Absolutely!

Based on the information in your sources, here is a general overview of English

language teaching methods:

In the field of language teaching, there are various approaches, methods, and techniques
based on different theories and applications. According to the hierarchical structure
proposed by Edward M. Anthony in 1963, these concepts are ranked as follows:
**approach**, **method**, and **technique**.

* **Approach:** This is a **theoretical framework** that includes a set of assumptions

dealing with the nature of language learning and teaching. It describes the nature of the
subject matter to be taught. It is an axiomatic, philosophical, or theoretical basis.
* **Method:** Based on the approach, a method is an **overall plan for the orderly
presentation of language material**. It has a procedural nature. It specifies how theories
from the approach are applied to classroom materials and activities.
* **Technique:** These are **specific activities** manifested in the classroom that are
consistent with the method and in harmony with the approach. It is an implementational
level.

Some important English language teaching methods and approaches mentioned in the
sources include:

* **Grammar-Translation Method (GTM):** It is rooted in the formal teaching of Greek and

Latin (Classical Method). Its primary aim is not communication but **intellectual discipline
and being 'scholarly'**. It focuses on the explicit presentation and study of grammar rules
(memorization). Practice is mainly provided through **translation exercises between L1 and
L2**. It mainly focuses on reading and writing with little emphasis on listening and speaking
(almost none on pronunciation). The mother tongue (L1) is used to explain new items and
make comparisons with their equivalents in the target language (L2). The teacher is the
authority in the class. The teachers’ main goal is to cover all the lessons in the book. Texts
are often long extracts from the works of great writers chosen for their intellectual content. In
the classroom, the teacher often reads the passage and explains its content and meanings
of new words in L1. The rules of grammar were taught elaborately, followed by practice in
written paradigms. Translation exercises are a key technique.
* **Direct Method:** It emerged as part of the Reform Movement in the late 19th and early
20th centuries. Its fundamental principle is that **classroom instruction must be conducted
exclusively in the target language**. Meaning is conveyed directly through **realia (real
objects), pictures, pantomime, gestures, and facial expressions** (demonstrate not
translate!). The primary purpose of language learning is **communication** (Q-A). Grammar
is taught inductively rather than deductively. Spoken language is primary. Lessons should
contain conversational activities (use L2 in real contexts). Everyday vocabulary and
sentences were taught (not word lists but in sentences to be acquired more naturally).
Speech and listening comprehension were emphasized. Correct pronunciation and grammar
were emphasized. Teaching materials should be interrelated and coordinated for effective
learning. Formal teaching of grammar should be done only after learners intuitively absorb it
from texts. Memorization of word lists or verb inflections is discouraged. Teachers
demonstrate, ask questions, correct, and make students speak much. The syllabus is
usually based on situations or topics, not typically on linguistic structures. It required native
speakers or speakers with native-like fluency. Going to great lengths not to use L1 could be
counterproductive.
* **Audiolingual Method (ALM):** It is based on programs developed during WWII for
training interpreters and code-room translators (ASTP). **The structure is the starting
point**. Basic sentence patterns and grammar structures receive systematic attention with
intensive oral drilling of core sentence patterns. Foreign language learning is considered as
**mechanical habit formation**. The target language is presented in spoken form and then in
written form. Numerous **repetition drills** and other structural drills are used. The use of the
mother tongue (L1) is minimized. Short-range objectives include listening comprehension,
accurate pronunciation, and recognizing speech symbols. The long-range objective is
language use as native speakers and oral proficiency leading to reading and writing. It
follows a linguistic syllabus (structure based) including phonology, morphology, and syntax.
Learner roles are reactive with little control over the content. The teacher plays a central
role, modeling the language, controlling the direction and pace, and monitoring and
correcting learners’ performance. Instructional materials are teacher-oriented, with no book
at the elementary level. The basic procedure involves modeling and the subordination of L1
to L2. Early and continuous training of the ear and tongue is important. Learning a structure
occurs through sound, order, and form, followed by the gradual substitution of graphic
symbols of sounds. Techniques like dialogue memorization, backward build-up drill,
repetition drill, and chain drill are used. Practical results fell short of expectations, and there
was no transfer to real language use. It faced theoretical criticisms from Chomsky.
* **Whole Language Approach:** Created in the 1980s by US educators teaching language
arts (reading and writing - literacy - in L1). It asserts that **language should be taught as a
“whole,” not as isolated and discrete features**. Reading and writing are viewed as natural
processes, focusing on real communication and for pleasure. Emphasis is placed on
meaning-making. Learning is experiential. Whole language is not just a program, set of
materials, or method, but rather a perspective on language and learning. It adopts an
"interactional view" and a "social view" of language. Its theory of learning is "humanistic" and
"constructivist". It focuses on learner needs, experience, and interests. Knowledge is socially
constructed. Teachers collaborate with students to create knowledge and understanding.
Objectives include using authentic literature, focusing on real events, and reading for a real
purpose. Writing is seen as a process of exploring and discovering meaning, utilizing
student-produced texts. Student-centered and cooperative learning are encouraged. Learner
roles are collaborator, evaluator, self-directed, and selector. Teacher roles are facilitator,
active participant in the learning community, and provider of support. Instructional materials
are real-world materials. Classroom features include the use of literature, process writing,
and the encouragement of cooperative learning. Criticisms include being anti-direct teaching,
anti-skills, and anti-materials. It has been argued that learning to read is not a natural
process and requires structured teaching.
* **Suggestopedia:** Developed by Bulgarian psychiatrist-educator Georgi Lozanov. It aims
to optimize learning by utilizing the **power of suggestion**. Classroom decoration, furniture
arrangement, and music are important characteristics. It is derived from "Suggestology" and
influenced by Yoga and Soviet psychology. Key principles include **authority, infantilization,
double-planedness, intonation and rhythm, and concert pseudo-passiveness**. The
objective is to deliver advanced conversational proficiency quickly. The syllabus is an
intensive 30-day program, with each unit containing a dialogue, vocabulary list, and
grammatical commentary. Lessons involve presentation, elaboration, and practice stages.
Students' mental states are considered important (avoiding distractions, immersing
themselves, maintaining a pseudo-passive state). Teachers should show absolute
confidence in the method and display fastidious conduct. Direct support materials include
texts and audio, while indirect support materials are classroom fixtures and music. Lessons
are presented in a concert-like manner, with texts read aloud in sync with music. Students
are not given homework, except for reading the lesson cursorily before bed and again in the
morning. Techniques such as peripheral learning, positive suggestion, and visualization are
used.
* **The Silent Way:** Developed by Caleb Gattegno. It encourages teachers to be **silent**
and learners to produce as much as possible. Colored charts (Fidel charts) and colored
wooden sticks (Cuisenaire rods) are used. Language is seen as a substitute for experience,
and experience gives meaning to language. The sentence is considered the basic unit of
teaching. Structural patterns (grammar) are taught inductively. Vocabulary is a central
dimension of language. Language learning is viewed as a mental activity. Learning is
facilitated when the learner discovers and creates rather than remembers and repeats.
Learners are independent, autonomous, and responsible. Teacher roles include teaching
(presenting once), testing (eliciting and shaping responses), and getting out of the way
(monitoring students). The silence of the teachers, rods, and charts are key instructional
materials. Practice involves pronunciation, sentence patterns, structure, and vocabulary.
Peer correction is encouraged.
* **Total Physical Response (TPR):** Developed by James Asher. It is built around the
**coordination of speech and action**. **Comprehension before speaking** is a core
principle (Comprehension approach). It draws upon the "trace theory" of memory. L1
learning is seen as similar to L2 learning (child reacting physically to verbal commands). The
verb in the imperative form is a central linguistic motif. Learning is behaviorist
(stimulus-response view). Objectives include oral proficiency at a beginning level and
teaching basic speaking skills through action-based drills and imperative forms. A
sentence-based syllabus is used. Initial focus is on meaning rather than form. Learner roles
are listener (and responder physically) and performer. Teacher roles are active, directive,
modeling, and providing supporting materials. There is no basic text; materials and realia are
used. Procedures involve review, new commands, introducing other items, and
question-answer sessions (role reversal). Using commands to direct behavior is a key
technique.
* **Situational Language Teaching (SLT):** Developed by British applied linguists from the
1950s to the 1980s. It is a kind of oral approach. Language teaching begins with the
**spoken language**, and new grammar points are introduced and practiced **situationally**.
The target language is the language of the classroom. Vocabulary selection procedures are
followed to ensure coverage of essential vocabulary. Grammar items are graded from simple
to complex forms. Reading and writing are introduced after establishing a sufficient lexical
and grammatical basis. It is based on the "Structuralism" theory of language. Language
learning is viewed as behaviorist habit learning. The objective is to teach practical command
of the four skills. Accuracy is emphasized, and automatic control of structures and patterns is
aimed for. A carefully controlled situational approach is used for presenting new sentence
patterns, using concrete objects, realia, actions, gestures, and examples to demonstrate
meaning. Learner roles are initially passive (listen and repeat) but become more active later.
Teacher roles are a model, a skillful manipulator, and a lookout for errors. Lessons progress
from controlled to freer practice. Basic procedures include listening practice, choral imitation,
individual imitation, isolation, building up a new model, elicitation, substitution, and
question-answer drilling. The PPP (Present, Practice, Produce) model is used.
* **Community Language Learning (CLL):** Developed by Charles A. Curran, applying
psychological counseling techniques to learning. It adopts a humanistic approach. The
content of the language class stems from the topics learners want to talk about (syllabus).
The teacher-student relationship is likened to a counselor-client relationship (learner-knower
relationship). The goal is attaining native-like mastery of the target language. Innovative and
conventional activities are used (translation, group work, recording, transcription, analysis,
reflection). Learner roles are members of a community and collaborative learners. Teacher
roles are counselor roles (responding calmly, non-judgmentally, supportively). Instructional
materials evolve out of the interactions. The procedure begins with a period of silence,
followed by recorded student conversations and their transcription and analysis. Criticisms
include teachers operating without traditional materials and unclear objectives.