By Jack C. Richards
By Theodore S. Rodgers
Publisher: Cambridge University Press
Print Publication Year: 2001
Online Publication Date:July 2010
Chapter DOI: http://dx.doi.org/10.1017/CBO9780511667305.023
From the survey of approaches and methods presented in this book we have seen that the history of language teaching in the last one hundred years has been characterized by a search for more effective ways of teaching second or foreign languages. The commonest solution to the “language teaching problem” was seen to lie in the adoption of a new teaching approach or method. One result of this trend was the era of so-called designer or brand-name methods, that is, packaged solutions that can be described and marketed for use anywhere in the world. Thus, the Direct Method was enthusiastically embraced in the early part of the twentieth century as an improvement over Grammar Translation. In the 1950s the Audiolingual Method was thought to provide a way forward, incorporating the latest insights from the sciences of linguistics and psychology. As the Audiolingual Method began to fade in the 1970s, particularly in the United States, a variety of guru-led methods emerged to fill the vacuum created by the discrediting of Audiolingualism, such as the Silent Way, Total Physical Response, and Suggestopedia. While these had declined substantially by the 1990s, new “breakthroughs” continue to be announced from time to time, such as Task-Based Instruction, Neurolinguistic Programming, and Multiple Intelligences, and these attract varying levels of support.