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Teaching method is a way of teaching a language
which is based on systematic principles and
procedures, i.e., which is an application of views on
how a language is best taught and learned.
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î The Grammar-Translation Method
î The Direct Methods

î Audio-lingualism

î The Situational Language Teaching

î Communicative Language Teaching

î Humanistic Approaches

î Task-based Teaching
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The grammar-translation method of foreign language
teaching is one of the most tradi-tional methods, dating
back to the late nine-teenth and early twentieth centuries.
It was originally used to teach 'dead' languages (and
literatures) such as Latin and Greek, and this may
account for its heavy bias to-wards written work to the
virtual exclusion
of oral production.
II.T" ›'I$CI›
C'CT"'ITIC
î Classes are taught in the students' mother
tongue.
î Vocabulary is taught in the form of isolated word
lists.
î Elaborate explanations of grammar are always
provided.
î Reading of difficult texts is begun early in the
course of study.
î Little attention is paid to the content of texts.
î Often the only drills are exercises in translating
disconnected sentences.
î Little or no attention is given to pronunciation.
III.'W%CK

î ëo class time is allocated to allow students to produce

their own sentences.
î There is often little contextualization of the grammar

î The type of error correction can be harmful to the

students‰ learning processes.
.
 

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. %&  a reaction to the grammar-
translation approach in an attempt to integrate more
use of the target language in instruction.

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î Only use the target language in class.
î The learner should be actively involved in using the
language in realistic everyday situations.
î Students are encouraged to think in the target
language.
î First speaking is taught and then only reading and
writing.
 III.'W%CK
î L2 should be learned in way in which L1 was ac-
quired - by total immersion technique.
î It rejects use of the printed word - but this objec-
tion is illogical since L2 learner has already mas-
tered his reading skills.
î Later disciples of Direct Method took it to
extremes and refused to speak a single word of
English in lessons.
î Also Direct Methodists failed to grade and struc-
ture their materials adequately - no selection,
grading or controlled presentation of vocabulary
and structures.
I#.T'T"I" )I$ I'"CT
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î *+ The teacher asks questions of any nature
and the students answer.
î  The teacher chooses a grade appro-
priate passage and reads the text aloud.
î '
 Students take turn reading
sec-tions of a passage, play or dialog out loud.
î 


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 The
teacher should have the students self-correct by
offering them a choice between what they said
and the proper pronunciation.
î ( -
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This method is based on the principles of behavior
psychology. It adapted many of the principles and
procedures of the Direct Method, in part as a re-
action to the lack of speaking skills of the Reading
Approach.
II.T" "T  C'CT"'ITIC
  Dependence on mimicry and
memorization of set phrases
  Teaching structural patterns by means of
repetitive drills
  ëo grammatical explanation
  Learning vocabulary in context
  Use of tapes and visual aids
  Focus on pronunciation
  Immediate reinforcement of correct
responses
III.T'T"I"

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The communicative approach could be said to be the
product of educators and linguists who had grown
dissatisfied with the audio-lingual and grammar-
translation methods of foreign language instruction.
The origins of Communicative Language Teaching are to
be found in the changes in the British languages teaching
tradi-tion dating from the late 1960s. Interest in and
development of communicative-style teaching mushroomed
in the 1970s; authentic language use and classroom
exchanges where students engaged in real communication
with one another became quite popular.
 II.T" ›'I$CI›
C'CT"'ITIC
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The role of the instructor in CLT is quite differ-ent from
traditional teaching methods. In the traditional classroom,
the teacher is in charge and "controls" the learning. In CLT
the teacher serves as more of a facilitator, allowing stu-dents
to be in charge of their own learning.
^C )$ICTI $
Language is used for
communication. For this
reason, CLT makes use
of communication to
teach languages. CLT
emphasizes real-life situ-
ations and communica-
tion in context. While
gra-mmar is still
important in the CLT
classroom, the emphasis
is on communi-cating a
message.
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CLT also stresses
social and situational
contexts of communi-
cation. In CLT, stu-
dents learn about
language in social
contexts, such as the
difference between
speaking with an
elder and a peer.
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Multimedia is an ideal way to teach lan-guage using CLT
as the theory. It allows for realistic simulations of
communicative situ-ations. Many such programs are
games, such as "A la rencontre de Philipe" or "Who is
Oscar Lake?". They place the learner in a situation in
which understanding basic com-munication, and social
and cultural contexts are vital to advancing in the game.
Ȋ. M

 

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.  is described in applied
linguistics as âlanguage teaching respecting the
integrity of learners, allowing for per-sonal
growth and responsibility, taking psychological
and affective factors into account, and
representing whole person learning
‰. The roots
of humanism in lan-guage teaching are various.
One central one is the âdiscovery-learning‰
movement.
C'CT"'ITIC
(TAKE THAT OF THE SILEëT WAY AS Aë EXAMPLE)
î The students have to be fully alert to make the most of
what the teacher says to play the major part in the
learning.
î Various aids are used as simple pointers, or to make
shapes, helping the learners de-duce the meanings for
themselves.
î The method has many traditional aspects, including use
of traditional structural sylla-buses.
II.TK%" T"CI$
Task-based teaching has become a subject of
keen contemporary interest, and different task-
based approaches exist today. One underlying
principle holds for all the approaches ´ to place
the emphasis firmly on activities or tasks that
learners do in class. One thing should be men-
tioned is that, there are a number of features
that will make tasks more or less difficult. So
that we can progressively give our learners tasks
where there are more and more things to think
about, and consequently less and less attention
available for form.
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II.WT' $ W,WT' $"0T!
The future is always uncertain, and this is no
less true in anticipating methodological
directions in second language teaching than in
any other field. Some current predictions assume
the carrying on and refinement of current trends;
others appear a bit more science-fiction-like in
their vision.
However, the future of L2 teaching
methodologies, as yet not fully explored, is
associated with what might be called a âcognitive
approach to language learning‰. Perhaps this
cognitive, or information-processing approach is
where the future lies.