Approach Design Procedure

7/30/2019 Approach Design Procedure

1/17

Method :

Approach, Design, and Procedure

By Mahdi Hasanpour

Khatam University of Tehran 2013


2/17

Approach

Method

Technique

Edward Antonys original proposal (1963)


3/17

Approach:

The level at which assumptions and beliefs about language

and language learning are specified.

Approach is axiomatic .

Method :

The level at which the theory is put into practice. Its anoverall plan for the orderly presentation of language material

that is based upon the selected approach.

Method is procedural.

Technique :

The level at which classroom procedures are described.

Technique is implementational.


4/17

Approach

Audio-lingual & Situational Methods

Structural Linguistics and Behavioristic Psychology

Cognitive Code Learning

Cognitive Psychology & Generative TransformationalLinguistics

Direct Method

Assumption is very weak

Grammar-Translation Method

Theory less


5/17

Method

Audio-Lingual Method:

Uses dialogues and drills that are carefully graded.

Principles of Structural Descriptive Linguistics

Technique

Audio-Lingual Method:

Uses pattern practice as one of its techniques.

Principles of Behaviorism


6/17

According to Antony :

This model is a useful way of distinguishing between different degrees ofAbstraction and Specificity found in different language teaching proposals.

&

This has the advantage of simplicity and comprehensiveness and serves as a way

of finding the relationship between underlying theoretical principles and the

practices derived from the method.


7/17

Edward Antony fails to give sufficient attention to the Nature of a Method itself.

His proposal fails to account for:

How an approach may be realized into a method

How method and technique are related


8/17

Method

Approach Design Procedure

Jack C . Richards & Ted Rodgers Model (1986)


9/17

Approach :

It defines assumptions, beliefs, and theories about the nature of language and languagelearning.

Design :

It specifies the relationship of these theories to classroom materials and activities.

Procedure :

These are the techniques and practices that are derived from ones approach and design.


10/17

Two main streams of thought in language teaching

methods :

Formalists

They rely on forms, deductive form of teaching, artificial exercises, written

language,

Activists

They rely on acts, inductive form of teaching, natural communicative exercises,

speaking,


11/17

Different Views on Methods & Approaches derived from:

The nature of language

The nature of language learning

Goals and objectives in teaching

The type of syllabus to use

The role of teachers , learners, and instructional materials

The techniques and procedures to use

LONGMAN DICTIONARY


12/17

Theoretical Views of language & the nature of language:

Structural view

Language is a system of structurally related elements for the coding of meaning.

Phonological units ( Phonemes)

Grammatical units ( Clauses, Phrases,...)

Grammatical Operations (Adding, Shifting, Joining,)

Lexical Items (Function words and Content words)

Functional view

Language is a vehicle for the expression of functional meaning.

Wilkinss Notional/ Functional Syllabuses

English for Specific Purposes (ESP)

Interactional view

Language is a vehicle for the realization of interpersonal relations and for the performance of

social transactions between individuals.


13/17

Theory of Language Learning

Process-Oriented Theories:

It builds on learning processes, such as habit formation, induction, inferencing, hypothesis

testing and generalization.

Condition-Oriented Theories:

It emphasizes the nature of the human and physical context in which language learning

takes place.


14/17

Stephen Krashens Monitor Model

At the level of the process: He distinguishes between acquisition and

learning.

Acquisition : The natural assimilation of language rules through using language

for communication.

Learning: The formal study of language rules and its a conscious process.

Learning is available as a monitor.

At the level of the condition: He addresses the conditions necessaryfor the process of acquisition to take place.

He describes it as a type of Input.


15/17

A Specification of the role of Learners

The types of learning tasks set for learners

The degree of control learners have over the content of learning

The patterns of learner groupings which are recommended or implied

The degree to which learners influence the learning of others

The view of the learner as a processor , performer, initiator, problem solver

A Specification of the role of Teachers

The type of functions teachers fulfillThe degree of control or teacher influence over learning

The degree to which the teacher determines linguistic content

The types of interaction between teachers and learners


16/17

A Specification of the role of Materials

The primary goal of materials

The form materials take ( e.g., textbook, audiovisual format, etc.)

The relation materials have to other source of input

The assumptions the materials make about teachers and learners


17/17

Documents

Approach Design Procedure