In order to get a clear overview of the attitude to teaching pronunciation,

grammar and vocabulary, the different approaches will be listed in turn with
information on how they regarded the teaching of the three areas concerned
and through this we will arrive at a better understanding on how the pendulum
has swung.
1. Grammar-Translation (end 19th century, beginning of 20th century)
- Grammar: very important, taught through rules. It was the main focus of
language teaching.
- Pronunciation: completely neglected since no emphasis on use of spoken
language.
- Vocabulary: taught by means of lists to be memorised. Seen as important to
understand texts.
2. Reform Movement.
Even if not an Approach as such this movement led to some important changes
in the field of language teaching such as the foundation of the International
Phonetics Association in 1886. Its members advocated the study of spoken
language, good pronunciation habits, that texts should be presented in context
and that grammar should be taught inductively. In 1892 one if its members,
W.Vietor, formed the Modern Language Association together with other
teachers of Modern Languages.
This movement provided the basis for the Direct Method and the
beginnings of the discipline of Applied Linguistics.
- Grammar: taught inductively; rules taught once structures had been practices
in context. It is seen as secondary to other skills.
- Pronunciation: seen as important since the emphasis is on the spoken
language; phonetics is applied to language teaching.
- Vocabulary: presented in sentences to be practices in meaningful contexts.
3. Direct Method (mid20th century)

This approach stressed use of language over analysis and aimed to teach the
language of everyday life.
- Grammar: taught inductively; rules learned through practice while using
language.
- Pronunciation: oral language and phonetics seen as important. A lot of
listening and speaking activities. Pronunciation models provided by native
speakers and phonetic transcriptions are widely used.
- Vocabulary: taught by means of direct association with objects and actions.
Teacher uses mime, realia, pictures etc. to convey meaning. Students are
encouraged to infer meaning of unknown vocabulary from context.
4. The Reading Method (1920s)
The focus is on reading comprehension in response to the very traditional
examinations that were being administered in schools.
- Grammar: no emphasis on production. Students are required to recognise
verb tenses in texts. Intensive graded reading provides the material for
grammatical study. Readers with controlled and graded syntax are used for
extended reading activities.
- Pronunciation: students are required to read aloud and engage in question
and answer activities thus putting some importance on correct pronunciation.
Oral communication is seen as secondary.
- Vocabulary: meaning of unknown vocabulary is to be inferred from context in
readers.
Extensive reading of readers with controlled complexity and graded amount of
vocabulary.
5. Oral or Situational Approach (1960s) - a new version of the Direct
Method.
- Grammar: studied by means of substitution tables. Structures are graded from
simple to complex.

- Pronunciation: the sound system is seen as being important. Students engage

in a lot of listening and speaking activities. Even if the approach aims at a
balance between the 4 skills the emphasis is still on oral production.
- Vocabulary: the teaching of vocabulary began to be seen as a means of
organising the syllabus. Graded study of vocabulary based on a rational
analysis of what vocabulary items to include.
6. Audio-Lingual Method (1959fs) -based on II WWs US Army Method
- Grammar: seen as the starting point for all language teaching but secondary
to pronunciation.
- Pronunciation: intensive drilling and systematic attention to pronunciation.
The primary medium of language is seen as the oral use. Emphasis is put on
accurate pronunciation. Both Grammar and Pronunciation are subject to
contrastive analysis.
- Vocabulary: there is more focus on phonological and grammatical structures
than on vocabulary.
7. Audio-Visual Method (1950fs)
This approach is similar to the Audio-Lingual Method with the added use of
visual media. The emphasis is still on the oral aspects of language.
8. Cognitive Code Learning/Cognitive Approach
The objective of this approach is to give equal importance to all four skills even
if the choice of content is based on grammar.
- Grammar: Rules taught explicitly and often contrasted with L1 rules. Once the
rules have been presented and openly explained they should be applied in
language use.
- Pronunciation/Vocabulary: The material is organised around a grammar
syllabus while still allowing for meaningful practice and use of language.
On the question therefore on whether there has been a swing of the pendulum
or not it can be said that:

Grammar has gone from being the primary focus to become part of a more
balanced teaching of the four skills, even if the organising principle of many
syllabi still tends to be based on grammatical aspects.
Pronunciation has gone from being completely neglected to become one of the
most important objectives of language teaching, even if the pedestal on which
it was placed during the Direct
Method and Oral Approach has been shattered to some extent, making its
focus be more equal
to that of the other skills. The emphasis is still however on the oral use of
language as the main objective for undertaking studies in language learning.
Vocabulary has gone from being memorised in lists with no contemplation of
context to become part of a whole, where the emphasis is on meaning in
context rather than on disjointed, individual words.
To conclude therefore it can be said that the pendulum has swung in all cases
mainly due to the new focus on language as communication rather than as the
means to understand written texts in the foreign language.