Flowerdew and Miller (2005) present a brief and beneficial interpretation of the diverse language-learning strategies operated for the past century. One of the pioneer strategies is the grammar-translation approach that comprises of syntax and linguistic awareness. Students learn the laws of grammar along with a variety of word pool from the second language where it is fused with writing practice. The concentration on listening is not viewed as essential as language during the earlier years stress on the drilling on the laws of the language (p. 4). Later, the direct method highlights the students to speak out to enforce the word structures, but the listening skill is still not given much focus at that time. As a matter of time, grammar-approach manages to give some emphasis on listening skill. Still, mainly teachers use it only in classroom settings and not focusing on global situations (p. 7). Subsequently, the audio-lingual approach enables the students to pay attention to representations of ideal voice clips which contains accurate syntax structures before giving the learners the chance to emulate the sentences.
The grammar-approach followed, where listening was an important part, “but listening exercises are treated as purely classroom-based activities, which usually have little or no relevance to the outside world” (p. 7). In the 1960’s, the audio-lingual approach became popular and the primary concern was correct pronunciation. Learners would listen to samples of “perfect” pronunciation and correct grammatical forms before trying to imitate the sample language.