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1、1.WhatarethelanguageteachingmethodologieslearnedIhavelearnedmanylanguageteachingmethodologies.Inthispaper,someofthemethodologieswillbediscussed.Grammar-TranslationMethod(1890s-1930s):Aroundtheturn-of-the-century,languagestudentsoftentranslatedcumbersomevolumesfromClassicalGreekorLatinin
2、toEnglishvíathisapproach.Itconsistedmainlyofexhaustiveuseofdictionaries,explanationsofgrammaticalrules(inEnglish),somesamplesentences,andexercisedrillstopracticethenewstructures.Littleopportunityforrealsecond-languageacquisitionexistedthen.CognitiveApproach(1940s-1950s):Thisapproachintr
3、oducedthefourprinciplelanguageskillsforthefirsttime:listening,speaking,reading,andwriting.Oralcommunicativecompetencebecamethefocus.Comprehensibleauditoryinputbecameimportantandspeakinginthetargetlanguagebegantooccur.Learningaboutthelanguagewasoveremphasized.Audio-LingüalMethod(1950s-19
4、60s):Withtheadventandpopularityofaudiotapes,thisapproachusheredinthefirstrecordingswhereinthelanguagelearnercouldactuallyhearandmimicnativespeakersonreel-to-reelaudiotapes,oftenusedwithearphonesinalanguagelabsetting.Lessonsoftenbeganwithasampledialoguetoberecitedandmemorized.Thiswasfoll
5、owedupwithsubstitutionpatternandsaturationdrillsinwhichthegrammaticalstructurepreviouslyintroducedwasreinforced,withemphasisgiventorapidfirestudentresponse.Repetition,substitution,transformation,andtranslationbecametheorderoftheday.ThismethodwasstronglyinfluencedbyB.F.Skinner'sbehaviori
6、stviewtowardlearningwhichfavoredhabit-formingdrilltechniques.Unfortunately,moststudentscouldn’ttransferthesedialoguesintotheirownreal-lifeexperiences.TheDirectMethod(1970s):Thismethodpresenteddiscussioninthetargetlanguageasthemajorpriority.ReferencetoEnglishequivalentsbecamediscouraged.
7、Grammarlearningbecameinductiveinnaturewithoutovertexplanationsgiventhepupil.Teacher/studentinteractionbecamefuller,guessingofcontextorcontent,completingfill-ins,anddoing“cloze”exercisesweretheorderoftheday.Accuracyinpronunciationandoralexpressionbecamevital.Examplestobefollowed