For many centuries, the ELT profession
wzs preoccupied with the quest for the elusive "best"
teaching method in the sense of a "predetermined packaged
deal" of static attitudes, theories, methods, techniques
generalizable across widely v.arying audiences, that would
successfully teach students a foreign language in the
classroom.
Today it has been realized that there never was
and probably never will be a method for all, and the focus in
recent years has been on the development of chssroom t.sks and
activities which are consonant with what we know about SLA, and
which are also in keeping with the dynamics of the classroom
itself
目錄：
Chapter 1 Some Basic Concepts of Language Teaching
Chapter 2 Language and Learning
Chapter 3 A Methodical History of Foreign Language
Teaching
Chapter 4 An "Informed" Approach--the Communicative
Approach
Chapter 5 Teaching Approaches within a CLT Framework
Chapter 6 Task-Based Instruction
Chapter 7 Content-Based Instruction
Chapter 8 The Break with the Method Concept
Chapter 9 A Principled Approach to Language Teaching
Chapter 10 Post-method Condition
Chapter 11 Post-method Pedagogy
Chapter 12 Post-method Condilion and English Language Teacher
Education
Chapter 13 Teaching Pronunciation
Chapter 14 Teaching Grammar
Chapter 15 Teaching Vocabulary
Chapter 16 Teaching Listening
Chapter 17 Teaching Speaking
Chapter 18 Teaching Reading
Chapter 19 Teaching Writing
Chapter 20 Integrated Skills
Chapter 21 Assessment in Language Teaching
Chapter 22 Culture Awareness in Language Teaching
A List of Abbreviation Used
References
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