The grammar translation method teaches the direct translation of words and phrases from one language to another. This method typically entails less student-teacher and peer-peer interaction. The method focuses on sentence structure, grammatical rules, writing and reading and places little emphasis on verbal communication or conversational speech. The grammar translation method -- viewed by many as the classic way to teach English to foreign students for over 50 years -- is useful if English is being taught to the learner for reasons other than verbal communication (i.e., for textual analysis or to develop reading skills).
The concept of the direct method focuses on learning a second language as the first language was learned. Speech is the first focus, followed by the development of reading and writing skills. Vocabulary is given more weight than grammar and sentence structure, both of which are expected to develop easily after the initial speaking focus of the direct method is taught. Vocabulary is taught mainly by repetition and pictures; grammar or sentence structure is learned as "trial and error." The direct method can be ideal for younger students who are still developing their languages skills as the method takes a "natural" approach to learning a new language.
Developed shortly after the Second World War, the audiolingual method is believed by many to be a faster method of learning another language. Vocabulary, sentence structure, key words and phrases are memorized through repetition. Once key phrases and words have been memorized, learners substitute different words in a translated sentence; for example "Where is the shop?" can be adjusted by the learner as "Where is the bus stop?" by replacing relevant words. Language is expected to be grasped quicker by memorizing key words, phrases and sentences and substituting words to create different sentence meanings. This method is thought to be appropriate to teach the foundations of a language; learners can quickly develop several sentences from word substitution and eventually memorize enough keywords and interchangeable sentences to develop greater understanding and natural verbal communication.
Communicative language teaching, or CLT, is utilized in group sessions and focuses on developing communication skills, rather than placing an emphasis on grammar or written language development. Classroom activities and group discussions play a strong role in CLT. Normally, learners rely on the teacher at the beginning to provide translations and encourage communication. Eventually, it is believed, learners become independent and gradually develop communication skills through group learning and discussion. CLT allows learners to communicate effectively according to different situations, to use language for a range of purposes and functions and to maintain communication despite limitations in language knowledge. The CLT method is appropriate for learners intending to use English as a form of verbal communication or learners intending to live within an English-speaking culture.