Chapter 2
The nature of approaches and
methods in language teaching
Approaches and Methods
• An approach or method refers to a
theoretically consistent set of teaching
procedures that define best practice in
language teaching
• Particular approaches and methods, if
followed precisely, will lead to more effective
levels of language learning than alternative
ways of teaching
• The quality of language teaching will improve if
teachers use the best available approaches and
methods
• Different approaches and methods have very
different characteristics in terms of goals,
assumptions about how a second language is
learned, and preferred teaching techniques, have
in common the belief that if language learning is
to be improved, it will come about through
changes and improvements in teaching
methodology.
• The active period of approaches and methods
was from the 1950s to the 1980s.
• 1950s-1960s--- Audiolingual Method and the
Situational Method--- Communicative Approach
• The same period– the Silent Way, the Natural
Approach, Total Physical Response
• 1990s---Content-Based Instruction and TaskedBased Language Teaching, Cooperative Learning,
Whole Language Approach, Multiple Intelligences
Definition of Approach, Method,
Technique
• Edward Anthony (1963) identified approach,
method, technique as:
• Approach is the level at which assumptions and
beliefs about language and language learning are
specified, also refers to theories about the nature
of language and language learning .
• Method is the level at which theory is put into
practice and at which choices are made about the
particular skills to be taught, the content to be
taught, and the order in which the content will be
presented
• Technique is the level at which classroom
procedures are described
• The level means level in which objectives,
syllabus , and content are determined, and in
which the roles of teacher, learners, and
instructional materials are specified.
Approach
• Approach is the level at which assumptions
and beliefs about language and language
learning are specified, also refers to theories
about the nature of language and language
learning that serve as the source of practices
and principles in language teaching.
• There are at least three different theoretical
views of language and the nature of language
proficiency.
1. The structural view: the mastery of elements
of phonological units, grammatical units,
grammatical operations, lexical items…
2. The functional view: semantic and
communicative dimension. A notional
syllabus would include not only elements of
grammar and lexis but also specify the topics,
notion and concepts the learners needs to
communicate about, for example, ESP.
3. The interactional view: It sees language as a
vehicle for the realization of interpersonal
relations and for the performance of social
transactions between individuals. Language is
seen as a tool for the creation and
maintenance of soical relations.