COMPARATIVE ANALYSIS OF LANGUAGE TEACHING METHODS: A SYSTEMATIC REVIEW

Authors

  • Ujkane Hana Beshiri

DOI:

https://doi.org/10.20544/teacher.27.07

Abstract

This systematic review examines the Comparative Analysis of Language Teaching Methods, focusing on Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), and the Direct Method. The study aims to provide a comprehensive overview of these methods, including their historical evolution, core principles, and practical application in educational settings. Through a thorough examination, the effectiveness of each method in terms of language acquisition, learner engagement, and overall proficiency is discerned. The review contributes to the existing body of knowledge in language education and serves as a valuable resource for language educators, policymakers, and researchers. By critically evaluating each method, key principles and best practices are identified, offering insights for the development of more effective language teaching strategies. The scope and significance of the study lie in its potential to inform stakeholders about the strengths and limitations of different methods, guiding the advancement of language education practices. The literature review explores the historical development of language teaching methods, and current trends in language education, and highlights the adaptability of language instruction to meet diverse learning preferences and objectives.

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Published

31.05.2024

How to Cite

Hana Beshiri, U. (2024). COMPARATIVE ANALYSIS OF LANGUAGE TEACHING METHODS: A SYSTEMATIC REVIEW. International Journal of Education Teacher, 27, 62–71. https://doi.org/10.20544/teacher.27.07

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Articles