1) The Grammar-Translation Method (GTM)
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1
2
3
4
5
6
7
Good with grammar.
Good with writing.
Good with translating.
Good with target language’s literature.
Good with reading.
Good word knowledge.
Good knowledge about similarities &
differences between target and native
language.
8 Good mental exercise.
No real usage.
No communicating.
Bad speakers.
Not good with listening.
Bad pronunciation.
A very boring class.
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2) The Direct Method (DM)
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1 Good with listening.
2 Good with speaking.
3 Good with communicating and real
time usage.
4 Culture is taught through language.
5 L1 omission + realia, objects, etc.
Better word understanding.
6 L1 omissionThinking in target
language.
7 Good pronunciation.
L1 omission Limited word knowledge.
L1 omissionBoring & intimidating
specially for younger ages.
Not very good with writing.
Not very good with reading.
No direct grammar instruction Limited
grammar.
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3) The Audio-Lingual Method (ALM)
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1 RepetitionCorrect grammar usage.
2 Repetition Habit Overlearn No
hesitation while speaking.
3 Repetition + immediate correction 
Good pronunciation
4 Repetition + Cue Fluent
communicating in specific situations.
5 Positive reinforcement + interesting
topics Reduce the boredom.
6 Culture is not separated from
language.
7 No comparison between native &
target language.
RepetitionTime consuming & boring.
No language producing, they only repeat
what they’ve memorized.
Learners are very depending on the
teacher.
Not good with writing.
Not good with reading and literature.
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4) The Silent Way (SW)
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1 Teacher talks only when necessary +
using gestures, blackboards, pointer…
Students rely on each other and
themselves.
Learners are responsible for their
learningTeacher is not the center of
attention.
2 Good with pronunciation.
Teachers silence towards errors may
weaken confidence.
Some may get confusedLack of
confidence.
No direct grammar instruction Limited
grammar.
3 Variety of activitiesMake sure to
The process of developing writing is a bit
learn not memorize.
slow.
4 Illustrate the teaching method using L1
less confusion.
6 Able to produce sentences with
different combinations.
Learners’ language errors and
7 comments about the class are taken
into consideration + Using learners’
previous knowledgeTeacher knows
what to work onPurposeful learning
and teaching what is needed.
8 The skills of speaking, reading, and
writing reinforce one another.
Students learn at different rates
Learning takes place in time.
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5) Desuggestopedia
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1 Colorful and good usage of the
Too much L1 usage L2 learning proses
classroom environment that provides is very dependent on L1.
learners with useful cultural and
educational information.
2 L1 is used less intimidation, no
stress or confusion.
3 Useful, purposeful and non-boring
repetition.
4 Teaching takes place in activities
mostly and not direct There is a
unity between conscious and
subconscious, so learning is enhanced.
5 New identities that boost confidence.
6 Continues positive
reinforcementLess certain
psychological barriers.
7 Good translating skills from L1 to L2
and vice versa.
8 Errors are corrected gently, not in a
direct, confrontational manner.
6) Community Language Learning (CLL)
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1 No confusion when L1 is used initially.
2 Good relation between learners and
teacher.
3 Students decide what’s the concept of
learning.
4 Good communicators.
5 Good pronunciation.
6 Teamwork to enhance creativity.
Learned subjects are limited.
Dependence on L1.
Not usable for advanced level.
Only translation and repetition No
cognitive learning initially specially
grammar wise.
Limited reading & listening skills.
Time consuming and boring repetition.
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7) Total Physical Response (TPR)
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1 Easy to learn and fun.
2 Useful for beginners and teenagers or
kids.
3 Not confusing.
4 Tiring for the teacher.
5 Rare L1 usage.
6 Correct only major errors.
Limited word-knowledge because of the
class’ modality.
Not usable for Intermediate and
advanced level specially for adults.
No grammar structure whatsoever.
No actual listening practice.
No actual writing practice.
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8) Communicative Language Teaching (CLT)
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1 Working on reading and
No actual grammar practice.
communicating at the same time using
comprehension  different
linguistic forms for a function.
2 Teamwork
3 Variety of activities and subjects Fun
class.
4 Very limited L1 usage.
5 Learners ideas are evaluated and
appreciated.
6 Learners are more active that the
teacher.
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9) Content-Based Instruction (CBI)
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1 Useful for teaching language+content.
2 Deep understanding of the learned
content.
3 Good with using the target language in
their field of expertise.
4 Language is the medium not a target
to chase.
5 Teaching should build on students’
previous experience.
6 Limited L1 usage.
Not useful for learning a language alone.
Not useful for learning a content alone.
Very limited grammar practice.
Not very good with listening.
Not good translating.
Limited word and content knowledge
Not good communication.