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Methods of language teaching and language education

Language education includes the teaching and learning of a language learning foreign or second language acquisition.

1.1. Foreign language education history.

1.2. Ancient to medieval period. Although the need to learn foreign languages is almost as old as human history itself, the origins of language education has its roots in the study and teaching of Latin. However, by the end of the 16^th century French, Italian and English displaced Latin as the languages of spoken and written communication.

The study of Latin diminished from the study of a living language to be used in a real world to a subject in the school curriculum.

It was than claimed that its study developed intellectual abilities and the study of Latin grammar become of utmost importance.

Grammar schools from the 16^th to the 18^th century focused on teaching the grammatical aspects of classical Latin. Advanced students continued grammar study with the edition of rhetoric.

1.3. the 19^th – 20^th century so-called applied linguistics tradition.

Innovation in foreign language teaching began in the 19^th century and continued in the 20^th century leading to a number of different methodologies sometimes conflicting, each trying to be a major improvement over the last or other contemporary methods.

The earliest applied linguistics specialist was Henry Sweet, who established in the applied linguistics a tradition in language teaching and approaches based on linguistic and psychological theories.

1.4. Methods of teaching foreign languages.

Language education usually takes place at a language school with many methods and methodologies used the latter often falls into relative obscurity whereas others are widely used.

Terms “approach”, “method” and “technique” are different concepts.

In approach is a set of correlative assumptions about the nature of language teaching foreign language learning but it does not involve steps and procedures or provide any details about how much these assumptions should be applied into the classroom setting.

1.5. Three principle views.

1) the structural view treats language as a system of structurally related elements to code meaning: ex. to code grammar

2) the functional view sees language as a vehicle to express or accomplish a certain function such as requesting, persuading, demanding, etc.

3) the interactive view sees language as a vehicle for the creation and maintenance of social relations focusing on patterns of moves, acts, negotiations in conversational exchanges and this very view was dominant since 1980s.

Method is a plan for presenting the language material and it should be based upon a selective approach in order for an approach to be translated into a method instructional system must be designed considering the objectives of the teaching and learning.

A technique is a very specific strategy or even a trick designed to fulfill an immediate objective.

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