. Its main objective is to provide general guidelines rather than specific instructions, making it an approach rather than a rigid method. Grammar is less important. Arising from poor results in the 1970s, it aimed to teach foreign languages through communication, believing students should learn by speaking the language.

Task-Based Learning (TBL)

TBL originated within the communicative approach. Proponents believe that "you learn a language by using it." The Bangalore Project was an early experiment with TBL, designing and teaching a syllabus based on tasks. Grammar rules were not taught before, during, or after the task, focusing instead on form.

Inductive and Deductive Language Learning

Inductive and deductive language teaching and learning are important in education. They are distinct and opposing instructional methods. Both require a teacher/instructor and a student/learner. The main differences lie in the focus and flow of information, as well as the roles of the teacher and student.

Inductive teaching and learning progresses from the specific to the general. Lessons start with activities or experiments, focusing on students' capacities and abilities rather than the teacher. Audiolingualism and TBL are examples.

The deductive method is the traditional approach. Knowledge is taken from a general reference or source and then communicated to the learner.