Read Chapter 1 Richards and Rodgers, page 14 : The Major Language Trends
Provide answers/ suggestions to the seven questions on page 14 of Richards and Rodgers Chapter 1
Language Teaching (see Chapter 3) in Britain. What became of the concept of method as foreign language teaching emerged as a significant educational issue in the nineteenth and twentieth centuries? We have seen from this historical survey some of the questions that prompted innovations and new directions in language teaching in the past:
1. What should the goals of language teaching be? Should a language course try to teach conversational proficiency, reading, translation, or some other skill?
2. What is the basic nature of language, and how will this affect the teaching method?
3. What are the principles for the selection of language content in language teaching?
4. What principles of organization, sequencing, and presentation best facilitate learning?
5. What should the role of the native language be?
6. What processes do learners use in mastering a language, and can these be incorporated into a method?
7. What teaching techniques and activities work best and under what circumstances? Particular teaching approaches and methods differ in the way they have addressed these issues from the late nineteenth century to the present, as we shall see throughout this book. The Direct Method can be regarded as the first language teaching method to have caught the attention of teachers and language teaching specialists, and it offered a methodology that appeared to move language teaching into a new era. It marked the beginning of the methods era.
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