# data[].attributes.body
Year: 1840
Exponents:  Johann
Seidenst¨ucker, Karl Pl¨otz, H. S. Ollendorf, and Johann Meidinger.

Basic belief-s:

1. Grammar Translation is a way of studying a language that approaches the language first through detailed analysis of its grammar rules.

2. Grammar is taught deductively.

3. Reading and writing are the major focus; little or no systematic attention is paid to speaking or listening.

4. Vocabulary selection is based solely on the reading texts used, and
words are taught through bilingual word lists, dictionary study, and
memorization.

5. The sentence is the basic unit of teaching and language practice.

6. Students are expected to attain high standards in translation.

7. The student’s native language is the medium of instruction.

# data[].attributes.body
Year: 19th century
Exponents: Gouin and L. Sauveur.
Basic belief-s:

1. It required teachers who were native speakers or
who had native like fluency in the foreign language.

2. Classroom instruction was conducted exclusively in the target language.

3. Only everyday vocabulary and sentences were taught.

4. Speech and listening comprehension were taught.

5. Grammar was taught inductively.

6. It was largely dependent on the teacher’s skill, rather than on a textbook, and not all teachers
were proficient enough in the foreign language to adhere to the principles
of the method.

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

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

# data[].attributes.body
Year: 1920's and 1930's
Exponents: Harold Palmer and A.S Hornby.
Basic belief-s:

1. The teacher's function is threefold.

2. The learner has no control over the content of learning and is often regarded as likely to succumb to undesirable behaviors unless skillfully manipulated by the teacher.

3. Classroom procedures in Situational Language Teaching vary according
to the level of the class.

4. The target language is the language of the classroom.

5. Vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered.

# data[].attributes.body
Year: 1929
Exponent: Coleman
Basic belief's:

1. In Audiolingualism, as in Situational Language Teaching, the teacher’s role is central and active; it is a teacher-dominated method.

2. Learners are viewed as organisms that can be directed by skilled training techniques to produce correct responses.

3. Foreign language learning is basically a process of mechanical habit
formation.

4. Aural-oral training is needed to provide the
foundation for the development of other language skills.

# data[].attributes.body
Year: 1950
Exponent: Caleb Gattegno
Basic belief's:

1. It is based on the premise that the teacher should be silent as much as possible in the classroom but the learner should be encouraged to produce as much language as possible.

2. The general objective of the Silent Way is to give beginning-level students
oral and aural facility in basic elements of the target language.

3. The Silent Way adopts a basically structural syllabus, with lessons
planned around grammatical items and related vocabulary.

4. Learners are expected to develop independence, autonomy, and responsibility.

5. Teacher silence is, perhaps, the unique and, for many traditionally
trained language teachers, the most demanding aspect of the Silent Way.

# data[].attributes.body
Year: 1960
Exponent: Charles A. Curran
Basic belief's:

1. Draws on the counseling metaphor to redefine the roles of the teacher (the counselor) and learners (the clients) in the language classroom.

2. Learners become members of a
community – their fellow learners and the teacher – and learn through
interacting with the community.

3. Community Language Learning places unusual demands on language
teachers.

4. CLL techniques also belong to a larger set of foreign language teaching
practices sometimes described as humanistic techniques.

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Year: 1970
Exponents: James Asher
Basic belief's:

1. (TPR) is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical (motor) activity

2. TPR reflects a grammar-based view of language.

3. Asher states that “most
of the grammatical structure of the target language and hundreds of
vocabulary items can be learned from the skillful use of the imperative by
the instructor”.

# data[].attributes.body
Year: 1970
Exponents: John Grindler and Richard Brandler.
Basic belief's:

1. The NLP model provides a theoretical framework and a set of working principles for directing or guiding therapeutic change.

2. The name “Neurolinguistic Programming” might lead one to expect that it is based on the science of neurolinguistics and that it also draws on behaviorist theories of learning.

3. Is not a language teaching method. It does not consist of a set of techniques for teaching a language based on theories and assumptions at the levels of an approach and a design.

# data[].attributes.body
Year: 1976
Exponent: George L.
Basic belief's:

1. The objectives of Suggestopedia are to deliver advanced conversational proficiency quickly.

2. A Suggestopedia course lasts 30 days and consists of ten units of study.

3. Learning activities used in the method include imitation, question and
answer, and role play – which are not activities “that other language
teachers would consider to be out of the ordinary”.

4. Suggestion is at the heart of the theory of learning underlying Suggestopedia.

# data[].attributes.body
Year: 1980
Exponents: group of US educators.
Basic belief's:

1. The term Whole Language was created in the 1980s by a group of U.S. educators concerned with the teaching of language arts, that is, reading and writing in the native language.

2. The Whole Language Approach emphasizes learning to read and write
naturally with a focus on real communication and reading and writing for
pleasure.

3. The teacher is seen as a facilitator and an active participant in the learning
community rather than an expert passing on knowledge.

4. The learner is a collaborator, collaborating with fellow students, with
the teacher, and with writers of texts.

# data[].attributes.body
Year: 1993
Exponent: Howard Gardner.
Basic belief's:

1. Multiple Intelligences (MI) refers to a learner-based philosophy that characterizes human intelligence as having multiple dimensions that must be acknowledged and developed in education.

2. is one of a set of such perspectives dealing
with learner differences and borrows heavily from these in its recommendations and designs for lesson planning.

3. The intelligences are: Linguistic, Logical/mathematical, Spatial, Musical, Interpersonal, Intrapersonal and Naturalist.

# data[].attributes.body
Year: 1993
Exponent: Lewis
Basic belief's:

1. In language teaching seek to develop proposals for syllabus design and language teaching founded on a view of language in which lexis plays the central role.

2. Materials and teaching resources to support lexical approaches in language teaching are of at least four types.