The grammar–translation method is a method of teaching foreign languages derived from

the classical method of teaching Greek and Latin. In grammar–translation classes,

students learn grammatical rules and then apply those rules by translating sentences
between the target language and the native language. Advanced students may be required
to translate whole texts word-for-word. The method has two main goals: to enable
students to read and translate literature written in the source language, and to further
students' general intellectual development. The method has been rejected by scholars
and has no theoretical basis.

The direct method of teaching, which is sometimes called the natural method, and is
often used in teaching foreign languages, refrains from using the learners' native
language and uses only the target language. It was established in England around 1900 and
contrasts with the grammar–translation method & Bilingual method of teaching and other
traditional approaches. In general, teaching focuses on the development of oral skills.
Characteristic features of the direct method are:

-Teaching concepts and vocabulary through pantomiming, real-life objects and other
visual materials.
-Centrality of spoken language (including a native-like pronunciation).
-Focus on question-answer patterns.

The objective of the audiolingual method is accurate pronunciation and grammar, the
ability to respond quickly and accurately in speech situations and knowledge of sufficient
vocabulary to use with grammar patterns. Particular emphasis was laid on mastering the
building blocks of language and learning the rules for combining them. It was believed
that learning structure, or grammar was the starting point for the student. Here are
some characteristics of the method:

-Language learning is habit-formation.

-Mistakes are bad and should be avoided, as they are considered bad habits.

The Silent Way is a language-teaching method that makes extensive use of silence as
a teaching method. The method emphasizes learner autonomy and active student
participation. Silence is used as a tool to achieve this goal; the teacher uses a mixture of
silence and gestures to focus students' attention, to elicit responses from them, and to
encourage them to correct their own errors. Pronunciation is seen as fundamental to the
method, with a great deal of time spent on it each lesson.
Suggestopedia is a teaching method developed by the Bulgarian psychotherapist Georgi
Lozanov. It is used mostly to learn foreign languages. The approach was based on the
power of suggestion in learning, the notion being that positive suggestion would make the
learner more receptive and, in turn, stimulate learning. Lozanov holds that a relaxed but
focused state is the optimum state for learning. In order to create this relaxed state in
the learner and to promote positive suggestion, suggestopedia makes use of music, a
comfortable and relaxing environment, and a relationship between the teacher and the
student that is akin to the parent-child relationship.

Communicative language teaching is not a method. It is a guided idea. The purpose of

Communicative Language Teaching is to help students produce authentic language and
communicate with others. To produce authentic language does not mean developing
speaking skills only. CLT integrates multiple skills, such as listening and writing. To help
students communicate, the teacher need to provide rich and authentic input. There can
be many approaches to achieve Communicative Language Teaching. Task-based teaching is
the most common teaching approach. Teachers set up a goal, give students real-life
language tasks, and students respond in a meaning way. In this process, students are
motivated to use the language to serve the purpose of communication.

Total physical response (TPR) is a language teaching method developed by James Asher,
a professor emeritus of psychology at San José State University. It is based on the
coordination of language and physical movement. In TPR, instructors give commands to
students in the target language with body movements, and students respond with whole-
body actions. The method is an example of the comprehension approach to language
teaching. The listening and responding (with actions) serves two purposes: It is a means
of quickly recognizing meaning in the language being learned, and a means of passively
learning the structure of the language itself.

Content-based instruction (CBI) is a significant approach in language education (Brinton,

Snow, & Wesche, 1989), designed to provide second-language learners instruction in
content and language. Historically, the word content has changed its meaning in second
language teaching. Content used to refer to the methods of grammar-translation, audio-
lingual methodology, and vocabulary or sound patterns in dialog form. Recently, content is
interpreted as the use of subject matter as a vehicle for second or foreign language
teaching/learning (linguistic immersion).