INTRODUCTIONA curious truism is that innovations always lead the field long before the results, impacts, and implications of them can be understood. This was the case with moveable print (McLuhan, ), the automobile (Flink, ), and the mobile phone (Ling, ). This has been the case with many breakthroughs in history; new ideas are welcomed as a novelty, as a labor‐saving device, as a more efficient version of some previous innovation, or as a novel reinvention of an essential element. It is only with time and perspective that one can begin to assess just how the new innovation has actually affected the society that welcomed it.The same holds true in the field of foreign language education. A review of research from the last 50 years related to classroom practice attests that new ideas dominate the profession long before there is a clear consensus as to how they will affect the language classroom. In the 1940s, for example, the use of drills became a dominant methodology focusing on grammatical accuracy. Almost 75 years later, drills are still prevalent in our profession even after numerous calls for new perspectives in the classroom like Wong and VanPatten's () article, “The Evidence Is
Foreign Language Annals – Wiley
Published: Jan 1, 2018
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