CC BY
6
Abduqaxxarov S.
Foreign Language and Literature Uzbekistan State World Language of University
HISTORICAL LANGUAGE TEACHING METHODS: GTM, DM, AND
ALM
Abstract. This article provides an overview of three historical language teaching methods: the Grammar-Translation Method (GTM), the Direct Method (DM), and the Audio-Lingual Method (ALM). The GTM, developed in the 19th century, focuses on grammar and vocabulary through translation exercises. The DM, emerging in the late 19th and early 20th centuries, emphasizes immersion in the target language for speaking and listening skills. The ALM, developed in the mid-20th century, emphasizes habit formation through repetition and reinforcement. While each method has strengths and weaknesses, contemporary language teaching approaches often combine elements from these historical methods to create a more effective learning experience.
Keywords: Historical Language Teaching Methods, Grammar-Translation Method (GTM), Direct Method (DM), Audio-Lingual Method (ALM).
Language teaching methods have evolved over the years, with various approaches being developed to help learners acquire a new language. Three prominent historical language teaching methods are Grammar Translation Method (GTM), Direct Method (DM), and Audio-Lingual Method (ALM). Each of these methods has its own unique characteristics and principles that have influenced language teaching practices.
The Grammar Translation Method, dating back to the 19th century, focuses on the translation of texts from the target language to the native language. It emphasizes grammar rules, vocabulary memorization, and translation exercises to help students understand and produce the target language. This method is often criticized for its lack of emphasis on communication skills and real-life language use.
The Direct Method, developed in the late 19th and early 20th centuries, aims to immerse students in the target language through the use of only that language in the classroom. It emphasizes oral communication, vocabulary acquisition through context, and real-life situations to help learners develop their language skills naturally. This method is known for its focus on speaking and listening skills, as well as its rejection of translation and grammar-based instruction.
The Audio-Lingual Method, popular in the mid-20th century, emphasizes the use of drills, repetition, and audio materials to help students acquire the target language. It focuses on developing habits through constant practice and reinforcement of language patterns. This method is often associated with
behaviorist theories of learning and is known for its structured and repetitive nature.
Despite their differences, these historical language teaching methods have all contributed to the development of modern language teaching approaches. Educators today draw on a variety of methods and techniques to create engaging and effective language learning experiences for students. Understanding the historical context and principles of these methods can provide valuable insights into the evolution of language teaching practices.
Historical language teaching methods have evolved over time, with various approaches emerging to address different aspects of language learning. Three prominent methods from the past include the Grammar-Translation Method (GTM), the Direct Method (DM), and the Audio-Lingual Method (ALM).
1. Grammar-Translation Method (GTM):
- Developed in the 19th century, the GTM focuses on teaching students grammar rules and vocabulary through translation exercises.
- Emphasizes reading and writing skills over speaking and listening.
- Involves memorization of vocabulary lists and grammatical structures.
- Critics argue that the GTM does not effectively develop communicative skills or fluency in a language, as it primarily focuses on translation and rote learning.
2. Direct Method (DM):
- Emerged in the late 19th and early 20th centuries as a reaction against the GTM.
- Advocates for teaching language directly through immersion in the target language, emphasizing speaking and listening skills.
- Encourages the use of real-life situations and context to facilitate language learning.
- Places importance on communication and interaction in the target language.
- Critics argue that the DM may lack structure and systematic grammar instruction, leading to potential gaps in learners' understanding of language rules.
3. Audio-Lingual Method (ALM):
- Developed in the mid-20th century, the ALM draws on principles of behaviorism and focuses on habit formation through repetition and reinforcement.
- Utilizes drills, pattern practice, and audio materials to reinforce language learning.
- Emphasizes accuracy in pronunciation and grammar.
- Advocates for the gradual introduction of new vocabulary and structures in a controlled manner.
- Critics argue that the ALM may lead to mechanical and rote learning, limiting students' ability to communicate creatively in the target language.
While these historical language teaching methods have played a role in shaping language education practices, contemporary approaches often incorporate elements from multiple methods to create a more dynamic and effective learning
experience. The shift towards communicative language teaching, task-based learning, and technology-enhanced instruction reflects a broader recognition of the importance of integrating various methodologies to meet the diverse needs of language learners.
References:
1. Howatt, A. P. R. (1984). A history of English language teaching. Oxford University Press.
2. Stern, H. H. (1983). Fundamental concepts of language teaching. Oxford University Press.
3. Rivers, W. M. (1981). Teaching foreign-language skills (2nd ed.). The University of Chicago Press.
4. Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). Pearson Education.
5. Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.). Oxford University Press.
