L2 TEACHING APPROACHES AND METHODOLOGIES FROM A CONTEMPORARY PERSPECTIVE

Abstract

In this text, we present fundamental notions in L2 teaching and learning methodology. Our main aim is to bring to light a set of fundamentals that underpin the different visions of L2 teaching that currently exist. As this is a text aimed at teachers in training (initial or continuing), we clarify the concepts of approach, method, and technique (Anthony, 1963; Richards e Rodgers, 2001), which underpin the discussion, and the underlying theories of language and learning (Vanpatten et al., 2020). Based on a documentary analysis of the literature produced in the field of educational linguistics and language didactics, we have identified and described the assumptions of six language teaching trends: the natural approach (Krashen, 1981, 1982, 1985, 1987); the communicative approach (Bachman, 1990; Canale & Swain, 1980; Conselho da Europa, 2001); the post-method condition (Brown, 2001; Kumaravadivelu, 1994, 2001; Prabhu, 1990); task-based language teaching (TBLT) (Ellis, 1985, 2002, 2003, 2006, 2009, 2012; Ellis et al., 2009; Long, 1991, 1998, 2015; Prabhu, 1987; Skehan, 1996); the language awareness movement (Ançã, 2005; Carter, 2003; Nurutdinova, Shelestova & Baez, 2021; Torre, 1999); and language learning as a complex adaptive system (Beckner et al., 2009; Larsen-Freeman, 1997, 2006, 2009 2020).