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     For many centuries, the ELT profession wzs preoccupied with the quest for the elusive  "best"  teaching method in the sense of a  "predetermined packaged deal"  of static attitudes, theories, methods, techniques generalizable across widely v.arying audiences, that would successfully teach students a foreign language in the classroom.
    Today it has been realized that there never was and probably never will be a method for all, and the focus in recent years has been on the development of chssroom t.sks and activities which are consonant with what we know about SLA, and which are also in keeping with the dynamics of the classroom itself


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Chapter 1  Some Basic Concepts of Language Teaching
Chapter 2  Language and Learning
Chapter 3  A Methodical History of Foreign Language Teaching
Chapter 4  An "Informed" Approach--the Communicative Approach
Chapter 5  Teaching Approaches within a CLT Framework
Chapter 6  Task-Based Instruction
Chapter 7  Content-Based Instruction
Chapter 8  The Break with the Method Concept
Chapter 9  A Principled Approach to Language Teaching
Chapter 10  Post-method Condition
Chapter 11  Post-method Pedagogy
Chapter 12  Post-method Condilion and English Language Teacher Education
Chapter 13  Teaching Pronunciation
Chapter 14  Teaching Grammar
Chapter 15  Teaching Vocabulary
Chapter 16  Teaching Listening
Chapter 17  Teaching Speaking
Chapter 18  Teaching Reading
Chapter 19  Teaching Writing
Chapter 20  Integrated Skills
Chapter 21  Assessment in Language Teaching
Chapter 22  Culture Awareness in Language Teaching
A List of Abbreviation Used
References

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