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The essential components of ELT involves learners, teachers, and teaching materials such as textbooks in a secondary school. Here the textbook involves the direct or indirect linguistic materials for the input of the target language. ELT textbook are including the four skills involving listening, speaking, reading, and writing. Then, which linguistic materials can we select for ELT in the classroom? There is no single way of teaching English, no single way of learning it, no single syllabus or textbook, and, indeed, no single variety of English which provides the target of learning. There is an extraordinary diversity in the ways in which English is taught and learned around the world, but some clear orthodoxies have arisen. English as a foreign language (EFL) has been a dominant one in the second half of the 20th century, but it seems to be giving way to a new orthodoxy, more suited to the realities of global English. In short, this study deals with syllabuses for textbook design, models of ELT involving EFL, ESL, EIL and ELF, and native versus non-native speakers of English.