Language-teaching method revisited

• Autores: Penny Ur
• Localización: ELT journal: An international journal for teachers of English to speakers of other languages, ISSN 0951-0893, Vol. 67, Nº 4, 2013, págs. 468-474
• Idioma: inglés
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• Resumen

  • 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.