A Preliminary Discussion on the Concept of Practice in Language Teaching Theory
Abstract
practice within language teaching theories helps clarify how foundational theories define its nature and how different pedagogical approaches
organize and implement it. Using the pre-method era and the post-method era as an analytical framework, this paper traces the evolution of the
concept of practice in representative language teaching theories. In the pre-method era, the Audio-lingual Method and the Cognitive Approach
viewed practice mainly as a pathway for habit formation and language comprehension. In the post-method era, the Communicative Approach,
Task-Based Teaching, and the Production-Oriented Approach emphasized the contextual, task-based, communicative, and process-oriented nature
of practice. The paper argues that the concept of practice has developed from formal drills to meaning construction, from predetermined procedures to context-sensitive generation, and from isolated training to systematic organization. On this basis, it proposes that the classification and
organization of practice for intelligent international Chinese language teaching should take into account not only question types and linguistic elements, but also the mode of generation, the degree of teacher control, and the position of practice within the teaching-learning-assessment cycle.
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DOI: http://dx.doi.org/10.70711/neet.v4i7.9799
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