Philosophy, Pedagogy, and Communicative Language Teaching

Authors

Edward Graybill

Publication Date

1988-01-01

Abstract

Communicative language teaching theorists have made significant advances in the field of language teaching, particularly on the levels of syllabus design and classroom organization. However, little work has been done on developing a form of pedagogy which embraces the new syllabus, adopts the recommended classroom organization, and applies both of these consistently to the underlying principles and goals of communicative language teaching. This paper attempts to fill that void. To accomplish this, first, the criteria which an appropriate pedagogy should meet will be distilled from the extant literature on communicative language teaching. Then, a model of teaching from the history of philosophy - - Socratic dialectic - - will be explicated, followed by a discussion of the relevant theoretical principles it embodies. Finally, this form of pedagogy will be applied to communicative language teaching, and some important implications of its use will be explored.

DOI

10.58837/CHULA.PASAA.18.2.3

First Page

24

Last Page

35

Recommended Citation

Graybill, Edward (1988) "Philosophy, Pedagogy, and Communicative Language Teaching," PASAA: Vol. 18: Iss. 2, Article 3.
DOI: 10.58837/CHULA.PASAA.18.2.3
Available at: https://digital.car.chula.ac.th/pasaa/vol18/iss2/3