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.

在外语教学法的历史发展脉络中，以"规则-翻译"原则为根基的传统教学路径，与旨在激活言语活动、唤醒感知机制的创新教学方法始终并行发展。本文对主流教学法概念展开理论整合与系统梳理，涵盖语法翻译法（grammar-translation）、自然法、直接法、听说教学法（audio-lingual）、视听教学法（audio-visual），以及自觉对比法、交际教学法与非传统密集型教学技术。

各类教学法的演进本质上围绕一项核心命题展开：保障学习者不仅将语言单位视为语法规则，更将其转化为服务于真实交际的实用工具。据此视角，传统教学法更侧重语法与词汇的系统性掌握，而后续教学路径则致力于同步培育学习者的言语感知（听/读）与言语产出（说/写）能力。其中，暗示教学法（suggestopedic approach）尤为凸显通过挖掘记忆储备、营造心理自由与放松状态、结合语调与节奏以提升学习效率的核心主张。基于此，本文将依据教学目标、语言材料遴选标准、语法教学态度、师生角色定位以及练习本质等维度，对各类教学法开展全面剖析。