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1、ForeignLanguageTeachingTheoriesChapter4SurveyofFLTApproachesALinguisticinputBPsychologicalinputCOtherinputs1Linguistictheories1PsychologicaltheoriesSociological2Pedagogicalpresen-2Pedagogicalpresen-Pedagogicaltationoflinguistictationofpsychologicaletctheoriesth
2、eories3Selectedelements3SelectedelementsfromA2:fromB2:AppliedlinguisticsPsycholinguisticsApproachSyllabusMethodMaterialsTheGenesisofanApproach4.1IntroductionTheneedforeducationalfacilitiesforlargegroupsoflearnersdidnotoccuruntiltheever-growingdemandforFLTbeginn
3、ingthe19thcentury.InancientGreeceandRomewhenonlyafewsoughttolearnanL2,thecommonprocedurewastohireaprivatetutor.IntheMiddleages,Latinwastaughttothenon-initiatedinanintensiveanddirectway:itwasthemediumofinstructionforallsubjectsrightfromthebeginning.IntheRenaissa
4、nce,peoplewhowantedtolearnanL2weresenttothecountryinquestion,toacquirethenecessarypracticalskillsthroughdirectcontactwithspeakersofthatlanguage.FLTinclassicaltimes,intheMiddleAgesandintheRenaissanceshowedinitsapproachesaspectswhichcanalsobefoundinlaterapproache
5、s.Butarealsenseofapproach/methodcouldonlyoccurwhenthedemandforFLTincreaseddramaticallyinthe19thcentury.Generallythepreferenceinthe18thcandamajorpartofthe19thcwasforthegrammar-translationmethod,andthatthedirectmethodbecamethevogueroundabout1900.Itisinterestingto
6、notethatthechangeinmethodsislittletimeboundandforourdaysthetwomethodscontinuetoexistinsomeformorother.Therehavebeensomeattemptsattheclassificationofmethods.Someclassificationsrelatetothe‘what’ofFLT:formalvsfunctional;theformalapproachconsidersknowledgeaboutalan
7、guagetobemoreimportantthanpracticalskillsinthatlanguage,whereasthefunctionalapproachconsiderspracticalskills,esp.oralskills,tobethemainobjective.Someclassificationsrelatetothe‘how’intheFLT:analyticvssynthetic;intheformerthelearnerisexpectedtoachieveacommandofth
8、erulesofthelanguagedirectlyfromcontactwithsamplesofthelanguage,whileinthelatter,he/sheattainssuchacommandindirectly,i.e.viaexplicitinstructionintherulesofthelanguagetobelear
