Faculty of Letters and Social Sciences

Course: Teaching Portuguese

Estudantes: Helton Sitoe

Viano Manuel

Critical review

RICHARDS, J.; RODGERS, T. Method: Approach, Design, and Procedure. Tesol

Quarterly. v. 16, n. 2, p. 07-175, June, 1982.

Jack Croft Richards (born July 28, 1943) is a linguist

applied from New Zealand, specialized in teaching second and foreign language,
teacher training and material design. He wrote numerous articles and books. The
most of his books and articles are in the field of second language teaching and have been
translated into many different languages. He was appointed full professor at
Department of English as a Second Language at the University of Hawaii in 1981.
Born in New Zealand, Richards obtained the title of Master of Arts with honors.
first class in English at Victoria University in Wellington, New Zealand, in
1966. Obtained his Ph.D. in applied linguistics from Laval University in Quebec.
City, Canada in 1972.
Theodore S. Rodgers has been a faculty member at the University of Hawaii since 1968.
He has been a Professor of Psycholinguistics since 1976. In Hawaii, he worked at the colleges of
Education, English, English as a Second Language, Information Sciences and Psychology.
For fifteen years, he led the Hawaii English Program, the largest endeavor in
curriculum development for language teaching already carried out in the USA. He is the author of
about sixty books and articles and is co-author (with Jack Richards) of a text on
language teaching methodology, Approaches and Methods in Language Teaching
(Cambridge University Press, Second edition 2001).

Abordagem é um conjunto de pressupostos que lidam com a natureza de ensino e

language learning. One approach is axiomatic. It describes the nature of the subject to
to be taught. Method is a general plan for an orderly presentation of the material
language. One approach is axiomatic and a method is procedural.
Richards and Rodgers use the method as the most general and important term. Under
method, they have the terms approach, design, and procedure. Their use of the term
the approach is similar to Anthony's use, but their concept is more comprehensive and
explicit. It includes theories of the nature of language (including units of language analysis) and
the nature of language learning with references to psychological principles and
pedagogical.
Richards and Rodger (1986) present a reformulation and subsequent expansion of
concept of method. For the authors, a method is composed of three components: the
approach, the design and the procedures.
Brown (2001) draws attention to the fact that, in general terms, the concepts of method
The technique, by Anthony, was renamed by Richards and Rodgers.
For drawing and procedures, respectively. However, it is worth noting that, for
Richards and Rodgers, the method ceases to be an intermediate hierarchical stage for
become the harmonious combination of three factors: the approach, the design, and the
procedures.

The approach, as in Anthony's view (1963), is understood by Richards and

Rodgers (1986), like the teacher's conceptions about language and learning. It is
influenced, basically, by theories derived from Linguistic Sciences (in what is
refers to the view of language) and Psychology (in relation to the view of
teaching/learning.
The audiolingual method serves once again for the sake of exemplification.
With regard to the view of language, the mentioned method is based on structuralism (the language
while form/structure). The learning vision that underpins the method is the
Behaviorism, according to which learning occurs through
of habit formation, through the famous triple approach:
stimulus, response, and reinforcement.

Course design
The second constituent element of a method in Richards' view and
Rodgers is the design. The authors subdivide the design into: objectives of
ensino, programa de ensino, papel do professor, papel do aluno, papel dos materiais
instructional, types of tasks. It is worth highlighting that the above elements derive from
approach and need to be in logical and harmonious interrelations. Let's see some
examples:
The student's role is to correspond to the teacher's role or complement it.
Let's imagine a teaching situation in which the teacher's role is to be an example
for the student, providing examples of the target language. In this case, the student will have the role of
reproduce/ repeat/ imitate the teacher's examples.
The teaching program is closely related to teaching objectives. In most cases
At times, the teaching program will be a response to the learning objectives.

Procedures
The procedures refer to the techniques, behaviors, practices, and strategies.
didactics that enable the practical and real execution of a method in the classroom.

The article written by Jack Richards and Ted Rodgers aims to propose a model to
from which we can describe any method of language teaching and also
we will be able to analyze them regarding their adequacy, compare their
similarities and differences with others.
From a historical perspective that revisits language teaching since the
the 50s, the authors state that, unlike the previous decades when the
language teaching was based on only one theory or identified with the
orthodoxy of audiolingualism, nowadays teachers find themselves confronted with a
set of options based on various fields of study previously uncharted.
They conclude, therefore, that the field of language teaching has distanced itself from the practice of acceptance.
just a theory as the one that guides the organization of the exercise of teaching a
language.
So that they can outline the model of analysis of teaching methods to which they
Richards and Rodgers take as their starting point the distinction between
approach, method, and technique made by Edward Anthony (1963) and adapt them,
justifying that they prefer the word method to refer to the specification and
interrelation of theory and practice, and finally, suggesting to use the terms approach,
drawing and procedure.
This terminology is used to refer to three interrelated elements of
organization on which teaching practices are based. The approach is
defined by the authors as the assumptions, beliefs, and theories about the nature of
linguagem e sua aprendizagem tidas como os construtos ou pontos de referência que
they provide theoretical foundations to justify what teachers do with their
students in the classroom. The relationship between language theories and learning theories
languages reflected in both the form and function of teaching materials and activities
in the context of instruction is addressed by the second level of this system, defined by
Richards and Rodgers as design. The third level, procedure, comprises the
techniques and classroom practices that are consequences of an approach and a
particular design. It is clear from the text that these three levels of organization form
an interdependent system and that the authors do not intend to suggest that the
the ideal methodological development should always follow the same direction: approach
drawing procedure. What they suggest is that methodologies can
develop from any of the three levels.

In the section dedicated to the Richards and Rodgers approach, they show us that theoretical views
about language and also those about its learning are responsible for
we will base a language teaching theory. According to them, we can perceive
at least three perspectives that support current language teaching methods: the
structural, which treats language as a system of structurally related elements
related to the encoding of meanings; the functional, in which language is a vehicle
of meaning expression; and the interactional, conceives the language as a vehicle of
the establishment of interpersonal relationships and for the performance of social transactions between
individuals.
The drawing is also influenced by the theoretical perspectives that underpin the
approach, as shown to us by the authors. These concepts can be seen
reflected in the content to be taught, in the role of the learner and the teacher, and in the types and
functions of teaching materials.

The authors divide them into three: structural methods, functional methods, and methods
interactive. In turn, they subdivide structural methods into traditional methods of
grammar, and the audiolingual method.
The grammar translation method teaches students grammar and provides
vocabulary with direct translations to memorize. It was the predominant method in
Europe in the 19th century.
At school, grammar instruction consists of a process of training in the rules of a
language that should allow all students to express their opinion correctly,
understand the observations directed at them and analyze the texts that are given to them
directed. reading. The goal is that, upon leaving college, the student controls the tools
of the language which are vocabulary, grammar, and spelling, in order to read, understand
and write texts in the most diverse contexts. The teaching of grammar examines the texts
and develops the awareness that language constitutes a system that can be
analyzed.
This knowledge is acquired gradually, going through the facts of language and
the syntactic mechanisms, going from the simplest to the most complex. The audio method-
Linguistic was developed in the United States around World War II,
when governments realized they needed more people who could
converse fluently in a variety of languages, work as interpreters,
classroom assistants of code and translators. However, as the teaching of languages
foreigners in that country were strongly focused on teaching reading, there were no
books, other materials or courses at the time, then new methods and materials had
that are to be invented, then the authors talk about functional methods, subdivided
in 2, respectively
oral approach and situational language teaching and directed practices.
The oral approach was developed from the 1930s to the 1960s by linguists.
British applied linguists like Harold Palmer and AS Hornsby. They were familiar with
com o método direto, bem como com o trabalho de linguistas aplicados do século 19,
like Otto Jespersen and Daniel Jones, but they tried to formally develop a
a more scientifically grounded approach to teaching English than the
evidenced by the direct method.
The guided practice makes students repeat sentences. This method is used by courses.
US diplomats. He can quickly provide knowledge of
type book of phrases of the language. Within these limits, the student's use is exact and precise.
However, the student's choice about what to say is not flexible. And finally, they present the
subdivisions of interactive methods, divided into, direct, language teaching
communicative, immersion in the language, silent way, language learning
community-based, Suggestopedia, natural approach, and total physical response.
The direct method, sometimes also called the natural method, is a method that
avoid using the students' native language and use only the target language. It was established in the
Germany and France around 1900. The direct method operates on the idea that the
learning a second language should be an imitation of the first language, because
this is the natural way humans learn any language: a child
never depends on another language to learn your first language and, therefore, the language
mother tongue is not necessary to learn a foreign language. This method provides great
emphasis on correct pronunciation and the target language from the beginning. He advocates for teaching
of oral skills at the expense of all traditional teaching objectives
languages. These methods depend on the direct representation of an experience in a
linguistic construction, instead of relying on abstractions like mimetism, translation and
memorization of grammatical rules and vocabulary,
The authors also provide a brief explanation of what Language Teaching is.
communicative, communicative language teaching (CLT), also known as
Communicative Approach emphasizes interaction as both the means and the ultimate goal of
learning a language, it remains popular, particularly in Europe, where the
constructivist views on language learning and education in general dominate
the academic discourse. Although 'Communicative Language Teaching' is not as much
a method in itself, but an approach.
Richards and Rodgers say that immersion in the language in school contexts offers
academic content through a foreign language, providing support for the
L2 learning and the maintenance of the first language. There are three main types of
immersion education programs in the United States: language immersion
foreign, double immersion and indigenous immersion.
They characterize a Silent Way as, the Silent Way is an approach to
discovery learning, invented by Caleb Gattegno in the late 1950s. The
The professor remains largely silent, giving more space for the students to explore.
the language. Students are responsible for their own learning and are encouraged to
to express oneself; beginners talk about what they see, more advanced students talk about
their lives and what they think. The role of the teacher is not to model the language, but to correct.
errors giving sensitive feedback. Regarding the teaching of pronunciation, the Silent
Way é um good example yes Approach Articulatory. Giving
following, community language learning (CLL) is a method proposed by
Charles A. Curran during the 1970s. It is based on the approach of
counseling, in which the teacher is seen as a counselor. Emphasizes the sense of
community in the learning group fosters interaction as a vital aspect of
learning and prioritizes the feelings of the students and the
recognition of struggles in language acquisition. There is no study program or
the following textbook and it is the students themselves who determine the content of the lesson.
Notably, he incorporates translation and recording techniques.
The authors state that suggestopedia was a method that gained popularity.
especially in recent years, both with fierce supporters and critics
very strong, some claiming that it is based on pseudoscience. It is said of the approach
natural is a language teaching method developed by Stephen Krashen and Tracy
D. Terrell. They emphasize that the student receives large amounts of information.
understandable. The natural approach can be categorized as part of the approach
of comprehension for language teaching.

Finally, the scholars present us with an application of the analytical model.

they proposed, using the Total Physical Response method as an example and conclude
the article concluding that such a model can provide the teacher with insights regarding the
internal adjustment of methods in particular, as well as describe differences and
similarities between alternative methods.