INTRODUCTION. During the last thirty years English has become the most sought-after foreign language for our compatriots

During the last thirty years English has become the most sought-after foreign language for our compatriots. As the demand for effective English teaching has increased, the critical awareness of both teacher and learner has heightened. At the same time the commercial value of English tuition as a commodity has initiated competition for more effective methods and materials. As a consequence a lot of money has been funnelled into scientific research and practical development of teaching technologies.

Independently of these pragmatic moves, important break-throughs in academic disciplines concerned with the nature of language and language acquisition have pushed methodologists into exploring new paths. Recently, the English language teaching methodology has developed very rapidly and has been subject to changes and controversies that teachers often find bewildering. The methods and techniques included in the present course are intended to represent a common core, drawing on what is of value both in traditional and more recent approaches.

It is not surprising that the present mood in language teaching is one of restlessness and continuous movement. Nothing could be healthier for the profession. And in no other profession would one find so many young, critical and enthusiastic practitioners.

The future teacher who will read this course will realise that the author has been concerned above all that teachers should think for themselves and never accept any idea on trust. The wealth of scientific expertise and practical experience, which we have inherited, constitutes a technology. But it is a technology developed in the classroom, as well as from abstract theories about language and education. The teacher who settles for a certain repertoire of techniques and does not continually strive to expand it, will find his teaching becoming mechanical and lifeless. His students will sense this and lose enthusiasm for learning. Teaching languages should be regarded as a never-ending experiment for both teacher and students, with both parties intensely interested in the outcome.

WHAT MAKES PEOPLE LEARN LANGUAGES

1.1. Reasons for learning languages

1.2. Success in language learning

1.2.1. Motivation

1.2.2. Extrinsic motivation

1.2.3. Intrinsic motivation

1.3. Motivational differences

1.3.1. Children

1.3.2. Adolescents

1.3.3. Adult beginners

1.3.4. Adult intermediate students

1.3.5. Adult advanced students

1.4. Conclusions