GTM,
Grammar Translation Method aims to make learner proficient in accessing the literature concerned and to improve mental discipline and intellectual development. It approaches the teaching of foreign second language through detailed analysis of its grammar rules and applying them to the task of translating sentences and texts into and out of the target language. The mother tongue remains as the reference system in the learning of the second language. Its major focuses are the reading skill and writing skill and pay no systematic attention to speaking and listening. As far as vocabulary teaching is concerned, it is solely based on the reading text and words are taught through bilingual list. Accuracy is strongly emphasized. Grammar is taught deductively.
When these Grammar Translation Principles were applied in the study of different languages and text books and classroom practices are scrutinized, Language professionals and linguists criticized it on the ground of offering a tedious experience of memorizing a long list of grammatical rules and vocabulary and having no systematic approach to legitimize to its practices in the classroom. They opposed this method in the mid-nineteenth century and developed a new method known as the ‘Direct Method’.
DM,
Unlike Grammar Translation Method, it received its inspiration from the natural experiences of child language learning and advocated for natural language learning principles. It gave prime importance to speaking and conducted classroom instruction exclusively in the target language. Emphasizing direct and spontaneous use of the foreign language in classroom, it asked the teacher to grammatical rules inductively so they can induce them and can use them in their regular language use.
The Direct Method was proved the gateway of Language Teaching approaches and methods. It invited the attention of linguists and language teachers who criticized the method. Among the drawbacks were told the lack of methodological basis, suited to teachers who were native speakers and native like fluency in the foreign language.
Most importantly, this was the period when two teaching methods emerged in USA and Britain: Audio-lingual Method and Situational Language Teaching. Both were based on structural theory of language and were supported by behaviorism. They differ in their specific concept of structuralism though objective of them were the same.
In search of sound theoretical background, Audiolingualism emerged out in the United States. This term was coined by Professor Nelson Brooks in 1964 while American linguist Leonard Bloomfield propounded it. It dominated the scene of the1970s.
ALM,
Audiolingualism consider that language is the system of system and a verbal behavior and it is learnt through a process of mechanical habit formation (Behaviorism) which include component like imitation, reinforcement, repetition, and condition. It believes the correct or good habits are formed through giving correct responses rather than by making mistakes. In this method, learners form new and correct linguistic habits through intensive practice, memorizing dialogues, performing pattern drills and minimize the chances of committing interference errors and mistakes in the process of learning. They are praised for correct responses, and punished for incorrect responses until they can be able to produce the correct form of sentences.
TPR
This method was developed around the coordination of speech and action and attempts to teach language through physical (motor) activity. Though separately it cannot work effectively but it can complement to other methods.
CLT
Theories based on structuralism and supported by behaviorism including Audiolingualism were came under criticism with the arrival of Chomsky’s classic book Syntactic Structure (1957) in which he strongly challenged structural linguistic theories of language and there emerged out a new method of language teaching called Communicative Language Teaching (CLT). This method was based on communication theory of language and cognitive theory of language. It is one of the most established approaches today. Humanistic in nature, this approach aims to enhance the communicative competence of the learners based on needs analysis. It focuses on teaching four language skills i.e. listening, speaking, reading and writing and concentrate systematic attention to functional as well as structural aspects of language. It emphasizes the effective and real communication through the classroom activities and promotes creative and effective setting in the language classroom.
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