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Approach

The document outlines the hierarchy of language teaching concepts, starting with 'approach' which defines the philosophy of language and learning. It then details 'method' as the practical application of an approach, including teaching skills, roles, and content organization. Finally, it describes 'procedure' as ordered techniques within a method, and 'technique' as specific strategies used in the classroom to achieve learning outcomes.

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3 views1 page

Approach

The document outlines the hierarchy of language teaching concepts, starting with 'approach' which defines the philosophy of language and learning. It then details 'method' as the practical application of an approach, including teaching skills, roles, and content organization. Finally, it describes 'procedure' as ordered techniques within a method, and 'technique' as specific strategies used in the classroom to achieve learning outcomes.

Uploaded by

tayyabnaqvi03
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Approach

An approach refers to the general assumptions about what language is and about how learning a
language occurs (Richards and Rodgers, 1986). It represents the sum of our philosophy about
both the theory of language and the theory of learning. In other words, an approach to language
teaching describes:

1. The nature of language,


2. How knowledge of a language is acquired,
3. And the conditions that promote language acquisition.
Method

A method is a practical implementation of an approach. A theory is put into practice at the level
of a method. It is understood as a group of procedures that clearly explains how to teach a
language. It includes decisions about:

 The particular skills to be taught,


 The roles of the teacher and the learner in language teaching and learning,
 The appropriate procedures and techniques,
 The content to be taught,
 And the order in which the content will be presented.
It also involves a specific syllabus organization, choices of the materials that will boost learning,
and the means to assess learners and evaluate teaching and learning. It is a sort of an organizing
plan that relies on the philosophical premises of an approach.

Procedure

Jeremy Harmer (2001) describes ‘procedures’ as “an ordered set of techniques.” They are the
step-by-step measures to execute a method. A common procedure in the grammar-translation
method, for example, is to start by explaining the grammar rules and exemplifying these rules
through sentences that the students then had to translate into their mother tongue. According to
Harmer, a procedure is “smaller than a method and larger than a technique.”

Technique

Implementing a procedure necessitates certain practices and behaviors that operate in teaching a
language according to a particular method. These practices and behaviors are the techniques that
every procedure relies on. Techniques, in this sense, are part and parcel of procedures. They are
the actual moment-to-moment classroom steps that lead to a specified outcome. Every procedure
is realized through a series of techniques. They could take the form of an exercise or just any
activity that you have to do to complete a task. For instance, when using videos, teachers often
use a technique called “silent viewing” which consists of playing the video without sound and
asking students to figure out what the characters were saying.
A Technique is each specific strategy that is used in the classroom.

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