Diferencias entre method approach y procedure. Presentación y resumem

1. Method
approach
and
procedure

3. Method
It’s an umbrella term.
It has a wider scope than an
approach.
It considers teachers, students
and materials.
It is used in different countries
It is fixed in time.
It is learned by training.

4. Approach
“Theories about the nature
of language and language
learning that serve as the
source of practices and
principles in language
teaching”
(Richards & Rodgers, 2001: 20)

5. 1- A THEORY OF THE
NATURE OF LANGUAGE
2- A THEORY OF THE
NATURE OF LANGUAGE
LEARNING

6. 1- A THEORY OF THE NATURE
OF LANGUAGE
It provides a theoretical
foundation for what teachers do in
the classrooms.
BEFORE: structure, grammar
NOW: lexis
Language is grammaticalized
lexis

7. 2- A THEORY OF THE
NATURE OF LANGUAGE
LEARNING
An account of the central
processes of language
learning.
An account of what promotes
success in language learning.

8. Approaches provide the
assumptions, beliefs and
theories about language and
language learning.
All methods (should) have
an explicit theory of
language and language
learning.

9. There’s a connection
between a theory of
language →
STRUCTURALISM
a theory of language learning
→ BEHAVIOURISM
=> AUDIOLINGUALISM

10. Design
“…includes specifications of 1) the
content of instruction i.e. the
syllabus, 2) the learner roles in the
system, 3) teacher roles in the
system, 4) instructional materials
types and functions”
(Richards & Rodgers 1987, 148)

11. Design
1- A DEFINITION OF LINGUISTIC
CONTENT AND SPECIFICATIONS FOR
THE SELECTION AND ORGANIZATION
OF CONTENT
 the general objectives of the method
 the specific objectives of the method
 criteria for the selection and organization
of linguistic and / or subject matter
content
 a syllabus design
 the form in which content is presented in
the syllabus

12. 2- A SPECIFICATION OF THE ROLE OF
LEARNERS
 the types of learning tasks set for learners
 the degree of control learners have over
the content of learning
 the patterns of learner groupings which are
recommended or implied
 the degree to which learners influence the
learning of others
 the view of the learner as a processor,
performer, initiator, problem solver

13. 3- A SPECIFICATION OF THE ROLE
OF THE TEACHERS
 the types of functions teachers fulfill
 the degree of control or teacher
influence over learning
 the degree to which the teacher
determines linguistic content
 the types of interaction between
teachers and learners

14. 4- A SPECIFICATION OF THE ROLE
OF MATERIALS
 the primary goal of materials
 the form materials take (e.g. textbook,
audiovisual format, etc)
 the relation materials have to other
sources of input
 the assumptions that materials make
about teachers and learners

15. Procedure
“… moment-to-moment
techniques, practices and
activities that operate in
teaching and learning a
language according to a
particular method”
(Richards & Rodgers 1987, 148)

16. PROCEDURE
DESCRIPTIONS OF THE
TECHNIQUES AND PRACTICES
IN THE INSTRUCTIONAL
SYSTEM
The types of techniques and
tactics used by the teacher for
practicing language content.

17. PROCEDURE
The types of exercises and
practice activities that are used in
materials or suggested for
teachers to follow.
The resources in terms of time,
space and equipment used to
implement recommended
classroom practices.

18. METHODS
TOTAL PHYSICAL RESPONSE
(TPR)
SUGGESTOPEDIA
SILENT WAY
COMMUNITY LANGUAGE
TEACHING

19. APPROACHES
 GRAMMAR-TRANSLATION METHOD
 ORAL APPROACH
 AUDIO-LINGUAL METHOD
 COMMUNICATIVE APPROACH
 NATURAL APPROACH
 HUMANISTIC APPROACH
 THE LEXICAL APPROACH

20. What about …
neuro-linguistic programming?
 multiple intelligences?
P.P.P.?
O.H.E.?
A.R.C.?