Approach Method Technique Pros Cons

GTM : Translation, Memorization -Students master 1-Speaking or oral

Grammar of rules and vocabulary grammar communication is
Translation items, deductive teaching -Students develop neglected
Method of grammar, use of L1, reading and writing 2- not all teachers
reading activities. skills. are good at
-Students acquire a translating and
large number of don’t know
lexis via students’ L1.
memorization.

DM : Direct Demonstration, miming, 1-fluency 1-fluency over

Method use of visuals, SSTMR, use 2-facilitates the accuracy
of the target language, learning of 2-focuses on
inductive teaching of vocabulary items. speaking and
grammar, modeling. 3-makes the listening and
process of learning neglects other
enjoyable to skills.
students. 3-demanding on
teachers; they are
supposed to have
native-like accent
and be fluent
Behaviorism AL : Drills( Substitution, chain, 1-oral use of 1-mechanical drills
Audiolingualis choral, backward), language is are
m repetition ,inductive emphasized. counter-productiv
teaching of grammar, use of 2- the skill of e (drill and kill
dialogues, PPP. listening is exercises)
developed. 2-meaning is
3-all students are neglected (blind
engaged in the repetition of
process of learning. words or
sentences)
3- writing is not
given its due
attention
Communicative Oral practice and Students develop -Only everyday
language production, “presentation, communicative language is taught,
teaching controlled practice , free skills. while other forms
practice “ interactive Students practice of language are
activities, group work , WH language in not taught
questions. real-like life Grammar is not
situations. systematically
taught
Writing and
reading are
overlooked
Humanistic Community Translation, inductive 1-students learn 1-not all teachers
approach language teaching of grammar, social and are good
learning repetition, transcription, communicative translators
reflection, group work. skills. (teachers may not
2- students’ know the mother
inhibitions are tongue of the
lowered.(promotin students)
g favorable 2-time-consuming.
environment for 3-fluency over
learning to take accuracy.
place)
3-generates
independent
students.
The silent way Rods, coloured cards, 1-less TTT 1-to avoid
pronounciation charts, less 2-students develop teacher-centered
TTT, giving cues, non-verbal pronunciation (90% instructions,
communication. they speak) things may go to
3-self-satisfication the other extreme
(students need
some directions)
2- time-consuming
(Ss may struggle to
understand a word
for a while,
whereas it can be
explained easily by
the teacher).
3-not all students
are highly
motivated.
Suggestopedia Music, fine arts , visual 1-creates favorable 1-lacks flexibility
aids, relaxation climate for the (not applicable to
learning to occur. all classes)
2-students feel at 2-lacks tests
ease. 3-negligence of
3-students increase grammar.
their abilities.

Total physical Miming, commands, 1-comprehension is 1-cannot be used

response games, minimum verbal immediate and to explain abstract
communication. easy. notions or
2-long-term concepts.
retention (trace 2-students don’t
theory) express
3-learning is fun themselves, they
and enjoyable since only respond to
it involves commands of the
movements and teacher.
games. 3-challenging for
shy students.
 Task based Tasks, group work, 1-students become 1-Risk of achieving
learning interactive activities. independent. fluency over
(strategy) 2-students develop accuracy.
social and 2-students may
communicative not be committed
skills. to the task or may
3-Increases use L1 while doing
students’ intrinsic so.
motivation 3- It may not be
applicable to large
classes
Project based Group work, projects, -promotes learners’ -lack of resources
learning guidance, presentations. autonomy. or knowledge of
-boosts their the use of
affects (self-esteem resources
and (students may not
self-confidence) know how to use
-useful for mixed computers)
abilities classes. - time-consuming
-Be prepared for
real-life situations
-be creative
Standards based Dialogues, discussions, -promotes learners’ -communities and
approach speaking activities, tasks, independence. communication
projects. -encourage oral use may not be
of language. achieved.
-prepares students - some students
for real situations. don’t have the
means to
communicate,
especially poor
ones.