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LANGUAGE
TEACHING APPROACHES REVIEW

Ricardo
Schütz

In
learning languages, a distinction is usually made between mother
tongues, second languages, and foreign languages. A mother tongue is
the first language or languages one learns (or acquires) as a child.
When immigrants come to a new country and learn the language of that
country, they are learning a second language. On the other hand, when
Englishspeaking students in the United States learn French or Spanish
in school, or when Brazilians study English in Brazil, they are
learning a foreign language. The acronyms ESL and EFL stand for the
learning of English as a Second and as a Foreign Language. Many
theories about the learning and teaching of languages have been
proposed. These theories, normally influenced by developments in the
fields of linguistics and psychology, have inspired many approaches
to the teaching of second and foreign languages. The study of these
theories and how they influence language teaching methodology today
is called applied linguistics. The grammar-translation method (18th,
19th and early 20th century), for example, is an early method based
on the assumptions that language is primarily graphic, that the main
purpose of second language study is to build knowledge of the
structure of the language either as a tool for literary research and
translation or for the development of the learner's logical powers,
and that the process of second language learning must be deductive,
requires effort, and must be carried out with constant reference to
the learner's native language. The audiolingual approach, which was
very popular from the 1940s through the 1960s, is based in structural
linguistics (structuralism) and behavioristic psychology (Skinner's
behaviorism), and places heavy emphasis on spoken rather than written
language, and on the grammar of particular languages, stressing habit
formation as a mode of learning. Rote memorization, role playing and
structure drilling are the predominant activities. Audiolingual
approaches do not depend so much on the instructor's creative ability
and do not require excellent proficiency in the language, being
always railed to sets of lessons and books. Therefore, they are easy
to be implemented, cheap to be maintained and are still in use by
many packaged language courses (especially in Brazil). By the middle
of the 20th century cognitive psychologists like Vygotsky and Piaget
bring up theories that help to explain the limited effectiveness of
the traditional prescriptive and mechanistic approaches to language
teaching. These theories serve as a basis for the new
natural-communicative approaches. Beginning in the 1950s, Noam
Chomsky and his followers challenged previous assumptions about
language structure and language learning, taking the position that
language is creative (not memorized), and rule governed (not based on
habit), and that universal phenomena of the human mind underlie all
language. This "Chomskian revolution" initially gave rise
to eclecticism in teaching, but it has more recently led to two main
branches of teaching approaches: the humanistic approaches based on
the charismatic teaching of one person, and content-based
communicative approaches, which try to incorporate what has been
learned in recent years about the need for active learner
participation, about appropriate language input, and about
communication as a human activity. Most recently, there has been also
a significant shift toward greater attention to reading and writing
as a complement of listening and speaking, based on a new awareness
of significant differences between spoken and written languages, and
on the notion that dealing with language involves an interaction
between the text on the one hand, and the culturally-based world
knowledge and experientially-based learning of the receiver on the
other. There have been developments such as a great emphasis on
individualized instruction, more humanistic approaches to language
learning, a greater focus on the learner, and greater emphasis on
development of communicative, as opposed to merely linguistic,
competence. In addition to Chomsky's generativism, the advances in
cognitive science and educational psychology made by Jean Piaget and
Lev Semenovich Vygotsky in the first half of the century strongly
influenced language teaching theory in the 1960s and 70s. These new
trends favoring more humanistic views and putting a greater focus on
the learner and on social interaction gave way to the Natural (USA)
and Communicative (England) approaches.

1.    Por que podemos caracterizar esse texto como não literário? JUSTIFIQUE. 

R= Because the text portrays a direct information and there is no need for interpretation or quest for meaning, because everything is expressed in the text by a direct language-centered information.

T= Porque, o texto retrata uma informação direta, não havendo necessidade de uma interpretação ou busca de um significado, pois tudo está expresso no texto por uma linguagem direta centrada na informação.

2.    Qual a diferença apontada no texto entre mother tongue, second language e foreign language?

R= The mother tongue is the first language or language you learn (or acquire) as a child. When immigrants come to a new country and there learn the language of this country, they are learning a second language. On the other hand , when US students learn French or Spanish in school, or when Brazilians studying English in Brazil, they are learning a foreign language.

T= A língua materna é a primeira língua ou língua que se aprende (ou adquire) quando uma criança. Quando os imigrantes chegam a um novo país e lá aprendem a língua deste país, eles estão aprendendo uma segunda língua. Por outro lado, quando estudantes nos Estados Unidos aprendem francês ou espanhol na escola, ou quando os brasileiros estudam Inglês no Brasil, eles são aprendendo uma língua estrangeira.

3. Fale um pouco sobre cada método de ensino de língua estrangeira citado no texto.

R= The grammar-translation method (18th, 19th and early 20th century), for example, is an early method based on the assumptions that language is primarily graphic, that the main purpose of second language study is to build knowledge of the structure of the language either as a tool for literary research and translation or for the development of the learner's logical powers, and that the process of second language learning must be deductive, requires effort, and must be carried out with constant reference to the learner's native language. Rote memorization, role playing and structure drilling are the predominant activities. Already the audiolingual approach, which was very popular from the 1940s through the 1960s, is based in structural linguistics (structuralism) and behavioristic psychology (Skinner's behaviorism), and places heavy emphasis on spoken rather than written language, and on the grammar of particular languages, stressing habit formation as a mode of learning. Rote memorization, role playing and structure drilling are the predominant activities. Audiolingual approaches do not depend so much on the instructor's creative ability and do not require excellent proficiency in the language, being always railed to sets of lessons and books. Therefore, they are easy to be implemented, cheap to be maintained and are still in use by many packaged language courses (especially in Brazil).

T= O método gramática-tradução (18, 19 e início do século 20), é um método baseado início na suposição de que a linguagem é principalmente gráfica, que o principal efeito de estudo segundo idioma é construir conhecimento da estrutura da língua, quer como um instrumento de investigação e literária tradução ou para o desenvolvimento de competências lógicas do aluno, e que o processo de aprendizagem de uma segunda língua deve ser dedutivo, requer esforço, e deve ser levada a cabo com referência a constante língua nativa do aluno. Memorização, interpretações de textos e estrutura de exercícios são as atividades predominantes. Já abordagem audiolingual, que estava muito popular nos anos 1940 até a década de 1960, é baseada na estrutura linguística (estruturalista) e psicologia behaviorista (Skinner behaviorismo), e coloca a tónica nos falado em vez de escrito linguagem e na gramática de línguas particulares, hábito salientando formação como um modo de aprendizagem. Abordagem audiolingual não depende tanto da capacidade criativa do instrutor e não exigem excelente proficiência na língua, sendo sempre criticou a conjuntos de aulas e livros. Por conseguinte, elas são fáceis para ser implementada, barato para ser mantida e estão ainda em uso por muitos cursos de línguas embalados (especialmente no Brasil).