introduction At the beginning of the twentieth century, language teaching experienced significant development as linguists sought better and more efficient methods to teach English. These changes were in response to the increased demand from people wanting to learn English due to some events. world war 2 immigration internationalize education The emergence of method efforts to improve language teaching mainly focused on changing teaching method, like move to oral proficiency rather than reading comprehension. Sometimes, the effort for greater efficiency changes theories of the nature language and language learning. the most controversial and power full theories was “ the notion of systematic set of teaching practices based on particular theory ” Throughout the twentieth century, we finally be able to see the concerns that have prompted to recent innovation in language teaching such as ? Task-Based Language Teaching (TBLT) ? Content and Language Integrated Learning (CLIL). These methods, similar to others, have always been the subject of ongoing discussion of how teach foreigners . What is common among each method is the claim that they offer more effective and superior teaching practices compared to their predecessors. We live in a bilingual and multilingual world, so foreign language learning has been a concern throughout history but Let's go back 500 years when Latin was the most widely used language in the Western world. Latin However, in the sixth century, due to some political changes, French, Italian, and English gained power, displacing Latin. As a result, Latin language diminished and the study of Latin took on a different function in the curriculum this model of studying, students read classical Latin, analyze its grammar and rhetoric, which became the model for foreign language study from the seventeenth to the nineteenth century. As students entered grammar schools, they received an introduction to the Latin language, and they were taught grammar rules, declensions, conjugations, translations, and practiced writing sample sentences. Once a basic proficiency was established, students were introduced to advanced study. However, this type of learning was a tedious experience for children, and lapses in knowledge were met with brutal punishment. The decline of Latin brought new a new justification for teaching, they said it’s good for intellectual ability and study of Latin grammar become in an end in itself When the Latin language reached its end and was no longer used for communication, it quickly became a mental gymnastics and became an indispensable part of higher education. When the new language began to enter the curriculum in the eighth century, they used the old methods that were previously used for teaching Latin such as: ? Textbooks consisted of statements of abstract grammar rules ? List of vocabulary and sentence for translation The problem with this method is that the fluency and speaking for communication was not the goal and the oral practice was limited to student reading aloud the sentence they had translated, What is this sentence ? This sentence designed to illustrate the grammatical system of the language is not used in any type of daily life sentence. this approach based in the study of Latin had become the standard way of studying foreign language in school. a typical textbook in the middle nineteen century consist of : ? point every grammar point listed and explained ? the grammar point illustrated by sample sentence ? chapter and lesson organized around grammar point Nineteenth century Textbook complieres were mainly determined to codify the foreign language into frozen rules of morphology and syntax to be explained Grammar Translation was the offspring of German scholarship and was first known in the United States as the Prussian Method. Its principal characteristics were to know everything about something rather than the thing itself. Foreign language study aims to learn a language for literature or intellectual development. Grammar Translation involves analyzing grammar rules and translating sentences into and out of the target language. Language learning involves memorizing rules and facts to understand morphology and syntax. The first language serves as a reference system for acquiring a second language. I Reading and writing are the major focus; little or no systematic attention is paid to speaking or listening. Vocabulary selection is based on reading texts and taught through bilingual word lists, dictionary study, and memorization. III The sentence is the basic unit of teaching and language practice, with much of the lesson devoted to translating sentences into and out of the target language. The focus on the sentence was an attempt to make languag Accuracy is emphasized. Students are expected to attain high standards in translation, because of “the high priority attached to meticulous standards of accuracy V Grammar is taught deductively through presentation and study of rules, followed by translation exercises and an organized syllabus. The student's mother tongue is used as a means of teaching to explain new cases and the possibility of comparison between them. Foreign language and mother tongue go together.The Grammar-Translation Method was widely used in European and foreign language teaching from the 1840s to the 1940s, and it still has some use today. While it had its merits, it was often criticized for its tedious and ineffective approach. The method focused on memorizing grammar rules and vocabulary and producing translations of literary texts. It is still used in situations where understanding literary texts is the main goal, and speaking the language is not essential. However, the method has no advocates and lacks a theoretical basis or justification. In the late nineteenth century, a Reform Movement emerged, challenging the Grammar-Translation Method and paving the way for new language teaching approachesThe Grammar-Translation Method was rejected in the midnineteenth century due to increased communication opportunities and a demand for oral proficiency in foreign languages. Language teaching specialists developed new approaches to teaching modern languages in secondary schools due to the failure of the public education system. Some specialists, such as C. Marcel, T. Prendergast, and F. Gouin, had specific methods for reforming language teaching, but their ideas were of historical interest. During the mid-nineteenth century, several language teaching reformers observed and studied how children learn language. C. Marcel, a Frenchman, highlighted the importance of meaning in language learning and suggested taught reading before other skills. T. Prendergast, an Englishman, noted that children use contextual and situational cues to interpret speech and rely on memorized phrases in their own speech. F. Gouin, another Frenchman, developed a teaching approach based on children's language use, using events with related actions to facilitate language learning. Gouin's emphasis on presenting new teaching items in a clear context and using gestures and actions to convey meaning Language teaching specialists like Marcel, Prendergast, and Gouin tried to promote alternative approaches to language teaching but failed to gain widespread support or attention. in the 1880s, practical-minded linguists such as Henry Sweet, Wilhelm Viëtor, and Paul Passy started leading the intellectual movement that gave reformist ideas more credibility and acceptance. This revitalized the discipline of linguistics and led to the establishment of phonetics, which provided new insights into speech processes. The International Phonetic Association was founded in 1886, along with the International Phonetic Alphabet (IPA), which allowed accurate transcription of sounds in any language. The association aimed to enhance the teaching of modern languages by: • advocating for the study of spoken language, • phonetic training for good pronunciation, • the use of conversation texts and dialogues to introduce conversational phrases and idioms, • the inductive approach to teaching grammar, • and teaching new meanings through associations within the target language rather than with the native language. Henry Sweet and Wilhelm Vietor were prominent scholars who proposed different approaches. Sweet believed in using a scientific analysis of language and principles from psychology. He emphasized careful selection of material, limits on what is taught, and organizing lessons based on listening, speaking, reading, and writing skills. Vietor focused on phonetics and argued that teachers should be trained in pronunciation. He criticized traditional grammar-based methods and emphasized the importance of phonetics in language teaching. Both scholars agreed on principles such as prioritizing spoken language, using phonetics in teaching and teacher training, and teaching grammar through context. These principles laid the foundation for a scientific and principled approach to language teaching, known as applied linguistics. While these proposals did not become widely implemented methods, they influenced the development of natural methods and the Direct Method, which aimed to teach languages based on principles of natural language acquisition.Gouin was one of the first reformers to focus on observing how children learn language, and other reformers later followed with naturalistic principles. These principles were known as the "natural" method and aimed to make second language learning more like first language learning. L. Sauveur and other advocates of the natural method believed that languages could be taught without translation or the use of a learner's native language. They emphasized direct demonstration and action to convey meaning. This approach led to the development of the Direct Method, which involved exclusively teaching in the target language, focusing on everyday vocabulary and sentences, and teaching grammar inductively. However, the Direct Method faced criticism for relying heavily on skilled teachers and not considering the practicalities of the classroom. By the 1920s, the popularity of the Direct Method declined. In Europe, versions that combined Direct Method techniques with controlled grammar-based activities emerged The Direct Method can be seen as the start of the "methods era" in language teaching. The Direct Method had a significant impact on language teaching, particularly in the concept of teaching "method" itself. It sparked debates on how second and foreign languages should be taught. Throughout the twentieth century, various language teaching approaches and methods were developed, with the belief that using the best available methods would lead to better language learning. Professional organizations, academics, publishers, and teachers all played a role in promoting and seeking the best teaching method. However, the focus on methods has been criticized, with some arguing that newer approaches and methods do not necessarily solve language teaching problems. In the 1950s and 1960s, the Audiolingual Method and Situational Method gained popularity, followed by the Communicative Approach. Other methods, such as the Silent Way, Natural Approach, Total Physical Response, Content-Based Instruction, and Task-Based Language Teaching Teacher preparation programs continue to prioritize the study of past and present teaching methods, despite the ever-changing landscape of language teaching. This is because studying approaches and methods provides teachers with a historical perspective on the field's evolution. Approaches and methods should not be seen as strict prescriptions for teaching, but rather as a source of adaptable practices that teachers can modify to meet their own needs. Furthermore, gaining experience in using different teaching approaches can provide teachers with foundational skills that can be enhanced and supplemented over time.
