3. Name and characterize the early methods of Teaching Foreign Languages

The study of modern languages did not become part of the curriculum of European schools until the 18th century. Based on the purely academic study of Latin, students of modern languages did much of the same exercises, studying grammatical rules and translating abstract sentences. Oral work was minimal, and students were instead required to memorize grammatical rules and apply these to decode written texts in the target language. This tradition-inspired method became known as the grammar-translation method. Grammar-Translation Method (1890s-1930s): Around the turn-of-the-century, language students often translated cumbersome volumes from Classical Greek or Latin into English vía this approach. It consisted mainly of exhaustive use of dictionaries, explanations of grammatical rules (in English), some sample sentences, and exercise drills to practice the new structures. Little opportunity for real second-language acquisition existed then.

Cognitive Approach (1940s-1950s): This approach introduced the four principle language skills for the first time: listening, speaking, reading, and writing. Oral communicative competence became the focus. Comprehensible auditory input became important and speaking in the target language began to occur. Learning about the language was overemphasized.

Audio-Lingüal Method (1950s-1960s): The Audio-Lingual Method (ALM) is a method which was introduced in the United States of America (USA) in 1940s. The method was accepted by people in other countries and introduced in Indonesia in 1960's. The goals of the audio-lingual method : 1. able to use the target language communicatively 2. learn to use language automatically without stopping to think 3. using this method, students are supposed to form new habit in the target language.

The Direct Method (1970s): This method presented discussion in the target language as the major priority. Reference to English equivalents became discouraged. Grammar learning became inductive in nature without overt explanations given the pupil. Teacher/student interaction became fuller, guessing of context or content, completing fill-ins, and doing “cloze” exercises were the order of the day. Accuracy in pronunciation and oral expression became vital. Examples to be followed became the main intention.

The Natural/Communicative Approach (1960s-2000s): Originally developed by Tracy Terrell and Stephen Krashen, this acquisition-focused approach sees communicative competence progressing through three stages: (a) aural comprehension, (b)early speech production, and (c) speech activities, all fostering "natural" language acquisition, much as a child would learn his/her native tongue

Total Physical Response/TPR (1960s-2000s): This approach, also known as TPR, was founded by James Asher. In this method, both language and body movement are synchronized through action responses and use of the imperative (direct commands). TPR may be used in conjunction with some other methods involving psychoneuro kinetic techniques wherein the teacher gives a host of commands with the students then responding by “acting out” the command: “Stand up”, “Go to the door”, "Sit down", etc. TPR is very effective in teaching temporal states, personal pronouns, and other deep grammatical structures.

The Silent Way (1960s-2000s): silent Way One of language teaching method which involves the students in learning process. When the teacher explains the material the students are silent ( concentrate - brainstorm).

the Silent Way is a method of language teaching originated in the early 1970s and introduced by caleb gattegno in his book : teaching foreign language in school. He is well known for the use of colored sticks called Cuisenaire rods and for his approach to the teaching of initial reading in which sounds are taught by colors.  

Suggestopedia (1960s-2000s): Suggestopedia is a teaching method, which focuses on how to deal with the relationship between mental potential and learning ability and it is very appropriate to use in teaching speaking for young language learners . This method was introduced by a Bulgarian psychologist and educator, George Lozanov in 1975.

Community Language Learning/CLL: (1960s-2000s): This creative, dynamic, and non-directive approach to language learning was first elaborated by Charles Curran This is also known as the Counseling-Learning method.(CLL) is Language-teaching methodin which students work together to develop what aspects of a language they would like to learn. It is based on the Counseling-approach in which the teacher acts as a counsellor and aparaphraser, while the learner is seen as a client and collaborator.