APPROACH, METHOD, TE;CHNIQUE

Edward Anthonv

APROACH = a set of assumptions dealing'with the nature of

l lan2Uage, learnin2 and teachin2= axiomatic in character "'Which d~ nor require logicalexplanation ( how and what to tench)

!

METHOD = an overall plan for systematiri presentation ofl language based upon selected,alJlJlOaChprocedural =manner ,how we teaGh something

TECHNIQUES = specific activities manife:sted in the classroomthat are consistent with a method an therefore in

harmony with an approach a~ well

particular, used to accomplish an immediate objective

METHOD=

an umbrella term for the specification and in~errelation of theo ry andpractice '

APPROACH ~ ~ DESIGN= general strategy = specification of

::objectives andi content in! syllabuses and textbooks!

PROCEDURE

RICHARDS & ROGERS:

METHOD

APPROACH

R. REPKA :

PROCEDURE

•. DESIGN

Difference between approach and method

APPROACH

- set of principles- the set of correlative

assumptions axiomatic in itscharacter,- it is general strategy how to

aproach- what we believe , set of beliefs

METHOD

- the way how we want to achievel

st. :i

proced':lral character( how weteach \

- tacties

- any method musí be derivedfrom approach

- an overall plan for the orderlypresentation of linguisticmaterial

METHOD 'consists of 2 parts:1. Planning (statie character)=

specification of objectives,syllabuses and textbooks ,

2. Task ( dynamic )= techniques,procedures, activities

GENERAL CHARACTERISTICS OF METHOD:

1. GOAL - ORIENT ATION

2. LINKAGE TO THE CONTENT

3. ORGANISA TION

4. SUCCESSIVENESS

5. PROGRESSIVENESS

I Approach

Met ho d

r Design J I Procedure

a. A theorv of the nature

I

a.The general and a. Classroom technil/ues.of language specific obiectives ofpractices, and

the methodbehaviors obsen'ed

when the method isb.A svIIabu s model Iusedb. A theorv of the nature

I

c.Tvpes of learn ing and

of language learn ing teaching activities

II

Learner roles

e. Teacher roles

f. The role ofinstructionalmaterials

THE AUDIOLINGUAL METHOD

I Approach [Design J

Procedure

a. A theorv of the natureof lanf!ullf!eStructurallinguistics

b. A theorv of the natureof lllnf!ullf!e learninf!Behaviorism

a. The f!eneral andspecific obiectives ofthe method

Short range objectives:training in listeningcomprehansion,accu­rate pronunciation,recognition of speechsymbols as graphicsigns,ability toreproduce these symbolsin writing.Long term objectives :Language as the native

speaker uses it

b. A svllabus modelLinguistic, structure­based approach tolanguage teachingListening,speaking,reading and writingc. Tvpes of learninf! and :

teachinf! activitiesDialogues and drillsd. Learner roles

=they can be directed byskilled trainingtechniques to producecorrect respponses

e. Teacher rolesTeacher- dominatedmethod

.f The role ofinstructionalmaterials

They are teacheroriented

a. Classroom technit,ues,practices, andbehaviors obsen'edwhen the method isused

- extensive oralinstruction

- immediate and

accurate speech- the modelIing of all

learnings by theteacher