The question in English-As-Second-Language (ESL) classrooms is not whether a teaching method is good or not, but whether the teacher knows how, for what purpose, for what kind of students, and in what language situation a particular method is used to enhance learning effectively. In teaching English to Chinese students at Xi'an Foreign Language University (China), a teacher considered several factors (age, level of proficiency, native language, place where English was taught, and motivation) in choosing methods. The teacher's perception of the purpose of teaching (to enable students to acquire strong linguistic competence in the shortest possible time) also influenced the decision about teaching method. One method chosen was the audiolingual method. The grammar-translation method is also good for promoting language proficiency among students, and the advantages of using this method with Chinese ESL learners are: (1) teachers can bring to the students' attention the conceptual differences between English and Chinese; and (2) translation in the classroom is both economic and effective in explaining a concept. Another approach to grammar rules, the total physical response approach, is also described. When beginning adult ESL learners, the emphasis should be placed on listening and speaking because these skills can help them practice new vocabulary, sentence structure, and grammar rules. Pattern drill exercises help students to acquire the basic skills, especially patterns. Teachers should take time to analyze criticisms associated with various teaching methods before actually choosing one. Methods should be chosen from the most mechanical to the most communicative. (Contains 11 references.) (JP)