1. Grammar-Translation Method
Theory of language
• it is possible to find native language equivalents for all target language words
• important for students to learn about the form of the target language
• students should be conscious of the grammatical rules of the target language
• literary language is superior to spoken language
Theory of learning
• fundamental purpose of FL learning is to be able to read its literature
• an important goal is for students to be able to translate
• communication is not a goal of learning
• learning is facilitated through attention to similarities between the TL and the native
language
• deductive approach to grammar
• language learning is good mental exercise
• there is one correct answer
Syllabus
• grammar-driven
Activities
• primary skills to be developed are reading and writing
• committing of vocabulary, paradigms to memory
• translation
• no attention to pronunciation or oral production
Role of teacher
• “knower”; authoritarian
• uses L1

2. Direct Method
Theory of language
• language is viewed primarily as speech rather than writing
• vocabulary is emphasized over grammar; although work on all four skills occurs from the
beginning, oral communication is seen as basic; reading and writing exercises
are based on what the students practice orally first
• native language is not used in the classroom; when teacher introduces a new target
language word or phrase, its meaning is demonstrated through the use of realia,
pictures, pantomime;
• pronunciation receives attention from the beginning
Theory of learning
• grammar should be taught inductively; avoidance of explicit grammar rules
• the purpose of language learning is communication; therefore, a great emphasis is put on
questions and answer activities
• students learning better through self-correction
Syllabus
• situational
Activities
•Q&A
• opportunities for “real-life” conversational practice
• spoken before written
Role of teacher
• demonstration rather than translation or explanation

3. Audiolingual Method
Theory of language
• language is composed of structural building blocks (sounds, syllables, morphemes, words,
sentences, phrases)
• particular parts of speech occupy particular slots in sentences; in order to create new sentences,
students learn which part of speech can go into which slot
• language forms do not occur by themselves; they occur in context
• native language and target language have separate systems; they should be kept apart so that
students’ native language interferes as little as possible with target language
• speech is more basic than writing
• the “natural order” (i.e. the order in which children learn) is listening, speaking, reading, writing
• each language has a finite number of patterns; pattern practice helps students to form habits
which enable them to use the patterns.
• language cannot be separated from culture
Theory of learning
• language learning is a process of habit formation; the more often an item is repeated, the stronger
the habit formation and the greater the learning
• it is important to prevent learners from making errors; errors lead to bad habits, and should be
immediately corrected by the teacher
• positive reinforcement helps the students to develop correct habits
• students should “overlearn,” i.e. learn to answer automatically with no analysis
• the major objective of language teaching should be the acquisition of structural patterns;
students will learn vocabulary afterward.
• the learning of a FL should be the same as the acquisition of the native language; we do not need
to memorize rules in order to use our native language; the rules necessary for target
language use will be figured out or learned through induction
• contrastive analysis will reveal those areas where native language habits need to be replaced by
target language habits
Syllabus
• grammar-driven, but structural — not by traditional Latinate categories
Activities
• memorize dialogs
• drills based on dialog (repetition, substitution, transformation)
• spoken before written; in sum, learn good habits; emphasis on accuracy (native-like speech)
Role of teacher
• provides correct model of native language for mimicry
• reinforces good habits; punishes bad habits