In between Language Teaching Methods: Do We Need (to Know About) Methods at All?

Abstract

In this study, we attempt to approach the problem of foreign language teaching from the viewpoint of language pedagogy development in different historical periods: from the grammar translation method through the audio-lingual approaches and up to communicative and post-communicative methods. We have come today to reconsider the role and status of language teaching not only because globalization has produced an increase in the number of speakers of English all around the world but also due to the fact that the issue of localization (of language teaching methods and techniques) has also come to the fore. This meta-analytical article circumscribes a number of popular methods amongst which teachers can choose, and we also try to summarize the most important foreign language teaching methods that can be spotted in the era of what is presently called the post-method condition.

Discrepancies between CLT Principles and the Romanian Language and Literature for Hungarian Minority Curriculum and Its Implementation

“…-return of long forbidden techniques such as repetition or drilling in case of structures, as drills facilitate memorization, especially with adult learners; Discrepancies between CLT Principles and the Romanian Language -rehabilitation of essay writing, texts about cultural and intercultural issues and literature -(cf. Nagy 2019: 134, Molina et al 2006: 27, Celce-Murcia 2014: 9, Erdei 2002.…”

The role of foreign language internships in cultural enrichment and increasing motivation for Russian students to learn Spanish

“…Within the framework of this approach, students learn how to understand the foreign language through the prism of their native languages, studying similar grammatical structures and identifying and focusing on the differences between them (Banagbanag, 2020). It helps students develop the skills of thinking and the correct construction of language structures in foreign languages (Nagy, 2020).…”

Características bibliométricas de la literatura internacional sobre métodos docentes: una taxonomía multidisciplinar

“…Tabla 2. Clasificación de métodos del ámbito enseñanza L2 en función del número fuentes bibliográficas En la tabla 2, se puede observar que la mayoría de métodos son específicos de la didáctica de una L2 (Nagy, 2020), salvo el aprendizaje colaborativo, el aprendizaje basado en tareas y el aprendizaje asistido por ordenador, los cuales disponen de un carácter transversal. Entre los métodos más prevalentes, se produce la combinación de propuestas tradicionales (traducción gramatical y audio-lingüismo) con propuestas activas e interactivas (enfoque comunicativo).…”

“…En este trabajo, las materias que se integran en este ámbito se relacionan con las Ciencias Económicas y de la Educación, la Sociología, la Educación Cívica y Moral, la Educación en Valores y la Geografía. − Enseñanza de una segunda lengua (enseñanza L2): disciplinas académicas focalizadas en la enseñanza de una segunda lengua extranjera (Nagy, 2020), siendo las principales de este trabajo la inglesa y la árabe. − Educacíón Física: materia que busca el desarrollo integral del alumnado, a través de actuaciones vinculadas a lo motriz y a lo corporal (Parsak & Saraç, 2020).…”