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Topic: Brief History of FLT
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General objectives:
 Trainees will be able to collect materials
about the history of FLT and write a review
on them.
Lesson One
Writing a Review on the History of ELT
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Pre-task activities
Step One: collecting materials about world history of
ELT.
Step Two: discussing on world history of ELT.
Step Three: collecting materials about the history of
TEFL in China.
Step Four: discussing on the history of TEFL in China.
While-task activities
Step Five: trainees making speech about their
inspiration from the history of ELT.
Step Six: trainees writing a review of the history of ELT.
Post-task activities
Step Eight: students evaluate the reviews.
A Brief History of Foreign Language
Teaching
Phase 1
1. Greek learning (300BC – 200AD)
2. Latin learning (3rd century – 16th century )
3. Modern language learning (17th – 1882)
Phase 2
1. The Reform Movement (1882 – 1906 )
2. Teaching and research(1906 – 1940 )
3. Structural language teaching( 1940 – 1970 )
4. Communicative language teaching ( 1970 - )
The Reform Movement (1882 – 1906 )
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The Birth of Reform Movement
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The principles of the movement
Consequences of the movement
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The Birth of Reform Movement
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In 1882, Wihelm Vietor published a
pamphlet entitled Language Teaching Must
Start Afresh! And a movement of reform
started all of a sudden.
The principles of the movement
The principles of the movement
were the primacy of speech, the
centrality of the connected text as
the kernel of the teaching –
learning process, and the absolute
priority of an oral methodology in
the classroom.
Consequences of the movement
An applied linguistic approach to language
teaching began to take shape with the
publication of Henry Sweet’s The Practical
Study of Languages in 1899;
A lot of books, pamphlets and reports were
published;
New professional organizations such as the
International Phonetic Association were set up;
Experiments on new teaching methods were
carried out;
School systems and administrative policies were
affected.
Modern language teaching and research
(1906 – 1940 )
Daniel Jones
Harald Palmer
Other important figures
Daniel Jones
Daniel Jones was the first one that helped
to make a profession the teaching of
English as a second / foreign language
and became well-known in the world
because of his research on the profession.
Harald Palmer
He tried out the Oral Method in his
teaching and did his research on the
English vocabulary in his spare time.
He published a lot of books in these
years on methods of language teaching
and textbooks.
Structural language teaching( 1940 –
1970 )
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The birth of Audiolingual Method
 The rise of Audiolingual Method
 The fall of Audiolingual Method
 The science of applied linguistics
 Academic works on applied linguistics
The birth of Audiolingual Method
During the Second World War, a lot of
American structuralists took an active part
in the wartime language programmes, They
applied theories and ideas of behaviorism
and structuralism systematcally to foreign
language teaching and devised a new
approach, called Audiolingual Method, and
introduced it into their language teaching
programmes.
The rise of Audiolingual
Method
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After the world war, the new approach was
met with enthusiasm in America and then
elsewhere in the world. It enjoyed extreme
popularity in the 1950s.
The fall of Audiolingual
Method
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Towards the end of the 50s,
transformational generative linguistics was
born and started a war soon after its birth
against the theoretical foundation of the
Audiolingual Method – behaviorism and
structuralism. It attacked the foundation
violently an forcefully from every angle and
finally brought it down successfully from its
dominant position at the end of the period.
The science of applied
linguistics
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Another important feature of this period is
that foreign language teaching itself became
a science of its own. In this period, quite a
number of centres for applied linguistics
were founded.
Academic works on applied
linguistics
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A lot of academic works on applied
linguistics were published. Among the
authors were the well-known figures like L.
Bloomfield, M. A. K. Halliday, and W.
Rivers.
Communicative language teaching ( 1970 - )
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Communicative language teaching
New theories of second language
acquisition
New methods of language teaching
New approaches to language syllabus
Exploration of the human relation
Communicative language
teaching
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The appearance of functional linguistics, as
a new approach to linguistic study, and new
disciplines like sociolinguistics and
pragmatics enabled people to look at
foreign language teaching from a different
angle and induced people to take a
functional attitude o the teaching of foreign
languages.
New theories of second
language acquisition
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In the 1970s, linguists, psychologist and
applied linguists did serious research into
the language acquisition process and a lot of
theories were proposed.
New methods of language
teaching
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Though communicative language teaching
is the main trend in this period, this does not
mean that people have ceased to find new
methods for the teaching of foreign
language.
New approaches to language
syllabus
In this period, some applied linguists
began to turn their attention to the ways
of organizing the teaching content. The
notional syllabus designed by a group of
scholars from different countries is just one
example of this trend.
Exploration of the human
relation
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Language teaching involves teachers and
students. The relations between teachers and
students, and the relations among the
students themselves must have some impact
on the result of learning. People began to
make investigation into the problem of
relations in the classroom in this period.
The history of TEFL in China
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1. Prior to Liberation (1902 – 1949)
A. 1902 – 1922
B. 1922 --1949
2. Shortly after Liberation (1949 – 1952 )
3. “ The Russian Years” (1953 – 1957 )
4. The First “Renaissance” (1958 – 1966 )
5. The Cultural Revolution Years (1966 – 1977 )
6. The Second “Renaissance”(1977 -- )
1. Prior to Liberation (1902 –
1949)
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English teaching and learning first appeared
in China in the year of 1862 during the
Ching Dynasty. Yet it took exactly forty
years for the English instruction to formally
included in the curricula of primary and
secondary schools.
A. 1902 -- 1922
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The overall teaching in schools basically followed
the model of Japan. English instruction in
particular was characterized by
1) eight hours a week
2) focusing on developing reading skill and the
ability to do translation
3) emphasizing the learning of grammar
4) learning pronunciation and intonation through
imitation with little systematic teaching of
phonetics.
B. 1922 -- 1949
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Following the models of Britain and America. The
major characteristics:
1) Five hours a week
2) All-round training of listening, speaking, reading
and writing at the junior high level of learning.
3)The science of language; the International
Phonetic Alphabet was recommended.
4) Direct method of teaching had been proposed.
Students had more exposure to the living English
language
2. Shortly after Liberation
(1949 – 1952 )
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Its most notable feature was its clear
identification of the general goal of TEFL –
learning English to serve the new Republic.
 There was not, however, much change in
teaching material and teaching methods.
3. “ The Russian Years” (1953
– 1957 )
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Learning from the soviet Union and rejecting
United States. English gradually disappeared from
the curriculum with Russian taking its place.
Russian methodological principles : “three-centred”
teaching, I.e. classroom-centred, teacher-centred,
and textbook-centred . The notorious
“spoonfeeding” method or the “stuffed duck’
method characterized classrooms in all subjects.
4. The First “Renaissance”
) teaching
1. A period(1958
of great growth–
and1966
change for English
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2.The 1958 education reform strongly challenged the existing
teaching materials and teaching methods.
3. English also became a requirement for the entrance examination for
colleges and universities with its score recorded for reference.
4. In 1960, a brand new set of “Innovative Teaching Material” was
compiled in Shanghai. For the first time listening and speaking skills
received significant attention in Chinese TEFL
5. In 1961 the new “English Textbooks for a Ten-Year Instruction
Programme” were put into use in all schools. All –round development
of the four basic skills.
6.In 1962 English became a formal requirement for the entrance
examination , and began to appear in the curriculum of the fourth and
fifth year of the primary schools.
7. In 1963 the textbooks “English for Full-time Secondary Schools”
were then published.
8.1964—1966 debates began in the fields of philosophy and education.
Giving priority to listening and speaking in an all-round
development of the four basic skills.
5. The Cultural Revolution
Years (1966 – 1977 )
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Textbooks always began with “Long live’ and
ended with “quotations”. All the teacher had to do
was teach the new words, read the text, and
translate the text into Chinese. Class began with
“teach for the revolution! Study for the revolution!”
During that period, as colleges and universities
had not yet been reopened, most secondary school
graduates would have to go to the countryside or
to the factories. This caused crises of motivation
and discipline.
6. The Second
“Renaissance”(1977 -- )
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In secondary institutions,m English has been made
one of the three major subjects along with Chinese
and maths. In 1978the score of the English
examination was used as a reference for senior
high and college examinations. 1979—10%,
1980—20%, 1981—50%, 1982—75%, 1983—
100%
 Audio-lingual Method—Communicative Method,
ESP teaching