Historical Overview

Question 1

What happend in the 18th century?

Answer 1

• selfregulated English language learning
• texbooks based on Latin grammar books

Question 2

What happend in the 19 th century?

Answer 2

Englisch as a school subject

Question 3

What happend at the end of the 19 th century?

Answer 3

-
“Der Sprachunterricht muss umkehren”
Modern language reform movement
Demand that languages should be taught as living languages

Question 4

What happend in the 20 th century?

Answer 4

expansion of teaching English, obligartory since 1964

Question 5

What happend in the 21 st century?

Answer 5

Introduction of early foreign language education

Question 6

Dichotomonies…

Form vs _______

Answer 6

Meaning

Question 7

Fluency vs. _________

Answer 7

Accuracy

Question 8

Input vs. ________

Answer 8

Output

Question 9

Open vs. _________

Answer 9

Closed tasks

Question 10

Receptive vs. ___________

Answer 10

Productive skills

Question 11

Spoken vs__________

Answer 11

Written Discourse

Question 12

Reasons for paradigm shift in the methodology

Answer 12

• new theories in the L2
• development of new media
• new educational concepts

Question 13

Grammar-Translation Methods. When? What? Sequence? Evaluation?

Answer 13

• early to mid -19th century
• classical language teaching as the model (Greek, Latin)
  focus on grammar and vocabulary
• Sequence: statement of grammatical rules, vocabulary list, translations, exercises
• Evaluation: Exclusive focus on from and formal correctness, lack of authenticity, deductive method, “dead” language as role model,
• non-communitive approach-> inability to speak

Question 14

Direct Method. When? What? Sequence? Evaluation?

Answer 14

• late 19th century
• focus on fluent spoken language
• function rather than form
• supported by advocates of the language reform movement
• orientation of skills
• inductive language learning rather than deductive language learning

Question 15

Audio-lingual/audio-visual method. When? What? Sequence? Evaluation?

Answer 15

• 1950th and 1960th
• Behavioristic method (stimulus-response model)
• imitations and repetition of linguistic patterns
• Systematic presentation of L2 structures in specific contexts
• dialogue practice through pattern drills
• habit formation through positive- and negative reinforcement
• Evaluation: language learning seen as process of conditioning, focus on reproduction not creativity, rigid structures, monotony, lack of authenticity

Question 16

Communicative approach. When? What? Sequence? Evaluation?

Answer 16

• result of sociolinguistic revolution in the 1970th
• interest in language use and function rather than structure
• Hymes concept of “communicative competence”: general ability to use language accurately appropriately and flexibly
• practicing everyday situations
• focus on speaking and listening
• fluency before accuracy
• Evaluation: speaking ability, neglection of accuracy and grammar, only reproduction of pre-fabricated dialogue-> no creativity, authenticity, exclusive use of L2

Question 17

Communicative competence (Canale and Swain 1980)

Answer 17

• grammatical competence (using correct grammas and form)
• sociolinguistic competence (producing appropriate language)
• discourse competence (produce cohesive and coherent language)
• strategic competence (ability to use language effectively)
• Principles and features: practicing everyday situations, focus on speaking and listening, exclusive use of L2, authenticity, fluency before accuracy, meaning before form

Question 18

Task-based/Task-supported approach

Answer 18

• in the 1990^th
• task provides input to learners and opportunities for meaningful and creative language use
• focus on meaning, but may force students to pay attention to the relationship between form and meaning
• activate cognitive processes in the learners and have a clear outcome
• Task types: listening, ordering and sorting, comparing, sharing personal experience, creative tasks, problem solving
• Task structure:
• Pre-task: activating pre knowledge
• While- task: checking comprehension
• Post-task: focusing on content