FOREIGN‐LANGUAGE TEACHING WITHIN THE SCHOOL FRAMEWORK: THE EDUCATIONAL CHALLENGE OF A LEARNER‐CENTRED APPROACH

Foreign-language teaching methodology has been constantly swayed by trends and developments in allied disciplines, especially the various branches of linguistics. Such influence is inevitable, since a methodology must be based on a certain view of language and of language acquisition. However, as Rivers (1976) pointed out, too great a dependence on other academic disciplines leads to ‘swings of the pendulum’ and leaves the classroom teacher confused and often rather sceptical about any kind of theoretical principles.