Approach, Method, Technique
What do you know about these
three concepts?
APPROACH, METHOD, AND
TECHNIQUE
An American applied linguist, Edward
Anthony (1963) introduced the terms.
Approach
Method
Technique
Approach: a set of correlative assumptions
dealing with the nature of language teaching
and learning. It is axiomatic. It describes the
nature of the subject matter to be taught...
Method: an overall plan for the orderly
presentation of language material, no part of
which contradicts, and all of which is based
upon, the selected approach. It is procedural.
Technique: implementational – that which
actually takes place in a classroom. It is a
particular trick, strategem, or contrivence
used to accomplish an immediate objectives.
It must be consistent with a method and
therefore in harmony with an approach as
well (Anthony, 1963: 63-67).
saw Approach, Method, and Technique in
different ways:
Method
Approach
Design
Procedure
Approach:
a. Theory of the nature of language:
- An account of the nature of language
proficiency
- An account of the basic units of language
structure
b. Theory of the nature of language learning
- An account of the psycholinguistic and
cognitive processes involved in language
learning
- An account of the conditions that allow for
successful use of these processes
Design:
a. Objectives
b. Syllabus model
c. Types of learning and teaching activities
d. Learner roles
e. Teacher roles
f. Role of instructional material
Procedure: classroom techniques, practices,
and behaviors observed when the method is
used.
- Resources in terms of time, space, and
equipment used by the teacher
- Interactional patterns observed in lessons
- Tactics and strategies used by teachers and
learners when the method is being used
Approach, Methods, strategies
Simpler Definitions
• Approach: the underlying theory by which
particular teaching methods were ‘rooted’
from
• Methods: procedures for achieving particular
aims or objectives
• Strategies: step by step actions to achieve
specific learning objectives
Examples
Approaches
Methods
Strategies
Teacher-centered
Deductive
Direct instruction
Expository
Lecturing
Student-centered
Inductive
Inquiry
Group work
Cooperative learning
Student research
POPULAR METHODS
IN ELT PEDAGOGY
Discussion
DEWI
• GTM
• Direct Method / Direct
instruction
DEBI
• Content-based learning
• Problem –based learning
NITA
• Community Language
Learning
• Audiolingulism
BAGI
• TPR
• Silent Way
DAYU
• Suggestopedia
• Communicative Language
teaching
Point to Discuss
•
•
•
•
Historical introduction
Characteristics of Methods
Applicability
Strengths and weaknesses
Important place of L1
 Exposure to rules of grammar and
vocabulary
 Focus on sentences
 Sentences are translated into L1
 Limited speaking
 Most important: accuracy

Direct Method
(End of 19th century)
Use of TL
Relate grammar to objects or
pictures
Focus on meaning
Most important: Speaking
(accuracy is also important)
 CLIL
(using non language course content to
learn language)
 Assumption: academic subjects provide
natural content for language instruction

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
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is based on counseling learning approach
Learning considers learners as unique
individual (whole person) with feeling,
physical reactions, instinct, desire to learn
Learning should not be threatening
Learners should be encouraged to interact
Teacher facilitates learners to feel secure
(De)suggestopedia
 Affective-humanistic approach to learning
 Psychological barriers are considered the
source of failure
 T desuggests learners so that the fear of
failure could be eliminated
 Integrate fine art in language learning
Learning occurs through
communication
 Lessons are segmented based on
communicative functions
 Targeted to achieve communicative
competence (linguistic, discourse,
sociolinguistic, and strategic)

Task-based Learning
• Learning occurs through tasks that follow
the problem solving nature
• Provide natural ways to interact using the
target language
Based on behaviourism (stimulusresponse-reinforcement)
 Drill and substitution to form habit
 Practice on sentence level
 Accuracy is important

Presentation (structural-situational)
 Practice: accurate reproduction,
repetition (individual and group), cue
response drill)
 Production: students produce
sentences/use languages with the
media of pictures)
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
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CLL: a ‘knower’ stand outside the circle and
help the group with suggestion, translation
or amendment)
Suggestopedia: comfortable, relax physical
environment supported with music and
students takes on different names
TPR (learn through physical movement)
Silent Way (teacher speaks as little as
possible, use sign and mimics or gestures
for students to learn)