The current ‘state of the act’ in second language teaching can be seen (diachronically) as the outcome of a long search for a ‘right method’ that would enable all learners，in all settings，to acquire a second language. It can also be seen (synchronically) as the realisation of a body of principles which seek to explain how a second language is learnt and can best be taught. This article seeks to provide an overview of the current state of the art by adopting each perspective in turn. It first looks at some of the major stages in the search for the right method and the concepts and insights that have emerged from them. It then outlines key elements in the conceptual framework that governs current practice in second language teaching. Copyright © 2004 The Language Centre, Hong Kong Baptist University.
|Journal||Occasional papers in applied language studies|
|Publication status||Published - Aug 2004|