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Beyond communicative language teaching: What's ahead? [An article from: Journal of Pragmatics]
Book Details
Author(s)S.J. Savignon
PublisherElsevier
ISBN / ASINB000PC02R4
ISBN-13978B000PC02R0
MarketplaceIndia 🇮🇳
Description
This digital document is a journal article from Journal of Pragmatics, published by Elsevier in 2007. The article is delivered in HTML format and is available in your Amazon.com Media Library immediately after purchase. You can view it with any web browser.
Description:
The emergence of English as a global language, technological innovation and a growing need for learner autonomy are changing the contexts of language learning rapidly and profoundly. Recognition of the current complexity and diversity of these contexts has led some to suggest that we have moved 'beyond methods' to a postmethod condition (Kumaravadivelu, 2002), that the quest for a better method has been or should be abandoned in favor of the identification of practices or strategies of teaching designed to reflect local needs and experiences. This paper considers the professional consequences of the challenges facing the language teaching profession in the years ahead. How will the needs and goals of the next generation of learners be met? Will applied linguists continue to assert an expert or authority status in the determination of practice? Or will a postmethod era lead to the recognition of teachers as the professional decision-makers and theory builders that they in fact could be?
Description:
The emergence of English as a global language, technological innovation and a growing need for learner autonomy are changing the contexts of language learning rapidly and profoundly. Recognition of the current complexity and diversity of these contexts has led some to suggest that we have moved 'beyond methods' to a postmethod condition (Kumaravadivelu, 2002), that the quest for a better method has been or should be abandoned in favor of the identification of practices or strategies of teaching designed to reflect local needs and experiences. This paper considers the professional consequences of the challenges facing the language teaching profession in the years ahead. How will the needs and goals of the next generation of learners be met? Will applied linguists continue to assert an expert or authority status in the determination of practice? Or will a postmethod era lead to the recognition of teachers as the professional decision-makers and theory builders that they in fact could be?
