Unpackaging the Past: "CLT" through "ELTJ" Keywords

Autor/inn/en	Hunter, Duncan; Smith, Richard
Titel	Unpackaging the Past: "CLT" through "ELTJ" Keywords
Quelle	In: ELT Journal, 66 (2012) 4, S.430-439 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccs036
Schlagwörter	Teaching Methods; Communicative Competence (Languages); English (Second Language); Second Language Learning; Second Language Instruction; Computational Linguistics; Journal Articles; Educational History + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Linguistics; Computerlinguistik; Journal article; Zeitschriftenaufsatz; History of education; Bildungsgeschichte
Abstract	ELT history is often viewed as a succession of methods, but such a view tends to rest on a "packaging up" and labelling of complex and often contested past developments. This process ignores both continuity with earlier developments and diversity of contemporary opinion and often seems to serve as a way to clear the ground for self-proclaimed "progress". This article describes a study that was undertaken to promote an alternative view of the past. Taking as a starting point the way communicative language teaching (CLT) seems to be currently in the process of being packaged up in readiness for the "dustbin of history", the study combined corpus-based and qualitative procedures to explore keywords in ELTJ articles during the early communicative period. By identifying themes discussed by contemporary writers themselves, we highlight areas of continuity with "pre-communicative" methodology, and diversity within the communicative discussion itself, thus subverting the assumption that there was ever a wholly distinct, unitary, or "classical" CLT to be lightly superseded. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://eltj.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10