教法Language Teaching Methodology.docVIP

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. Howatts 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. 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