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Technique vs. Approach vs. Method

This document discusses the relationships between approach, method, and technique in language teaching. An approach is based on assumptions about the nature of language and language learning. A method provides an overall plan for presenting language material based on the selected approach. Techniques are specific classroom activities and skills that must be consistent with the selected method and approach. The arrangement is hierarchical, with the approach determining the method, and the method determining the techniques used in the classroom.

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minh_ec90
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13K views

Technique vs. Approach vs. Method

This document discusses the relationships between approach, method, and technique in language teaching. An approach is based on assumptions about the nature of language and language learning. A method provides an overall plan for presenting language material based on the selected approach. Techniques are specific classroom activities and skills that must be consistent with the selected method and approach. The arrangement is hierarchical, with the approach determining the method, and the method determining the techniques used in the classroom.

Uploaded by

minh_ec90
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Approach, method

and technique
discussion
• Suppose: you are to kill an
elephant, what methods (as
many as possible) would you
like to use? And why do you think
it works.
approach
• What is an approach?
• ----the act of getting close to
• ----way, path, road
• In language teaching, approach is a set of
assumptions dealing with the nature of
language teaching and learning. It
describes the nature of the subject matter
to be taught…
method
• What is a method?
• ----way of doing sth
• Method is an overall plan for the orderly pr
esentation of language material, no part of
which contradicts, and all of which is base
d upon, the selected approach. An approa
ch is axiomatic, a method is procedural.
technique
• Technique: technical or mechanical skills
• A technique is implementational – that
which actually takes place in a classroom.
It is a particular trick, stratagem, or
contrivance used to accomplish an
immediate objective. Techniques must be
consistent with a method, and therefore in
harmony with an approach as well.
Common techniques

• ----reading aloud, listening to the


tape,
• discussion, translation
• ----……..?????
Relations
• What’s their relations?
• For approach, method, and technique,
which determines which?
• ----approach determines method, in turn,
• method determines technique.
• The arrangement is hierarchical. The
organizational key is that techniques carry
out a method which is consistent with an
approach
Diagram a

techniques

Approach a
Method a Method b

Language Language
teaching Approach b skill

Method c Method d

techniques
Diagram b

approach

Ma Mb Mc

Ta Tb Tc Td Te Tf
• Elements and sub-elements of
method
Richards and Rodger’s model

• It includes approach, design


and techniques
Approach

• A. a theory of the nature of language


• ----an account of the nature of language
• proficiency
• ----what can be called language
• proficiency
• ----an account of the basic units of
• language structure
• ----An account of the basic units of
• language structure
• ----basic units of language structure:
• letter, word, phrase, sentence,
• discourse
• ----phonology is important?
• ---- meaning and form, which is more
• important?
b. Nature of language learning
• 1. Psycholinguistics and cognitive
processes
• ----psycholinguistic processes
• ----cognitive processes
• 2. Conditions allowing for the process
design
• A. The general and specific objectives of
the method
• ----what’s the general objectives?
• ----what’s the specific objectives?
A syllabus model
• criteria for the selection and organization
of linguistic and /or subjective-matter
content
• ---- what materials to be selected?
• ---- how should the materials be
organized?
• ----and what subjective-matter?
Types of learning and teaching
activities

• kinds of tasks and practice activities to


be employed in the classroom and in
materials
• ---- tasks and practice, listening, note-
taking, translation or others?
Learner roles

• -- types of learning tasks set for learners


• -- degree of control learners have over the
content of learning
• -- patterns of learner groupings that are
recommended or implied
• -- degree to which learners influence the
learning of others
• -- the view of the learner as a processor,
performer, initiator, problem solver, etc.
Teacher roles
-- types of functions teachers fulfill
--- partner, resource of information
participant, organizer, director,
manager…
• -- degree of teacher influence over
• learning
• -- degree to which the teacher determin
es the content of learning
• --- does the teacher have the right to
• decide the content
• --- text-based or not
• -- types of interaction between teacher
s and learners
• ---interaction modes: t—ss, t-s,
• s alone
The role of instructional materials

• --- primary function of materials


• --- the form materials take (e.g., textbook,
audiovisual)
• --- assumptions made about teachers and
learners
Procedure
• Classroom techniques, practice, and behaviors o
bserved when the method is used
• -- resources in terms of time, space, and equip
ment used by the teacher
• -- interactional patterns observed in lessons
• -- tactics and strategies used by teachers and le
arners when the method is being used
• An approach is a set of principles dealing
with the nature of language learning and
teaching
A method is an overall plan of how to
present
n approach the language
is a set of principles dealing with thematerial in
nature of language alearning and teaching
A method is an overall plan of how to present the language material in a particular order
particular
Techniques areorder
specific activities that take place in the classroom

Techniques are specific activities that take


place in the classroom

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