The Communicative Approach Learning

The goal is to enable students to communicate in the target language, the students need knowledge of the linguistic forms, meanings, and function. Communication is a process; knowledge of the forms of language is insufficient.The teacher facilitates communication in the classroom. CLT is that almost everything that is done is done with a communicative intent. Students use language in real communication. Students interact a great deal with one another. One of the basic assumptions of CLT is that by learning to communicate students will be more motivated to study a foreign language since they will feel they are learning to do something useful with the language. Language is for communication. Linguistic competence, the knowledge of forms and their meanings, is just one part of communicative competence. Language functions might be emphasized over forms. The students' native language is permitted in CLT, to give the instruction in assigning homework.A teacher evaluates not only students' accuracy, but also their fluency. The teacher may note the errors during fluency activities and return to them later with an accuracy-based activity.

The Total Physical Response Learning

Meaning in the target language can often be conveyed through actions. Understand of the target language should be developed before speaking. Students can learn rapidly by moving their body.The imperative is a powerful linguistic can direct students behavior. Students can learn through observing actions. Feeling of success and low anxiety facilitate learning. Students should not be made to memorize fixed routines. Correction should be carried out in an unobtrusive manner. Students need to understand more than exact sentences used in training. Language learning is more effective when it is fun. Spoken language should be emphasized over written language.Students will begin to speak when they are ready. Students are expected to a make errors and teacher should be tolerant of them.

The Community Language Learning

Teachers who use the Community Language Learning Method want their students to learn how to use the target language communicatively.The teacher's initial role is primarily that of counselor. This does not mean that the teacher is a therapist, or that the teacher does no teaching. Rather, it means that the teacher recognizes how threatening a new learning situations can be for adult learners, so he skillfully understands and supports his students in their struggle to master the target language. Initially the learners are very dependent upon the teacher. It is recognized, however, that as the learners continue to study, they become increasingly independent. Some characteristics of the teaching/learning process are in a beginning class, which is what we observed, students typically have a conversation using their native language. The teacher helps them express.A transcript is made of the conversation, and native language equivalents are written beneath the target language words. The teacher takes the responsibility for clearly structuring activities in the most appropriate way.Learning at the beginning is facilitated. The teacher encourage students and they are need quite reflection time in order to learn

The Suggestopedia

The goals of teachers who use dessugestopedia is to accelerate the process by which sudents learn to use a foreign language for everyday communication. The teacher is the authority inthe classroom. Learning is facilitated in a cheerful environtment. If students trust and respect the teacher’s authority, they will accept and retain information better. The teacher should recognize that learners bring certain psychological barriers with them to learning situation. The students can choose new names and identities. The students introduce themselves to the teacher. Songs are useful for freeing the speech mustacles and evoking positive emotions.the teacher should integrate indirect positive suggestions into the learning situations. The teacher should present and explain the grammar and vocabulary, but not dwell of them. Fine art provides positive suggestions for students. One way that meaning is made clear is through native language translation. The teacher initiates interactions with the whole group of students and with individuals right from the beginning of language course. One of the fundamental principles of the method is that if the students are relaxed and confident, they will not need to try hard to learn the language. Language and linguistic message are the ‘two planes’process of communication. Vocabulary and speaking communicatively are emphasized. Native language translation is used to make the meaning of the dialog clear. The teacher also uses it when necessary. The teacher uses soft voices to correct some errors.

The Audio-Lingual Method and The Silent Way

The Audio-Lingual Method, like the Direct Method we have just examined, is also an oral-based approach. It also drills students in the use of grammatical sentence patterns. ‘Michigan Method’ principles from behavioral psychology. It was thought that the way to acquire the sentence patterns of the target language was through conditioning-helping learners to respond correctly to stimuli through shaping and reinforcement. Learners could overcome the habits required to be target language speakers. The purpose of this method is to form habit formation and speaking the target language automatically. Students become independent by relying on themselves. The teacher, therefore, should give them only what they absolutely need to promote their learning. This situation is different with audio-lingual method where in the audio-lingual method the teacher has a role as a model for students.The learning process of the silent way is students begin their study of the language through its basic building blocks, its sounds. These are introduced through a language-specific sound-color chart. Relying on what sounds students already know from their knowledge of their native language, teachers lead their students to associate the sounds of the target language with particular colors. Later, these same colors are used to help students learn the spellings that correspond to the sounds and how to read and pronounce words properly.

The Direct Method

The Direct is not new, it was revived as a method when the goal of instruction became learning how to use the target language communicatively. In fact, The Direct Method receives its name from the fact that meaning is to be conveyed directly in the target language through the use of demonstration and visual aids, with no recourse to the students ‘native language. It has one very basic rule: No translation is allowed. The class we observe is at the end of its first year of English language instruction in as scuola media. According of experience, the lesson is entitled ‘Looking at a map’. As the students are called on one by one, they read a sentence from the reading passage at the beginning of the lesson.

Thinking about the Experience
1.Reading in target language should be taught from the beginning of language instruction. Language is primarily speech. Culture consists of more than the fine arts.
2.Teachers use realia or picture as object to help students understand the meaning.
3.The native language should not be used in classroom.
4.The teacher should demonstrate, not explain or translate.
5.Students should learn to think in the target language.
6.The purpose of language learning is communication.
7.Pronunciation should be worked on right from the beginning of language instruction.
8.Self-correction facilities language learning.
9.Lessons should contain some conversational activity.
10.Grammar should be taught inductively.
11.Using dictation to students, because writing is important skill.
12.Learning another language also involves learning how speakers of that language live.

Principles :
1. Classroom instructions are conducted exclusively in the target language.
2. Only everyday vocabulary and sentences are taught.
3. Oral communication skills are built up in a carefully graded progression organized around question-and-answer exchanges between teachers and students in small, intensive classes.
4. Grammar is taught inductively.
5. New teaching points are introduced orally.
6. Concrete vocabulary is taught through demonstration, objects, and pictures; abstract vocabulary is taught by association of ideas.
7. Both speech and listening comprehensions are taught.
8. Correct pronunciation and grammar are emphasized.
9. Student should be speaking at least 80% of the time during the lesson.
10. Students are taught from inception to ask questions as well as answer them.
Historical context

The Grammar-Translation

Introduction
The Grammar-Translation Method was called the Classical Method since it was first used in the teaching of the classical language, Latin and Greek ( Chastain 1988 ). This method was used for the purpose of helping students read and appreciate foreign language literature. It was also hoped that, through the study of grammar of the target language, students would become more familiar with the grammar of their native language and that this familiarity would help them speak and write their native language better.

Reviewing the Techniques
- Translation of a literary passage
Students translate a reading passage from the target language into their native language. The translation may be written or spoken or both. Students should not translate idioms and the like literally, but rather in a way that shows that they understand their meaning.
-Reading comprehension questions
Students answer questions in target language based on their understanding of the reading passage.
-Antonyms/synonims
Students are given one set of words and are asked to find antonyms in the reading passage.A similar exercise could be done by asking students to find synonims for particular set of words.
-Cognates
Students are taught to recognize cognates by learning the spelling or sound patterns that correspond between the languages. This techniques only be useful in language that share cognates.
-Deductive application of rule
In deductive, from patterns of language to examples.
-Fill-in-the-blanks
They fill in the blanks with new vocabulary items or with items of a particular grammar type.
-Memorization
Students are given lists of target language vocabulary words and their native language equivalents and are asked to memorize them.
-Use words in sentences
Students make up sentences in which they use the new words.
-Composition
The teacher gives the students a ttopic to write about in the target language. The topic is based upon some aspect of the reading passage of the lesson.

Conclusion
The Grammar-Translation Method is classical Method that used 'Native Language' when learning with this method, besides that in this method use deductive method, teacher teaches the students from patterns of sentences to give example. Vocabulary and grammar are emphasized. The purpose of Grammar-Translation method is to help students read and appreciate foreign language literature.

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