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There Is No Best Method—Why?

There Is No Best Method—Why? This paper examines the possible substance of a statement, often heard but rarely explained, in the discussion of language teaching, namely, that there is no best method. Three possible explanations of the statement are discussed, based on a broad interpretation of the term method: (a) that different methods are best for different teaching contexts; (b) that all methods are partially true or valid; and (c) that the notion of good and bad methods is itself misguided. The first two explanations are shown to be unhelpful; the third is discussed in some detail, with an exploration of the concept, teachers' sense of plausibility. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Tesol Quarterly Wiley

There Is No Best Method—Why?

PRABHU, N. S.
Tesol Quarterly , Volume 24 (2) – Jan 1, 1990
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References (6)

Publisher
Wiley
Copyright
Copyright © 1990 Wiley Subscription Services
ISSN
0039-8322
eISSN
1545-7249
DOI
10.2307/3586897
Publisher site
See Article on Publisher Site

Abstract

This paper examines the possible substance of a statement, often heard but rarely explained, in the discussion of language teaching, namely, that there is no best method. Three possible explanations of the statement are discussed, based on a broad interpretation of the term method: (a) that different methods are best for different teaching contexts; (b) that all methods are partially true or valid; and (c) that the notion of good and bad methods is itself misguided. The first two explanations are shown to be unhelpful; the third is discussed in some detail, with an exploration of the concept, teachers' sense of plausibility.

Journal

Tesol Quarterly – Wiley

Published: Jan 1, 1990

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