مؤسسة الشرق الأوسط للنشر العلمي
عادةً ما يتم الرد في غضون خمس دقائق
Abstract
The language teaching method is one of the key issues of educational research in the 21st century. That’s largely due to today’s interconnected world. Now learning a new language, especially the English language, has become a key to success in all spheres of life, and a must to achieve professional development, gain advanced skills which fit the requirements of 21st - century challenges, and start new careers. As language teaching is a two-way process in which both teachers and learners seek the best ways to achieve the expected targets, the history of the language teaching field has been characterized by a huge number of theories, approaches, and studies that search for the best teaching methods and techniques which fit language learners’ needs and help them to achieve the desired outcomes. This paper is a descriptive study designed to identify the most used approaches of the SL (Second Language) teaching process. It tries to clarify the main principles of the most common teaching methods and their implications on instructional techniques. Additionally, learning context and factors that affect language acquisition are reviewed. First, we should understand the difference between approach and method. According to Anthony (1963), the approach is a set of assumptions dealing with the nature of language, learning, and teaching. However, the method is an overall plan for a systematic language presentation based on a selected approach (Anthony, pp: 63-67)