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Grammar-Translation Method
1890s-1930s: Use of dictionaries for direct translations; exhaustive explanations of grammar rules; drilling of material -
Coginitive Approach
1940s-1950s: Listening, speaking, reading, and writing; focus on oral competence; speaking in the TL began to occur -
Audio-lingual Method
1950s-1960s: Use of audio-tapes and earphones; listening to and mimicking native speakers; reciting and memorizing dialogues followed by substitution pattern and saturation drills for grammar reinforcement -
The Natural/Communicative Approach
1960s-2000s: competence processing through aural comprehension, early speech production, speach activities fostering "natural" language acquisition (such as a child would); lowering of affect filter; only TL used in classroom; speech errors go uncorrected aloud; deliberate study of grammar < pairing off of students and visualization -
Total Physical Response
1960s-2000s: Both language and body movement are synchronized through action responses and direct commands; movement in lieu of rote memorization -
The Silent Way
1960s-2000s: production before meaning; teacher is silent and students output meaning; use of color-coded phonics and cuisinaire rods for creation of atrificial settings; students self-correct; textbook/syllabus discouraged during initial phases -
Suggestopedia
1960s-2000s; Esoteric and avant-garde; taps into "creative side" of the brain; incorporation of background baroque/classical music, soft lights, pillows and cutions, meditation, yoga, etc.; use of target language in activies, no English; language perceived "globally" with attention to detail later -
Community Language Learning
1960s-2000s: Language learning is a collective experience; patterned upon couseling tecniques and adapted to language learning axiety; teachers are language counselors; enabling of students to be independent -
Direct Method
1970s: discussion in the TL > English equivalents; inductive grammar learning; guessing of content in context; more teacher interaction
