Approach to teaching

The term training approach was introduced by the English methodologist A. Anthony (1963).

Being a component of the language learning system, the approach acts as the most general methodological basis for teaching. It characterizes the existing points of view on the subject of training (language) and the possibility of mastering it in the learning process.

According to methodologists, the approach to learning is a point of view on the essence of the subject that needs to be taught (Vyatutnev, 1984).
In the methodology of teaching languages there is no unified classification of approaches to learning. So, M.V. Lyakhovitsky (1981) names four general approaches:

behaviorist - mastery of the language through the formation of speech automatisms in response to the presented stimuli;

inductive-conscious - mastery of the language as a result of observation of speech patterns, which leads to the mastery of language rules and methods of their use in speech;

cognitive (cognitive) - conscious mastery of the language in a sequence from knowledge in the form of rules and instructions to speech skills and abilities based on acquired knowledge;

integrated - an organic compound in the course of classes of conscious and subconscious components in the learning process, which is manifested in the parallel mastery of knowledge and speech skills.