Chapter review : Larsen Freeman’s principles and techniques in language teaching (2000)‎ chapter 12

Abstract EN

For many years, research in education in general and in language teaching in particular considered the teacher, the content, and ultimately the methods of teaching as the focal points to examine in any academic approach.

Nowadays, adopting student-centered teaching methods that encourage positive involvement of learners and active, participation in independent learning activities represent a turning point in the educators’ approach to teaching methodology.

In this regard, enhancing the quality of student learning is dependent on the teacher’s effective choices in planning and organizing the teaching and learning process.

For Griffiths (2011), such choices are directly influenced by the educator’s perspectives of what effective teaching and learning are: The choice of teaching method depends on various factors that includes educational philosophy of teacher, classroom demographic, subject area(s) and the mission of school.

There are various approaches and methods for teaching children but, there are "several factors involved in the successful implementation of a method or approach" (p.11) The chapter to be reviewed sheds light on Larsen-Freemen’s views about the educator’s constant attempts to make informed decisions in their day- to-day teaching.

The review sets out to examine the major differences and similarities between various language teaching methods.

It demonstrates how reflective teachers manage to create their own teaching methods by blending aspects of others in a principled manner.