Abstract
Change never changes. The history of English Language Teaching keeps changing its colour as it is built upon many positive and negative outcomes. The purpose of teaching English aims at making the learners use the language so the usage of the language by the learners has been being assessed and new methodologies have been introduced and implemented. Even though the CLT was considered a better approach during the 80s, the contemporary Linguist criticizes the outcome of the approach. Hence in this study, the author focuses on the different stages and factual errors in CLT that lead to the Context Approach. This article also argues the advantages of the Context Approach and concludes with the radical changes in the approach.
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