000			01454nam a22001937a 4500
005			20240129171126.0
008			240129b ||||| |||| 00| 0 eng d
022			_a0973-5208
100			_aSmith, Richard
245			_a‘Scientific’ Language Teaching _b(Journal Article)
260			_aChennai _b: English Language Teachers' Association of India _c, 2021
300			_a21-23p.
440			_aJournal of English Language Teaching _v, Volume 63 No. 5 : September - October 2021
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract: A recent blog-post by Scott Thornbury on substitution tables (Thornbury 2017), which touches on contributions by Harold Palmer (1877–1949) to their theorization and development, reminded me that there is still just about time this year to celebrate the centenary of Palmer ’s ‘classic’ (1917)work, The Scientific Study and Teaching of Languages. This book can be seen to have heralded what Tony Howatt and I have termed a ‘Scientific Period’ of language teaching discourse, a period of at least 50years during which language teaching theorists tended to relate their proposals quite strongly to background scientific research ofvarious kinds (Howatt and Smith 2014).
650			_aScientific Language Teaching
856			_uhttps://journals.eltai.in/index.php/jelt/article/view/JELT630505
942			_cPER
999			_c45389 _d45388