Two French Language Teaching Reformers Reassessed - Claude Marcel and Francois Gouin

In the literature of the history of language teaching, there are frequent references to the names of Claude Marcel and François Gouin, two of the most imaginative among the 19th century language teaching reformers in Europe. The present book argues that neither of them has been understood properly, so that Marcel has come down to posterity as the inventor of a ‘reading method' and Gouin as a founder of the Direct Method. Such views are countered here and , in effect, a plea is made to accord them a new status in the history of language teaching.

Table of Contents

Table of contents:

Foreword, Preface

Part 1: Marcel as an outspoken critic of the ‘Classical Method'; Marcel's ‘theory'; Marcel's general aims; Reading first? Ambiguous interpretations; The four branches of study; To what extent was Marcel an innovator?; The source of inspiration for the ‘four skills' of the Audio-Lingual method; Other forward-looking views; How is Marcel's contribution to be assessed?;

Part 2: Gouin's book and its fortunes; Gouin's rationale; Formative experiences and the origins of the ‘series';. The elaboration of the ‘series' and the beginnings of a method; Gouin's ‘linguistic theory' and his method; Some further details regarding ‘series' and ‘themes'; The teaching of ‘figurative language'; Implementation of the method – analysis; Implementation of the method – synthesis

Summation and an attempt to answer two questions: Did Gouin's method work? And where did Gouin's concept of valency come from?

Epitaph; References; Appendix (Swan and Bétis translations of Gouin); Index