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Towards the end of the late 1800s, a revolution in ******** teaching philosophy took place that is seen by many as the dawn of modern foreign ******** teaching. Teachers, frustrated by the limits of the Grammar Translation Method in terms of its inability to create communicative competence in students, began to experiment with new ways of teaching ********. Basically, teachers began attempting to teach foreign ********s in a way that was more similar to first ******** acquisition. It incorporated techniques designed to address all the areas that the Grammar Translation did not - namely oral communication, more spontaneous use of the ********, and developing the ability to think in the target ********. Perhaps in an almost reflexive action, the method also moved as far away as possible from various techniques typical of the Grammar Translation Method - for instance using L1 as the ******** of instruction, memorizing grammatical rules and lots of translation between L1 and the target ********.

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