2 • Audio-lingualism - A kind of reissue of the direct method, a methodology used to teach the army quickly, in an intensive course with an emphasis on everyday dialogues and the acquisition of structures and patterns through audiovisual resources. Contextualized vocabulary, focus on intonation and without many grammatical explanations. Orality is developed before writing, speech prevails. Language is a set of habits and the method consists of dialogues, language of the day to day. The use of tape recordings and slides of images for learning that, in this method, is done in the language that one wants to learn. The repetition of the structures to provide the hit was the success and decay of the method. The intention was memorization, but it did not guarantee understanding and it was tiring. It was used since 1940 but the greatest emphasis and success was from the 1950s until the mid-1970s and lasted until around 1985.Giorgio Shenker (Italy), Robin Callan, B.F. Skinner, and Leonard Bloomfield are the supporters of this method.

3. Total Physical Answer (supporters: James Asher, Dr. Stephen Krashen)

It is based on the principle of how children learn the 1st language, involving physical activities and emphasis on fun and encouragement. The focus is on the auditory understanding and the meaning is clarified through visual actions and images. The student begins to learn through commands with simple structures that gradually become more complex. As you become familiar and understanding, you develop speech. This approach had its heyday in the 1970s to the 1980s, but usage has continued to this day with lesser popularity.

4- The silent path (supporter: Caleb Gattegno), the teacher avoids explaining everything to the student to promote a more autonomous and cooperative learning. The teacher helps in the choice of phrases, intonation and rhythm. The native language of the student is not used, only the target language of learning. Visual resources such as colored wooden sticks, set of wall charts containing useful vocabulary, color coded phonetic graphics, tapes or discs, film drawings and images, spreadsheets and transparencies are used as a support. The second language is acquired as the student manipulates the sticks and looks at the graph. The teacher remains silent most of the time. Approach used from 1970 to mid 1980.

5 • TEACHING COMMUNICATIVE LANGUAGE (supporters: David Nunan, D.A. Wilkins)

This approach focuses on communication and the ability to communicate the meaning of the message. The student learns to use the language and develops communicative skills and competences. Learning strategies to learn through communicative functions as notions of time, space, quantity, identification, agreement, disagreement, socializing among other expressions; (texts of magazines, labels, menus, advertisements, advertisements, among other things that are part of the actual use of the language). Using the new language in dramatizations, games, personal experiences, social and work relationships, the four skills are presented in an integrated way, as in real life. This approach is constructed in a spiral way, from simpler to more complex constructions, the focus of learning is communication rather than linguistic form. The role of the teacher is to guide the learning and the work is developed from techniques of work in groups. The approach began to be used in the decade of 70, 80 and was consolidated around 1985 remaining in force until the present day.

6 • ORAL SITUATIONAL APPROACH aims at speech and hearing and learning focuses on situational language learning, that is, in a situation where the language is used: in the bank, in the supermarket, in the restaurant, visit to the doctor, check in at the airport, etc. A certain regularity in the use of language is assumed. In the classroom, in order to promote real-life contexts, concrete objects, images, realia, graphics and flashcards were used. This method originated in England in 1940 and features features of the Direct Method, adding points of general linguistics and pedagogy. It articulates itself with the language first in the oral form, soon to pass to the written form; the grammatical structures are presented in the simplest to the complex. Harold Palmer and A.S. Hornby are supporters and wanted to introduce the scientific basis for an oral approach that did not rest on intuition, as in the direct approach. It involves three processes: receiving knowledge, fixing it in memory through repetition, and using it in practice until it becomes a personal habit. In this sense, learning consists in the formation of.

7 • NATURAL APPROACH The Natural Approach was developed by Stephen Krashen. contact with magazines, gestural and kinesthetic images, videotapes, audiovisual stimuli were used to aid the auditory comprehension and in the early stages of production. The idea was to learn a new language as well as to learn the mother tongue, first by going through a period of understanding and then starting the production phase. Grammar rules are acquired naturally through a linguistic input, without teacher pressure.

8 • SOCIO-COGNITIVE APPROACHES

Using visual material in the process of language acquisition is important for the construction of input, the visual and experimental relationship of the human being with the world is part of the process of how the human brain processes and learns new information. Students should be placed in an environment that unleashes their experiences and allows them to use the language for real purposes. In the socio-cognitive approach it is very important access to the target language as social interaction and the internet can be used as a tool, considering the textual diversity that this tool offers. This acquisition depends on the input that is received, it is up to the teacher to shape the classroom inputs at the customer level, simplifying, enhancing, selecting and diversifying the strategies, but above all, using authentic real social interactions. The visuals provided in the classroom facilitate natural associations of images and words. Starting from the assumption that cognition is formed by two subsystems, one verbal (linguistic events) and another non-verbal (non-linguistic events) that work together in the acquisition of language. Knowledge is grounded and structured by our perceptual interactions, bodily actions, and object manipulation. To put our students in a meaningful context, they must be put into the reality in which they live. Reading / writing is as important as oral (listening / speaking) and for successful learning, teachers should have good general proficiency in the language.