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One of the major foci of applied linguistics scholarship has been the foreign or second language classroom. A glance through the past century or so of language teaching gives us an interesting picture of varied interpretations of the best way to teach a foreign language. As schools of thought have come and gone, so have language teaching trends waxed and waned in popularity.
Albert Marckwardt (1972) saw these “changing winds and shifting sands” as a cyclical pattern where a new paradigm of teaching methodology emerged about every quarter of a century, with each new method breaking from the old but at the same time taking with it some of the positive aspects of the previous paradigm. One of the best examples of the cyclical nature of methods is seen in the revolutionary Audiolingual Method (ALM) of the late 1940s and 1950s. The ALM borrowed principles and beliefs from its predecessor by almost half a century, the Direct Method, while breaking away entirely from the Grammar-Translation paradigm. Within a short time, however, ALM critics were advocating more attention to rules of language which, to some, smacked a return to Grammar Translation.
(BROWN, H.Douglas. Principles of language learning and teaching.
5th ed. Longman, 2000. Adaptado)
In the second half of the XX century, it was the
Communicative Approach which would break from the
principles of their antecessors, the Audiolingual Method
and the Grammar-Translation paradigm. It is correct to
say that, in Communicative Language Teaching,
✂️ a) preference should be given to materials and tasks
that reflect real-life situations. ✂️ b) full priority must be given to the development of the
oral skills - listening and speaking. ✂️ c) language rules and forms are of secondary
importance and need not be formally taught. ✂️ d) learning activities are to be carefully prepared so as
to prevent the occurrence of errors. ✂️ e) no native language is to be employed during classes
and activities.