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1920's 1930's
Supporting Technology:
Visual materials: Film strips, pictures, slides and pass-around objects. It sought to immerse the learner in the same way as when a first language is learnt. All teaching is done in the target language, grammar is taught inductively, there is a focus on speaking and listening, and only useful ‘everyday' language is taught. The weakness in the Direct Method is its assumption that a second language can be learnt in exactly the same way as a first, when in fact the conditions under which a second language is learnt are very different.

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1950's
Supporting Technology: Concrete objects, pictures, realia, charts and flashcards were widely used in the classroom to promote real life contexts.
The objectives of  Situational Language Teaching involve accurate use of vocabulary items and grammar rules in order to achieve a practical mastery of the four basic skills. Learners must be able to produce accurate pronunciation and use of grammar. The ultimate aim is to be able to respond quickly and accurately in speech situations with an automatic control of basic structures and sentence patterns.

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1950's 1960's
Supporting Technology: The use of tape recordings and picture slides. Based on Skinner´s behaviorist theory, it claimed to provide students with best models to imitate native speakers. The objective of the audiolingual method is accurate pronunciation and grammar, the ability to respond quickly and accurately in speech situations and knowledge of sufficient vocabulary to use with grammar patterns. Particular emphasis was laid on mastering the building blocks of language and learning the rules for combining them. It was believed that learning structure, or grammar was the starting point for the student. The main activities include reading aloud dialogues, repetitions of model sentences, and drilling. Key structures from the dialogue serve as the basis for pattern drills of different kinds. Lessons in the classroom focus on the correct imitation of the teacher by the students. Not only are the students expected to produce the correct output, but attention is also paid to correct pronunciation. Although correct grammar is expected in usage, no explicit grammatical instruction is given. It is taught inductively.  Furthermore, the target language is the only language to be used in the classroom.

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1960's
Supporting Technology: Puts much of the emphasis on the need for real life objects or texts to give authenticity to the communicative situation: ‘Non native speakers (both inside the classroom and outside the classroom) make use of the here and now objects in the immediate environments’ (Brinton, 2001, p.459).
CLT is a holistic approach. It doesn’t focus only on the traditional structural syllabus. It takes into consideration communicative dimension of language.  It provides vitality and motivation within the classroom. CLT is a learner centered approach. It capitalizes on the interests and needs of the learner.
Learners converse about personal experiences with partners, and instructors teach topics outside of the realm of traditional grammar, in order to promote language skills in all types of situations. This method also claims to encourage learners to incorporate their personal experiences into their language learning environment, and to focus on the learning experience in addition to the learning of the target language.

According to CLT, the goal of language education is the ability to communicate in the target language. CLT also focuses on the teacher being a facilitator, rather than an instructor. Furthermore, the approach is a non-methodical system that does not use a textbook series to teach English, but rather works on developing sound oral/verbal skills prior to reading and writing.

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1970's
Supporting Technology: 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.
The method is constructivist and leads the learners to develop their own conceptual models of all the aspects of the language. The best way of achieving this is to help students to be experimental learners.
A good silent way learner is a good problem solver. The teacher’s role resides only  in giving minimum repetitions and correction, remaining silent most of the times,  leaving the learner struggling to solve problems about the language and get a grasp of its mechanism.

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Late 1970's and early 1980's
Supporting Technology: Students were not expected to produce output immediately; they should go through a period of understanding first. Magazine pictures and other visual and kinesthetic aids were used as an elicitation device in the listening comprehension and early production stages.
The Natural Approach belongs to a tradition of language acquisition where the naturalistic features of L1 acquisition are utilized in L2 acquisition. It is an approach that draws a variety of techniques from other methods and approaches to reach this goal which is one of its advantages. But the originality of this approach does not lie in these techniques but on the emphasis on activities based on comprehensible input and meaningful communication rather than on only grammatical mastery of language.
These principles result in classrooms where the teacher emphasizes interesting, comprehensible input and low-anxiety situations. Lessons in the natural approach focus on understanding messages in the foreign language, and place little or no importance on error correction, drilling or on conscious learning of grammar rules. They also emphasize learning of a wide vocabulary base over learning new grammatical structures.  In addition, teachers using the natural approach aim to create situations in the classroom that are intrinsically motivating for students.

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1970's 1980's
Supporting Technology:  Involved a lot of physical manipulation and action in order to imitate the way 1L is acquired, such as activities mime and gestures. Teacher’s words followed by actions served as visual aid, as well as large pictures.
Teaching materials are not compulsory, and for the very first lessons they may not be used. As students progress in ability the teacher may begin to use objects found in the classroom such as furniture or books, and later may use word charts, pictures, and realia.There are a number of specialized TPR teaching products available, including student kits developed by Asher and an interactive CD-ROM for students to practice with privately.
It is based upon the way that children learn their mother tongue. Parents have 'language-body conversations' with their children, the parent instructs and the child physically responds to this. The parent says, "Look at mummy" or "Give me the ball" and the child does so. These conversations continue for many months before the child actually starts to speak itself. Even though it can't speak during this time, the child is taking in all of the language; the sounds and the patterns. Eventually when it has decoded enough, the child reproduces the language quite spontaneously. TPR attempts to mirror this effect in the language classroom.

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2000
Supporting Technology:   Students need to be given maximum opportunity for authentic social interaction, not only to provide comprehensible input but also to give students practice in the kinds of communication they will later engage in outside the classroom. This can be achieved through student collaboration on authentic tasks and projects  while simultaneously learning both content and language.
Tthe Internet is a powerful tool for assisting a socio-cognitive approach to language teaching, and it is in fact this fit of the Internet with a socio-cognitive approach which largely accounts for the new-found enthusiasm for using computers in the language classroom. The Internet is a vast interactive medium which can be used in a myriad of ways such as:  Computer-Mediated Communication in a Classroom and  Accessing Resources and Publishing on the World Wide Web, Digital videos and YouTube.
Sociocognitive approaches to SLA will provide a means by which second

language learners can be seen as real people, doing something they naturally do—not as mere research subjects, or mere students, or mere sites for language acquisition.