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TheGrammar-TranslationApproachTraditionally,listeningwasnottaughtinlanguageclasses.ThefirstlanguagetaughtinmodernclassroomsettingswereLatinandGreek.Thepurposeoflearningtheselanguageswasprimarilytolearntheirgrammars.Thegrammar-translationapproachviewedlanguageasadescriptivesetoffiniterulesthat,oncelearned,gaveaccesstolanguage.Agrammar-translationsyllabusconsistedoftwocomponents:grammarandlexicalitems.Learninggoalsrelatedtolistening:None.Comment:thefocusofanylisteningwouldhavebeenontranslationoflexicalitemsorgrammarstructures.TheDirect-MethodApproachThedirect-methodapproachtolanguageteaching(alsoknownasboththenaturalandtheconversationalmethod)cameaboutasareactiontothegrammar-translationapproach.Whereasthegrammar-translationapproachwasorganizedaroundastep-by-stepmethodiflearningtherulesofalanguage,oftenthroughtheuseofthefirstlanguage,thedirect-methodapproachwasbasedontheideathatlearnerscanbestlearnwhatis“natural”tothemandanoralsystemofteachingthemwasappropriateforthispurpose.Thisoralmethodreliedforitseffectivenessontheuseofmonolingualteaching,thatis,theL2wastheonlylanguageusedintheclassbytheteacherandstudents.Learninggoalsrelatedtolistening:Listenandanswerquestions.Comment:Itappearsthatthedirect-methodapproachtrulyfocusedonteachinglisteningskillsfirstandotherlanguageskillslater.However,itseemsthatthereisnosystematicattemptatteachinglisteningoratdevelopinglisteningstrategiesinthelearners.Itisadifficultmethodtouseaboveintermediatelevelbecausethecomplexitiesofthelanguagebecametoochallengingfortheapproach.TheGrammarApproachAgrammarapproachtolisteningusuallyhasstudentslookatawrittentextwhiletheylistentoarecording.Thisforcesthemtodoseveralthings:identifywordsbytheirpositioninthesentence,workouttherelationshipbetweenwordsandphrases,useforwardandbackwardinferencecues,andmakeintelligentguessesbasedontextualcues.Thisapproachisoftenfavoredasaclassroomapproachtolistening.Thelisteningexercisesaretreatedaspurelyclassroom-basedactivities,whichusuallyhavelittleornorel
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