Preliminary Reading: Methodology', Approach,' Method,' Design,' Technique' and To Raise Awareness About A Variety of

Preliminary Reading
Read two texts below to develop your understanding of the notions ‘language teaching
methodology’, ‘approach,’ ‘method,’ ‘design,’ ‘technique’ and to raise awareness about a variety of
approaches to and methods of language teaching and learning.
Text 1. An extract from the article ‘Language Teaching Methodology’ by Theodore

S. Rodgers
Background
Language teaching came into its own as a profession in the last century. Central to this
phenomenon was the emergence of the concept of "methods" of language teaching. The
method concept in language teaching—the notion of a systematic set of teaching practices
based on a particular theory of language and language learning—is a powerful one, and
the quest for better methods was a preoccupation of teachers and applied linguists
throughout the 20th century.
Language Teaching Methodology Defined
Methodology in language teaching has been characterized in a variety of ways. A more or

less classical formulation suggests that methodology is that which links theory and
practice. Theory statements would include theories of what language is and how language
is learned or, more specifically, theories of second language acquisition (SLA). Such
theories are linked to various design features of language instruction. These design
features might include stated objectives, syllabus specifications, types of activities, roles of
teachers, learners, materials, and so forth. Design features in turn are linked to actual
teaching and learning practices as observed in the environments where language teaching
and learning take place. This whole complex of elements defines language teaching
methodology.
Figure 1. Language Teaching Methodology
Schools of Language Teaching Methodology
Within methodology a distinction is often made between methods and approaches, in

which methods are held to be fixed teaching systems with prescribed techniques and
practices, whereas approaches represent language teaching philosophies that can be
interpreted and applied in a variety of different ways in the classroom. This distinction is
probably most usefully seen as defining a continuum of entities ranging from highly
prescribed methods to loosely described approaches.
The period from the 1950s to the 1980s has often been referred to as "The Age of
Methods," during which a number of quite detailed prescriptions for language teaching
were proposed. Situational Language Teaching evolved in the United Kingdom while a
parallel method, Audio-Lingualism, emerged in the United States. In the middle-methods
period, a variety of methods were proclaimed as successors to the then prevailing
Situational Language Teaching and Audio-Lingual methods. These alternatives were
promoted under such titles as Silent Way, Suggestopedia, Community Language
Learning, and Total Physical Response. In the 1980s, these methods in turn came to be
overshadowed by more interactive views of language teaching, which collectively came to
be known as Communicative Language Teaching (CLT).
Communicative Language Teaching has spawned a number of off-shoots that share the
same basic set of principles, but which spell out philosophical details or envision
instructional practices in somewhat diverse ways. These CLT spin-off approaches include
The Natural Approach, Cooperative Language Learning, Content-Based Teaching, and
Task-Based Teaching.
Text 2. An extract from the book Communicative Approach to the Teaching of English as a
Second Language by Pratima Dave Shastri (2010)
Before dealing with different methods and approaches in detail, let us deal with the concepts of
approach, design, method and technique* in the process of language teaching and learning.
Edward Anthony - an American linguist developed them in 1963.
APPROACH: Refers to the philosophy of the nature of language teaching and learning. It covers
linguistics and psychology. This defines 'what' and 'how' of language teaching and learning.
Approach leads to method.
METHOD: Deals with an overall plan for the presentation of language material based on an
approach. It is procedural. In one approach there can be many methods. In a method, a theory is
put into practice. Here, choices are made about a particular skill to be taught. It deals with content
and the order of presentation. It selects grades and presents the material. Between an approach
and a method there is design.
DESIGN: Gives details of a method. Here, the objectives of teaching and testing, syllabus and
contents are decided. It also defines the roles of the teacher and the learner.
TECHNIQUE: Is a tool to implement the method in a classroom. Drills, role-play, group work, pair
work are the techniques adopted for teaching.
We can say that ‘Audio-lingual Method' is based on Oral Structural Approach. Its syllabus has the
design of structural patterns and it follows the techniques of dialogue and drills in the classroom.
*See also Glossary in the Methodology course Curriculum

Preliminary Reading: Methodology', Approach,' Method,' Design,' Technique' and To Raise Awareness About A Variety of

Uploaded by

Copyright:

Available Formats

Preliminary Reading: Methodology', Approach,' Method,' Design,' Technique' and To Raise Awareness About A Variety of

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Preliminary Reading: Methodology', Approach,' Method,' Design,' Technique' and To Raise Awareness About A Variety of

Uploaded by

Copyright:

Available Formats

Preliminary Reading

Text 1. An extract from the article ‘Language Teaching Methodology’ by Theodore

Language Teaching Methodology Defined

Methodology in language teaching has been characterized in a variety of ways. A more or

Figure 1. Language Teaching Methodology

Schools of Language Teaching Methodology

Within methodology a distinction is often made between methods and approaches, in

*See also Glossary in the Methodology course Curriculum

You might also like