# data[].attributes.headline
The Evolution of Approaches and Methods in Language Teaching 

# data[].attributes.subject
The Evolution of Approaches and Methods in Language Teaching 

# data[].attributes.body
In 1450, the  method that was used in the translation of the  thogue Latin and Greek aiding the students. The method had the purpose study the foreign language, to learn a language,  to read its literature or in order to benefit  from the mental discipline and intellectual.
The focus at this time was on the translation of texts, grammar, and rote learning of vocabulary.
Grammar Translation dominated European and foreign language teaching from the 1840s to the 1940s, and in modified form it continues to be widely used in some parts of the world today.
This teaching method is still common in many countries and institutions around the world, and still appeals to those interested in languages from an intellectual or linguistic perspective

# data[].attributes.body
Have been around the 1900s that surgiram new method going contra hand of the tradicional methodo. THese appordach the oposto had com oral or natural method, have his auge em 1910 a 1930.
The Direct Method is based on the direct involvement of the student when speaking, and listening to, the foreign language in common everyday situations. Consequently, there is lots of oral interaction, spontaneous use of the language, no translation, and little if any analysis of grammar rules and syntax
The focus of the lessons is on good pronunciation, often introducing learners to phonetic symbols before they see standard writing examples.

# data[].attributes.body
In 1940 durant a second world war II , houve a necessidade de seus soldados and cidadão proficientes nas linguas dos países aliados and too inimigos. tHE government USA develop a program for military personanne. Thus The Army Specialized Training Program (ASTP), the aim was for students to attain conversational proficiency in e variety of foreign languages. The linguist  Leonard Bloomfiel juntamente com demais linguist  went designed a training programs, program this that tinha trabalhar oralidade, fonectica and pronuncia não possuia
textbooks Students in such courses studied ten hours a day, six days a week. There were generally fifteen hours of drill with native speakers and twenty to thirty hours of private study spread over two to three six-week sessions.  This method deu origem ao Army Method hoje conhecido como Audio lingual Method.

# data[].attributes.headline
The Oral Approach and Situational Language Teaching

# data[].attributes.subject
The Oral Approach and Situational Language Teaching

# data[].attributes.body
The linguists Palmer, Hornby and other Britist from the 1920 developed an approach to methodology that involved systematic principles of selection (the procedures by which lexical and grammatical content was chosen ), gradation (principles by which the organization and sequencing of content were determined), and presentation (techniques used for presentation and practice of items in a course) . Although Palmer, Hornby, and other English teaching specialists had differing views on the specific procedures to be used in teaching English, their general principles were referred to as the Oral Approach to language teaching.
The Oral Approach was the accepted British approach to English language teaching by the 1950s.

# data[].attributes.body
In 1977, Tracy Terrell , a teacher of Spanish in California, outlin ed "a proposal for a 'new' philosophy of language teaching which [hel called the Natural Approach" At the same time he has joined forces with Stephen Krashen, an applied linguist at the University of Southern California, in elaborating a theoretical rationale for the Natural Approach, drawing on Krashen's influential theory of second language acquisition. Krashen and Terrell's combined statement of the principles and practices of the Natural Approach appeared in [heir book, The Natural Approach, published in 1983. The Natural Approach has attracted a wider interest than some of the other innovative language teaching proposals discussed in [his book, largely because of its support by Krashen. Krashen and Terrell's book contains theoretical sections prepared by Krashen that outline his views on second language acq ui sition (Krashen 1981; 1982), and sections on implementation and classroom procedures, prepared largely by Terrell.
Krashen and Terrell have identified the Natural Approach with what they call "traditional" approaches to language teaching. Traditional approaches are defin ed as " based on the use of language in communicative situations without recourse to the nati ve language" - and, perhaps, needless to say, without reference to grammatical analysis, grammatical drilling, or to a particular theory of grammar. Krashen and Terrell note that such "approaches have been called natural, psychologica l, phonetic,new, reform, direct, analytic, imitative and so forth" (Krashen and Terrell 1983: 9). The fact that the authors of rhe Natural Approach relate their approach to the Natural Method.

# data[].attributes.body
The Silent Way is the name of a method of language teaching devised by Caleb Gattegno. Gattegno's name is well known for his revival of interest in the use of colored wooden sticks called cuisenaire rods and for his series Words in Color, an approach to the teaching of initial reading in which sounds are coded by specific colors. The Silent Way represents Gattegno's venture into the field of foreign language teaching. It is based on the premise that the teacher should be silent as much as possible in the classroom and the learner should be encouraged to produce as much language as possible  Elements of the Silent Way, particularly the use of color charts and the colored cuisenaire rods, grew out of Gatregno's previous experience as an educational designer of reading and mathematics programs. (Cuisenaire rods were first developed by Georges Cuisenaire, a European educator who used them for the teaching of math. Gattegno had observed Cuisenaire and this gave him the idea for their use in language teaching.)

# data[].attributes.body
Total Physical Response (TPR) is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical (motor) activity. Developed by James Asher, a professor of psychology at  San Jose State University, California, it draws on several traditions, including developmental psychology, learning theory, and humanistic pedagogy.
Asher believed that to learn a language it was necessary  reduces learner stress  and without anxiety in a relaxation environment and creates positive mood in the learner, which  facilitates learning.
Despite Asher's belief in the central role of comprehension in language learnIng, he does not elaborate on the relation between comprehension production, and communication (he has no theory of speech acts or thei; equivalents, for example), although in advanced TPR lessons imperatives are used to initiate different speech acts, such as requests ("John, ask Mary to walk to the door"), and apologies (" Ned, tell Jack you're sorry").
Parallel to the processes of first language learning, the foreign language learner should first internalize a "cognitive map" of the target language through listening exercises. Listening should be accompanied by physical movement. Speech and other productive skills should come later. The speech-production mechanisms will begin to function spontaneously when the basic foundations of language are established through listening traming. Asher bases these assumptions on his belief in the existence in the human brain of a bio-program for language, which defines an optlmal order for first and second language learning

A reasonable hypothesis is that the brain and  nervous system are biologically programmed to acquire language ... in a particular sequence and in a particular mode.  The sequence is listening before speaking and the mode  is to synchronize language  with the individual's body, (Asher 1977: 4)

# data[].attributes.body
Community Language Learning (CLL) is the name of a method developed by Charles A. Curran and his associates. Curran was a specialist in counseling and a professor of psychology at Loyola University, Chicago. His application of psychological counseling techniques to learning is known as Counseling-Learning. Community Language Learning represents the use of Counseling-Learning theory to teach languages.
A group of learners sit in a circle with the teacher standing outside the circle; a student whispers a message in the native language(L1) the teacher translates it into the foreign language (L2); the student repeats the message in the foreign language into a cassette;, students compose further messages in the foreign language with the teacher's help; students reflect about their feelings. We can compare the client-counselor relationship in psychological counseling with the learner- knower relationship in Community Language Learning (Table 8. 1).
CLL. techniques also belong to a Iarge set of foreign language teaching

# data[].attributes.body
Suggestopedia is a method developed by the Bulgari an psychiatrist educator Georgi Lozanov. Suggestopedia tries to harness these influences and redirect them so as to optimize learning. The most conspicuous characteristics of Suggestopedia are the decoration, furniture, and arrangement of the classroom, the use of music, and the authoritative behavior of the teacher.
Lozanov used techniques raja-yoga and Soviet pyschology modify the state of consciency and concentration, and the use of rhythmic breathing. From Soviet psychology Lozanov has taken the notion that all students can be taught a given subject matter at the same level of skill. Soviet psychology also stresses the learning environment, and Lozanov similarly specifies the requirements of an optimal learning environment in great detail.
Suggestopedia can perhaps be best understood as one of a range of theories that purport to describe how attentiveness is manipulated to optimize learning and recall. A number of researchers have attempted to identify the optimal mental states for facilitating memorization and facilitating recall.
A most conspicuous feature of Suggestopedia is the centrality of music and musical rhythm to learning, Suggestopedia thus has a kinship with other functional uses of music, particularly therapy.

The claims for suggestopedic learning are dramatic. "There is no sector of public life where suggestology would not be useful" (Lozanov 1978: "Memorization in learning by the suggestopedic method seems to be accelerated 25 times over that in learning by conventional methods"(Lozanov 1978: 27). Precise descriptions of the conditions under which
Suggestopedia experiments were run are as hard to come by as are precise
descriptions of "successful" classroom procedures.

# data[].attributes.body
RICHARDS, J. C & RODGERS.T.S. (1999) Approaches and Method in Language Teaching
AGUILAR Luis. Sugestopedia e Método Sugestopédico: Uma Revolução no Processo de Ensino - Aprendizagem de Línguas Estrangeiras
<http://teiaportuguesa.tripod.com/webquestslinguaportuguesa/metodosugestopedico>. Acesso: em 09/07/2017

# data[].attributes.body
https://padlet.com/ellamelo13/afankqhfkodb