During the last fifteen years new methods of teaching have been introduced to the foreign language teacher who was raised on an audio lingual diet. These teachers prefer teaching to learning, because teaching a subject in accordance with acknowledged tricks of the trade is what teachers are there for. Unfortunately, words such as teaching, learning and method have been semantically disappropriated during the period of change. The audiolinguist conceived teaching as a series of steps anchored in the logic of behaviourism, while to the methodologist of today teaching seems to be more or less identical with waiting for learning to happen. The author gives brief descriptions of some methodologies, establishes the metaphor of theatre arts as a suitable denominator for all holistic methods and presents arguments in favour of a revival of the theatre arts as a means of promoting foreign language learning. Gedurende die laaste vyftien jaar is verskeie rtuwe metodes vir dieaanleer van vreemde tale bekendgestel. Vir die onderwyser in vreemde tale wat nog opgegroei het in 'n oudiolinguale atmosfeer is dit uiteraard vreemd. Hierdie onderwysers het nog onderrig verkies eerder as aanleer. Die onderrig van 'n vak in ooreenstemming met erkende kunsgrepe is immers waarvoor onderwysers daar is. Gedurende die periode van verandering is daar egter op semantiese vlak 'n vraagteken geplaas oor woorde soos "onderrig", "aanleer" en "metode". Vir die oudiolinguis is onderrig 'n reeks stappe wat vloei uit die logika van die behaviorisme, terwyl die metodoloog van vandag onderrig eerder si en as 'n wagproses op leer om te gebeur. Die outeur gee kort beskrywings van sekere metodes, hy beklemtoon die uitvoerende kunste as toepaslike gemene deler vir alle holistiese metodes en hy bepleit 'n herlewing van die teaterkunste as 'n manier om die aanleer van vreemde tale te bevorder.