APPROACH, METHOD, TE;CHNIQUE

Edward Anthonv

APROACH = a set of assumptions dealing'with the nature of

l lan2Uage,in learnin2
= axiomatic and teachin2
character "'Which d~ nor
explanation ( how and what to tench)
!
require logical

l
METHOD = an overall plan for systematiri presentation

language
procedural
based upon selected,alJlJlOaCh
=manner ,how we teaGh something
of

TECHNIQUES = specific activities manife:sted in the classroom

APPROACH ~ ~ DESIGN
= general strategy = specification of
::objectives and
i content in

! syllabuses and textbooks

PROCEDURE
RICHARDS & ROGERS:

METHOD

APPROACH •. DESIGN

PROCEDURE

R. REPKA :

Difference between approach and method

APPROACH METHOD
- set of principles - the wayl how we want to achieve
- the set of correlative st. :
i
assumptions axiomatic in its proced':lral character( how we
character, teach \
- it is general strategy how to - tacties
aproach - any method musí be derived
- what we believe , set of beliefs from approach
- an overall plan for the orderly
presentation of linguistic
material
METHOD 'consists of 2 parts:
1. Planning (statie character)=
specification of objectives,
syllabuses and textbooks ,
2. Task ( dynamic )= techniques,
procedures, activities
GENERAL CHARACTERISTICS OF METHOD:

1. GOAL - ORIENT ATION

2. LINKAGE TO THE CONTENT

3. ORGANISA TION

4. SUCCESSIVENESS

5. PROGRESSIVENESS
 Met ho d

I Approach r Design J I Procedure

The
A
a.
Tvpes
a. A general
theorv
Learner of
of rolesand
the
learn nature
ing and I behaviors obsen'ed
learn ing c. svIIabu
theorv
used of
s model
the nature a. Classroom
practices,
specific and
technil/ues.
teaching obiectives
activities of
when the method is I
II

e. Teacher roles

f. The role of
instructional
materials
 THE AUDIOLINGUAL METHOD

Procedure
I Approach [Design J

a. Classroom technit,ues,
a. A theorv of the nature a. The f!eneral and practices, and
of lanf!ullf!e specific obiectives of behaviors obsen'ed
Structurallinguistics the method when the method is
Short range objectives used
:training in listening
b. A theorv of the nature comprehansion,accu- - extensive oral
of lllnf!ullf!e learninf! rate pronunciation, instruction
Behaviorism recognition of speech - immediate and
symbols as graphic accurate speech
signs,ability to - the modelIing of all
reproduce these symbols learnings by the
in writing. teacher
Long term objectives :
Language as the native
speaker uses it

b. A svllabus model
Linguistic, structure-
based approach to
language teaching
Listening,speaking,
reading and writing
c. Tvpes of learninf! and :
teachinf! activities
Dialogues and drills
d. Learner roles
=they can be directed by
skilled training
techniques to produce
correct respponses

e. Teacher roles
Teacher- dominated
method
.f The role of
instructional
materials
They are teacher
oriented