Approach, Methods, Techniques

Edward Anthony- There are three hierarchical elements – approach, method,

techniqueExplanation:Approach = set of assumptions dealing with the nature of language,

learning and teachingMethod = an overall plan for systematic presentation of language based

upon a selected approachTechniques = the specific activities manifested in the classroom that are

consistent with a method and therefore in harmony with an approach as well

Theodor Rogers, Jack Richards- Proposed a reformation of the concept of methodMethod = their method is more referred to “methodology“ = a generalized set of classroom specifications for

accomplishing linguistic objectives. The subordinate themes are: approach, design, procedures

Elements and subelements of method – Richards and Rogers

approach design procedure

1. theory of native 1. the general and the classroom language specific objectives techniques+procedures2. a theory of the nature 2. syllabus and behavioursof language learning 3. types of learning and observed when teaching activities the method is used 4. learner´s role 5. teacher´s role 6. the role of instrumental materials

Definitions that reflect current usage:Methodology = the study of pedagogical practices in general (how to

teach)Approach = theoretical positions and beliefs about the nature of

language, the nature of language learningMethod = a generalized set of classroom specifications for

accomplishing linguistic objectivesSyllabus = design for carrying out a particular language programTechnique = any of a wide variety of exercises, activities or devices

used in the language classroom for realising lesson objectives

Repka´s model

Approach MethodPlanning operationProgramming – syllabus selection of tasks – (specification of objective) dynamization of techniques

Stern – 3 theories

1. Theory of teaching foreign language2. Approaches and methods3. Proved hypotheses concerning approaches and methods

TECHNIQUE- Any of a wide variety of exercises, activities, or devices used in the

language classroom for realizing lesson objectives- Technique is also referred to a task, procedure, activity and exercise

ACTIVITY- Anything that learners actually do in the classroom- Some sort of performance on the part of learners

PROCEDURE- The actual moment – to moment techniques, practices and

behaviours that operate in teaching language- Includes techniques

Categorizing techniques

1. From manipulation to communication◊ manipulative = totally controlled by the teacher and require a

predicted response from the students (choral repetition, drills, dictation and reading aloud)

◊ communicative = students´ responses are open-ended and unpredictable (story-telling, brainstorming, role – plays, games)

Drill◊ mechanical drill = only one correct response from a student = no connection with the reality◊ meaningful drill = may have a predicted response, but is connected to

some form of reality◊ quasi-communicative practice = if the exercise is communicative is no

longer a drill

2. Controlled to free techniques

Controlled Free= teacher centered =student centered= manipulative = communicative= structured = open-ended= predicted responses = unpredicted

responses = pre-planned objectives = negotiated

objectives

Taxonomy of techniques

Controlled techniques- warm up- setting- organizational- content explanation- role-play demonstration- reading aloud- question-answer, display- drill- translation- dictation- copying- identification- review- testing

Semi controlled techniques- Brainstorming- Story-telling- Dialogue- Narration- Information transfer- Information exchange- Wrap up- Preparation

Free techniques- Role play- Games- Report- Problem solving- Drama- Simulation- Interview- Discussion- composition

Supporting materialsTextbooks- Selecting a textbook is a complex task, different things must be taken

into consideration:a) goals of the courseb) background of students (age, education, native language, motivation)c) approachd) language skills (listening, speaking, reading, writing)e) general content (proficiency level, authenticity)f) quality of practice material (exercises, explanation, review)g) sequencingh) vocabularyi) sociolinguistic factors (variety of English, cultural content)j) formatk) supplementary material (workbook, tapes, tests, posters)l) teacher´s guide (answer keys, alternative exercises)

Other written texts- among other written texts available for use is an unlimited supply of real-

world textual material such as signs, schedules, calendars, advertisements, menus, notes...

Audio-visual aids1.Commercially produced – audio cassettes with: listening exercises lectures stories - video tape and films: documentation instruction - slides, photographs, posters2.Creative your own – tapes of conversations of people known to the students - posters, charts, magazine pictures3. RealiaObjects – food items, cosmetics, tools and other materialsComputer assisted language learning (CALL)- tutorial programs (covering grammar, vocabulary, revising, editing)- text building programs- process writing (drafting, revising, editing)- games- testing

Thank you for your attention.