Дидактика, методика или „пост-метод“ педагогика. Терминологични акценти при дефинирането на езиковото обучение

Abstract

This article investigates the meanings of key terms used to describe the theory and practice of language learning and teaching as an academic discipline and as a field of enquiry. The study discusses various manifestations of terminological variability and analyses four of the most frequent terms (methodology of language teaching, language didactics, language pedagogy, language education) which reveal the nature of language learning and teaching and its conceptualisation in the current “post-method” era.