Approach, method, and technique—Edward
Anthony
Method, approach, design, and procedure—
Richards & Rodgers
Methodology, approach, method,
Curriculum/syllabus, and Technique
APPROACH
Approach—a set of assumptions dealing
with the nature of language, learning,
and teaching. (Edward Anthony, 1963)
Approach—defines assumptions, beliefs,
and theories about the nature of
language and language learning.
(Richards & Rodgers, 1982)
METHOD
Method—an overall plan for systematic
presentation of language based upon a
selected approach (Anthony, 1963)
Method—an umbrella term for the
specification and interrelation of theory
and practice (Richards & Rodgers 1982:
154).
TECHNIQUE
Techniques—the specific activities
manifested in the classroom that were
consistent with a method and therefore
were in harmony with an approach as
well. (Anthony)
Procedures—the techniques and practices
that are derived from one’s approach
and design (Richards & Rodgers, 1986).
ANTHONY (1963)CONCEPT OF METHOD
Approach
Method
technique
Approach: a set of
assumptions dealing with
the nature of language,
learning, and teaching.
Method: an overall plan for
systematic presentation of
language based on a
selected approach.
Techniques: specific
classroom activities
consistent with a method,
and therefore in harmony
with an approach as well.
RICHARDS AND ROGERS (1986)
Method
Approach
Design
 They revised and extended
the original Anthony’s
method and technique.
 A method is theoretically
related to an approach, is
organisationally determined
by a design, and is
practically realised in
procedure.
Procedure
 Method is seen as an
umbrella term to capture
redefined approaches,
designs, and procedures .
METHODS, APPROACHES, PROCEDURES
Approach: refers to theories about the
nature of language and language
learning which are the source of the way
things are done in the classroom and
which provide reasons for doing them.
Method: is the practical realisation of an
approach.
Procedure: is an ordered sequence of
techniques
WHY ARE METHODS NO LONGER THE MILESTONE?
Brown (2002, p. 10)
1. Methods are too prescriptive, assuming too
much about a context before the context has
been identified.
2. Methods are quite distinctive at the early
stage and rather indistinguishable from each
other at later stages
3. One cannot determine which one is best
through empirical research
4. Methods are often the creation of the
powerful center and become vehicles of
“linguistic imperialism”
THE POST METHOD ERA
Kumaravadivelu (1994, 2006) suggests
what is needed is not alternative
methods, but ‘an alternative to method’
He suggests 10 macrostrategies as broad
guidelines, based on which teachers can
generate their own situation-specific,
need-based microstrategies or
classroom techniques.
POST METHOD ERA
1. Maximize learning opportunities
2. Facilitate negotiated interaction
3. Minimize perceptual mismatches
4. Activate intuitive heuristics
5. Foster language awareness
6. Contextualize linguistic input
7. Integrate language skills
8. Promote learner autonomy
9. Raise cultural consciousness
10.Ensure social relevance
2. Controlled to free techniques
Controlled
= teacher centered
= manipulative
= structured
= predicted responses
responses
= pre-planned objectives
Free
= student centered
= communicative
= open-ended
= unpredicted
= negotiated objectives
Taxonomy of techniques
Controlled techniques
- warm up
- setting
- organizational
- content explanation
- role-play demonstration
- reading aloud
- question-answer, display
- drill
- translation
- dictation
- copying
- identification
- review
- testing
Supporting materials
Textbooks
- Selecting a
textbook is a complex task, different things must
be taken into consideration:
a) goals of the course
b) background of students (age, education, native language,
motivation)
c) approach
d) language skills (listening, speaking, reading, writing)
e) general content (proficiency level, authenticity)
f) quality of practice material (exercises, explanation, review)
g) sequencing
h) vocabulary
i) sociolinguistic factors (variety of English, cultural content)
j) format
k) supplementary material (workbook, tapes, tests, posters)
l) teacher´s guide (answer keys, alternative exercises)
LANGUAGE-CENTERED METHODS
Audiolingual method
Preselected, presequenced linguistic
structures through form focused
exercises in class
linear
LEARNER-CENTERED METHODS
Communicative language teaching
Preselected, presequenced linguistic
structures and communicative
notions/functions through meaningfocused activities
Form & function
linear
LEARNING-CENTERED
Cognitive processes of language learning
Natural method
Nonlinear
DESIGNER NONMETHODS
Community language learning
The silent way
Suggestopedia
Total physical response
Humanistic approach
Counselors
PRINCIPLES AND PROCEDURES
KUMARAVADIVELU
Principles:
A set of insights derived from theoretical
and applied linguistics, cognitive
psychology, information sciences,
theoretical bases for the study of
language learning, language planning
and language teaching, syllabus design,
materials production, evaluation
measures
Procedures:
A set of teaching strategies
adopted/adapted by the teacher in order
to accomplish the stated and unstated ,
short- and ;long-term goals of language
learning and teaching in the classroom.
classroom events , activities or techniques