The future is always uncertain, and this is no less true in anticipating methodological directions in second language teaching than in any other field. Some current predictions assume the carrying on and refinement of current trends; others appear a bit more science-fiction-like in their vision.
However, the future of L2 teaching methodologies, as yet not fully explored, is associated with what might be called a ‘cognitive approach to language learning’. Perhaps this cognitive, or information-processing approach is where the future lies.
