The method arguments have not been confined to the four methods we have analyzed，nor have new methods ceased to be proposed，with the development of cognitivism in the early seventies.But these four sketches will be sufficient to show that the labeled method and the approach have originated mainly in three ways：（a）Partly they have been responses to changing demands on language：education resulting from social，economic，political，or educational circumstances.The G-T Method matched educational beliefs affecting schooling in the nineteenth century.The Direct Method，evolved in a period of European political and commercial expansion and of increasing trade and travel through the development of railways.The Audio-Lingual and Audio-Visual Methods developed in the period of rising nation states in the Third～World and in a time of new international awareness in the western world that followed World WarⅡ；（b）The methods and the approach have，secondly resulted from changes in language theories and in new psychological perspectives on language learning.For example，the Direct Method has antecedents in associationist psychology and in the language sciences of the nineteenth century.The Audio-Lingual，the Audio-Visual，and the Cognitive Theories—more than language teaching theories ever before—have sought to find a basis in linguistics and psychology；（c）Lastly，most of the methods reflect that experience，intuitions and opinions of practicing teachers.It is the dissatisfactions and failures of teachers and pupils with a particular method that have contributed to the constant critique of methods and the demand for reform and new emphases.Each of the different methods has contributed new insights and has attempted to deal with one or the other of the three issues of language learning.Both the G-T and Audiolingualism—each in different ways—have treated the transfer/interference phenomenon from the first language as important for language learning（the L1-L2 connection）.Audiolingualism，through contrastive linguistic analysis，has made a brave，although not very successful attempt to overcome interference by systematically laying emphasis on differences between the first and the second language.The Direct Method and the Audio-Lingual Method have recognized the value for the learner to immerse himself into the second language；the Direct Method by the refusal to translate，and the Audio-Lingual Method by the insistence on intensive practice and habituation.The Audio-Lingual Method have provided experience in isolating particular language skills，reading in the one case or listening and speaking in the other，in contrast to a more global approach practiced by other methods.All methods have emphasized the need for systematic practice.While the G-T and the cognitive approach mentioned in chapter one have presented the language as an intellectual learning problem，the Audio-Lingual and the Audio-Visual Method have advocated a relatively unthinking drill and training approach the explicitimplicit option.Among the newer methods，the Direct Method advocates were aware of the problem of meaning and recommended a number of techniques to cope with it，for example，demonstration，visual aids，explanation in the second language，or context，but the explanation method has given consistent attention to meaning by insisting on systematic visual support.