Approach, Methods,

Techniques

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

technique

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

learning and teaching

Method = an overall plan for systematic presentation of language

based upon a selected approach

Techniques = 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 method
Method = 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+procedures
2. a theory of the nature 2. syllabus and behaviours
of 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 learning

Method = a generalized set of classroom specifications for

accomplishing linguistic objectives

Syllabus = design for carrying out a particular language program
Technique = any of a wide variety of exercises, activities or devices

used in the language classroom for realising lesson objectives

Repka´s model

Approach Method
Planning operation
Programming – syllabus selection of tasks –
(specification of objective) dynamization of
techniques

Stern – 3 theories

1. Theory of teaching foreign language
2. Approaches and methods
3. 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 materials
Textbooks
- Selecting a textbook is a complex task, different things must be taken

into consideration:

a) goals of the course
b) background of students (age, education, native language,

motivation)

c) approach
d) language skills (listening, speaking, reading, writing)
e) general content (proficiency level, authenticity)
f) quality of practice material (exercises, explanation, review)
g) sequencing
h) vocabulary
i) sociolinguistic factors (variety of English, cultural content)
j) format
k) 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 aids
1.Commercially produced – audio cassettes with: listening exercises
lectures
stories
- video tape and films: documentation
instruction
- slides, photographs, posters
2.Creative your own – tapes of conversations of people known to the students
- posters, charts, magazine pictures
3. Realia
Objects – food items, cosmetics, tools and other materials
Computer 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.