ABSTRACT
Methods and approaches continue to play a key role in shaping our approach to second/foreign language (L2) teaching and learning, in particular to Teaching English to Speakers of Other Languages (TESOL). This chapter identifies the three main types of methods and approaches to TESOL (structural, functional, and combined structural-functional), illustrates their classroom pedagogy, and discusses their underlying theoretical principles. It will be argued that the combined structural-functional approaches that have appeared in the last three decades show clear progression toward alignment with effective and principled language pedagogy. Nevertheless, several contextual challenges and constraints face the full implementation and utilization of the “best” method or approach, if any. It will be suggested that the desired quality in the post-method era is adaptation or developing contextually sensitive methodology that speaks to the needs and demands of the specific context of TESOL, the ultimate aim being to empower teachers and enable them to take the right decision that suits their specific teaching situation.
