Different methodologies through years.

It's interesting to know how these methodologies, were born each one in response to a special need for that time; the Audiolingual Method for instance; comes from the "Army Method " its main characteristic was stress on oral activities, but it change into the Audiolingual Method based in linguistic and psychological theory. Because of this; linguistic patterns were taught, as well as, mimicry drills and oral practices following a model, there were almost any grammatical explanation, vocabulary is learned in context and pronunciation is very important, but as years went by, they discovered that  for language acquisition wasn't important to repeat patterns of pronunciation and that making mistakes helped for learning.
 Then on the seventies came the Community Language Learning which was an affective based method and put its attention in the deep structure of language according to Chomsky. The teacher is considered a "counselor" who translates what the student says in his/her native language and the repeats it. This happens many times until the students are independent from the teacher and they feel very self confident, What's good of this method is that you can adapt it  to  the needs of your class.
 Lozanov, was a bulgarian psychologist who created Suggestopedia, he thought that people could learn huge amounts of information if they are relaxed and listen to good music, baroque music, specifically that allows people to relax and learn, this method was applied to second language teaching using readings, new vocabulary words, dialogs, role playings. we learned from it that relaxation is important and the power of the human brain.
 Then Gattegno proposed The Silent Way, is more cognitive than affective, this method is based on the idea that the learners discovers and learns through problem solving. The teacher is silent most of the time, he/she uses some rods of different colors to introduce vocabulary, repeats a pattern and students do the same without corrections, the problem is that there wasn't a communicative atmosphere.
 TPR claims that principles of child language acquisition are important, that's why he proposed to do a lot of listening and acting, thes activities helped students to want to communicate.
Finally, on the 80s Krashen said that there are 3 stages, pre production, early production the extending production here teachers don't correct the mistakes, in this way learners speak a lot in a natural way.