Abstract
Enhancing communicative abilities is a key issue in English education. Research has been conducted on various communicative approaches, and the Common European Framework of Reference (CEFR) shows what kind of abilities are needed for fluent and accurate communication. Nevertheless, TOEFL test results show that English education in Japan has failed to nurture good language learners. This article investigates the pedagogical problems, focusing, in particular, on two different approaches in language teaching: learning-based production (LBP) and production-based learning (PBL). It will be argued that the core problem might be overcome by recognising each learner as a whole. In light of this, it proposes the need for a paradigm shift from LBP to PBL. To change the directions in teaching, however, English education needs to be viewed from both a broader and long-term perspective spanning centuries. Consequently, discussions in this article include some speculative views concerning education in the 22nd century, revealing what needs to be done in this century.
