What is approach,
method,procedure and technique?
APPROACH
METHOD
PROCEDURE
theories
about
the language
the
practical
realization
of an and
approach
language learning
that serve as
TECHNIQUE
ordered
sequence
source
of practices
andof
• the
decide
on the
types of activities,
roles of
techniques
like
“first
you
do
principles
language
teachers
andinlearners,
thelearning
kinds of material
this, single
then you
do
that...”
activities,
and syllabus
organization
not a whole
procedure
GTM,
Direct Method
& Audiolingualism
Ss were given explanations of grammar
and sentences exemplifying these
sentences
3 Basic assumptions:
1. Language; at the level of sentence only
2. No attention to spoken language
3. Accuracy is important
A reform movement (reaction to GTM)
Paraphrase in order to avoid the use of
translation
Again the sentence is the focus point
Accuracy is still important
ONLY the target language is used.
It finds its roots in Behaviorist model
using the stimulus-response reinforcement
model
Drills are heavily used to form habits
Errors are not tolerated in drills
PRODUCTION
• the students
practice the newly
taught language
• the students are
asked to use the new
language in sentences
of their own.
PRESENTATION
• the teacher introduces a
situation which
contextualises the language
to be taught.
It is teacher-centered
Students learn in “straight lines,” but human
learning is more random
It is not good to break language down into
small pieces to learn
Lewis (1993); it doesn’t reflect the nature of
language and the nature of learning
Keith Johnson 1982; deep-end strategy (encouraging
the immediate production
In Byrne’s alternative approach all three phases of
PPP are joined, and teachers and students decide at
which stage to enter the procedure
Engage; the point where students are engaged
emotionally with what’s going on
Study; the point where the teaching and learning element
is described putting focus on how sth is constructed
Active; the stage where students are encouraged to use the
language.
Engage
Study
Engage
Engage
Study
Study
Activate
Activate
A straight arrows
lesson procedure
Activate
A boomerang
lesson procedure
A patchwork lesson
procedure
Community
Language
Learning
Suggestopedia
Total Physical
Response
Silent Way
• Students sit in a circle
• Sitting outside the circle, “a knower” provides or
corrects target language statements
• A student says what he wants to say either in English
or in his native language; if it is in the native
langauge the knower translates it into English, then
the student can say what he wants to say in English
• The teacher’s job is to facilitate rather than to
teach.
Suggestopedia
Georgi Lozanov
Physical environment of the classroom is very
important
Students need to be comfortable and relaxed; the
affective filter should be lowered
Infantilisation is important; there is a parentchild relationship between the teacher and students
(take different names)
James Asher
TPR asks students to respond physically to the
language they hear; language processing is
matched with physical action
The teacher gives commands and the students try
to respond those commands
Lowering the affective filter is important
Caleb Gattegno
Learning is best facilitated if the learner discovers
and creates language rather than just remembering
and repeating what has been taught.
Use of colored rods – Cuisenaire rods – as well as
color-coded phonetic and word charts
Rather than focusing only on grammar and
vocabulary, language functions are emphasized
the aim is to train Ss to use language forms
how to teach) Language learning will take of itself;
enough exposure to language in use and creating
opportunities to use the language are very
important.
A desire to
communicate
Variety of language
A communicative
purpose
No teacher invention
Content not form
No materials control
Task-based Learning
• instead of a language structure, Ss are presented
with a task they have to perform or a problem they
have to solve.
• There are three basic stages; in the Pre-task stage,
teacher introduces to topic and task by highlighting
useful words and phrases, and gives the task
instruction
• In the Task cycle, students first perform the task in
pairs or groups, then they plan how to report what
they did and then they report it to other students.
• • In the Langauge Focus stage, the students
examine and discuss specific features of any
listening or reading text provided by the
teacher and they do some practice of specific
language features which the task has
provoked.
• • Critics of TBL say that it is not applicable to
lower level learners; that everything can not
be taught by using tasks; and it is difficult to
grade tasks in syllabus.