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Grammar–translation Method
The grammar–translation method is a method of teaching foreign languages derived from the classical (sometimes called traditional) method of teaching Ancient Greek and Latin. In grammar–translation classes, students learn grammatical rules and then apply those rules by translating sentences between the target language and the native language. Advanced students may be required to translate whole texts word-for-word. The method has two main goals: to enable students to read and translate literature written in the source language, and to further students' general intellectual development. It originated from the practice of teaching Latin; in the early 16th century, students learned Latin for communication, but after the language died out it was studied purely as an academic discipline. When teachers started teaching other foreign languages in the 19th century, they used the same translation-based approach as had been used for teaching Latin. The method has been criticized for its s ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Method Of Teaching Foreign Languages
Language pedagogy is the discipline concerned with the theories and techniques of teaching language. It has been described as a type of teaching wherein the teacher draws from his prior knowledge and actual experience in teaching language. The approach is distinguished from research-based methodologies. There are several methods in language pedagogy but they can be classified into three: structural, functional, and interactive. Each of these encompasses a number of methods which can be utilised in order to teach and learn languages. Development The development of language pedagogy came in three stages. In the late 1800s and most of the 1900s, it was usually conceived in terms of method. In 1963, University of Michigan Linguistics Professor Edward Mason Anthony Jr. formulated a framework to describe them into three levels: ''approach, method and technique''. It has been expanded by Richards and Rogers in 1982 to ''approach'', ''design'', and ''procedure''. Methodology In ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Maximilian Berlitz
Maximilian Delphinius Berlitz (or Maximilien Berlitz, born David Berlizheimer; April 14, 1852 – April 6, 1921) was a linguist and the founder of the Berlitz Language Schools, the first of which he established in 1878 in Providence, Rhode Island. Life and career Born David Berlizheimer to Jewish parents in Mühringen, Kingdom of Württemberg, Germany, he and his sister were soon orphaned, and he grew up in a family of educators in the Black Forest. Berlitz was required by law to serve as an apprentice; he chose to work for a watchmaker for three years. He later relocated to France and then to Providence, Rhode Island, United States in 1872. His first employment was as a teacher of French and German at Warner Polytechnic College, of which he assumed control in 1878 when the owner of the school, Mr. Warner, disappeared with all the prepaid tuition money. When Berlitz became ill, and was unable to teach a French class, he quickly hired Nicholas Joly to replace him and teach the c ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Paul Passy
Paul Édouard Passy (; 13 January 1859, Versailles21 March 1940, Bourg-la-Reine) was a French linguist, founder of the International Phonetic Association in 1886. He took part in the elaboration of the International Phonetic Alphabet. Early life Paul Passy was born into a notable French family: his father Frédéric, a noted economist and politician, was the first recipient (along with Henry Dunant) of the Nobel Peace Prize in 1901. Passy mastered English, German, and Italian as a child, and studied Sanskrit and Gothic Latin at the École des Hautes Études. He graduated from university at 19 and spent ten years as a language teacher (English and German) in public schools as an alternative to military service. Around this time he also became a committed Christian. Career Passy was largely self-taught in phonetics; his interest was prompted by his dissatisfaction with the methods of language teaching at the time. In 1886, Passy founded the Phonetic Teachers' Association, which la ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Wilhelm Viëtor
Carl Adolf Theodor Wilhelm Viëtor (; 25 December 1850 – 22 September 1918) was a German phonetician and language educator. He was a central figure in the Reform Movement in language education of the late 19th century, which sought to replace the traditional grammar–translation method with oral language teaching. He was one of the early members of the International Phonetic Association, founded by Paul Passy in 1886, alongside leading British phonetician Henry Sweet, and served as its president from 1888 until his death. In 1981, German phonetician Klaus J. Kohler described Viëtor as "the most outstanding figure in the field of descriptive and practical phonetics of individual languages in Germany at the turn of the century". Life and career The son of a pastor, Viëtor studied theology and philology at the Universities of Leipzig, Berlin, and Marburg, where he received a PhD in philology in 1875. He taught English and French in Düsseldorf, Wiesbaden, and Friedrichsdorf fro ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
John Locke
John Locke (; 29 August 1632 – 28 October 1704) was an English philosopher and physician, widely regarded as one of the most influential of Age of Enlightenment, Enlightenment thinkers and commonly known as the "father of liberalism". Considered one of the first of the British Empiricism, empiricists, following the tradition of Francis Bacon, Locke is equally important to social contract theory. His work greatly affected the development of epistemology and political philosophy. His writings influenced Voltaire and Jean-Jacques Rousseau, and many Scottish Enlightenment thinkers, as well as the American Revolutionaries. His contributions to classical republicanism and liberal theory are reflected in the United States Declaration of Independence. Internationally, Locke’s political-legal principles continue to have a profound influence on the theory and practice of limited representative government and the protection of basic rights and freedoms under the rule of law. ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Comenius
John Amos Comenius (; cs, Jan Amos Komenský; pl, Jan Amos Komeński; german: Johann Amos Comenius; Latinized: ''Ioannes Amos Comenius''; 28 March 1592 – 15 November 1670) was a Czech philosopher, pedagogue and theologian who is considered the father of modern education. He served as the last bishop of the Unity of the Brethren before becoming a religious refugee and one of the earliest champions of universal education, a concept eventually set forth in his book ''Didactica Magna''. As an educator and theologian, he led schools and advised governments across Protestant Europe through the middle of the seventeenth century. Comenius introduced a number of educational concepts and innovations including pictorial textbooks written in native languages instead of Latin, teaching based in gradual development from simple to more comprehensive concepts, lifelong learning with a focus on logical thinking over dull memorization, equal opportunity for impoverished children, education ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Montaigne
Michel Eyquem, Sieur de Montaigne ( ; ; 28 February 1533 – 13 September 1592), also known as the Lord of Montaigne, was one of the most significant philosophers of the French Renaissance. He is known for popularizing the essay as a literary genre. His work is noted for its merging of casual anecdotes and autobiography with intellectual insight. Montaigne had a direct influence on numerous Western writers; his massive volume ''Essais'' contains some of the most influential essays ever written. During his lifetime, Montaigne was admired more as a statesman than as an author. The tendency in his essays to digress into anecdotes and personal ruminations was seen as detrimental to proper style rather than as an innovation, and his declaration that "I am myself the matter of my book" was viewed by his contemporaries as self-indulgent. In time, however, Montaigne came to be recognized as embodying, perhaps better than any other author of his time, the spirit of freely entertain ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Roger Ascham
Roger Ascham (; c. 151530 December 1568)"Ascham, Roger" in ''The New Encyclopædia Britannica''. Chicago: Encyclopædia Britannica Inc., 15th edn., 1992, Vol. 1, p. 617. was an English scholar and didactic writer, famous for his prose style, his promotion of the vernacular, and his theories of education. He served in the administrations of Edward VI, Mary I, and Elizabeth I, having earlier acted as Elizabeth's tutor in Greek and Latin between 1548 and 1550. Early life Ascham was born at Kirby Wiske, a village in the North Riding of Yorkshire, near Northallerton, the third son of John Ascham, steward to Baron Scrope of Bolton. The name Ascham is derived from Askham near York."Ascham, Roger" in ''Oxford Dictionary of National Biography''. 1st edn. 2004. His mother, Margaret, is said to have come from the Conyers family, but this is speculation. Thomas and John were Roger's two elder brothers, while Anthony Ascham was the youngest son of the Ascham family. The authority for thi ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Communicative Language Teaching
Communicative language teaching (CLT), or the communicative approach (CA) , is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study. Learners in environments using communication to learn and practice the target language by interactions with one another and the instructor, the study of "authentic texts" (those written in the target language for purposes other than language learning), and the use of the language both in class and outside of class. Learners converse about personal experiences with partners, and instructors teach topics outside of the realm of traditional grammar to promote language skills in all types of situations. That method also claims to encourage learners to incorporate their personal experiences into their language learning environment and to focus on the learning experience, in addition to the learning of the target language. According to CLT, the goal of language education is the ability to communicate ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Learn By Rote
Rote learning is a memorization technique based on repetition. The method rests on the premise that the recall of repeated material becomes faster the more one repeats it. Some of the alternatives to rote learning include meaningful learning, associative learning, spaced repetition and active learning. Versus critical thinking Rote learning is widely used in the mastery of foundational knowledge. Examples of school topics where rote learning is frequently used include phonics in reading, the periodic table in chemistry, multiplication tables in mathematics, anatomy in medicine, cases or statutes in law, basic formulae in any science, etc. By definition, rote learning eschews comprehension, so by itself it is an ineffective tool in mastering any complex subject at an advanced level. For instance, one illustration of rote learning can be observed in preparing quickly for exams, a technique which may be colloquially referred to as " cramming". Rote learning is sometimes disparage ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Native Language
A first language, native tongue, native language, mother tongue or L1 is the first language or dialect that a person has been exposed to from birth or within the critical period. In some countries, the term ''native language'' or ''mother tongue'' refers to the language or dialect of one's ethnic group rather than one's first language. The first language of a child is part of that child's personal, social and cultural identity. Another impact of the first language is that it brings about the reflection and learning of successful social patterns of acting and speaking. Research suggests that while a non-native speaker may develop fluency in a targeted language after about two years of immersion, it can take between five and seven years for that child to be on the same working level as their native speaking counterparts. On 17 November 1999, UNESCO designated 21 February as International Mother Language Day. Definitions One of the more widely accepted definitions of native sp ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
