Methods of foreign language teaching as a scientific theory: approaches, methods and techniques

Own practice every day.
Currently, many language courses offer one to 
two hours a week, and a day-to-day linguist who does not spend time on other 
days usually forgets the topics in the previous lesson until the next lesson and 
learns that language. considerably slows down the process. Therefore, when 
learning any foreign language, you need to learn it daily, and every day, 
repetition is much faster. Therefore, if you want to learn a language well, you 
have to make a daily commitment; “I spend an hour learning English every day, 
in any case!” Only then will your ability to remember the language increase 
dramatically and you will also feel the pleasure of working on it. 
As we know, the approach refers to theories about the nature of language 
and language learning that serve as a source of language teaching practices and 
principles. Below we will look at some methods and techniques: 
Humanistic approach
emerged as a reaction to the behaviorist approach to 
teaching with the rigid teacher's control over the learners' behavior. The concern 
of humanistic tendencies was to enhance people's self-fulfilment and their role 
in directing their own lives. 
Communicative approach.
Communicative language teaching is based on 
a number of typical features of the communication process. Language teaching 
is understood as learning to communicate through communication. The 
emphasis is put on the meaningful and motivated use of language by the people 
who communicate in order to achieve a certain goal. Especially, communicative 
approach advocates the use of authentic language materials like Newspaper 
article, radio or Television in order to avoid the problems. In this approach, the 

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learners are given scrambled sentences to arrange in proper way. It is an active 
centred approach. This approach develops the fluency in speaking. 
 Direct method.
I can say from my experience, the students are given 
phonetic knowledge. There is no use of mother tongue is the method. It gives 
importance to the unit of sentence and not the individual words. Grammar rules 
are taught inductively. Vocabulary is taught not by giving special care but it is 
given through speech activity. New words are taught with the help of objects or 
pictures. This method improves the pronunciation. Audio visual aids are used in 
order to give interest. 
In addition, in practice, the main principles of the Direct Method were:
• Classroom instruction was only given in the target language. Thus, the 
native language of the students was not used at all.
• Only what was considered everyday vocabulary and sentences were 
taught.
• Oral communication skills were shaped in a carefully graded process in 
form of question-and-answer exchanges between teacher and pupil.
• Grammar was taught inductively.
• New teaching items were introduced orally first.
• If possible, vocabulary was taught through demonstration, actual objects 
or pictures. Abstract vocabulary was taught via association of ideas.
• Speech and listening comprehension were taught.
• Correct pronunciation and grammar were regarded as crucial
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. 
Dr. Michael West’s New Method (Reading Method.). 
Dr. Michael West, 
the Director of education in Bengal, is a professor in Dacca University. He made 
a thorough study of various methods of teaching English. He found some 
disadvantage in the usage of Direct Method. He found that no method gives 
satisfaction. So he found a new method called „The New Method of Teaching 
English‟. The art of speaking and reading is interrelated. His method of teaching 
189
Philipp Kamhuber. Comparison of Grammar in Austrian and Spanish English Language Teaching Textbooks. 
Wien, 2010. P 14. 

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is based on psychological principles. This method is followed in Indian Schools. 
He gives importance to loud reading and silent reading. This method does not 
follow the formal Grammar teaching. This is reflected in his book „How Much 
English Grammar’. Its aim is to develop the reading ability
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. 
Communicative techniques
can develop in learners productive, receptive 
and interactive skills that are necessary for effective communication. Activities 
with listening and reading aim at developing in learners skills of receiving 
information. This helps the learner to learn the meaning and not the grammar 
rules or pronunciation like native people. The learner can be the active