There Is No Best Method-Why?

Please use this identifier to cite or link to this item: https://scholarbank.nus.edu.sg/handle/10635/130247

DC Field	Value
dc.title	There Is No Best Method-Why?
dc.contributor.author	Prabhu, N.S.
dc.date.accessioned	2016-11-16T11:03:55Z
dc.date.available	2016-11-16T11:03:55Z
dc.date.issued	1990
dc.identifier.citation	Prabhu, N.S. (1990). There Is No Best Method-Why?. TESOL Quarterly 24 (2) : 161-176. ScholarBank@NUS Repository.
dc.identifier.issn	00398322
dc.identifier.uri	http://scholarbank.nus.edu.sg/handle/10635/130247
dc.description.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.
dc.source	Scopus
dc.type	Article
dc.contributor.department	ENGLISH LANGUAGE & LITERATURE
dc.description.sourcetitle	TESOL Quarterly
dc.description.volume	24
dc.description.issue	2
dc.description.page	161-176
dc.description.coden	TESQA
dc.identifier.isiut	NOT_IN_WOS
Appears in Collections:	Staff Publications

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