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Grammar Translation Method (1840s to 1940s)
The purpose of this GTM method is to teach students to study and analyze grammatical rules and literature as much as possible in the target language. Then, students can translate sentences or paragraphs from language 1 (native language) to language 2 (second language) and vice versa until they master and develop the written skills of the language. There is little focus on speaking and listening skills. This approach was created by Johann Seidenstucker, Karl Plotz, and Johann Meidinger. -
Direct Method (1920s and 1930s)
The direct method is also known as the natural approach. Contrary to the grammar-translation method, students are encouraged to speak in the target language from the start. The most important thing is that students learn through experience and demonstration to establish the meaning of words, idioms, phrases, and so on. Grammar and vocabulary are taught through a demonstration using only the target language. This approach was created by Maximilian Berlitz -
Audio-Lingual Method (1950s and 1960s)
As the direct method, Audiolingualism emphasizes speaking. Learning is considered a subconscious process, and the teacher praises the students if they answer correctly. Teachers use stimulus, response, and positive reinforcement. They work on drills to form habits, and also they do they work through repetition. Students learn speaking and listening before learning reading and writing. Nelson Brook created the term audiolingual in 1964. -
The Silent Way (1970s to 1980s)
This silent way was created by Caleb Cattegno. The teacher lets the students discover and create language by themselves rather than by recalling language and repeating. The teacher also points to some complex sounds on the phonetic chart when necessary. The teacher is silent, so students take ownership of their learning. Finally, Learners are expected to develop autonomy and responsibility to respond orally without instruction from the teacher. -
Total Physical Response (1960s and 1970s)
James Asher created the Total Physical Response method, also known as TPR, based on how a child learns his mother tongue through body language and on how children respond to it. In education, teachers are similar to parents because they start saying commands, and sometimes they do the actions, and students follow him doing the same movement. It has three stages,the teacher presents a situation. Second, students practice through repetition. Finally, the students can create and produce sentences. -
Communicative Language Learning (1970s and 1980s)
Communicative Language Learning was created by Charles A. Curran. Teachers have some understanding of learners' feelings, physical reactions, and desire to learn. Teachers act as counselors and support students to become more independent. Sometimes the class or message is presented in the native language and then in the second language. Then the student is able to speak directly in the foreign language without feeling threatened. -
Suggestopedia (1970s to 1980s)
Suggestopedia, also known as Desuggestopedia, helps students learn through relation for maximum retention of the information, and learning happens naturally. It was developed by Georgi Lozanov. The most outstanding characteristics of Suggestopedia are the decoration, furniture, color, and arrangement of the classroom. The use of music helps students to facilitate the establishment and maintenance of personal relationships. The purpose of this approach is to relax students when learning.