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Case-study method - One of the modern methods of class modeling in FLTL is а case-study method. It was first used in the United States of America, namely the School of Business at Harvard University. Case method - a method of active learning based on real-life situations. The essence of the case-study method is to use the organization of the learning process of specific learning situations, descriptions of certain conditions of life of the organization, group of persons or particular individuals, orienting students to the formulation of the problem, explore options for its solutions, and then collated in the classroom.
Case method can be successfully used in a foreign language classes, because this method is complex and contains all kinds of language skills: reading, speaking, writing, and listening. Students have a real opportunity to communicate in a foreign language through interaction with other members of the group and the teacher. The success of the case method depends on three main components: a quality of a case, students’ and teacher’s preparedness and readiness to organize work with a case and conduct discussions. [15]
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 psychoneurosis 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. Kinetic movement of the hands and arms is incorporated in lieu of rote memorization. Student speech is delayed until they feel comfortable enough to give other students commands too. TPR is very effective in teaching temporal states, personal pronouns, and other deep grammatical structures. [4]
The Silent Way (1960s-2000s): The teacher is supposed to be practically silent - hence the name of the method - and avoids explaining everything to the students. This method is based on a problem-solving approach to learning, whereby the students' learning becomes autonomous and co-operative.
Community Language Learning/CLL: (1960s-2000s): This creative, dynamic, and non-directive approach to language learning was first elaborated by Charles Curran. It is designed to ease the learner into gradual independence and self-confidence in the target language. This is also known as the Counseling-Learning method. Curran's approach is beyond simply a methodical pedagogy, but is rather a veritable philosophy of learning which provides profound, even quasi-theological reflections on humankind! It encourages holistic learning, personal growth, and self-development. Learning a language is not viewed necessarily as an individual accomplishment, but rather as a collective experience, something to be disseminated out into the community at large at a later stage in the second-language acquisition process. Its basic premise can be found in the acronym Student "participants" are thus allowed to register abstracted grammar both peripherally and semi-consciously.
Project method. The main idea of this approach in learning FL is to shift the focus from the different types of exercise on the active mental activity of students requiring registration of ownership for their particular language means. Only the method of projects can help to solve this problem and didactic lessons accordingly turn to the discussion , research club, which solved some really interesting , practically relevant and accessible to students with the problems of the country 's culture and if possible on the basis of cross-cultural interaction . The course project method in the FL can be used in the framework of the program material on almost any topic, as the selection of subjects is carried out taking into account the practical significance for the student (and his people). The main thing - is to formulate a problem that students will work in the course of work on the theme of the program. [16]. The modern methodology comprises a rich variety of methods which should have some common features: activities involving students and close to the real-life situations. To be effective, the methods follow after each other in a suitable order, and there should be a balance of teaching focused on different aspects of the language. To summarize, we can say that methods of teaching foreign languages is a set of methods based on the same rules and having a common aim, e.g. to encourage students to use the language, involve the students in the lesson, or explain the language to students who have to listen attentively.
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