Hostname: page-component-7b7567c8c-kwt9d Total loading time: 0 Render date: 2026-11-12T16:21:20.528Z Has data issue: false hasContentIssue false
  • English
  • Français

The challenge – back to basics or brave new world?

Published online by Cambridge University Press:  16 December 2008

Robin Goodfellow and
Peter Metcalfe
Robin Goodfellow
Affiliation:
Institute of Educational Technology, Open University
Peter Metcalfe
Affiliation:
Institute of Educational Technology, Open University
Get accessRights & Permissions [Opens in a new window]

Extract

When we decided to put this issue together, we called for contributions from CALL researchers and practitioners who were ‘‥concerned with the teaching of grammar in the post-communicative world…’. We were aware of the contentious nature of such a description – it suggests that the communicative approach is not, perhaps, a complete answer to the question of how to teach languages. Amongst the correspondence we entered into, subsequently, were some exchanges with colleagues who believed we were advocating a retrogressive step. It is only comparatively recently, they pointed out, that language learners have been freed from the shackles of piece-meal learning, drilling, correction and self-monitoring, and allowed to focus on ‘the challenge of communication’

Information

Type
Research Article
Information
ReCALL , Volume 9 , Issue 2 , November 1997, pp. 4 - 7
Copyright
Copyright © European Association for Computer Assisted Language Learning 1997

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Candlin, C.N. (1994) Preface to Bygate, M., Tonkyn, A. and Williams, E. (eds), Grammar and the Language Teacher, Hemel Hempstead: Prentice Hall.Google Scholar
Celce-Murcia, M. (1991) ‘Grammar pedagogy in second and foreign language teaching’, TESOL Quarterly 25(3), 459–480.CrossRefGoogle Scholar
Dirven, R. (1990) ‘Pedagogical grammar’, Language Teaching 23(1), 1–18.CrossRefGoogle Scholar
Garret, N. (1986) ‘The problem with grammar: what kind can the language learner use?’, Modern language Journal 70 (2), 133–148.CrossRefGoogle Scholar
Johnstone, R. (1991) ‘Research on language learning and teaching: 1991’, Language Teaching 25(3), 139–150.CrossRefGoogle Scholar
Krashen, S.D. (1982) Principles and Practice in Second Language Acquisition. Oxford: Pergamon.Google Scholar
Leech, G.N. (1990) ‘Grammar and Language Learning’, Author's MS of article prepared for Revista de Linguêstica Aplicada.Google Scholar
Little, D., Devitt, S. & Singleton, D. (1994) ‘The communicative approach and authentic texts’. In Swarbrick, A. (ed.), Teaching Modern Languages, London: Routledge.Google Scholar
Mitchell, R. (1994) ‘The communicative approach to language teaching’. In Swarbrick, A. (ed.), Teaching Modern Languages, London: Routledge.Google Scholar
Odlin, T. (1994) Introduction to Odlin, T. (ed.), Perspectives on Pedagogical Grammar, Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Swan, M. (1994) ‘Design criteria for pedagogic language rules’. In Bygate, M., Tonkyn, A. and Williams, E. (eds), Grammar and the Language Teacher, Hemel Hempstead: Prentice-Hall.Google Scholar
Terrell, T.D. (1991) ‘The role of grammar instruction in a communicative approach’, Modern Language Journal 75(1), 52–63.CrossRefGoogle Scholar