2. INTRODUCTION
Below is a description of the basic principles and
procedures of the most recognized methods for
teaching a second or foreign language.
Each approach or method has a designed strategies,
and leaning activities to achieve a specific goals and
leaning outcomes of teaching and learning
processes.

3. THE GRAMMAR – TRANSLATION
APPROACH
This approach used in teaching Greek and Latin in the past. The
approach was generalized to teaching modern languages.
In this approach student’s native language are used in the
class with a little use of the target language.
Vocabulary is taught separately in a form of word lists.
This approach put emphasis on grammar explanation and
instruction which focus on forms and infliction of words.
Reading began early in the course of study , and focused on
reading difficult texts.
The content of texts are treated as exercises in
grammatical analysis and it did not get that much
attention.
No attention was giving to pronunciations.
Translating disconnected sentences from the native
language to the target language was the only exercise .

4. THE DIRECT APPROACH
This approach was developed to increase the use of the
target language in instruction.
In this approach lesson start with conversation in the target
language, by presenting the material orally with pictures
or actions.
During the class native language NEVER used, or translation.
The type of the exercise used is questions in the target
language and the answer also in the target language.
Grammar and culture related to the target language are
taught inductively.
Verbs are conjugated after some oral mastery of the
target language.
Reading literature is for comprehension and pleasure and
for the advanced students.
Literary texts are not analyzed grammatically.
Culture is considered an important aspect of learning the
language.

5. THE READING APPROACH
This approach is for the use of the language in graduate or scientific
studies, and for people who do not travel abroad for whom
reading is the one usable skill in a foreign language.
In this approach, studying the target language depends on reading
ability, and knowledge(current and/or historically) about the
country where the target language is spoken.
Grammar is taught for reading comprehension and fluency.
Pronunciation or gaining conversational skills in the target language
are given little attention.
In and outside the class, great amount of reading is done in the second
language.
In the beginning, vocabulary of the early reading passages and texts is
easy, then it expanded as quickly as possible.
Translation reappears as a respectable classroom procedure
related to comprehension of the written text..

6. THE AUDIO-LINGUAL METHOD
This method is based on the principles of behavior psychology.
Learning the target language in this method depend on mimicry,
memorization of set phrases and over-learning, and
material used is in the form of dialog.
Structures are taught in sequences and one at a time, then
repetitive drills is used to teach Structural patterns.
Grammar is taught inductively.
Listening, speaking, reading and writing skills are developed in
order.
Vocabulary is limited, and learned in context..
Great attention is given to pronunciation.
Teacher is permitted to use the native language, but students
are not allow to use it among themselves.

7. COMMUNITY LANGUAGE LEARNING
In this approach counseling techniques and the personal and
language problems a person encounters in the learning of
foreign languages are used to teach second language.
In this case, the leaner is taught as a client, and the native
instructors act as language counselors.
The purpose of the language counselor's skill is to make the
client feels comfortable and to help him/her linguistically.
Then teacher – counselor helps clients slowly reach the
state of independent language adequacy.
This process is fostered by the ability of language counselor
establish a warm, understanding, and accepting relationship,
thus becoming an "other-language self" for the client.
The process involve five stages of adaption:

8. CONTINUATION OF COMMUNITY LANGUAGE
LEARNING
STAGE 1:
1- The client will express in English to the counselor what he wish
to say to the group.
2- The counselor will tell the client how to say what he wish to
say in the target language in a warm, accepting tone, in simple
language in phrases of five or six words.
3- the client turns to the group and start saying his idea in the
foreign language, and counselor will help him if he
mispronounce a word or a phrase.
STAGE 2:
1- same as above.
2- The client turns and begins to speak the foreign
language directly to the group.
3. The counselor only help if the client hesitates or turns for
help.

9. CONTINUATION FOR COMMUNITY LANGUAGE
LEARNING
STAGE 3:
1. The client speaks directly to the group in the foreign language.
This mean that the group start to understand his simple phrases.
2. Same as 3 above. In this step the client gained great confidence,
and become independent, and can see the relationship of
phrases, grammar, and ideas.
Translation is given when group member ask for it.
STAGE 4:
1- the client now can speak very well in the foreign language, and
group understand.
2- The counselor corrects the grammar error, mispronunciation,
or where aid in complex expression is needed.

10. CONTINUATION FOR COMMUNITY LANGUAGE
LEARNING
STAGE 5:
1. Same as stage 4.
2. The counselor intervenes not only to offer
correction but to add idioms and more
elegant constructions.
3. At this stage the client can become
counselor to the group in stages 1, 2, and 3

11. THE SILENT WAY
The Silent Way is a language-teaching method created
by Caleb Cattegno that makes extensive use of silence as
a teaching technique.
The method emphasizes 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 practicing 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
repetition are avoided and the language is usually
practiced in meaningful contexts. Evaluation is carried
out by observation, and the teacher may never set a
formal test.

12. CONTINUATION OF THE SILENT WAY
The teacher uses silence for multiple purposes in the Silent Way. It
is used to focus students' attention, to elicit student responses,
and to encourage them to correct their own errors. Even though
teachers are often silent, they are still active; they will
commonly use techniques such as mouthing words and using hand
gestures to help the students with their pronunciation. Teachers
will also encourage students to help their peers.
Silent Way teachers use specialized teaching materials. One of the
hallmarks of the method is the use of Cuisenaire rods, which can
be used for anything from introducing simple commands to
representing abstract objects such as clocks and floor plans.
The method also makes use of color association to help teach
pronunciation; there is a sound-color chart which is used to
teach the language sounds, colored word charts which are used
to teach sentences, and colored Fidel charts which are used to
teach spelling.

13. BIBLIOGRAPHY
Mora, J. K. (2012, September 28). Second-language Teaching Methods |
Mora Modules. Mora Modules |. Retrieved February 17, 2013, from
http://moramodules.com/ALMMethods.htm
Silent Way - Wikipedia, the free encyclopedia. (2012, December 11).
Wikipedia, the free encyclopedia. Retrieved February 18, 2013, from
http://en.wikipedia.org/wiki/Silent_Way