There Is No Best Method-Why?

Abstract

The often-heard viewpoint that there is no one best method for language instruction is considered. The propositional context of this statement is emphasized, & an attempt is made to clarify the sense in which this statement can be viewed as accurate. Three arguments in support of this theory are proposed: (1) it depends on the teaching situation, (2) all methods have some validity, & (3) it is necessary to reconsider the term "best." It is concluded that instead of searching for a best method, it may be more helpful to look for ways in which teachers' & specialists' viewpoints can interact. J. Sihvola.