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Introduction
The Classical Method In the Western world back in the 17th, 18th and 19th centuries, foreign language learning was associated with the learning of Latin and Greek, both supposed to promote their speakers' intellectuality. At the time, it was of vital importance to focus on grammatical rules, syntactic structures, along with rote memorisation of vocabulary and translation of literary texts. There was no provision for the oral use of the languages under study -
Gouin Series Method
Francois Gouin found out that the key points for learning a Language are that it's more important to learn sentences to speak than words, that verbs are the key elements in sentences, and that sentences are more easily learned when they form a narrative. Therefore hat language learning is a matter of transforming perceptions into conceptions and then using language to represent these conceptions. -
Reform Method
Inspired by Wilhelm Viëtor’s pseudonymous pamphlet
Der Sprachunterricht muss umkehren! Viëtor
argues for a lesson design that puts exposure to the foreign language first — in his case in the form of a connected text. This text provides the basis for all the detailed
classwork on pronunciation and the intensive question-and-answer oral work which lie at the heart of the approach. Grammar is dealt with ‘inductively’, after the
text study,and is very tightly restricted to the language in the text -
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Grammar Translation Method
Late in the nineteenth century, the Classical Method came to be known as the Grammar Translation Method, which offered very little beyond an insight into the grammatical rules attending the process of translating from the second to the native language. -
Direct Method
Berlitz pointed out that second language learning is similar to first language learning. In this light, there should be lots of oral interaction, spontaneous use of the language, no translation, and little if any analysis of grammatical rules and syntactic structures.
Berlitz wanted to immerse students in the target language. He believed that one could learn a second language by imitating the way children learn their first language; that is, directly and without explanations of grammar structure -
The Oral Approach
Palmer stated structural differences between the
mother tongue and the target language would account for the major learning difficulties. Language learners everywhere were viewed as essentially the same, with the same (scientifically analysed) lexical and grammatical patterns following the same (scientifically graded) acquisition curricula. -
The Grammar-Translation Method
Johann Seidenstiicker, KaJohann Seidenstiicker, Karl Plotz, H.S.Ollendorf, and Johann Meidinger were the leading exponents of this theory.
It offered very little beyond an insight into the grammatical rules attending the process of translating from the second to the native language. -
The Audiolingual Method
The outbreak of World War II heightened the need for Americans to become orally proficient in the languages of their allies and enemies alike. To this end, bits and pieces of the Direct Method were appropriated in order to form and support this new method.
It is based on drill work that aims to form good language habits, and it makes use of extensive conversation practice in the target language, -
Universal Grammar
Noam Chomsky sayd that No longer did babies begin life with a tabula rasa; in fact, it was just the opposite—they are born with an innate system of grammar already fired up and ready to go. Behaviorism went right out the window. Humanistic thinkers such as Carl Rogers insisted that people are—well—people. Everyone is a unique individual who responds in her/his unique way to any given situation. -
David Ausubel
David Ausubel, influenced by Piaget and other cognitive psychologists,he theorized that the most important factor influencing learners is what the learner already knows. He repudiated the old rote-learning methods in favor of meaningful, or relevant, methods of instruction. When material is meaningful, students are able to relate, or subsume, the new information to elements in their cognitive structure. -
The Silent Way
The Silent Way rested on cognitive rather than affective arguments, and was characterised by a problem-solving approach to learning. Gattegno (1972) held that it is in learners' best interests to develop independence and autonomy and cooperate with each other in solving language problems. It was considered very harsh, as the teacher was distant and, in general lines, the classroom environment was not conducive to learning. -
Community Language Learning
Developed by Charles Curan his theory states that (inspired by Rogers’ theory )that all living creatures are motivated to live up to their potential; but, human beings are often blocked by environmental and personal problems. Once the problems are eliminated, the individual can live up to his/her potential. -
Suggestopedia
Suggestopedia promised great results if we use our brain power and inner capacities. Lozanov (1979) believed that we are capable of learning much more than we think.
he came up with a method for learning that used relaxation as a means of retaining new knowledge and material. It stands to reason that music played a pivotal role in his method. They tried to present vocabulary, readings, role-plays and drama with classical music in the background and students sitting in comfortable chairs. -
Natural Aprroach
Stephen Krashen and Tracy Terrell in their examination of affective filters. In terms of second-language acquisition, certain affective factors—elements in the environment or in the student’s psyche—may cause a mental block that prevents input (target language) from reaching the language acquisition device” -
Total Physical Response (TPR)
James Asher reasoned that since children in the process of acquiring their native language seem to listen more than they speak and often react physically to speech, second-language learners might learn a target language in the same way. It´s an effective methodology in small doses when language learners have no knowledge of the target language. It gets students out of their seats, which alleviates boredom and allows students to associate specific actions with specific language. -
Strategies-based instruction
The work of O'Malley and Chamot (1990), and others before and after them, emphasised the importance of style awareness and strategy development in ensuring mastery of a foreign language. In this vein, many textbooks and entire syllabi offered guidelines on constructing strategy-building activities. -
Communicative Language Teaching
Communicative Language Teaching is not a method; it is an approach, which transcends the boundaries of concrete methods and, concomitantly, techniques. It is a theoretical position about the nature of language and language learning and teaching.
