Approach to Language Learning

The idea of approach to language learning has been long developed in linguistic education. The evolution of the concept has resulted in a variety of conceptualized formations acquired or approved by the language teaching community. Being a conventional methodological category, approach is nevertheless subject to equivocal interpretation. The overemphasis of the theoretical significance of the concept entails its estrangement from the procedural dimensions of an instruction system and causes the loss of explicit links connecting approach with subordinate notions of lower hierarchical levels. Further research of the concept implies the development of a well-grounded conception of an integrative type. The main issues considered include established definitions of approach and the contiguous notions of method and technique, the problem of denomination (terminological accuracy), a historical survey of approaches in use, the category of approach in the post-method era, strengths and weaknesses of the state-of-the-art accomplishments, and comprehensiveness or one-sided emphasis (what the concept lacks).