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