B。Direct Approach

By the end of the nineteenth century Direct Approach or Method emerged as a reaction to the Grammar Translation Approach and its failure to produce learners who could communicate in the foreign language they were studying。 This approach stressed the ability to use rather than analyze a language as the goal of language instruction or in other words, the main goal was to train students to communicate in the target language and to have an acceptable pronunciation。 The idea behind the Direct Approach was that we learn languages by hearing them spoken and engaging in conversation (Hubbard, Jone, & Thornton 1983)。 In this approach, the learners are expected to imitate and practice the target language until they become fluent and accurate speakers and, as there is no translation, it is assumed that they will learn to think in the target language。文献综述

C。Reading Approach

Following the Coleman Report in 1929, reading became the goal of most foreign language programs in the United States and its popularity lasted until World War II (Richards & Rodgers, 2003)。 This approach began to function as an alternative to the Direct Approach and was chosen for practical reasons, limited class hours, the qualification of the teachers, and the need of the learners。 It was claimed in this approach that reading knowledge could be achieved through the gradual introduction of words and grammatical structures in simple reading texts。

D。Audiolingualism (United States) 

The Audiolingual Approach which was dominant in the United States during the 1940s, 1950s, and 1960s is known to be a major paradigm shift in foreign language teaching (Larsen-Freeman, 1986)。 The combination of structural linguistics theory (Bloomfield, 1933), contrastive analysis (Fries, 1945), oral-aural procedures, and behaviorist psychology (Skinner, 1957) led to the development of Audiolingual method。 The theory of language underlying Audiolingualism is structural linguistics which its fundamental tenet is that speech is language。 This approach adopts the behaviorist view as its theory of learning which claims that learning is a matter of "habit formation" (Decarrico, 2001)。 The main emphasis in this approach is placed on the grammar of a language which should be overlearned。来:自[优E尔L论W文W网www.chuibin.com +QQ752018766-

E。Oral-situational Approach (Britain) 

This approach was developed by British applied linguists as a reaction to the Reading Approach and its lack of emphasis on oral-aural skills; it enjoyed popularity during the1940s, 1950s, and 1960s。 Similarities can be found between the Direct and Situational Approaches but a great deal has been added to it from the works of British functional linguists, especially J。R。 Firth, who believed that language form is determined by its context and situation (Celce-Murcia, 2001)。 The theory of teaching of this approach is characterized as a type of British "Structuralism" and its theory of learning is a type of behaviorist habit-learning theory。 In this method all lexical and grammatical items are presented and practiced in situations (e。g。 at the supermarket, at the bank, at the post office)。 The vocabulary items are chosen according to the situations being practiced。 Vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered (Richards & Rodgers, 2003)。 Oral-Situational Approach and Audiolingualism share a great deal of similarities; thus, they confronted the same criticisms and like the Audiolingual Approach the view of language teaching and learning underlying the Oral-Situational Approach were called into question in the mid-1960s 。