Z. M. Bobur nomidagi andijon davlat universiteti chet tillar fakulteti ingliz tili va adabiyoti kafedrasi

Pre-communication methods.
The way towards communicative teaching has been a long and con­troversial one with advances and set backs. The focus of attention has gradually shifted from the language as a systematic code to the language as a means of communication with the search for an effective method of instruction and consideration of the learner's personality.
Grammar translation method included de­tailed analysis of grammar rules, translating sentences and texts into and out of the target language, memorizing rules and manipulating morphol­ogy and syntax, reading and writing.
Direct method encouraged the use of foreign language in the classroom. Classroom teaching was conducted in the target language only. The learning process was mostly based on imitation and memoriza­tion.
Oral approach or situational language teaching was based on selection and organization of the "situations". "Situations" were organized with the use of concrete things and pictures. They were used to introduce the new grammar structures.
Audio-lingual method applied the principles of structural linguistics to language teaching. Pattern practice became a basic classroom tech­nique. Audio-lingual method was the combination of structural linguistic theory and fundamentals of behaviorism (stimulus, response, reinforce­ment).
The Natural approach put emphasis on the exposure to language (comprehensible input) rather than formal exercises. The following hy­potheses were at the foundation of the Natural approach: the acquisition/ learning hypothesis (only natural-like acquisition can result in mastering the language while "learning" helps getting knowledge about the lan­guage), the monitor hypothesis (explicit knowledge has only one func­tion, that of monitoring correctness of the utterance), the natural order hypothesis (the acquisition of grammar structures proceeds in a predicta­ble order), the input hypothesis (the relationship between the input and language acquisition shows that learners need comprehensible input), the affective filter hypothesis (learners with high motivation, self-confidence, low anxiety generally do better in language acquisition).