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Language Teaching Methodology
Abstract
Methodology in language teaching has been characterized in a variety of ways. A
more or less classical formulation suggests that methodology is that which links
theory and practice. Language teaching has not profited much from more general
views of educational design. The curriculum perspective comes from general
education and views successful instruction as an interweaving of Knowledge,
Instructional, Learner, and Administrative considerations.
I. Introduction
Language teaching came into its own as a profession in the last century.
Central to this phenomenon was the emergence of the concept of "methods" of
language teaching. The method concept in language teaching the notion of a
systematic set of teaching practices based on a particular theory of language and
language learning is a powerful one, and the quest for better methods was a
preoccupation of teachers and applied linguists throughout the 20th century.
Howatt's overview documents the history of changes of practice in language
teaching throughout history, bringing the chronology up through the Direct
Method in the 20th century. One of the most lasting legacies of the Direct Method
has been the notion of "method" itself.
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II. Language Teaching Methodology
Methodology in language teaching has been characterized in a variety of ways.
A more or less classical formulation suggests that methodology is that which links
theory and practice. Theory statements would include theories of what language is
and how language is learned or, more specifically, theories of second language
acquisition. Such theories are linked to various design features of language
instruction. These design features might include stated objectives, syllabus
specifications, types of activities, roles of teachers, learners, materials, and so forth.
Design features in turn are linked to actual teaching and learning practices as
observed in the environments where language teaching and learning take place.
This whole complex of elements defines language teaching methodology.
2.1 Schools of Language Teaching Methodology
Within methodology a distinction is often made between methods and
approaches, in which methods are held to be fixed teaching systems with
prescribed techniques and practices, whereas approaches represent language
teaching philosophies that can be interpreted and applied in a variety of different
ways in the classroom. This distinction is probably most usefully seen as defining a
continuum of entities ranging from highly prescribed methods to loosely
described approaches.
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