Reviewing the history of language teaching methods in Taiwan, the current paper identifies the merit and drawback of the Direct Method. It likewise proposes several measures leading to the enhancement of this method by employing a pluralinguistic perspective of language teaching. A need like this calls for the imperative introduction of the Contrastive Method (CM) into language teaching. It is postulated that CM works better for language teaching in Taiwan because of its inheritance of a conventional emphasis on human need of pluralinguism. As a method that is more naturalistic, indigenous, and feasible, it surpasses other methods and is suitable for the gaining of various knowledge or wisdom for human beings. As the author points out, the principled focus of CM lies in its treatment of the results of contrastive analysis of languages as a springboard for language teaching. Through the use of language materials that are characteristic of intra-linguistic or intra-linguistic contrast, it induces the capability of contrastive analysis on the part of the learner. Laying this capability as a foundation, it tries to fulfill the goal of mutual facilitation between two languages or constructive collaboration among several languages. Additionally, the author further proposes various language teaching methods or models such as language item oriented CM, transition oriented CM, variation oriented CM, generality oriented CM, refinement oriented CM, and multilingualism oriented CM, etc. These methods or models serve to verify the practicality of CM. The author also wishes to see the implementation of phonetic CM, semantic CM, syntactic CM, rhetoric CM, pragmatic CM and so forth.