Metodología inductiva y deductiva en la enseñanza de las lenguas vivas en españa en el siglo xix

Abstract

The scarcity of studies on the history of foreign language learning in the different European countries until recent times is due to the complexity of its contents. There are at least four major component parts, biography, bibliography, socio-cultural matters and language learning methodology. In this paper I focus on the latter documenting my assertions on primary sources. Throughout the history of language teaching and learning there has been a distinction between the conscious learning of the rules of grammar and vocabulary against the subconscious process of mastering the language in practical situations. This controversy in language teaching can be traced to the beginnings of modern thought in arguments between empiricists and rationalists or between inductive and deductive approaches. It was also present in nineteenth century Spain, with authors favouring either one approach or the other as we can infer from the examination of primary sources. It is very important for the language teacher to bear in mind this historical perspective to understand better the various theoretical and practical claims of contemporary language teaching methods. Much of what is being claimed as revolutionary at present is merely a further development of earlier ideas and procedures