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Abstract：the thesis focuses on the review on the definition and the features of all kinds of approaches and methods in language teaching mainly including the Grammar-Translation Method， the oral approach and situational language teaching， the audiolingual method， total physical response， and sums up the differences and similarities among different language teaching approaches and methods.
Key words：Teaching approaches definition Teaching features
Language teaching came into its own as a profession in the twentieth century. The whole foundation of contemporary language teaching was developed during the early part of the twentieth century， as applied linguists and others sought to develop principles and procedures for the design of teaching methods and materials， drawing on the developing fields of linguistics and psychology to support a succession of proposals for what were thought to be more effective and theoretically sound teaching methods.
1.The Grammar-Translation Method
As the names of some of its leading exponents suggest， grammar translation was the offspring of German scholarship， the object of which， according to one of its less charitable critics， was to know everything about something rather than the thing itself.The principal characteristics of the Grammar-Translation Method were these：① The goal of foreign language study is to learn a language in order to read its literature or in order to benefit from the mental discipline and intellectual development that result from foreign language study. ② Reading and writing are the major focus. Little or no systematic attention is paid to speaking or listening. ③Vocabulary selection is based solely on the reading texts used， and words are taught through bilingual word lists， dictionary study， and memorization. ④The sentence is the basic unit of teaching and language practice. Much of the lesson is devoted to translating sentences into and out of the target language and it is this focus on the sentence that is a distinctive feature of the method. 5. Accuracy is emphasized. Students are expected to attain high standard in translation. 6. Grammar is taught deductively-that is， by presentation and study of grammar rules， which are then practiced through translation exercises. 7. The student’s native language is the medium of instruction. It is used to explain new items and to enable comparisons to be made between the foreign language and the student’s native language. 2.The Oral Approach and Situational Language Teaching
The origins of this approach began with the work of British applied linguists in the 1920s and 19930s. A number of outstanding applied linguists developed the basis for a principled approach to methodology in language teaching. Two leaders were Harold Palmer and A. S. Hornby. It involved systematic principle of selection， gradation， and presentation. The main characteristics of the approach were as follow：1. Language teaching begins with the spoken language. Material is taught orally before it is presented in written form. 2. The target language is the language of the classroom. 3. New language points are introduced and practiced situationally. 4. Vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered.
3.The Audiolingual Method
The emergence of the Audiolingual Method resulted from the increased attention given to foreign language teaching in the United States toward the end of the 1950s. The combination of structural linguistic theory， contrastive analysis，aural-oral procedures， and behaviorist psychology led to the Audiolingual Method. It was coined by Professor Nelson Brooks in 1964 who claimed to have transformed language teaching from an art into a science， which would enable learners to achieve mastery of a foreign language effectively and efficiently. The method was widely adopted for teaching foreign language in North American colleges and universities.Since language is a formal， rule-governed system， it can be formally organized to maximize teaching and learning efficiency. It stresses the mechanistic aspects of language learning and language use.
4.Total Physical Response
The TPR language teaching method was developed by philosopher and professor James Asher. It is acclaimed for its ability to improve understanding， attitude and retention in students by having students play an active role in learning language. Here， the target language is conveyed by physical demonstration of actions and meaning is transferred through a direct integration method. No use of any form of translation to the first language is needed， and students need only respond to commands in the target language.
TPR can be defined as the re-embodiment of meaning gained from listening and understanding commands as well as producing the physical tasks we accomplish in a target language.The embodied learning principle credits the success of TPR to helpinglearners experience meaning as a physical activity. Learners are reinvested in vocabulary through the physical， through which meaning （semiotic） is first conceptualized as form （material） and thus it is made more memorable.
From the above description， we can conclude all language teaching methods can be explained in terms of the issues identified at the level of approach， design， and procedure. In addition， despite the changing status of approaches and methods in language teaching， the study of past and present teaching methods continues to form a significant component of teacher preparation program. This is the orientation we adopt toward the teaching approaches and methods.
References：
[1] Palmer， H. 1959. English through Action. London： Longman Green.
[2] Asher， J. 1972. The total physical response approach to second language learning.
Modern Language Journal 56：133-139.
作者简介：
李瑞君（1982～ ），女， 山西平陆县人，山西财经大学研究生在读，外国语言学及应用语言学，研究方向：经贸英语研究。
Key words：Teaching approaches definition Teaching features
Language teaching came into its own as a profession in the twentieth century. The whole foundation of contemporary language teaching was developed during the early part of the twentieth century， as applied linguists and others sought to develop principles and procedures for the design of teaching methods and materials， drawing on the developing fields of linguistics and psychology to support a succession of proposals for what were thought to be more effective and theoretically sound teaching methods.
1.The Grammar-Translation Method
As the names of some of its leading exponents suggest， grammar translation was the offspring of German scholarship， the object of which， according to one of its less charitable critics， was to know everything about something rather than the thing itself.The principal characteristics of the Grammar-Translation Method were these：① The goal of foreign language study is to learn a language in order to read its literature or in order to benefit from the mental discipline and intellectual development that result from foreign language study. ② Reading and writing are the major focus. Little or no systematic attention is paid to speaking or listening. ③Vocabulary selection is based solely on the reading texts used， and words are taught through bilingual word lists， dictionary study， and memorization. ④The sentence is the basic unit of teaching and language practice. Much of the lesson is devoted to translating sentences into and out of the target language and it is this focus on the sentence that is a distinctive feature of the method. 5. Accuracy is emphasized. Students are expected to attain high standard in translation. 6. Grammar is taught deductively-that is， by presentation and study of grammar rules， which are then practiced through translation exercises. 7. The student’s native language is the medium of instruction. It is used to explain new items and to enable comparisons to be made between the foreign language and the student’s native language. 2.The Oral Approach and Situational Language Teaching
The origins of this approach began with the work of British applied linguists in the 1920s and 19930s. A number of outstanding applied linguists developed the basis for a principled approach to methodology in language teaching. Two leaders were Harold Palmer and A. S. Hornby. It involved systematic principle of selection， gradation， and presentation. The main characteristics of the approach were as follow：1. Language teaching begins with the spoken language. Material is taught orally before it is presented in written form. 2. The target language is the language of the classroom. 3. New language points are introduced and practiced situationally. 4. Vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered.
3.The Audiolingual Method
The emergence of the Audiolingual Method resulted from the increased attention given to foreign language teaching in the United States toward the end of the 1950s. The combination of structural linguistic theory， contrastive analysis，aural-oral procedures， and behaviorist psychology led to the Audiolingual Method. It was coined by Professor Nelson Brooks in 1964 who claimed to have transformed language teaching from an art into a science， which would enable learners to achieve mastery of a foreign language effectively and efficiently. The method was widely adopted for teaching foreign language in North American colleges and universities.Since language is a formal， rule-governed system， it can be formally organized to maximize teaching and learning efficiency. It stresses the mechanistic aspects of language learning and language use.
4.Total Physical Response
The TPR language teaching method was developed by philosopher and professor James Asher. It is acclaimed for its ability to improve understanding， attitude and retention in students by having students play an active role in learning language. Here， the target language is conveyed by physical demonstration of actions and meaning is transferred through a direct integration method. No use of any form of translation to the first language is needed， and students need only respond to commands in the target language.
TPR can be defined as the re-embodiment of meaning gained from listening and understanding commands as well as producing the physical tasks we accomplish in a target language.The embodied learning principle credits the success of TPR to helpinglearners experience meaning as a physical activity. Learners are reinvested in vocabulary through the physical， through which meaning （semiotic） is first conceptualized as form （material） and thus it is made more memorable.
From the above description， we can conclude all language teaching methods can be explained in terms of the issues identified at the level of approach， design， and procedure. In addition， despite the changing status of approaches and methods in language teaching， the study of past and present teaching methods continues to form a significant component of teacher preparation program. This is the orientation we adopt toward the teaching approaches and methods.
References：
[1] Palmer， H. 1959. English through Action. London： Longman Green.
[2] Asher， J. 1972. The total physical response approach to second language learning.
Modern Language Journal 56：133-139.
作者简介：
李瑞君（1982～ ），女， 山西平陆县人，山西财经大学研究生在读，外国语言学及应用语言学，研究方向：经贸英语研究。