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•Montaigne learned Latin (1530);
• Came from France, Belgium and Germany;
• No translation, no L1
• Only the target language is allowed;
• Students are encouraged to think in the target language;
• emphasis on the oral language;
• Situational dialogues
• Integration of the 4 skills;
• Grammar is taught inductively;
• Teaches the language by ‘use’;
• Repetition

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•It emerged around 1950.
•Second World War: 6-9 months, 9h a day (American army);
•Students were taught through a combination of textbooks, filmstrips, tape-recordings, slides and classroom presentation.
• Oral Situation Approach was based on the psychological theory of Behaviorism;
• L1 is not allowed
• Oral-based approach;
• Perfect pronounciation  •
• No mistakes allowed;
• Use of minimal pairs;
• Contrastive analysis.

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 •Silent Way originated in the early 1970s                           •The Silent Way Method avoided the use of the mother tongue in the classroom. The teacher made use of several visual aids: colored wooden rods, set of wall charts containing useful vocabulary, color coded phonetic charts, tapes or discs, film drawings and pictures, worksheets and transparencies.                           • Graphics and guides for pronounciation;                           • It is the students who should be practicing the language, teacher.                                  •The teacher is supposed to be practically silent;                        • Focuses on student interaction                                    • Language is not learned by repeating after a model;            • Based on a problem-solving approach to learning,                 • Errors are important and necessary to learning. 

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 •Silent Way originated in the early 1970s                           •The Silent Way Method avoided the use of the mother tongue in the classroom. The teacher made use of several visual aids: colored wooden rods, set of wall charts containing useful vocabulary, color coded phonetic charts, tapes or discs, film drawings and pictures, worksheets and transparencies.                           • Graphics and guides for pronounciation;                           • It is the students who should be practicing the language, teacher.                                  •The teacher is supposed to be practically silent;                        • Focuses on student interaction                                    • Language is not learned by repeating after a model;            • Based on a problem-solving approach to learning,                 • Errors are important and necessary to learning. 

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•Teacher’s words followed byactions served as visual aid, as well as large pictures.                • Developed by James Asher – Comprehension Approach in 1966;                                             • The total physical response was to obey teacher´s commandments;                         • Listening comprehension comes first. Students will speak when they are ready;      • Focuses on listening comprehension;                          • Meaning clarified through actions and visualssupporters; • Retention is enhanced when learners respond physically;     • Feelings of success and low anxiety facilitate learning.

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•Teacher’s words followed byactions served as visual aid, as well as large pictures.                • Developed by James Asher – Comprehension Approach in 1966;                                             • The total physical response was to obey teacher´s commandments;                         • Listening comprehension comes first. Students will speak when they are ready;      • Focuses on listening comprehension;                          • Meaning clarified through actions and visualssupporters; • Retention is enhanced when learners respond physically;     • Feelings of success and low anxiety facilitate learning.

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•The natural approach was originally created in 1977 by Terrell                                     •The tecnology used in this method were magazine pictures and other visual and kinesthetic aids. They also used device in the listening comprehension, video tapes •The preproduction stage is the development of listening comprehension skills,         •The early production stage, marked with errors,              •The last stage extends the production into longer stretches of discourse. 

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•The natural approach was originally created in 1977 by Terrell                                     •The tecnology used in this method were magazine pictures and other visual and kinesthetic aids. They also used device in the listening comprehension, video tapes •The preproduction stage is the development of listening comprehension skills,         •The early production stage, marked with errors,              •The last stage extends the production into longer stretches of discourse. 

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•Focus on meaning, not on form.      •The goal of basic personal communication skills: “conversations, shopping, listening to the radio,” etc.

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•It was originated from Britian during the 1960s           •Focuses on Semantics;            • Real communicative situation(noises, accents, language functions and grammar structures);• Authentic material;• The primary goal of language teaching is enabling students to use the language to communicate;                             • L1 is allowed;• Students’ needs and interests (affective aspect);                                        • English for Specific Purposes (ESP);• Student-centered (the teacher is a mediator);               • Group activities;                 •The students express their opinions and share their idea and feelings.

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•It was originated from Britian during the 1960s           •Focuses on Semantics;            • Real communicative situation(noises, accents, language functions and grammar structures);• Authentic material;• The primary goal of language teaching is enabling students to use the language to communicate;                             • L1 is allowed;• Students’ needs and interests (affective aspect);                                        • English for Specific Purposes (ESP);• Student-centered (the teacher is a mediator);               • Group activities;                 •The students express their opinions and share their idea and feelings.

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• The Internet is a powerful tool for assisting a socio-cognitive approach to language teaching,                     • The Social cognitive approach focuses on the use of authentic language and on asking students to do meaningful tasks using the target language (visiting adoctor, conducting an interview, calling custumer service for help);                         • The focus is on process rather than product;                   • Errors are part of a natural learning;                                       • Popular for developing target language fluency and studentconfidence.

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• The Internet is a powerful tool for assisting a socio-cognitive approach to language teaching,                     • The Social cognitive approach focuses on the use of authentic language and on asking students to do meaningful tasks using the target language (visiting adoctor, conducting an interview, calling custumer service for help);                         • The focus is on process rather than product;                   • Errors are part of a natural learning;                                       • Popular for developing target language fluency and studentconfidence.

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• The 1980s and 1990s saw a shift toward communicative language teaching, which emphasizes student engagement in authentic, meaningful interaction.