Abstract
The historical study of how languages have been taught and learnt proves again and again that new methods are rarely found. It is more common to find the restatement of similar principles and/or ideas in a different way, closer to the context in which we are involved in each period of time (decade, century, etc.). It has usually been too quickly accepted, particularly since the end of the nineteenth century, that new methodologies will solve the tiresome task of learning foreign languages. According to this belief, the «latest method» is considered the ideal one, the «magic pill» that will substitute old and inefficient recipes. An analysis of the sources that underlie communicative methodology will try to illustrate how it is dependent on previous trends, linguistics, psychology and pedagogy. The understanding and shaping of a communicative methodology will certainly be easier if we go back to the roots and sources from which it emerged.
Highlights
The historical study of how languages have been laught and lcarnt provcs again and again that ncw mcthods are rarely found
In the field of language teaching, those goals have largely been restricted to the área of grammar and vocabulary
Pedagogues and planners enter the governmental bureaucracy and their job is to construct curricula based on objectives that could later be objectively evaluated and measured
Summary
As sanctuaries for the transmission of knowledge from generation to generation, schools have typically emphasized teaching rather than learning. This practice has helped the consolidation of the following pedagogic set up, widely present in academic institutions: a. With no function if the students are not present They should not become the protagonists, but rather the «facilitators» of learning. In the field of language teaching, those goals have largely been restricted to the área of grammar and vocabulary. Activities for teaching these contents were based on the specificity of the grammatical contents. They were one-sided, in the sense that they took for granted that what really mattered was teaching rather than learning
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