Epistemology And Contemporary On English Teaching Essay
Characterized by frequent change and innovation, the foundation of contemporary language teaching was developed during the early part of the twentieth century, as applied linguists as others pursued to build principles and procedures for the design of teaching methods and materials (RICHARDS; RODGERS, 2014, p. 1). The aim of the present text is to walk through the changes in language teaching through the methodologies, giving emphasis to the ones which are still used and providing a glimpse on what is to come or starting to happen with new approaches and the use of technology on language teaching
The first method cited in literature is the Grammar-Translation method. Its origins dates from the XVIII century when Latin was taught through grammar books. At that time, they believed morphology and syntax rules were frozen and therefore, should be memorized instead of learned. As the focus was on rule, oral work was reduced to the minimum possible. This method dominated Europe foreign language teaching from the 1840s to the 1940s.
By the mid of the nineteenth century, the opportunity of communication among Europeans, especially with end of the World war II and the spread of new technologies, as the telephone and cars, created a demand for oral proficiency, which led linguists and researchers to the Reform Movement that changed the view of language and opened space to new methods and approaches to emerge.