Approach

*METHODS AND TECHNIQUES OF FOREIGN LANGUAGE LEARNING AND SECOND LANGUAGE*

In language teaching requires different techniques and methods to achieve good learning in students.
Everyday is intended to improve them to help themselves increasingly in the teaching of different languages.
The fact of learning another language requires many tools for the understanding of it himself, in the classroomlately you can see various resources that facilitate learning such as technology and educational materials provide students with a better way to learn.
Slowly this is changing, but the level of education should remain in the same way as it does not necessarily need to always have these resources.
The teaching of other languages ​​requires dedication, perseverance and effort in all areas, as well as,different methods and techniques, which should be widely applied in the classroom.

TECHNIQUEs

A technique is a term to refer to various activities that either teachers or learners perform in the classroom. In other words techniques include all tasks and activities. They are almost always planned and deliberate. They are the product of a choice made by the teacher and they can, for your purposesas a language teacher, comfortably refer to the pedagogical units of components of a classroom session.

1. - From manipulation to communication:
Techniques can be thought of as existing along a continuum of possibilities between highly manipulative and very communicative. At the extreme end of the manipulative side, a technique is totally controlled by the teacher and requires a predictedresponse from the student(s). choral repetition and cued substitution drills are examples of oral techniques at this extreme. Others examples are dictation (listening/writing) and reading aloud.

At the communicative extreme, student responses are completely open-ended and therefore unpredictable. Examples include storytelling, brainstorming, role-plays, certain games, and etc. teachers areusually put into a less controlled role here, as students become free to be creative with their responses and interactions with other students.

Another communicative technique involves students in a mixer in which they go around the room, getting information from, say, four or five other students. At the more advanced levels, a simple question or problem posed by the teacher can lead to sustained,meaningful student communication between student and teacher, in pairs or small groups.

2. - Mechanical, meaningful, and communicative drills:
In the decades of the 1940s through 1960s, language pedagogy was obsessed with the drill. Often great proportions of class time were spent drilling: repeating, repeating, and repeating. Today, thankfully, we have developed teaching practices that make onlyminimal or optimal use such drilling.
A drill may be defined as a technique that focuses on a minimal number of language forms through some type of repetition. Drills are commonly done chorally or individually. And they can take the form of simple repetition drills, substitution drills, and even the rather horrifying aberration known as the moving slot substitution drill. In a substitution drill,the teacher provides a sentence, students repeat; teacher cues students to change one word or structure in the sentence.

3. - Controlled to free techniques:
Perhaps the most useful classification of techniques for a teacher to use is a continuum not unlike the first one above, but in this case considering the extent to which you, the teacher, maintain control over the learning activity. It isimportant to understand what is meant by control.

CONTROLLED TECHNIQUES

1. - Warm-up: mimes, dance, songs, jokes, play. This activity gets the student stimulated.
2.- Setting: focusing in on lesson topic. Teacher directs attention to the topic by verbal or nonverbal evocation of the context relevant to the lesson by questioning or miming or picture presentation.
3.- Organizational:...