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Approaches and Methods in Language Teaching by Jack C. Richards and. Theodore . classroom techniques and practices; others are described in books that. Approaches and Methods Language Teaching CAMBRIDGE LANGUAGE TEACHING A catalog record for this book is available from the British Library. This new edition surveys the major approaches and methods in language teaching. This new edition is an extensive revision of the first edition of this successful.
Since the first edition was pub- lished, it has become one of the most widely referred to books on teach- ing methods. Since then, however, a great deal has happened in language teaching.
In planning this new edition, we have therefore made a number of substantial changes. We have divided the book into three main parts: Part I deals with major trends in twentieth-century language teaching. The chapters in this section are substantially the same as those in the first edition but include an updated list of references.
Part II deals with alternative approaches and methods. This section describes approaches and methods that have attracted support at different times and in different places throughout the last 30 or so years, but have generally not been widely accepted or, in some cases, have not maintained substantial followings.
Addi- tional and more recent references have been added to these chapters. Because these methods are no longer widely used, a shorter treatment seemed appropriate.
Readers requiring fuller discussion of these methods should consult the first edition. Although these latter approaches share some features with communicative ap- proaches in Part III, we feel that they are sufficiently distinct to be grouped with the other approaches discussed in Part II.
Part III deals with current communicative approaches. New material has been added to the final sections of the chapter on Communicative Language Teaching, and addi- tional references have been added to this chapter and to the one on the Natural Approach. Rodgers Frontmatter More information Preface The history of language teaching has been characterized by a search for more effective ways of teaching second or foreign languages.
For more than a hundred years, debate and discussion within the teaching profes- sion have often centered on issues such as the role of grammar in the language curriculum, the development of accuracy and fluency in teach- ing, the choice of syllabus frameworks in course design, the role of vocab- ulary in language learning, teaching productive and receptive skills, learn- ing theories and their application in teaching, memorization and learning, motivating learners, effective learning strategies, techniques for teaching the four skills, and the role of materials and technology.
Al- though much has been done to clarify these and other important ques- tions in language teaching, the teaching profession is continually explor- ing new options for addressing these and other basic issues and the effectiveness of different instructional strategies and methods in the classroom.
The teaching of any subject matter is usually based on an analysis of the nature of the subject itself and the application of teaching and learn- ing principles drawn from research and theory in educational psychology. The result is generally referred to as a teaching method or approach, by which we refer to a set of core teaching and learning principles together with a body of classroom practices that are derived from them.
The same is true in language teaching, and the field of teaching methods has been a very active one in language teaching since the s. New approaches and methods proliferated throughout the twentieth century.
Some achieved wide levels of acceptance and popularity at different times but were then were replaced by methods based on newer or more appealing ideas and theories.
Some, such as Com- municative Language Teaching, were adopted almost universally and achieved the status of methodological orthodoxy. Start by pressing the button below!
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