@article{oai:jissen.repo.nii.ac.jp:00002070,
 author = {中山, 誠一},
 journal = {実践女子大学CLEIPジャーナル, Jissen Women's University CLEIP Journal},
 month = {Mar},
 note = {This study aims to reframe the six major English language teaching (ELT) methodologies in terms of the theory of language, theory of learning, views on language teaching, and first language (L1) use. Based on Richards and Rodgers (2014), the first section re-categorizes the language theories according to four perspectives—linguistic, socio-linguistic, psycholinguistic, and constructivism. It also categorizes learning theories according to two perspective —psycholinguistics and constructivism. The next section discusses two views of teaching language— deductive and inductive approaches. Finally, this paper discusses six major ELT methodologies—grammar translation method (GTM), direct method, audio-lingual method, cognitive-code learning, communicative language teaching (CLT), and content and language integrated learning (CLIL)—according to the three criteria presented earlier. The research findings suggest that L1 use is allowed in five out of six methodologies, either partially or as the primary language of instruction in the classroom. Interestingly, CLT initially incorporated a strict monolingual policy. However, based on the results of the past 20 years, L1 use has been allowed in CLT.},
 pages = {21--35},
 title = {ELT Methodologies: Theoretical Backgrounds and L1 Use},
 volume = {5},
 year = {2019}
}