ABSTRACT
In the 1990s, in contrast to earlier decades, it is not considered fashionable in some circles to talk about language methods. Nonetheless, if one has occasion to peruse currently used anthologies of “successful” language methods, one will notice that many of these are largely based on what is termed implicit learning, i.e., the student learns a second or foreign language by engaging in physical or creative activity, through indirect attention or unconscious assimilation. In many current communicativeapproach methods, language is not learned (or learned exclusively) in an explicit manner through the presentation of drills and rules; it is acquired implicitly in a manner similar to the way in which one absorbs information by watching television. According to Stephen Krashen language fluency comes from acquisition and this acquisition process is largely unconscious (Krashen and Terrell, 1983, pp. 26-27). While there is, unfortunately, no such thing as a “miracle method” which will guarantee native-like proficiency for all students, a number of successful methods of language teaching which lead to acquisition have been developed in recent years, among them: Total Physical Response, the Natural Approach, Counseling-Learning, Suggestopedia.
