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7. The learners are able to overcome the fear of making 
mistakes. It inspires them and they are involved into the active 
work. 
3. Classification of innovative methods 

Method is a generalized set of classroom specifications for 
accomplishing linguistic objectives. Methods tend to be primarily 
concerned with teacher and student roles and behaviours and 
secondarily with such features as linguistic and subject-matter 
objectives, sequencing, and materials (See:[e-mail] 
http://sites.google.com/site/eltsite). They are almost always thought 
of as being broadly applicable to a variety of audiences in a variety 
of contexts.
Educators distinguish the passive and active methods. In the 
Passive methods a teacher is in the centre of teaching and plays an 
active role but the learners are passive. In the Active methods 
learners and teachers are active. Their role and activity is equal in 
the process of interaction. Learners may ask questions, express their 
ideas, discuss some matters with the members of the group, etc. 
In the FLT methodology the interactive methods are described 
as the modernized form of the active methods. The most of teachers 
usually understand these methods as cooperative language learning, 
where internal and external motivation must be taking into 
consideration. Within interactive methods the interactive tasks, 
techniques and activities are used. We deal with Interactive methods 
in details in the Unit V. 
The innovative methods may be divided into four main groups: 
1) information-processing, 2) social, 3) personal, 4) behavioral. 
1. The first group proposes using techniques that deal with 
organizing information-processing and problem solving. One of 
these techniques is inductive thinking, which means analysis of data 
and creation of concepts. The next technique is concept attainment , 
which helps the students to learn concepts. 

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The next model is the picture-word inductive model. It proposes 
the work on the basis of printed texts where focus on development 
of listening, speaking and lexical skills. 
Scientific inquiry is the next model that involves students into 
scientific activity and helps them to know how to work on the 
scientific materials. 
Mnemonics is the last model within this group. The model is 
used to assist students to memorize the received information.
2. The second group of innovative methods is called as the social 
methods. They involve the learners to work together in groups to 
develop reflective, interactional, decision-making skills. It likes 
Communicative language learning, and inductive teaching. The 
group observation method is one of the techniques (or strategies) 
used in the group of social methods. It deals with the direct teaching 
and the real situations of interaction. That is why it is more useful 
for the students who learn to solve academic and social problems. A 
teacher helps the students to study different viewpoints within any 
topical problem. 
Role playing is the next technique in the group of social 
methods. It is unique because it allows students to see and 
understand various social roles and peoples interactions. The third 
technique can be, for example, the jurisprudential inquiry which is 
based on a case-study method. The teacher's role is to guide students 
through study of social issues in details. 
3. The third group of innovative methods is the person-directed 
method. The following two techniques characterize this method. 
They have a form of the indirect teaching and enhancing self-
esteem. A teacher's role is to help students in their endeavors in 
setting goals and in reaching these goals. Enhancing self-esteem is 
used when learners have a best confidence in their abilities. The 
teacher should help and inspire them. 
4. The fourth group of the innovative methods is the behavioral 
method. In this method such strategies as mastery learning, direct 
instruction are used. In learning students take the information they 
want to learn and the material is presented by various means. 
Students will be tested at the end of learning. If they cannot pass it 
they will go back and relearn. 

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Direct instruction is based on the research activity. A teacher 
monitors the progress of students and feedback achievements. The 
next strategy is contextual and situational learning.