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29.10.2013
Language teaching has been around for many centuries, and over the centu­ries it has changed.
Before speaking about different methods, approaches, techniques or styles of teaching and learning it is useful to make clear the notions used for their de­scription.
In Europebefore the 16th century, much of the language teaching involved teaching Latin to priests. Later during the Renaissance the formal study of the grammars of Greek and Latin became popular through the mass production made possible through the invention of the printing press. So, the status of Latin changed during this period from a living language that learners needed to be able to read, write in, and speak, to a dead language which was studied as an intellectual exercise. Since the European vernaculars had increased in prestige and utility, it is not surprising that people in one country or region began to find it necessary and useful to learn the language of another country or region.
They were interested in what they could learn about the mind and the will through language learning. The analysis of the grammar and rhetoric of the Classical Latin became the model language teaching between the 17th and 19th centuries, a time when thought about language teaching crystallized in Europe. Thus the focus in lan­guage study shifted back to utility rather than analysis during the 17* century. Thus, Comenius, for the first time, made explicit and inductive approach to learning a foreign language, the goal of which was to teach use rather than analy­sis of the language being taught.


I have decided to move abroad from my tiny city in America to Ukraine to study hermeneutics and linguistics. Members of the court spoke French, of course, but it was also a necessary language for travellers, traders, and soldiers. Emphasis was on learning grammar rules and vocabulary by rote, translations and practice in writing sample sentences. Perhaps the most famous language teacher and methodologist of this period is Jan Comenius, a Czech, who published books about his teaching techniques be­tween 1631 and 1658. Luckily, I have a lot of people helping me master Ukrainian, while I help them with English.
So, we can find two or three methods that can be classified to a certain approach to teaching a foreign language; we can give the example of two or three techniques used in a certain method or methods. We can assume that the teachers or tutors used informal and direct approaches to convey the form and meaning of the language they were teaching, and that they used aural (oral) tech-niques with no language textbooks, but rather a small stock of hand copied writ­ten manuscripts of some sort, perhaps a few texts in the target language, or crude dictionaries that listed equivalent words in two or more languages side by side. French was fairly widely taught during this period, and a study of the theoretical books and language textbooks from this period indicate that many of the same ques­tions that are being considered today by language teachers were being considered then.
Eventually major differences developed between the Classical Latin described in the Renaissance grammars, which became the formal object of instruction in schools, and the Latin being used for everyday purposes. The sentences that were translated or written by the students were examples of grammatical points and usually had little relationship to the real world.


So this website will contain a mixture of articles for learning English language and linguistics both in Ukrainian and English. These included questions about practice versus learning rules and formal study versus informal use. This occurred at the same time that the Latin was being abandoned as a lingua franca, so no one was speaking Classical Latin any more, and various European vernaculars had begun to rise in respectability and popularity. Thus the educated elite became fluent speakers, read­ers, and writers of the appropriate classical language. Though some people tried to challenge this type of language education, it was difficult to overcome the attitude that Classi­cal Latin was the most ideal language and the way it was taught was the model for the way language should be taught. However, many of the current issues in language teaching have been considered off and on throughout history.



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