Timeline about the History of ELT.

A journey through the different teaching methodologies of the English language and its characteristics.

1800-01-01 00:00:00

Grammar Translation Method

A method of foreign or second language teaching which makes use of translation and grammar study as the main teaching and learning activities.

1880-01-01 00:00:00

Natural Approach (Natural Method) I

A term for a number of language-teaching methods which were developed in the nineteenth century as a reaction to the Grammar Translation Method.

1880-01-01 00:00:00

Direct Method

A method of foreign language or second language teaching

1920-01-01 00:00:00

Reading Method (Reading Approach)

A programme or method in which reading comprehension is the main objective.

1940-01-01 00:00:00

Oral Approach

A language teaching method developed by British Language teaching specialists between 1940 and 1960.

1940-01-01 00:00:00

Audiolingual Method

A method of foreign or second language teaching which (a) emphasizes the teaching of speaking and listening before reading and writing (b) uses dialogues and drills (c) discourages use of the mother tongue in the classroom (d) often makes use if contrastive analysis.

1960-01-01 00:00:00

Cognitive Approach

A reaction to the behaviorist features of the Audiolingual Approach; influenced by cognitive psychology [Neisser 1967] and Chomskyan linguistics [Chomsky 1959, 1965])

1963-01-01 00:00:00

The Silent Way

The Silent Way is the name of a method of language teaching devised by Caleb Gattegno in the early 1970s.

1965-01-01 00:00:00

Total Physical Response

A language teaching method developed by Asher in the early 1970s.

1970-01-01 00:00:00

Suggestopaedia (Lozanov Method)

A method of foreign language teaching developed by the Bulgarian educator, Lozanov.

1975-01-01 00:00:00

Natural Approach (Natural Method) II

A term for an approach proposed by Terrell, to develop teaching principles.

1980-01-01 00:00:00

Communicative Approach (Communicative Language Teaching)

(1980s - ) An approach to foreign or second language teaching which emphasizes that the goal of language learning is communicative competence and which seeks to make meaningful communication and language use a focus of all classroom activities.


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