Understanding the Different Historical Approaches to Second Language Teaching

The approach to teaching a second language has evolved over the years, with new methods and techniques being developed to improve the process. However, it is important to recognize the approaches that were developed before the 1960s, collectively known as the historical approaches.


In a paper by Jill Kerper Mora of San Diego State University, she categorizes the historical approaches into four orientations based on their focus and methodology. These categories are the structural/linguistic approaches, cognitive approaches, affective/motivational approaches, and functional/communicative approaches.


The first category, the structural/linguistic approaches, is based on the structure of the language being learned. This approach involves a contrastive analysis of the first and second language, isolating the grammatical and syntactic elements of the language. Two methods that fall under this category are the Grammar Translation method, which focuses on vocabulary and grammar rules, and the Audiolingual method, which emphasizes the development of listening and speaking skills.


The cognitive approaches, on the other hand, focus on the learner's ability to generalize and find rules and conventions in the target language. This approach is based on the idea that the mind has a natural ability to learn languages. This category includes methods like the Cognitive Academic Language Learning Approach (CALLA), which focuses on developing academic language proficiency.


Affective/motivational approaches are based on concepts of social psychology and counseling. These approaches aim to reduce stress and inhibitions to advance language acquisition. The Silent Way and Suggestopedia are two methods that fall under this category.


Lastly, the functional/communicative approaches prioritize communicative proficiency in the language being learned. Students participate at their own skill level, and the focus is on real-life situations and contexts. The Direct Method and the Oral Approach are two methods that fall under this category.


In conclusion, understanding the different historical approaches to second language teaching is important in developing effective teaching methods. While these approaches may have limitations, they serve as a foundation for the development of newer and more effective techniques. By recognizing the strengths and weaknesses of these approaches, language teachers can design teaching strategies that are best suited to their students' needs and abilities.

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