ABSTRACT
The choice as to the best, or the most appropriate, or the most effective, way of teaching a language is ‘a clear and classic applied linguistic problem’ (Cook 2003: 38), with important implications not just for classroom teaching, but for materials and curriculum design, for teacher education, and for educational policy-making in general. The way that teachers address this problem in their classroom teaching constitutes their methodology:
Methodology can be characterized as the activities, tasks, and learning experiences selected by the teacher in order to achieve learning, and how they are used within the teaching/ learning process.
