Approaches

1st DRAFT

A.

It is important for any teacher who teaches languages know different methodologies, because each student has its own characteristics to learn, and it is necessary to obtain positive results during the teaching-learning process. It is known that does not exist an ideal method, therefore, teachers must learn to combine the various designed methods, considering the needs of each group and/or individual.

The methods that have been used are:

Grammar Translation Method

"The Grammar translation Method" is a model that emerged with the wish to teach classical languages, like latin, was of great importance in the teaching of English from 1840 until the 20th century. During the classes are taught by presenting the language rules that the student should memorize practicing through translation exercises, conjugation and reading aloud in order to appreciate literature, says Freeman and Anderson (2011). The downside is that focused only on the understanding and left aside the pronunciation, leaving the language reduced to knowledge of rules to follow to sort a sentence.

“The Direct Method”

It was created by several teachers, mainly by L. Sauver, reached greater importance in the second half of the twentieth century, although begun in the late nineteenth century. In this model gives it more importance to the oral language, leaving aside the mother tongue, contrary to the previous method, the teacher must be a native speaker who teaches through the example and as well to interact with the student learns by imitating, partnering up to induce the content. The only rules were used to check, they were not mandatory.

“The Oral Approach and Situational Language”

Is the English version of the audio-lingual method of U.S.A. It is based on behaviorism of Skinner, uses many repetitions, the vocabulary and grammar are carefully selected, what we are seeking is that student handle the structure of the language, the teacher presents information and content, then indicates the practice and finally the student should produce. The teacher is the center of the class.

The Audio-Lingual Method”

Audio-lingual method or audio- oral: it originated in 1939, has as an influence to Bloomfield (1993) and Skinner (1957). Here it is important the automatic acquisition of habits, it is behavioral because, the student is expected to learn by the constant corrections from the teacher. Students should learn through repetition, practice and memorization of dialogs. The student did not participate in classes; in addition do not always understand what he is taught, because there are a few explanations.

“DeSuggestopedia”

It was founded by Georgi Lozanov; it is based on natural environments with a sensory input, such as colors, images, and the music, inviting students to participate actively in activities and games that are fun, because it is believed that you learn more when the person is relaxed.

“The Natural Approach”

This method calls to the imitation of the process in which children acquire their mother tongue, to achieve acquiring a second language, i.e. learn intuitively and through experience. Gives a few importance to the use of formal rules and grammar.

“The Total Physical Response”

In this method was developed by James Asher in the year 1969, it transmits the new language learning through the kinesthetic sense, in few words, carrying out the physical activities. In addition,

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