The reform movement and the natural methods

The grammar translation method was not very convincing so, in the mid and late nineteenth century, researchers started to look for another method of teaching. The most representative linguists of that time were Paul Passy in France, Henrry Sweet in England, and Wethlem Vietor in Germany. Although they often differed in the procedures for teaching, in general they believe that:

1. The spoken language is primary and that this should be reflected in an oral-based methodology
2. The findings of phonetics should be applied to teaching and to teacher training
3. Learners should hear the language first, before seeing it in written form
4. Words should be presented in sentences, and sentences should be practised in meaningful contexts and not be taught as isolated, disconnected elements.
5. The rules of grammar should be taught only after the students have practised the grammar points in contexts that is, grammar should be taught inductively.
6. Translation should be avoided, althought the mother tongue could be used in order to explain new words or to check comprehension (Richards and Rogers 1986:8)

The above principles reflect the beginning of applied linguistics that brand of language study concerned with the scientific study of second and foreign language teaching and learning (Richards and Rogers 1988: 8)

At the same time these ideas were developing, there was an interes in "Developing principles for language teaching out of naturalistic principles of language learning, such as are seen in first language acquisition. This led to what have been termed natural methods.

Oral Approach or Situational Language Teaching

While the direct method was in vogue in the USA, in England, British applied linguists Harold Palmer and A.S. Hornby, among others, in the 1920's and the 1930's (Richards and Rogers 1986:31) This approach was called the oral approach, later known as the situational approach or structural-situational approach and situational Language teaching.

The characteristics of the oral approach are similar to those of the Audiolingual Method developed in the USA, although worked independently.

The basis principles of the oral Approach were emphasis on teaching a wide range of vocabulary and grammar, but seen from a different point of view than that of the GTM. In the oral approach grammar was seen as sentence patterns (Richards and Rogers 1986:32-33)

This approach was widely developed in Europe during the 1950's and its characteristics were as follows:

1. Language Teaching begins with the spoken language. MAterial is taught orally before it is presented in written form.
2. The TL is the language of the classroom
3. New language points are introduced and practiced situationally.
4. Vocabulary selection procedures are followed to ensure than an essential general service vocabulary is covered
5. Items of grammar are graded following the principle that simple forms should be taught before complex ones.
6. Reading and writing are introoduced once a sufficient lexical and grammatical basis established (Richards and Rogers 1986:34)

The objectives of the oral approach or situational language teaching are to teach the main four skills but approach though structure. Accuracy is essential in grammar and pronunciation. The practice techniques employed generally consist of the guide repetition, and substitution activities, including chorus repetition, dictation, drills, and controlled oral based reading and writing tasks. other oral-practice techniques are sometimes used, including  pair practice and group work. (Richards and Rogers 1986:38)

Language Teaching: Direct Method

The principles of natural methods were the basis for what came to be the Direct Method. The most representative supporter of this method was Maximilian Berlitz in the USA, who established a chain of commercial language schools through the States. He baptized the method he used in his school as the Berlitz Methid. The characteristics of the Method were:

1. classroom instruction was donducted exclusively in the target language
2. only everyday vocabulary and sentences were taught
3. oral communication skills were built in a carefully graded progression organized around question and answer exchanges between trachers and students in small, intensive classes.
4. grammar was taught inductively
5. new traching points were introduced orally
6. concrete vocabulary was taught by association of ideas
7. both speech and listening comprehension were taught
8. correct pronunciation and grammar were emphasized  (Richard and Rogers 1988)

The most representative rule of the Direct Method is not translation "the Direct Method receives its name from the fact that meaning is to be connected directly with the target language without going through the preocess of translating into the students' native language" (Larsen:1998)