Grammar Translation method

-In applied linguistics, the grammar translation method is a foreign language teaching method derived from the classical (sometimes called traditional) method of teaching Greek and Latin. The method requires students to translate whole texts word for word and memorize numerous grammatical rules and exceptions as well as enormous vocabulary lists. The goal of this method is to be able to read and translate literary masterpieces and classics. -It was originally used to teach dead languages (and literatures) such as Latin and Greek involving little or no spoken communication or listening comprehension

Direct Method
The direct method of teaching foreign languages, sometimes called the natural method, refrains from using the learners' native language and uses only the target language. It was established in Germany and France around 1900. Characteristic features of the direct method are
 

teaching vocabulary through pantomiming, real-life objects and other visual materials teaching grammar by using an inductive approach (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language) centrality of spoken language (including a native-like pronunciation) focus on question-answer patterns teacher-centering

  

Audio-Lingual Approach
The audio-lingual method, Army Method, or New Key[1], is a style of teaching used in teaching foreign languages. It is based onbehaviorist theory, which professes that certain traits of living things, and in this case humans, could be trained through a system of reinforcementcorrect use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback. This approach to language learning was similar to another, earlier method called the direct method. Like the direct method, the audio-lingual method advised that students be taught a language directly, without using the students' native language to explain new words or grammar in the target language. However, unlike the direct method, the audio-lingual method didnt focus on teaching vocabulary. Rather, the teacher drilled students in the use of grammar.

Silent Way Approach

The Silent Way is a language teaching method created by Caleb Gattegnothat makes extensive use of silence as a teaching technique. It is not usually considered a mainstream method in language education.[1] It was first introduced in Gattegno's book Teaching Foreign Languages in Schools: The Silent Way in 1972.[2] Gattegno was skeptical of the mainstream language education of the time, and conceived of the method as a special case of his general theories of education. The method emphasises the autonomy of the learner; the teacher's role is to monitor the students' efforts, and the students are encouraged to have an active role in learning the language. Pronunciation is seen as fundamental; beginning students start their study with pronunciation, and much time is spent practising it each lesson. The Silent Way uses a structural syllabus, and structures are constantly reviewed and recycled. The choice of vocabulary is important, with functional and versatile words seen as the best. Translation and rote repetitionare avoided and the language is usually practiced in meaningful contexts.Evaluation is carried out by observation, and the teacher may never set a formaltest.

Suggestopedia
Suggestopedia (USA English) or Suggestopaedia (UK English) is a teaching method developed by the Bulgarian psychotherapist Georgi Lozanov. It is used in different fields, but mostly in the field of foreign language learning. Lozanov has claimed that by using this method a teacher's students can learn a language approximately three to five times as quickly as through conventional teaching methods. Suggestopedia has been called a "pseudo-science" [1]. It strongly depends on the trust that students develop towards the method by simply believing that it works. Lozanov himself admits that Suggestopedia can be compared to a placebo. He argues, however, that placebos are indeed effective. The theory applied positive suggestion in teaching when it was developed in the 1970s. However, as the method improved, it has focused more on desuggestive learning and now is often called desuggestopedia. [2] Suggestopedia is a portmanteau of the words suggestion and pedagogy". A common misconception is to link "suggestion" to "hypnosis". However, Lozanov intended it in the sense of offering or proposing, emphasising student choice.

Community Language Learning

Community language learning (CLL) is an approach in which students work together to develop what aspects of a language they would like to learn. The teacher acts as a counsellor and a paraphraser, while the learner acts as a collaborator, although sometimes this role can be changed. Examples of these types of communities have recently arisen with the explosion of educational resources for language learning on the Web

Total Physical Response

Total Physical Response (TPR) is a method developed by Dr. James J. Asher, a professor emeritus of psychology at San Jos State University, to aid learning second languages. The method relies on the assumption that when learning a second or additional language, language is internalized through a process of codebreaking similar to first language development and that the process allows for a long period of listening and developing comprehension prior to production. Students respond to commands that require physical movement. TPR is primarily intended for ESL/EAL teachers,[1][2] although the method is used in teaching other languages as well.[3][4][5] The method became popular in the 1970s and attracted the attention or allegiance of some teachers, but it has not received generalized support from mainstream educators.[6]

Communicative Language Learning Approach

Communicative language teaching (CLT) is an approach to the teaching of second and foreign languages that emphasizes interaction as both the means and the ultimate goal of learning a language. It is also referred to as communicative approach to the teaching of foreign languages or simply the communicative approach .

Language Experience Approach

The language experience approach is an approach to reading instruction based on activities developed from personal experiences of the learner. The stories about personal experience down by a teacher and read together until the learner associates the written form of the wo spoken.

Basal Reader Approach

Teachers often use a basal reading series as the backbone of their reading development programme. A basal reading series can have either a code-emphasis or meaning-emphasis approach. It usually consists of a set of readers beginning with pre-primary readers and followed by readers with gradually increasing levels of difficulty to about Grade 8 level. More recently, some basal reading series have been changed from a grade approach to an approach which indicates each reader s stage of reading development. A typical basal reading series is accompanied by supplementary readers, workbooks, flash cards and sentence strips. Some have placement and achievement tests. The teacher s manual explains the purpose of the reading programme, gives clear guidelines on how to use it and includes skill development activities. It is a very structured programme with outlines for each lesson. It also includes vocabulary to be introduced, explains how learners can be motivated and provides activities to check comprehension of each page in the series.

Individual Teaching Instruction

Individualized instruction is a method of instruction in which content, instructional materials, instructional media, and pace of learning are based upon the abilities and interests of each individual learner. Individualized instruction is not the same as a one-to-one student/teacher ratio or one-to-one tutoring, as it may seem, because economically, it is difficult, if not impossible to have a teacher for each student. Even the most expensive public school system in the United States (Washington, DC, 2003, approximately $11,000 per student per year) would require at least 5 students per teacher to pay teacher salaries, without anything left for buildings or nonteaching staff. In a traditional classroom environment, lectures consume approximately 80% of an average teacher's in-class time, to say nothing of the time needed to prepare lessons. Yet lecturing is an inherently inefficient method of conveying information. The average student retains only approximately 10% of what is presented in a lecture, but without substantial reinforcement that figure falls to an abysmal 2%, or less, within 24 hours.

Programmed Instruction
It typically consists of self-teaching with the aid of a specialized textbook or teaching machine that presents material structured in a logical and empirically developed sequence or sequences. Programmed instruction may be presented by a teacher as well, and it has been argued that the principles of Programmed Instruction can improve classic lectures and textbooks.[1] Programmed instruction allows students to progress through a unit of study at their own rate, checking their own answers and advancing only after answering correctly. In one simplified form of PI, after each step, they are presented with a question to test their comprehension, then are immediately shown the correct answer or given additional information. However the objective of the instructional programming is to present the material in very small increments.[2] The more sophisticated forms of programmed instruction may have the questions or tasks programmed well enough that the presentation and test model an extropolation from traditional and classical instruction is not necessarily utilized.