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A teacher‘s responsibility is not only to say all things in books, he has to convey knowledge in them to students. To do that, the teacher of language has to choose effective and suitable teaching methods. We can classify them into two groups, the former is a deductive approach and the latter is an inductive one.
For the deductive approach, we can mention the grammar translation method which appeared from 1800. Through translation exercise into the students‘ mother tongue, the teacher can instruct the student’s grammar and vocabulary deductively. Students are taught to write sentences by imitating the grammar rules which they have read. “They also quickly understand the sentences by translating solely words which are taught through bilingual word lists, dictionary studies, memorization” (Richards & Rodgers, 2001, cited by Zhang, n.d). So “this method focuses on reading and writing skill rather than other skills” (Arthur, 2007). This approach is the oldest one and is excessively teacher-centered (Klapper, 2006). The teacher has to give grammar rules and the meaning of words so that students can learn by heart. The more knowledge the teacher provides, the more knowledge the students get. Although it has many weak points, it is suitable for students who start to study second language. It is the easiest and shortest way to learn new words because students hear the explanation in their native language.
The inductive classification was developed after 1900 including such as the direct method, audio-lingual method, and communicative language method. These methods increase the interaction between teacher and students so students are more active. Direct methods focus on listening and speaking skills. Teachers will explain the meaning of new words by demonstrating and showing visual aids. Students will learn…...

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