Lesson 2: Historical Language

Teaching Methods: GTM, DM, and

ALM

HISTORICAL PERSPECTIVES AND METHODOLOGICAL SHIFTS

IN SECOND LANGUAGE TEACHING2

The field of second language (L2) disposal. It is hoped that this overview
teaching has undergone many will encourage language teachers to learn
fluctuations and shifts over the years. In more about the origins of their
contrast to disciplines like physics or profession. Such knowledge will ensure
chemistry, in which progress is more or some perspective when teachers evaluate
less steady until a major discovery causes any so-called innovations or new
a radical theoretical revision (referred to approaches to methodology,
as a paradigm shift by Kuhn, 1970), developments that will surely arise in the
language teaching is a field in which fads future.
and heroes have come and gone in a The grammar-translation approach.
manner fairly consistent with the kinds of Comenius’s progressive views held sway
changes that occur when people jump for some time; however, by the beginning
from one bandwagon to the next (M. of the nineteenth century, the systematic
Clarke, 1982). One reason for the study of the grammar of classical Latin
frequent swings of the pendulum is that and of classical texts had once again
very few language teachers have a sense taken hold in schools and universities
of history about their profession and are throughout Europe. The analytical
thus unaware of the linguistic, grammar-translation approach became
psychological, and sociocultural firmly entrenched as a way to teach not
underpinnings of the many only Latin but also, by extension, the
methodological options they have at their vernaculars that had become modern

2
Retrieved from: Celce-Murcia, M., & Snow, M. A. (2014). Teaching English as a Second Or Foreign
Language. Heinle ELT.

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 languages as well. Grammar- translation exclusive use of the target language in the
was perhaps best codified in the work of classroom, having been influenced by an
Karl Ploetz (1819-1881), a German older friend, the German philosopher-
scholar who had a tremendous influence scientist Alexander von Humboldt, who
on the language teaching profession had espoused the notion that a language
during his lifetime and afterward. The cannot be taught, that one can only create
following is a synthesis of the key conditions for learning to take place
elements of the grammar-translation (Kelly, 1969). The direct method became
approach (Kelly, 1969): very popular in France and Germany,
• Instruction is given in the native language and even today it has enthusiastic
of the students. There is little use of the followers among language teachers in
target language for communication. many countries (as does the grammar-
• The focus is on grammatical parsing, that translation approach). Key features of the
is, the forms and inflections of words. direct method are:
• There is early reading of difficult texts. • No use of the mother tongue is permitted
• A typical exercise is to translate sentences (i.e., the teacher does not need to know
from the target language into the mother the students' native language). Lessons
tongue (or vice versa). begin with dialogues and anecdotes in

• The result of this approach is usually an modern conversational style.

inability on the part of the student to use • Actions and pictures are used to make
the language for communication. meanings clear.

• The teacher does not have to be able to • Grammar is learned inductively (i.e., by
speak the target language fluently. repeated exposure to language in use, not
The direct method. The swinging through rules about forms).

of the pendulum continued. By the end of • Literary texts are read for pleasure and
the nineteenth century, the direct are not analyzed grammatically.
method, which once more stressed as its The influence of the direct method
goal the ability to use rather than to grew; it crossed the Atlantic in the early
analyze a language, had begun to twentieth century when Emile de Sauzé,
function as a viable alternative to a disciple of Gouin, traveled to
grammar-translation. François Gouin, a Cleveland, Ohio, to see to it that all
Frenchman, began to publish his work on foreign language instruction in the public
the direct method in 1880.3 He advocated schools there implemented the direct

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method. De Sauzé's endeavor, however, structures such as phrases and
was not completely successful (in clauses/sen- tences (Bloomfield, 1933).
Cleveland or elsewhere) since at the time In behavioral psychology, learning is
there were too few foreign language based on getting learners to repeat
teachers in the United States who were behaviors (verbal or nonverbal) until they
highly proficient speakers of the language become fully learned habits (Skinner,
they were teaching (Prator, 1974). 1957). The audio- lingual approach
The audiolingual approach. became dominant in the United States
Some historians of language teaching during the late 1940s, 1950s, and 1960s.
(e.g., Howatt, 2004) believe that the Its features include:
earlier reform movement played a role in • Lessons begin with dialogues. Mimicry
the simultaneous development of both and memorization are used, based on the
the audiolingual approach in the United assumption that language learning is
States and the oral-situational approach habit formation. Grammatical structures
in Britain (discussed next). When World are sequenced and rules are taught
War II broke out and made it imperative inductively (through planned exposure).
for the U.S. military to quickly and • Skills are sequenced: first listening and
efficiently teach members of the armed speaking are taught; reading and writing
forces how to speak foreign languages are postponed.
and to understand them when spoken by • Accurate pronunciation is stressed from
native speakers, the U.S. government the beginning.
hired linguists to help teach languages • Vocabulary is severely controlled and
and develop materials: the audiolingual limited in the initial stages.
approach was born (Fries, 1945). It drew • A great effort is made to prevent learner
on both the reform movement and the errors. Language is often manipulated
direct method but added features from without regard to meaning or context.
structural linguistics and behavioral
• The teacher must be proficient only in the
psychology. Structural linguistics begins
structures, vocabulary, and other aspects
with describing minimally distinctive
of the language that he or she is teaching,
sound units (phonemes), which then
since learning activities and materials are
form lexical and grammatical elements
carefully controlled.
(morphemes), which then form higher

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Exercise 1: Definitions and Examples
Match the terms with their definitions. Then, provide an example for each
method/approach.

Terms: Definitions:
a. An approach to language teaching
that focuses on direct use of the
target language, with little to no use
1. Grammar-translation approach of the native language.
b. An approach to language teaching
that emphasizes the study of
2. Direct method grammatical rules and translation
between the target language and the
native language.
3. Audiolingual approach c. An approach to language teaching
that incorporates dialogues, habit
formation, and emphasis on
pronunciation and listening skills.

Examples:
___________ emphasizes the memorization of vocabulary lists and
translation exercises.
In ___________, students are encouraged to communicate in the target
language from the very beginning.
The ___________ utilizes repetitive drilling and audio recordings to
reinforce language patterns and structures.

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Exercise 2: Reflection Questions
Answer the following questions based on the information provided in the lesson.

1. Why does the field of second language teaching experience frequent

shifts and changes in methodologies?
___________________________________________________________
___________________________________________________________
2. What were the key features of the grammar-translation approach? How
did it impact language learning?
___________________________________________________________
___________________________________________________________
3. What were the main principles of the direct method? How did it differ
from the grammar-translation approach?
___________________________________________________________
___________________________________________________________
4. What factors contributed to the development of the audiolingual
approach? What were its characteristics and goals?
___________________________________________________________
___________________________________________________________
5. Reflecting on the historical perspectives and methodological shifts
discussed, what are some advantages and limitations of each approach?
Which approach do you find most effective for language learning and
why?
___________________________________________________________
___________________________________________________________

Exercise 3: Comparative Analysis

Compare and contrast the grammar-translation, direct, and audiolingual approaches
based on the given criteria.

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Criteria:
• Use of the native language
• Focus on communication
• Grammar learning
• Reading materials
• Teacher’s language proficiency

GTM

DM ALM

Provide brief explanations and examples to support your comparisons.

Exercise 4: Application Task

Imagine you are a language teacher and you have been asked to design a language
course for beginner-level students. Choose one approach (grammar-translation, direct,
or audiolingual) and justify your decision based on its principles and potential benefits
for beginner learners. Include at least three reasons to support your choice.

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Exercise 5: Discussion
In small groups, discuss the following questions related to language teaching
methodologies:

1. How have these historical methodological shifts influenced language

teaching practices today?
2. Are there any elements from the grammar-translation, direct, or
audiolingual approaches that you find useful and would incorporate
into your teaching?
3. What do you think are the key factors to consider when selecting an
appropriate language teaching approach for specific learner needs?

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