During recent years, the concept of andragogy has gained more attention than ever before in language teaching and learning process. The reasons are manifold. On the one hand, there are reasons attributed to the establishment of a scientific base for teaching, and on the other hand, the necessities that have arisen in professionalizing the pedagogic strategies to be employed in making foreign language teaching-learning as effective as possible. The pedagogical thought and framework in the field of foreign language teaching and its historical context highlight the characteristics quite typical in terms of multiculturalism, modernity, urbanism, migration of language learners from rural areas. This, in turn, defines its new borders and limitations compared to the deep-rooted traditional models of education. There is a need for the creation of a broader epistemological structure of pedagogy and therefore, it is essential that new and innovative teaching/didactic methods be appropriately identified. 

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