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In this Master's Project I would like to propose a technique that will enable school learners of English as a Foreign Language to become more conversant with some structures which are seldom used in the students' active repertoire. By the time they reach "Seconde" (10th Grade) learners have been introduced to most intermediate and a good number of advanced structures of the English language. However, some of these structures are used by the students only passively, that is they are recognized only in reading or when they are heard. To reinforce the structures which they recognize as they read or as they are being spoken to, Krashen would recommend that the teacher continue exposing students to natural language for acquisition to occur. Personal experience, however, has shown that while some pupils can spontaneously become expert users of various grammar structures by simply being exposed to language, others need more scaffolding provided by the teacher for a longer period of time.

In this paper, I will begin by analyzing five language approaches and methods. These are the Grammar-Translation Method, the Direct Method, the Audio-Lingual Method, Total Physical Response and the Natural Approach. To make a thorough analysis of each of these methods and approaches, I will make use of Richards and Rodgers (1986) model of investigation. We will then see how each of these approaches has influenced the Standard Oral Lessor, the most commonly used method in the Cote d'Ivoire.

I feel a need to analyze the Standard Oral Lesson not so much because of the status it has been given in the Ivorian English language classes, but also because it is one lesson type that provides an opportunity for reactivation. At a later stage, I will try to perceive some limits of the reactivation technique. Subsequently, to this step I will attempt to provide some solutions to those limits.