A Conflict of Interests? An Evaluation of English Methods used in Dutch Secondary Schools

Abstract

English lessons in Dutch schools are often supported by methods. These methods provide the pupil and teacher with material for listening, speaking, writing, reading and grammar. This thesis analyses two methods used for English teaching in the Netherlands, Of Course and All Right, and assesses whether the goals of these methods are long-term or short-term orientated, meaning; do they support long-term language acquisition or is their primary goal to prepare pupils for their exams? In order to do this, a quantitative analysis was conducted, supported by a theoretical framework which looks at the most beneficial approaches towards L2-acquisition. From the analysis it can be concluded that while these methods have many features that can be considered beneficial when learning English is concerned, their goals can generally be viewed as short-term rather than long-term.