History of Language Teaching

Language teaching is a field in which fads and heroes have come and gone in a manner fairly consistent with the kinds of changes that occur in youth culture. Prior to the twentieth century, language teaching methodology vacillated between two types of approaches: getting learners to use language versus getting learners to analyze a language. Both the classical Greek and medieval Latin emphasized on teaching people to use foreign language. They were used as lingua francas all over Europe. During the renaissance, the formal study of the grammar of Greek and Latin became popular through the mass production of printing books.

Since the European venaculars had grown in prestige and utulity people in one country begen to learn language of another country. At the time, the most famous teacher and methodologist was Johann Amos Comenius that used some tecniques: use imitation instead of rules to teach, have student repeat, use limited vocabulary initially, help student practice reading and speaking, and teach through picture to make it meaningful.

By the beginning of nineteenth century, the analyrical grammar-translation approach not only for teaching Latin but also for modern languages. However, by the end of nineteenth century the direct method had begun to function as a viable alternative to Grammar-Translation. It is published by Francois Gouin in 1880.

The Direct Method beecame very popular in France and Germany. In 1886, the international Phonetic Assoiation was established and developed the International Phonetics alphabet (IPA).

Quite apart from the Reform movement in Europe, Emile de sauze implemented the Direct method inthe public school in Cleveland, Ohio. The endeavor was not too successful since there were too few foreign language teacher in America. Later the Modern Language Association of America endorsed the Reading approach with emphasis on some of great works of literature and philosophy. It held sway in U.S.A until the late 1930s and early 1940s. When World War II broke out the U.S. military hired linguists to help teah languages and develop material: the audiolingual approach (Fries 1945).

Nine Twentieth-Century Approaches to Language Teaching. There are nine approaches that the writer lists in this chapter: Grammar-Translation, Direct, Reading, Audiolingualism, Oral-Situational, Cognitive, Affective-Humanistic, Comprehension-Based and Communicative.

In Language Teaching Approaches ESL/EFL Teachers shall learn more about the various approaches and methods available and find out which practices have proved successful.

Topic in Applied Linguistics

Assignment 1

1. Obtain the definition of Topics in Applied Linguistics from the different experts/authors.

Answer:

• a. The American Association of Applied Linguistics ‘promote principled approaches to language-related concerns’ (AAAL)
• AL is the point at which all the branches of linguistics intersect with other disciplines.’ (Robert Kaplan, 1980)
• The learning and teaching of foreign languages constitutes, in our opinion, the most important area within the extensive field of applied linguistics. (Van Els, et al, 1984)
• Traditionally, the primary concern of Applied Linguistics has been second language acquisition theory, second language pedagogy and the interface between the two´ (Norbert Schmitt, 2002)
• Applied Linguistics itself may be seen as an autonomous, problem-solving disciple, concerned broadly with language (mainly, but not exclusively second language) education and language problems in society’ (Steve McDonough, 2002)
• The branch of linguistics concerned with practical applications of language studies, with particular emphasis on the communicative function of language, and including such professional practices as lexicography, terminology, general or technical translation, language teaching (general or specialized language, mother tongue or second language), writing, interpretation, and computer processing of language. (BTB Translation Bureau Canada)
• ‘The Encyclopedic Dictionary of Applied Linguistics is, as its subtitle states, A Handbook for Language Teaching’ (Keith Johnson & Helen Johnson, 1998)
• Applied linguistics is an interdisciplinary field of research and practice dealing with practical problems of language and communication that can be identified, analysed or solved by applying available theories, methods or results of Linguisticsor by developing new theoretical and methodological frameworks in linguistics to work on these problems’ (AILA International Association of Applied Linguistics)
• An amalgam of research interests. (David Block, 2009)
• Applied Linguistics (AL) provides the theoretical and descriptive foundations for the investigation and solution of language-related problems, especially those of language education (first-language, second-language and foreign-language teaching and learning), but also problems of translation and interpretation, lexicography, forensic linguistics and (perhaps) clinical linguistics. (Dick Hudson’s online survey of  BAAL British Association of Applied Linguistics members)

2. Find the similiraties and differences of three definitions.

• Traditionally, the primary concern of Applied Linguistics has been second language acquisition theory, second language pedagogy and the interface between the two´ (Norbert Schmitt, 2002) 
• Applied Linguistics itself may be seen as an autonomous, problem-solving disciple, concerned broadly with language (mainly, but not exclusively second language) education and language problems in society’ (Steve McDonough, 2002)
• The branch of linguistics concerned with practical applications of language studies, with particular emphasis on the communicative function of language, and including such professional practices as lexicography, terminology, general or technical translation, language teaching (general or specialized language, mother tongue or second language), writing, interpretation, and computer processing of language. (BTB Translation Bureau Canada)

The similarity of the three definitions is the authors agreed that applied linguistics is the study about language.

The difference of the three definitions is each author has the difference point of view about applied linguistics. One said that applied linguistics concerns the second language acquisition, the other thaught that apllied linguistics is not always about second laguage acquisition and the last author agrred that applied linguistics is the study about the first and second language acquisition.

3. Describes the scope of Applied Linguistics.

Scope of linguistics:

a. Language and Teaching:

Approaches & Methods, it includes:

• Grammar Translation Method (GTM) is the classes are conducted in the mother tongue.
• The Series Method are exposed to a series of connected sentences.
• The Direct Method is the method depends on the oral interaction using the FL inside the classroom.
• The Audio-lingual Method (ALM) is based on the idea of over-learning and repetition.
• Cognitive Code Learning Method (CCL) is a more student-oriented method as it focuses on his/her mentality and the complicated processes that take place as learning progresses.
• The Designer Methods such as Communicative Language Learning (CLL) which focuses on  It focuses on establishing interpersonalrelationships between Ls in order to make the classroom a family-like environmen, Suggestopedia which based on the idea that the human mind can learn anything if a suitable atmosphere is provided, Silent Way which  It focuses on the learners independence, The Total Physical Response (TPR) which based in actions learning new language, The Natural Approach which focuses on how humans learn their first language unintentionally.
• Communicative Language Teaching (CLT) is the method which focuses on helping learners to communicate in foreign language by improving their communicative competence. 

b. Language and society (sociolinguistics)

c. Language and Education/Learning:

• First-language education is the study when child studied their home language.
• Additional language education as the study of second language and foreign language.
• Clinical linguistic is the study of treatment of speech and communication impairments.
• Language testing is the assesment and evaluation of language achivement and proficiency.

d. Language, Work and Law:

• Workplace communication is the study of language is used in the workplace.
• Language planning is making of decission.
• Forensic linguistic is the deployment of language evidence in crimnal and other legal investigation.

e. Language, Information and Effect:

• Literary stylistic is the study of the relationship between linguistic choices and effects in literature.
• Critical discourse analysis is the study of the relationship between linguistic choices and  effects  in persuasive uses of language.
• Translation and intepretation is the formulation of principles underlying the perceive equivalence between a strecth  of language and its translation.
• Information design is the agreement and presentation of written language.
• Lexicography is the compelling of both  monolingual and bilingual dictionaries and also other language references.

4. Mention the source for your answer 1 and 3.

http://homepage.ntlworld.com/vivian.c/AppliedLinguistics/AppLingDefining.htm

http://www.scribd.com/doc/58883443/Applied-Linguistics-1-the-Scope-of-Applied-Linguistics