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Methodology in Language Teaching: An Anthology of Current Practice Jack C. Richards, Willy A. Renandya
Publisher: Cambridge University Press

On their chapter about the Audiolingual method, . Methodology in Language Teaching. This trend is in part the result of historical exigencies that made the importation of ELT approaches, methods, and techniques for classroom pedagogy from mainstream educational theory and practice in the core countries of the West a 'natural' and almost inevitable practical necessity. Richards, Jack C., Renandya, Willy A., Methodology in Language Teaching. As (Richards & Renandya, 2002) cited that many years, in language teaching, listening skill was not priority, because teaching methods emphasized productive skills, and the relationship between receptive and productive skills was poorly understood. Cambridge, UK: Cambridge University Press. Methodology in Language Teaching: An Anthology of Current Practice. New York: Mc Graw Hill Companies, Inc. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press. Throughout our thorough research on the origin of the audiolingual method, we came across Richards and Rodgers´s book Approaches and Methods in Language Teaching, 1987, which enlightened us on the background of audiolingual method use. Practical Language English Teaching: Young Learners. Methodology in Language Teaching: An anthology of current practice. ORIGIN OF THE AUDIOLINGUAL METHOD. An Anthology of Current Practice. Methodology in Language Teaching: An Anthology of Current Practice (pp. Therefore the nature of listening was ignored by applied linguists in a .. Much of curriculum innovation in English language teaching in the context of former colonial countries has been derivative rather than generative, imitative rather than self-initiated or self-regulatory.