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Psycholinguistic and Sociolinguistic Perspectives on Second Language Learning and Teaching pp 177–197Cite as

Methods in Language Teaching: Do We Still Need Them?

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Part of the book series: Second Language Learning and Teaching ((SLLT))

Abstract

The present article focuses on the concept of a language teaching method, considered by many the most crucial notion in language education. Methods have had a long history in language teaching due to the widespread belief that it is possible to establish a set of procedures (= a method) which, when implemented in an expert way in the classroom, would inevitably lead to successful language learning. Therefore, many generations of teachers have found the notion attractive, turning to it in the hope of finding solutions to problems they encounter in everyday teaching. Additionally, for many teachers, especially novices, the concept of a method provided a safe frame of reference. However, with different methods coming into fashion, gaining and losing favor, it became apparent with time that none of the methods proposed could guarantee success for all learners. It is hardly surprising then, that the end of the twentieth century witnessed a move away from methods, at least at the theoretical level, and the beginning of the so-called post-method era in language education. As there has been quite a lot of confusion and misunderstanding surrounding language teaching methods, the aim of this article is to reexamine their role in contemporary language education.

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Notes

  1. 1.

    Mim-mem and pattern practice would be considered techniques by other methodologists.

  2. 2.

    Stern (1992, p. 277) reserves the term strategy for “broad intentional action”, viewing teaching strategies “as part of the policy level” in his framework (cf. Figure I.2). Techniques refer to “more specific behaviors, operations, procedures, and activities”, relating to the practical action level.

  3. 3.

    The procedures, according to Marton, “are derived from a set of correlative assumptions concerning the nature of language, the nature of second language development, and the functions of language teaching” (1988, p. 2).

  4. 4.

    Marton defines a language teaching strategy “as a globally conceived set of pedagogical procedures imposing a definite learning strategy on the learner directly leading to the development of competence in the target language” (1988, p. 2). Language teaching strategies are directly linked with the idea of success in gaining a practical command of the target language.

  5. 5.

    In this instance by eclectic use of the strategies is meant not their simultaneous application, but the possibility of combining them in a consecutive manner.

  6. 6.

    For a discussion and a complete list of principles see Brown (1994a, 2000).

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Authors and Affiliations

  1. Faculty of English, Adam Mickiewicz University, Al. Niepodleglosci 4, 61-874, Poznan, Poland

    Krystyna Droździał-Szelest

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  1. Krystyna Droździał-Szelest
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Correspondence to Krystyna Droździał-Szelest .

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  1. , School of English, Adam Mickiewicz University, Al. Niepodleglosci 4, Poznan, 61-874, Poland

    Krystyna Drozdzial-Szelest

  2. , Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Nowy Swiat 28-30, Kalisz, 62-800, Poland

    Mirosław Pawlak

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Droździał-Szelest, K. (2013). Methods in Language Teaching: Do We Still Need Them?. In: Drozdzial-Szelest, K., Pawlak, M. (eds) Psycholinguistic and Sociolinguistic Perspectives on Second Language Learning and Teaching. Second Language Learning and Teaching. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-23547-4_11

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