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Fenwick de Porquet (1830), who believed in instant translation into the target
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Teaching the spoken language; teaching of the spoken language as the main pedagogical priority
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At this time there was a change and transformation of the academic and professional pressure group that began to deal with Viëtor
new ideas for a pan-European movement with teachers improving education processes. -
During this time it is essentially related to the spoken version of a written text in which an oral understanding is given, the methods also had the purpose of teaching through conversation
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Audiolinguism began to be used, which later became known as a stimulus-response model in which teachers were involved in special tests.
resources and materials produced in an eclectic principle-based system called "The Multiple Focus Line" -
Grammatical structures or patterns were chosen and received a lot of attention at the end of the period because the key characteristics of all good teaching practices were carried out through drills and exercises explicitly aimed at training.
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The Oral Approach began to be promoted outside the USA on an assumption of scientifically underpinned universality
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Systematic attention to pronunciation and oral repetition of basic structures were the main source of inspiration for language teaching in schools and colleges in the United States based on reading comprehension
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Acquiring new ideas for adult learning that involve structured conversation only in the target language, the ideas of school reformers forgot ideas developed for native teachers working in private language schools
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Language teaching operations that were explicitly designed to achieve something useful and concrete.
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Communicative Language Teaching
Task-based Language Teaching -
It is focused on the affective needs of the student, which are essential to make possible the process of learning foreign languages, (CLL) is a method focused on the student with a humanistic approach.
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Problem solving for learning (cognitive), argued that the best for students was to develop independence and autonomy to improve language problems
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Music and teacher behavior is essential within this period. Try to exploit the hidden potential of the human mind. The mood can improve study skills without tension. There is deep relaxation.
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Students are not taught language points in advance, but they are assigned communicative tasks to prepare for teaching.In addition, it is a methodological idea that tries to get away from the practical presentation Production)
