The Teaching Method

Methods of teaching may be the most debated and upgraded term and function in the field of Applied Linguistics. The term " Teaching method" generally refers to principles , pedagogy , management strategies used for classroom instructions. The notion of teaching method has had a history in language teaching as it witnessed by the rise and fall of a variety of methods throughout the recent history of language teaching. ( Jack .C. Richards , Willy .A.Renandya , 2002)

On the other hand teaching method is the way teacher adopts to transmit content to students is called a teaching method. It is a combination of techniques and activities. many teachers have found the notion of methods attractive over the last one hundred years , since they offer

According to Richards and Rodgers ( 2001) Changes in language teaching methods throughout history have reflected recognition of changes in the kind of proficiency learners need such as a move toward oral proficiency rather than reading comprehension as a goal of study :they have also reflected changes in theories of the nature of language and of language learning. Romans tried to learn Greek and after Latin started to dominated the world especially in commercial and political matters. Emphasis on Latin education then changed in to English, French and German. Many teachers ,academics were finding a proper method to teach languages for ages and there were several methods, approaches and techniques were

The fundamental principle of proceeding from known to unknown is followed through out.

4.The knowledge of rules help the learners to avoid any type of mistakes. ( Elizabeth M.E.S,Methods of Teaching English,p 52.)

Grammar Translation Method received many criticisms about its function and " was questioned and rejected as an ineffective method of teaching a foreign language. And this method does not have theoretical basis ,no rationale , following observations of Clerk (1987:11) is worth mentioning." ( Mohommad Aslam,2006). It did not focused on the oral competency ,which was one of the main language skills of any language. On the contrary it consumed time mostly as everything was supposed to be translated. Another mentioned drawback of this method was that " translation work is always approximate. So the learner is not able to learn things accurately" ( Nagaraj.1996). Experience has shown that despite the linguistic competence built up by the high achievers in Grammar Translation course, the expected by product - the communicative ability has not materialized. Learners are rather poor at conducting normal interpersonal conversation or correspondence and at conducting the business of everyday life. Until they have spent some time among the speakers of the foreign language.