ABSTRACT
This chapter is pedagogically-oriented in focus. It traces the evolution of EFL as an educational domain and the historic target English approach. Key forces for target model change are also highlighted, notably the CLT approach and corpus linguistics, as well as on-going obstacles to reform, particularly teacher/learner attitudes and main EFL course books and examinations. From this, the conflicting theoretical arguments made in support of alternative target model approaches are reviewed with an appraisal made of the progress made to date.
