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Time period:1800

The method was proposed:Karl Plotz

Main points:
*A greater focus on grammar
*Reading and writing skills are more focused
*Teaches through translation,memorization and use of dictionary

Advantages:
*Easy method to use
*Saves a lot time
*Only textbook is needed
*Learns a lot vocabulary and grammar rules
*Develops student's mind through memorizing
*Does not need preparation for the lesson

Disadvantages:
*Less practices speaking and listening skills
*Mostly speaks in mother tongue
*Students just translate from one language to one
*Speech is neglected
*Less motivation for students

# data[].attributes.body
Time period:1830

The method was proposed:Albert Bandura

Main points:
*Emphasises only reading
*Was popular method since not all
learners could travel
*gives meaningful and natural text to listen,read and memorize

Advantages:
*The teacher does not need to have good oral profiency in target language
*Students can choose text by their interests
*Can be usen in big classes
*Does not requires teaching skills
*Facilitates the development of prediction skills

Disadvantages:
*The vocabulary based only on given texts
*Lack in speaking skills
*Oppressive approach because most activities are controlled

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Time period:1880-1940

The method was proposed:Maximilian Berlitz,Souze

Main points:
*Grammar taught inductively
*Uses actions and pictures
*Teaches only in target language
*Includes conversational activities
*The teacher must be a native speaker or be proficient in target language
*Uses everyday vocabulary and real-life objects
*Learns grammar by using inductive approach
*Focuses on question-anwser patterns

Advantages:
*More speaking and listening skills are developed
*Helps to think in target language
*Encourages spontaneous speech
*Makes learning language interesting and lively
*Facilates active participation of students

Disadvantages:
*Has a risk of using incorrect grammatical rule
*Normally small groups can use this method
*Ignores reading and writing activities

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The oral approach and situational language teaching

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The oral approach and situational language teaching

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Time period:
1930-1960

The method was proposed:Harold Palmer,A.S.Hornloy

Main points:
*Focus on vocabulary and grammar control
*Language practiced orally
*Uses only target language
*New vocabulary and grammar are introduced in situations
*Strong releationship between structure and content

Advantages:
*Decisions can be made quickly
*Is an essential for teamwork and group energy
*Can be best used to transfer private and confidential information
*Helps improve their problem-solving skills
*Accuracy on pronunciation and grammar
*Does not require many resources

Disadvantages:
*Mostly uses informal and not-organized speech
*Not for all learners(kids)
*Less uses writing activities

# data[].attributes.body
Time period:1945
The method was proposed:Yale professor Nelson Brooks
Developed by:Charles Fries

Main points:
*Emphasize listening and speaking skills
*Uses dialogues as the main form of language presentation
*Main focus on oral communication
*Improve learners' critical thinking, problem solving
*No grammatical explanation

Advantages:
*First method lay stress on the development of syntax
*Based on psychological approach(behaviorism)
*Target language explained without help of mother tongue language
*Grammar is understood easily
*Can be used for elementary and intermediate levels

Disadvantages:
*Main focus is on language form, not on meaning
*The repetition is boring and unsatisfying
*Most learners unable to transfer skills
*The teacher dominates the class
*Language like behaviour,but not like a communicative competence
*Develop listening and speaking skills
*Visual aids help in the enrichment of vocabulary
*Convenient to teach large group

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Time period:1950

The method was proposed:Caleb Gattegno

Main points:
*Provides self-correction,problem-solving
*Teacher should be silent as much as possible
*Explains the topic by using physical things
*Based on the theory of constructivism
*Learner creates smt rather than learning

Advantages:
*Students increases their vocabulary
*Good for self-correction
*To introduce vocabulary they use charts,rods
*This method makes students feel comfortable
*Students can be active in the classroom.

*Students interact not only with the teacher but also with each other.

Disadvantages:
*Using idioms and phrasal verbs is not affordable
*Less explanation is lead to misunderstandings
*Students waste too much time struggling with a concept that would be easily clarified by the teacher`s direct guide
*Lack of pronunciation knowledge

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Time period:1970

The method was proposed: Georgi Lozanov

Main points:
*Using musics and showing scenes to explain the topic
*Drcorated room and furniture
*Playful and creative activities
*Teaches in a playful manner
*The use of games and puzzles

Advantages:
*Students learn faster and deeper
* No homework for students
*Get enjoyable and pleasant experience with the joy
*Stimulates the whole person
*Motivation and self-confidence

Disadvantages:
*Not for big classes
*Needs a lot preparation,teacher has to take a specific courses
*The quantiy of materials is too a lot
*The room has to be satisfied with method's lesson creative and domestic living  rooms

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'Time period:1970

The method was proposed by:

Main points:
*Vocabulary connected with actions
*Use of imperatives and instructions
*The lessons pass like story-telling
*Grammar is taught inductively
*Meaning is more important than form
*The role of the teacher is central,teacher chooses the appropriate commands to introduce vocabulary

Advantages:
*A lot of fun and enjoyable lessons
*Students easily recognize all the phrases and new words
*Can be used for both small and large classes
*It does not need a lot of preparation
*Teaches effectively young students and kids

Disadvantages:
*This method can not be used for many times
*Deals with only the beginning stages of language learning
*Students are not given the opportunity to express their own views and thoughts in a creative way

# data[].attributes.body
Time period:1976

The method was proposed by: Charles A. Curran

Main points:
*Learning about their self-learning
*Teacher and students should Share the knowledge from each other
*Recorder inside circle and teacher outside
*recorded dialogue transcribed by teacher on board

Advantages:
*Analyze the language inductively
*Student centered nature of the method can provide extrincic motivation
*Students reflect on what they have experienced
*Helpful method for lower level students
*It creates a warm, sympathetic and trusting relationship between teacher and students

Disadvantages:
*Teacher can become too non directive
*Relies completely on inductive learning
*Concentrates on fluency but not on accuracy
*It takes effort to assemble the groups
*Students have less control over the data that are generated

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Communicative Language Teaching Learning (CLLT)

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Communicative Language Teaching Learning (CLLT)

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Time period:1980

The method was proposed by:Dell Hymes

Main points:
*Language should be used productively and receptively
* The activities are learner-centred, and the learners focus on their own learning process
*The teacher’s role is mainly as a facilitator to guide the learners in the interaction that takes place in the classroom
*learner's own personal experiences as important contributing elements to classroom learning

Advantages:
*Teaching is that of the increase of fluency in the target language
* Learning how to communicate and how to communicate effectively
*The learner is also trying to use the language correctly

Disadvantages:
*Is difficult for the teacher alone to check the language use of every student
* It depends on the teacher how motivating or boring the lesson will be
*It requires a lot of preparation

# data[].attributes.body
Time period:1990

The method was proposed by:Michael Lewis

Main points:
*Intensive and extensive listening and reading in the target language
*Aimed at raising language awareness
*Repetition and recycling of activities.
*Guessing the meaning of vocabulary items from context

Advantages:
*Encourages the process of noticing of the lexical item
*Reading and listening are very much underpinned by being able to cope with new expression
*Working with mental networks of associations, e.g. lexical sets, or categorising helps memorization

Disadvantages:
*Limiting people's responses to safe fixed phrases
*Language can not be simply divided into different units in real life
*Some topics that are traditionally considered advanced can actually be taught at much lower levels

# data[].attributes.body
Time period:1996

The method was proposed by:N Prabhu

Main points:
*Learners are given interactive tasks to complete
*Gives an emphasis on learning to communicate through interaction in the target language
*It introduces authentic texts into the learning situation
*It provides opportunities for learners to focus, not only on language, but also on the learning process itself

Advantages:
*For students to display their skills through their efforts and develops them further
*Learners work and co-operate with each other in groups
*Enables the students to explore previous and new features of language

Disadvantages:
*Emphasises too much on tasks
*There is a lot more to communication than performing tasks
*Tasks have to be carefully planned to meet the correct criteria
*It can take longer to plan
*It's also time-consuming adapting PPP-style coursebook lessons

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 Content and Language Integrated Learning (CLIL)

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 Content and Language Integrated Learning (CLIL)

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Time period:2004

The method was proposed by:Dr. David Marsh&Do Coyle

Main points:
*students learn a subject and a second language at the same time
*Promotes the learning of a more extensive and varied vocabulary
*Being more beneficial than traditional foreign language teaching courses

Advantages:
*Including the ability to think critically, be creative, to communicate and collaborate
*Increases students' motivation to learn foreign languages
*Enhances students' confidence in the target language
*Improves language competence in the target language

Disadvantages:
*Also have to develop their own knowledge of new subjects in order to teach effectively
*Structure classes carefully so that the students understand the content of the lesson
*Need to be very aware of individual student understanding and progress

# data[].attributes.body
Bancroft, W. J. (1976). Suggestology and suggestopedia: the theory of the Lozanov Method. Journal of Suggestive-Accelerative Learning & Teaching
Lewis, M. (1993). The lexical approach: The state of ELT and the way forward. Hove, England: Language Teaching Publications.
Richards, Jack C. and Theodore S. Rodgers (1986). Approaches and methods in language teaching: A description and analysis. Cambridge: Cambridge University Press
H. Douglas Brown (1987). Principles of language learning and teaching. Englewood Cliffs, New Jersey, Prentice Hall