Five Second Language Teaching methods

Grammer-Translation Method
Use L1 as teaching language. Pay attention to equivelant translation between L1 and L2.
Emphase prammatical rules and literary language, believing that literary language is superior to spoken language.
Emphase correct answer and memorizing vocabulory as well as paradigms.

Direct Method
Use L2 as teaching language. Use realia, pictures and panthomime to demostrate new words.
Focus on pronunciation and vocabulary but grammer is not considered very important.
Speech exercise is more important than writing exercise. Q&A activities.
Encourage student self-correction.

Audiolingual Method  (maybe for professionals)
Particular emphasis was laid on mastering the building blocks of language and learning the rules for combining them.
Language learning is habit-formation.
Mistakes are bad and should be avoided, as they make bad habits.
Language skills are learned more effectively if they are presented orally first, then in written form.
Analogy is a better foundation for language learning than analysis.
The meanings of words can be learned only in a linguistic and cultural context.
Dialogues and drills are used.

Natural Approach   (for beginners)
Emphase on vocabulary and lexicon.
Communication is important.
Errors are signs of developemntal processes.
Teacher present comprehensible input and keep low affective filter.

Total Physical Response     (for beginners)
Total physical response (TPR) is a method developed by Dr. James J. Asher, a professor emeritus of psychology at San José State University, to aid learning second languages. The method relies on the assumption that when learning a second or additional language, language is internalized through a process of codebreaking similar to first language development and that the process allows for a long period of listening and developing comprehension prior to production. Students respond to commands that require physical movement.  The method became popular in the 1970's and attracted the attention or allegiance of some teachers, but it has not received generalized support from mainstream educators.