ELTWeekly Vol. 3 Issue#100 | October 3 | ISSN 0975-3036

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Sahar sadat Hadigheh, Shiraz University of Medical Science, Paramedical Faculty of Gerash, Iran
M. Saber Khaghaninezhad, Ph. D student of TEFL, Ferdowsi University of Mashhad, Ira

Although TBLT and  TPR are two temporally distant  methods of language teaching, both have some similar underlying educational principles. Believing in the unity of the origins of TBLT and TPR, this paper tried to depict this evolutionary survey which started by Asher‟s (1974) proposition of the relation of speech and action and gradually developed to a full-fledged, multidimensional instructional approach which ruled over the realm of second/foreign language learning  in the present decade.  Hence, in order  to be faithful to an objective framework for studying these two methods, the researcher applied Rogers & Richard‟s (1986) trichotomous plan of method classification according to which three key aspects should be focused for each method investigation; approach (theory of the nature of language and theory of the nature of language learning), method (student‟s role, teacher‟s role, the role of instructional materials, and assessment facets), and procedure (classroom techniques and practices). All of these elements have been focused respectively for both methods to see how TPR changed into TBLT in an evolutive movement. (more…)