Issue

Vol. 3 No. 1 & 2 (2014): Volume 3, Nos. 1 & 2, 2014

Are We Experiencing a ‘Post–Method’ Era In Second Language Teaching?

https://doi.org/10.56279/jhss.v3i1%20&%202.163
Rodrick Gregory Ndomba,

Corresponding Author(s) : Rodrick Gregory Ndomba,

rndomba@duce.ac.tz

Journal of Humanities & Social Science (JHSS), Vol. 3 No. 1 & 2 (2014): Volume 3, Nos. 1 & 2, 2014

Abstract

Approaches to Second Language teaching have been changing over time. The pivotal
force behind the changes globally has been the quest for the best approach. New
methods have emerged as old ones are discarded, with less prospects to achieve the
best. This paper revisits the chronology of events characterizing the war of methods
globally, and highlights key current issues underlining English language teaching in
Tanzanian secondary schools. Central to the battle on methods is the need for proper
preparation of English language teachers amid claims that their linguistic and
methodological standards have been on the decline over decades. Indeed, the switch
to competence-based curriculum (CBC) in the current English language curriculum in
Tanzanian system of education invariably calls for an assessment of the Second
Language teaching profession in the ‘post-method’ era

Are We Experiencing a ‘Post–Method’ Era In Second Language Teaching?. (2022). Journal of Humanities & Social Science (JHSS), 3(1 & 2). https://doi.org/10.56279/jhss.v3i1 & 2.163
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Are We Experiencing a ‘Post–Method’ Era In Second Language Teaching?. (2022). Journal of Humanities & Social Science (JHSS), 3(1 & 2). https://doi.org/10.56279/jhss.v3i1 & 2.163
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