TRADITIONAL METHODS OF FOREIGN LANGUAGE TEACHING

In the historical development of foreign language teaching methodology, both traditional approaches based on the 'rule-translation' principle and innovative methods aimed at accelerating speech activity and activating perception mechanisms have evolved in parallel. This article provides a theoretical synthesis of the main methodological concepts presented in translations - grammar-translation, natural and direct methods, audio-lingual and audio-visual approaches, as well as conscious-comparative and communicative approaches and non-traditional intensive technologies.

The evolution of methods is essentially aimed at solving one central problem: ensuring that learners acquire language units not merely as rules, but as tools that function in real communication. From this perspective, traditional methods focused more on systematic mastery of grammar and vocabulary, whereas later approaches strive to develop simultaneously the mechanisms of perceiving speech (listening/reading) and producing it (speaking/writing). In particular, the suggestopedic approach assigns a special role to the idea of improving learning efficiency through memory reserves, psychological freedom, relaxation, intonation, and rhythm. Accordingly, the article seeks a comprehensive analysis of various methods based on criteria such as didactic aims, selection of language material, attitude to grammar, teacher-learner roles, and the nature of exercises.