POINT AND COUNTERPOINT: Language-teaching method revisited  

Oleh:

Ur, Penny

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: ELT Journal = English Language Teaching Journal (Full Text) vol. 67 no. 4 (2013), page 468-474.
Topik: task-based language teaching (TBLT); Language-teaching method
Fulltext: 67_04_Penny Ur_01.pdf (147.91KB)

Isi artikel

The concept of ‘language-teaching method’—a set of principles and procedures based on a theory of language and language acquisition— is still predominant in the professional literature, in spite of claims to the contrary, the current method at present generally supported by methodologists being task-based language teaching (TBLT). This article suggests that language teaching should not be primarily based on a method but rather on a set of principles and procedures based on teachers’ practical situated experience, enriched by research, theory, and practice relevant to teaching and learning of any subject, as well as those relating to linguistics and applied linguistics. It is suggested that it is unhelpful and counterproductive to urge teachers to use a method like TBLT and that they would be better served by being encouraged to develop theory and practice in situated methodologies that are likely, in their particular teaching context, to bring about good learning.

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