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Factors in Development of Language Teaching Methods

  • Modern English Education
  • Abbr : MEESO
  • 2008, 9(2), pp.1-20
  • Publisher : The Modern English Education Society
  • Research Area : Humanities > English Language and Literature > English Language Teaching

차미양 1 Vaishna Narang 2

1남서울대학교
2Jawaharlal Nehru University

Candidate

ABSTRACT

Beginning with the distinction between Method, Methodology and Methodics, the three integral components of any language teaching program, this paper presents a brief overview of the evolutionary process that language pedagogy has witnessed over the past 100 years. In particular, this paper explores the developmental changes in language teaching methods, focusing on the factors that cause such changes in order to gain insights for future directions for language teaching. Some of the important factors influencing the development of teaching methods are discussed under the five headings: Linguistic theories, social aspirations, learner-related factors, teachers' experiences, and physical contexts. A particular factor or a set of factors may have resulted in a particular change at a certain time, while other factors might have dominated the language pedagogy scene at another time. A shift from one kind of method to another which was congruent with the development in linguistic theory may also have been independent of the linguistic advancement. The advent of communicative function oriented approaches to language teaching, for instance, has been attributed primarily to the so-called ‘teachers' experiences’ which include teachers' frustrations with the structural syllabus and pattern practice methods of drilling structures isolated from their actual context of use. It is considered as teachers' eclecticism and innovations in language teaching in order to contextualize the structures learned in isolation.

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