Approach - method - technique & procedure
•Download as PPTX, PDF•
84 likes•139,440 views
This document discusses the key differences between approaches, methods, techniques, and procedures in language teaching. An approach refers to broad theories about language and learning, while a method is the practical implementation of an approach through a system of teaching. Techniques are specific classroom strategies, and procedures are ordered sequences of techniques. Some techniques can be used across methods, but they should align with the overall approach. Categorizing language teaching approaches can sometimes be challenging when elements are borrowed from multiple sources.
Report
Share
Report
Share
Recommended
The Audio-Lingual Method
THIS IS A METHOD OF APPLIED LANGUAGE TEACHING METHODS. IT HAS BOTH MANY ADVANTAGES AND DISADVANTAGES. WE WORKED ON HARDLY WITH MY GROUP. HOPE IT WILL BE USEFUL FOR EVERYONE.
Natural approach
The Natural Approach is a language teaching method developed by Stephen Krashen and Tracy Terrell in 1983 that focuses on natural acquisition rather than conscious learning. It believes adults can acquire a second language in the same way children acquire their first through meaningful interaction and comprehensible input. The teacher provides a low-anxiety environment and interesting materials to help students progress through natural stages of language development at their own pace without pressure or correction. The role of the teacher is to facilitate communication while respecting the natural order students acquire linguistic structures.
The grammar translation method
The Grammar-Translation method is a traditional method for teaching foreign languages that uses translation and grammar rules as the core activities. It originated in the late 19th/early 20th centuries for teaching Latin and Greek. Key features include using the native language for instruction, memorizing vocabulary lists and grammar rules, translating texts word-for-word, and focusing on the form and structure of language over communication. While easiest for teachers and least stressful for students, it is ineffective for teaching communication skills and comprehension.
Audio lingual method
The Audio-lingual Method is a language teaching method developed during World War 2 that emphasizes speaking and listening skills over reading and writing. It uses behavioral psychology principles like drilling and reinforcement to teach grammar inductively. The goals are to train short-term listening comprehension and pronunciation, and long-term develop native-like automatic language use. While it engages students and trains speaking, it provides little real communication practice and can be boring.
1 brief history of language teaching
The document discusses the history of foreign language teaching methods. It describes how the Grammar Translation Method was dominant from the 1840s-1940s, focusing on reading comprehension and translation over oral skills. In the mid-19th century, reformers proposed methods like the Direct Method that emphasized oral communication and avoiding translation, more closely mimicking natural first language acquisition. Key figures like Gouin and Berlitz developed approaches using the target language exclusively and inductive grammar instruction. However, the Direct Method faced constraints integrating into public school systems.
Syllabus Design
This document discusses syllabus design and its components. It begins by defining a syllabus as a statement of what should be taught or learnt. It then outlines the objectives of understanding different syllabus types like product-oriented and process-oriented, components, and the relationship between syllabus design and curriculum development. The document notes that syllabus design involves decisions about instruction units and their organization/order. It also discusses narrow and broad views of the scope of syllabus design and the relationship between design and curriculum, with syllabus focusing more on content selection and grading.
Direct method
The document discusses the direct method of teaching English. It originated in Germany and France in the 19th century as a contrast to the grammar-translation method. The direct method teaches English using only the target language, through demonstration, pictures, and inductive grammar instruction. It focuses on oral communication skills and emphasizes correct pronunciation and grammar. Classroom instruction is conducted exclusively in English. However, it may not be effective for large class sizes and does not focus on reading and writing skills. The teacher's role is to use objects and actions to illustrate concepts and have students practice questioning and answering in English.
Syllabus design
This document discusses syllabus design and different types of syllabi. It defines a syllabus and outlines its key components and functions. It distinguishes between syllabi and curriculum, noting that a syllabus covers topics for a subject while curriculum encompasses broader educational planning. The document also describes different orientations for syllabi, including product-oriented, process-oriented, and natural syllabus approaches. It provides examples of grammatical, functional, analytical, task-based, and content-based syllabi. Overall, the document provides an overview of considerations and steps for effective syllabus design.
Recommended
The Audio-Lingual Method
THIS IS A METHOD OF APPLIED LANGUAGE TEACHING METHODS. IT HAS BOTH MANY ADVANTAGES AND DISADVANTAGES. WE WORKED ON HARDLY WITH MY GROUP. HOPE IT WILL BE USEFUL FOR EVERYONE.
Natural approach
The Natural Approach is a language teaching method developed by Stephen Krashen and Tracy Terrell in 1983 that focuses on natural acquisition rather than conscious learning. It believes adults can acquire a second language in the same way children acquire their first through meaningful interaction and comprehensible input. The teacher provides a low-anxiety environment and interesting materials to help students progress through natural stages of language development at their own pace without pressure or correction. The role of the teacher is to facilitate communication while respecting the natural order students acquire linguistic structures.
The grammar translation method
The Grammar-Translation method is a traditional method for teaching foreign languages that uses translation and grammar rules as the core activities. It originated in the late 19th/early 20th centuries for teaching Latin and Greek. Key features include using the native language for instruction, memorizing vocabulary lists and grammar rules, translating texts word-for-word, and focusing on the form and structure of language over communication. While easiest for teachers and least stressful for students, it is ineffective for teaching communication skills and comprehension.
Audio lingual method
The Audio-lingual Method is a language teaching method developed during World War 2 that emphasizes speaking and listening skills over reading and writing. It uses behavioral psychology principles like drilling and reinforcement to teach grammar inductively. The goals are to train short-term listening comprehension and pronunciation, and long-term develop native-like automatic language use. While it engages students and trains speaking, it provides little real communication practice and can be boring.
1 brief history of language teaching
The document discusses the history of foreign language teaching methods. It describes how the Grammar Translation Method was dominant from the 1840s-1940s, focusing on reading comprehension and translation over oral skills. In the mid-19th century, reformers proposed methods like the Direct Method that emphasized oral communication and avoiding translation, more closely mimicking natural first language acquisition. Key figures like Gouin and Berlitz developed approaches using the target language exclusively and inductive grammar instruction. However, the Direct Method faced constraints integrating into public school systems.
Syllabus Design
This document discusses syllabus design and its components. It begins by defining a syllabus as a statement of what should be taught or learnt. It then outlines the objectives of understanding different syllabus types like product-oriented and process-oriented, components, and the relationship between syllabus design and curriculum development. The document notes that syllabus design involves decisions about instruction units and their organization/order. It also discusses narrow and broad views of the scope of syllabus design and the relationship between design and curriculum, with syllabus focusing more on content selection and grading.
Direct method
The document discusses the direct method of teaching English. It originated in Germany and France in the 19th century as a contrast to the grammar-translation method. The direct method teaches English using only the target language, through demonstration, pictures, and inductive grammar instruction. It focuses on oral communication skills and emphasizes correct pronunciation and grammar. Classroom instruction is conducted exclusively in English. However, it may not be effective for large class sizes and does not focus on reading and writing skills. The teacher's role is to use objects and actions to illustrate concepts and have students practice questioning and answering in English.
Syllabus design
This document discusses syllabus design and different types of syllabi. It defines a syllabus and outlines its key components and functions. It distinguishes between syllabi and curriculum, noting that a syllabus covers topics for a subject while curriculum encompasses broader educational planning. The document also describes different orientations for syllabi, including product-oriented, process-oriented, and natural syllabus approaches. It provides examples of grammatical, functional, analytical, task-based, and content-based syllabi. Overall, the document provides an overview of considerations and steps for effective syllabus design.
Content Based Syllabus
The document provides an overview of content-based instruction (CBI). It defines CBI as teaching academic subjects and language skills simultaneously. It discusses the types of CBI, including the sheltered model, adjunct model, and theme-based model. The principles of CBI focus on using content over language criteria and actively involving students. Techniques include cooperative learning, task-based learning, and whole language approaches. Teachers' roles include preparing materials and helping students, while students are expected to be autonomous, active learners. Advantages include increased motivation, while disadvantages can include difficulty finding appropriate texts and separating language from content learning.
Language teaching approaches and methods
This document discusses different approaches and methods for teaching foreign languages. It defines key terms like method, approach, and components of a method. It then provides an overview of several well-known language teaching methods from different time periods, including Grammar Translation, Direct Method, Audiolingual Method, and some Humanistic/Designer Methods like the Silent Way and Suggestopedia. Each method is influenced by theories of language and language learning and incorporates different syllabi, teaching practices, materials, and assessments.
Direct Method of English language Teaching
The document discusses the Direct Method of teaching English. It has the following key points:
1. The Direct Method teaches language directly through demonstration and use of the target language only, without translation. It aims to build a direct association between language and experience.
2. It was developed in the early 1900s as an alternative to the Grammar Translation Method. It focuses on oral communication and teaches grammar inductively.
3. Core principles include using only the target language, starting with everyday vocabulary, emphasizing speech, and correcting pronunciation and grammar. Techniques include questioning, dictation, reading aloud, and paragraph writing.
Learning Language Theories
How People Learn
Today, the primary theory is socio-constructivist—in which knowledge is understood to be importantly shaped by the context in which it is situated, and is actively constructed through social negotiation with others. On this understanding, learning environments should be where:
• Constructive, self-regulated learning is fostered
• The learning is sensitive to the context
• It will often be collaborative
Theoretical concepts do not yield concrete prescriptions for classroom application, but the good theory can be used flexibly and creatively by teachers in their planning and educational practice. At the same time, not all learning takes place in the classroom as much of it occurs at home, on the sports field, in museums and so forth (non-formal education), and sometimes implicitly and effortlessly (informal learning).
12 Learning Theories:
• Constructivism
• Behaviorism
• Piaget's Developmental Theory
• Neuroscience
• Brain-Based Learning
• Learning Styles
• Multiple Intelligences
• Right Brain/Left Brain
• Thinking
• Communities of Practice
• Control Theory
• Observational Learning
• Vygotsky and Social Cognition
Silent Way method PPT
The Silent Way is a language teaching method devised by Caleb Gattegno based on the teacher being as silent as possible. It uses physical objects like Cuisenaire rods to facilitate problem-solving in the target language. The objectives are near-native fluency and learner autonomy. The theory views language as arbitrarily associated sounds and meanings organized by grammar rules, separated from social context and taught through artificial situations represented by rods. Learners work independently and correct themselves while the teacher silently monitors and uses gestures to elicit responses without direct correction or modeling.
Direct method ppt
The document discusses the direct method approach to teaching foreign languages. It originated in the late 19th century in response to a need to develop oral proficiency in foreign languages. Key principles of the direct method include conducting classroom instruction solely in the target language without translation, teaching everyday vocabulary through pictures and objects, inductive grammar instruction, and encouraging students to think in the target language. Speaking is taught before reading or writing, and translation is banned. Techniques include reading aloud, question-and-answer exercises, conversation practice, and dictation. The teacher's role is to demonstrate and facilitate without using the native language. The advantages include quick understanding of spoken language and easy conversation skills, while the disadvantages include difficulty learning without relying on
Grammar translation method
GTM was called also classical method is the oldest method of language teaching. Let's check it out ;-)
Situational syllabi
A situational syllabus teaches language through real or imaginary situations involving participants engaged in an activity in a specific setting. The purpose is to teach language relevant to learners' present or future needs. Situations can be classified based on information type, linguistic focus, static/dynamic nature, or type. While situations provide context for form and meaning, overreliance on predetermined situations can hinder transfer to real language use. Situational syllabi are best used to supplement other methods by presenting new material or practicing in realistic ways.
Approach, method and Technique in Language Learning and teaching
The document discusses the concepts of approach, method, and technique in language teaching. It defines approach as a set of assumptions about language and language learning, method as how theory is implemented in practice through choices about skills, content, and order, and technique as classroom procedures. It provides examples of different views of language and assumptions about language learning. It also includes a taxonomy of 38 language teaching techniques categorized as controlled, semi-controlled, or free, ranging from drills to role plays to discussions.
Community language learning 1
Community Language Learning advises teachers to take their students as “whole person.” Students decide the topic and teachers act to like conselors. The learning is inductive.
Task based syllabus
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
Content based syllabus
Content based syllabus combines language and content learning by focusing on teaching subject matter in the target language rather than separately teaching the language itself. It exposes students to the target language environment through subjects like in language immersion programs. While research shows this helps students learn faster, teachers must ensure student comprehension and account for differences in student age. Content based syllabus is applicable for both children and adults but does not guarantee communication skills without extensive interactive activities.
Eclectic approach
1. The eclectic approach to language teaching combines various teaching methods and techniques depending on learners' needs and lesson objectives.
2. A key proponent of the eclectic approach is Rivers, who argued it allows teachers to select the best techniques from different methods for specific purposes.
3. Advantages include making learning easier, more engaging, and helping teachers attain objectives, while disadvantages include potential conflicts from mixing methods and difficulty selecting the right approach.
The definition of CLT By Alireza Sadeghiyan - www.academia.edu
Communicative Language Teaching (CLT) is an approach that focuses on meaningful communication rather than grammatical structure. In CLT, students complete tasks using language instead of studying it. The syllabus is based on functional development rather than structural development. There is less emphasis on error correction and more on fluency and communication. Students interact with each other through pair and group work to accomplish tasks while teachers take more of an observer role.
Suggestopedia ppt
Suggestopedia is a language learning method developed in the 1970s by Georgi Lozanov that uses suggestion and relaxation to allow students to learn up to 3-5 times faster than conventional methods. It involves presenting material through dramatic readings accompanied by music to help students relax and learn easily and fun. Students then review the material through passive listening with quiet readings and uplifting music in the background to optimize learning without effort. The method is reviewed through games and puzzles.
Communicative Language Teaching
The document discusses Communicative Language Teaching (CLT), an approach to teaching second languages that emphasizes using the language interactively to communicate and perform meaningful tasks. CLT focuses on interaction as both the means and goal of learning, considers communicative dimensions beyond just grammar structures, provides motivation for learners, and centers around their interests and needs. Some key benefits of this approach include its holistic view of language, ability to motivate learners, and relevance in a world where communication technologies are increasingly important.
Product oriented syllabus and process oriented syllsbus
Product oriented syllabus and Process oriented syllabus.
comparison between product and process oriented syllabus.
Situational language teaching
This approach called Situational Language Teaching was developed by British applied linguists from the 1930s to 1960s. Key leaders included A.S. Hornby and Harold Palmer who were influenced by the work of Daniel Jones and Otto Jespersen. SLT focused on oral language skills through vocabulary and grammar control using behaviorist methods. It emphasized situational presentation of new structures and drill-based practice but failed due to its teacher-centered approach and lack of attention to the meaning and use of language.
Advantages and Disadvantages of Applying Audio-Lingual Methods
(1) The Audio-Lingual Method (ALM) emphasizes listening and speaking skills before reading and writing, using repetition and behaviorist techniques to help students communicate through memorizing words and structures.
(2) ALM utilizes 11 techniques including memorizing dialogues, drilling, and question/answer exercises. It also follows four principles: language is speech, language is habit, teaching the language not words, and language is what native speakers say.
(3) Advantages of ALM include being based on behaviorist psychology, not using translation or the original language, encouraging foreign language use and speech, and helping students learn pronunciation through teacher modeling. However, disadvantages are that it lacks room for error and does
The Natural Approach
The Natural Approach focuses on teaching communicative abilities through comprehensible input. It was developed by Krashen and Terrell in the 1970s as a reaction against previous methods. The key principles are that acquisition, not learning, leads to language proficiency; input must be comprehensible; and meaningful communication should be the focus in the classroom. Teachers provide input through activities like commands, questions, and descriptions while students focus on understanding before speaking. The goal is to help learners progress from understanding to early production to fluency.
Principles of Teaching:Different Methods and Approaches
The document discusses different approaches and methods for teaching. It defines key concepts like teaching approach, strategy, method, and technique. It also provides examples of different teaching approaches that range from teacher-centered to learner-centered. Direct instruction/lecture and demonstration are two methods discussed in more detail. For direct instruction, steps include demonstrating skills or concepts and providing guided and independent practice. Formative assessment is used during the process. Demonstration involves a teacher or student showing a process while others observe, and guidelines are provided for effective demonstrations.
Elt different methods & approaches
This document provides an overview of language teaching approaches and methods. It discusses concepts like methodology, approach, method, curriculum/syllabus and technique. It then examines common language teaching approaches like the grammar translation method, direct method, audio-lingual method and communicative language teaching approach. It also discusses principles like cognitive principles, affective principles and linguistic principles. Finally, it briefly introduces some other teaching methods like community language learning and total physical response.
More Related Content
What's hot
Content Based Syllabus
The document provides an overview of content-based instruction (CBI). It defines CBI as teaching academic subjects and language skills simultaneously. It discusses the types of CBI, including the sheltered model, adjunct model, and theme-based model. The principles of CBI focus on using content over language criteria and actively involving students. Techniques include cooperative learning, task-based learning, and whole language approaches. Teachers' roles include preparing materials and helping students, while students are expected to be autonomous, active learners. Advantages include increased motivation, while disadvantages can include difficulty finding appropriate texts and separating language from content learning.
Language teaching approaches and methods
This document discusses different approaches and methods for teaching foreign languages. It defines key terms like method, approach, and components of a method. It then provides an overview of several well-known language teaching methods from different time periods, including Grammar Translation, Direct Method, Audiolingual Method, and some Humanistic/Designer Methods like the Silent Way and Suggestopedia. Each method is influenced by theories of language and language learning and incorporates different syllabi, teaching practices, materials, and assessments.
Direct Method of English language Teaching
The document discusses the Direct Method of teaching English. It has the following key points:
1. The Direct Method teaches language directly through demonstration and use of the target language only, without translation. It aims to build a direct association between language and experience.
2. It was developed in the early 1900s as an alternative to the Grammar Translation Method. It focuses on oral communication and teaches grammar inductively.
3. Core principles include using only the target language, starting with everyday vocabulary, emphasizing speech, and correcting pronunciation and grammar. Techniques include questioning, dictation, reading aloud, and paragraph writing.
Learning Language Theories
How People Learn
Today, the primary theory is socio-constructivist—in which knowledge is understood to be importantly shaped by the context in which it is situated, and is actively constructed through social negotiation with others. On this understanding, learning environments should be where:
• Constructive, self-regulated learning is fostered
• The learning is sensitive to the context
• It will often be collaborative
Theoretical concepts do not yield concrete prescriptions for classroom application, but the good theory can be used flexibly and creatively by teachers in their planning and educational practice. At the same time, not all learning takes place in the classroom as much of it occurs at home, on the sports field, in museums and so forth (non-formal education), and sometimes implicitly and effortlessly (informal learning).
12 Learning Theories:
• Constructivism
• Behaviorism
• Piaget's Developmental Theory
• Neuroscience
• Brain-Based Learning
• Learning Styles
• Multiple Intelligences
• Right Brain/Left Brain
• Thinking
• Communities of Practice
• Control Theory
• Observational Learning
• Vygotsky and Social Cognition
Silent Way method PPT
The Silent Way is a language teaching method devised by Caleb Gattegno based on the teacher being as silent as possible. It uses physical objects like Cuisenaire rods to facilitate problem-solving in the target language. The objectives are near-native fluency and learner autonomy. The theory views language as arbitrarily associated sounds and meanings organized by grammar rules, separated from social context and taught through artificial situations represented by rods. Learners work independently and correct themselves while the teacher silently monitors and uses gestures to elicit responses without direct correction or modeling.
Direct method ppt
The document discusses the direct method approach to teaching foreign languages. It originated in the late 19th century in response to a need to develop oral proficiency in foreign languages. Key principles of the direct method include conducting classroom instruction solely in the target language without translation, teaching everyday vocabulary through pictures and objects, inductive grammar instruction, and encouraging students to think in the target language. Speaking is taught before reading or writing, and translation is banned. Techniques include reading aloud, question-and-answer exercises, conversation practice, and dictation. The teacher's role is to demonstrate and facilitate without using the native language. The advantages include quick understanding of spoken language and easy conversation skills, while the disadvantages include difficulty learning without relying on
Grammar translation method
GTM was called also classical method is the oldest method of language teaching. Let's check it out ;-)
Situational syllabi
A situational syllabus teaches language through real or imaginary situations involving participants engaged in an activity in a specific setting. The purpose is to teach language relevant to learners' present or future needs. Situations can be classified based on information type, linguistic focus, static/dynamic nature, or type. While situations provide context for form and meaning, overreliance on predetermined situations can hinder transfer to real language use. Situational syllabi are best used to supplement other methods by presenting new material or practicing in realistic ways.
Approach, method and Technique in Language Learning and teaching
The document discusses the concepts of approach, method, and technique in language teaching. It defines approach as a set of assumptions about language and language learning, method as how theory is implemented in practice through choices about skills, content, and order, and technique as classroom procedures. It provides examples of different views of language and assumptions about language learning. It also includes a taxonomy of 38 language teaching techniques categorized as controlled, semi-controlled, or free, ranging from drills to role plays to discussions.
Community language learning 1
Community Language Learning advises teachers to take their students as “whole person.” Students decide the topic and teachers act to like conselors. The learning is inductive.
Task based syllabus
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
Content based syllabus
Content based syllabus combines language and content learning by focusing on teaching subject matter in the target language rather than separately teaching the language itself. It exposes students to the target language environment through subjects like in language immersion programs. While research shows this helps students learn faster, teachers must ensure student comprehension and account for differences in student age. Content based syllabus is applicable for both children and adults but does not guarantee communication skills without extensive interactive activities.
Eclectic approach
1. The eclectic approach to language teaching combines various teaching methods and techniques depending on learners' needs and lesson objectives.
2. A key proponent of the eclectic approach is Rivers, who argued it allows teachers to select the best techniques from different methods for specific purposes.
3. Advantages include making learning easier, more engaging, and helping teachers attain objectives, while disadvantages include potential conflicts from mixing methods and difficulty selecting the right approach.
The definition of CLT By Alireza Sadeghiyan - www.academia.edu
Communicative Language Teaching (CLT) is an approach that focuses on meaningful communication rather than grammatical structure. In CLT, students complete tasks using language instead of studying it. The syllabus is based on functional development rather than structural development. There is less emphasis on error correction and more on fluency and communication. Students interact with each other through pair and group work to accomplish tasks while teachers take more of an observer role.
Suggestopedia ppt
Suggestopedia is a language learning method developed in the 1970s by Georgi Lozanov that uses suggestion and relaxation to allow students to learn up to 3-5 times faster than conventional methods. It involves presenting material through dramatic readings accompanied by music to help students relax and learn easily and fun. Students then review the material through passive listening with quiet readings and uplifting music in the background to optimize learning without effort. The method is reviewed through games and puzzles.
Communicative Language Teaching
The document discusses Communicative Language Teaching (CLT), an approach to teaching second languages that emphasizes using the language interactively to communicate and perform meaningful tasks. CLT focuses on interaction as both the means and goal of learning, considers communicative dimensions beyond just grammar structures, provides motivation for learners, and centers around their interests and needs. Some key benefits of this approach include its holistic view of language, ability to motivate learners, and relevance in a world where communication technologies are increasingly important.
Product oriented syllabus and process oriented syllsbus
Product oriented syllabus and Process oriented syllabus.
comparison between product and process oriented syllabus.
Situational language teaching
This approach called Situational Language Teaching was developed by British applied linguists from the 1930s to 1960s. Key leaders included A.S. Hornby and Harold Palmer who were influenced by the work of Daniel Jones and Otto Jespersen. SLT focused on oral language skills through vocabulary and grammar control using behaviorist methods. It emphasized situational presentation of new structures and drill-based practice but failed due to its teacher-centered approach and lack of attention to the meaning and use of language.
Advantages and Disadvantages of Applying Audio-Lingual Methods
(1) The Audio-Lingual Method (ALM) emphasizes listening and speaking skills before reading and writing, using repetition and behaviorist techniques to help students communicate through memorizing words and structures.
(2) ALM utilizes 11 techniques including memorizing dialogues, drilling, and question/answer exercises. It also follows four principles: language is speech, language is habit, teaching the language not words, and language is what native speakers say.
(3) Advantages of ALM include being based on behaviorist psychology, not using translation or the original language, encouraging foreign language use and speech, and helping students learn pronunciation through teacher modeling. However, disadvantages are that it lacks room for error and does
The Natural Approach
The Natural Approach focuses on teaching communicative abilities through comprehensible input. It was developed by Krashen and Terrell in the 1970s as a reaction against previous methods. The key principles are that acquisition, not learning, leads to language proficiency; input must be comprehensible; and meaningful communication should be the focus in the classroom. Teachers provide input through activities like commands, questions, and descriptions while students focus on understanding before speaking. The goal is to help learners progress from understanding to early production to fluency.
What's hot (20)
Approach, method and Technique in Language Learning and teaching
Approach, method and Technique in Language Learning and teaching
The definition of CLT By Alireza Sadeghiyan - www.academia.edu
The definition of CLT By Alireza Sadeghiyan - www.academia.edu
Product oriented syllabus and process oriented syllsbus
Product oriented syllabus and process oriented syllsbus
Advantages and Disadvantages of Applying Audio-Lingual Methods
Advantages and Disadvantages of Applying Audio-Lingual Methods
Viewers also liked
Principles of Teaching:Different Methods and Approaches
The document discusses different approaches and methods for teaching. It defines key concepts like teaching approach, strategy, method, and technique. It also provides examples of different teaching approaches that range from teacher-centered to learner-centered. Direct instruction/lecture and demonstration are two methods discussed in more detail. For direct instruction, steps include demonstrating skills or concepts and providing guided and independent practice. Formative assessment is used during the process. Demonstration involves a teacher or student showing a process while others observe, and guidelines are provided for effective demonstrations.
Elt different methods & approaches
This document provides an overview of language teaching approaches and methods. It discusses concepts like methodology, approach, method, curriculum/syllabus and technique. It then examines common language teaching approaches like the grammar translation method, direct method, audio-lingual method and communicative language teaching approach. It also discusses principles like cognitive principles, affective principles and linguistic principles. Finally, it briefly introduces some other teaching methods like community language learning and total physical response.
Coparison of three teaching methods
The document compares three language teaching methods: the grammar translation method (GTM), the direct method (DM), and the audio-lingual method (ALM). GTM focuses on grammar rules and translation, DM emphasizes spoken communication, and ALM uses repetition of dialogues to teach grammar and vocabulary. The teacher's role and student interaction differ between the methods. GTM has the teacher as the authority while DM encourages student-teacher and student-student interaction. ALM has the teacher controlling student language behavior through drills.
Grammar translation method and Direct method comparasion
This document compares the grammar translation method and direct method for teaching languages. The grammar translation method focuses on grammar and vocabulary, with the teacher playing an active role and students focusing on memorization. The direct method emphasizes speaking skills and immersing students in the target language, with students taking a more active role in their learning. By understanding the differences between these methods, teachers can design more productive language classes and improve student outcomes by choosing the best aspects of each approach or creating their own hybrid method.
General Methods And Techniques Of Teaching
The document discusses various general methods and techniques of teaching, including direct and experiential approaches. Direct approaches are more teacher-controlled and utilize expository strategies like direct teaching and deductive processes. Experiential approaches involve more student involvement through discovery strategies like inquiry teaching and inductive processes. Specific methods are also outlined, such as deductive teaching, expository methods, demonstration, inductive teaching, discovery learning, problem solving, and laboratory and reflective teaching.
Approaches and methods in language teaching
The Audio-Lingual Method does not explicitly address dealing with feelings. The focus is on habit formation through repetition and reinforcement.
View of Language, Culture
Language is viewed as a set of habits to be formed through repetition and reinforcement. Cultural information is presented
contextually through dialogs.
Aspects of Language the Approach Emphasizes
Oral skills emphasized through imitation and repetition drills; grammar is induced from examples; reading and writing
based on oral work.
Role of Students' Native Language
Not used in class.
Means for Evaluation
Oral question-answer drills, dialog repetition, written exercises based on oral patterns.
Response to Students' Errors
Teaching approaches
The document discusses four common approaches to language teaching:
1. Grammar Translation focuses on grammar rules, translation, and reading literature but neglects speaking skills.
2. Direct Method uses only the target language and teaches speaking first through visual aids and situations.
3. Audio-Lingual Method develops listening and speaking habits through repetition and drills before reading/writing.
4. Total Physical Response links language to physical actions to make learning enjoyable and reduce stress for beginners.
Language Teaching Approaches and Methods
The document discusses various approaches and methods for teaching language, including:
- Communicative Language Teaching (CLT) which takes ideas from multiple methods and focuses on communication.
- Grammar-Translation which teaches grammar rules and translation exercises to read literature.
- Direct Method which uses only the target language and teaches concrete vocabulary through objects.
- Audio-Lingualism which teaches grammar inductively and relies on behaviorism and drills.
- Task-Based Learning which uses tasks to accomplish concrete goals and teaches necessary language.
Viewers also liked (8)
Principles of Teaching:Different Methods and Approaches
Principles of Teaching:Different Methods and Approaches
Grammar translation method and Direct method comparasion
Grammar translation method and Direct method comparasion
Similar to Approach - method - technique & procedure
Approach, Method, Procedure & Technique in language Teaching
Approach Is an umbrella term. under an approach there are several methods procedure and techniques. This hierarchy is followed in language teaching.
approach method tech.docx
The document discusses different levels of language teaching approaches, from broad approaches down to specific techniques. It states that an approach refers to assumptions about language and learning, a method is a practical implementation of an approach, and a technique is a specific classroom strategy. It provides examples showing that approaches inform methods, which comprise procedures that utilize techniques to achieve objectives. The discussion emphasizes that no single approach or method can address every teaching context, and advocates an eclectic, informed approach tailored to individual situations.
The different of method
Approach refers to theories about how language is acquired and used that inform language teaching practices and principles. An approach provides a model of language competence and describes how people learn a language and the optimal conditions for learning.
Method refers to the practical implementation of an approach through specific teaching procedures and techniques. Procedures are ordered sequences of techniques used to teach language. Technique refers to individual learning activities used in the classroom. Models are used to describe typical teaching procedures for training teachers.
Introduction to language teaching approach
The document discusses key concepts in language teaching:
1. An approach reflects theories of language and language learning, such as structural, functional, and interactional theories.
2. A method is a set of teaching procedures that spells out how to teach a language based on an approach. It includes objectives, content, activities, roles, and materials.
3. A technique refers to specific classroom activities used to practice language, such as drills, dialogues, and information gap activities. Anthony distinguishes among approaches, methods, and techniques.
Introduction to language teaching approach
The document discusses key concepts in language teaching:
1. An approach reflects theories of language and language learning, such as structural, functional, and interactional theories.
2. A method is a set of teaching procedures that spells out how to teach a language based on an approach. It includes objectives, content, activities, roles, and materials.
3. A technique refers to specific classroom activities used to practice language, such as drills, dialogues, and information gap activities. Anthony distinguishes among approaches, methods, and techniques.
The Nature of Approaches and Methods in Language
This document discusses the conceptual levels in language teaching - approach, method, and technique. An approach refers to theories of language and language learning. A method is a plan for presenting language based on an approach. Techniques are classroom activities and strategies used to achieve objectives. It provides examples of how theories of language (structural, functional, interactional) inform approaches. Learning theories also influence methods. A method's design specifies learner/teacher roles, content, and materials. Techniques are lesson tasks and feedback consistent with the method's approach and design.
MATERIAL OF TEFL APPROACHES, METHODS 2023.pdf
This material consists of theory of approahes, methods, techniques, and strategies in teaching English.
2018 method approach procedure.ppt
This document discusses key concepts related to language teaching methodology:
Method refers broadly to teachers, students, materials and training, while approach provides assumptions about language and learning. Design includes content, learner and teacher roles, and materials. Procedure describes classroom techniques and practices. Specific methods like TPR and suggestopedia are outlined, as are broader approaches like grammar translation and communicative language teaching. The document seeks to define and distinguish these interrelated concepts.
The post methods era pdf
1. The history of language teaching has been characterized by different teaching methods and approaches.
2. By the late 1980s, the dominance of methods began to decline and the "post-methods era" emerged, allowing more flexibility.
3. In the post-methods era, teachers select principles from various approaches depending on the learning context rather than being confined to a single method.
Mind Mapping The nature of approaches and methods in language teaching
• The nature of approaches and methods in language teaching
• Constituents and Categories of Methods
Didactics made by Dennis Montufar
This document discusses approaches and methods for teaching English as a foreign language. It defines an approach as a set of assumptions about language teaching and learning, while a method is the procedural implementation of an approach. Some example approaches mentioned are the grammatical translation approach, direct approach, and audio-lingual method. The document also discusses concepts like techniques, which are specific classroom activities, and methods for designing syllabi and lesson plans. Overall, the document provides an overview of different philosophies and frameworks for instructing English as a second language.
Approaches and methods
1) Approaches in language teaching are based on theories of language and language learning, while methods put approaches into practice through specific techniques.
2) Three main theories of language that inform approaches are the structural view, which sees language as a system of elements; the functional view, which sees language as a means of communication; and the interactional view, which sees language as a tool for social interaction.
3) Learning theories associated with approaches consider the cognitive processes involved in language learning and the conditions needed to activate these processes.
Method: Approach, Design, Procedure
The document discusses different aspects of language teaching methods, including approach, design, and procedure. It summarizes Edward Antony's original model from 1963 that distinguished among these three levels of abstraction and specificity. However, it notes that Antony failed to sufficiently address how an approach becomes a method or how method and technique are related. The document then presents Jack C. Richards and Ted Rodgers' model from 1986 that defines the relationships between approach, design, and procedure in developing a language teaching method.
Introduction to language teaching
This document discusses language teaching and introduces concepts related to approaches, methods, and techniques in language education. It begins by stating the aim of today's lesson is to reflect on education and language education. It then asks questions about whether teachers are born or made and can teaching be taught. The document goes on to define key terms like approach, method, and technique, explaining that approaches reflect models or paradigms, methods are sets of procedures for teaching a language, and techniques are classroom activities. It encourages writing and reflection on what makes a good teacher.
Introduction to language teaching approach - 2017
This document discusses language teaching approaches, methods, and techniques. It begins by stating the aim of today's lesson is to reflect on education and language education. It then asks whether teachers are born or made, and explores the differences between approaches, methods, and techniques. Approaches reflect models or paradigms, methods are sets of procedures for teaching a language, and techniques are classroom activities. The document encourages writing and reflection on what makes a good teacher and concludes by discussing theories of language and language learning.
SLA: Approaches, methods and techniques
This document discusses different aspects of language teaching approaches, methods, and techniques. It provides reasons for studying teaching methods, such as gaining perspective on how the field has evolved, accessing established practices, and expanding one's teaching skills. Studying methods allows teachers to reflect on their assumptions and make informed choices in their teaching. The roles of the teacher, students, and instructional materials may vary depending on the approach and objectives. Techniques implement methods, which are informed by approaches. Approaches define underlying theories but not specific classroom practices.
ELT METHODS.pptx
This document discusses English language teaching methods. It introduces various traditional methods like the grammar translation method, audio-lingual method, silent way method, suggestopedia, and total physical response method. It also covers the modern task-based language learning method and computer-assisted language learning. The document describes the components of teaching methods, including syllabus, teaching/learning practices, and assessment. It relates different language teaching approaches to the methods used and techniques applied in the classroom.
2 chapter4 handbookdefinitivo
This document discusses the history of approaches to teaching foreign languages. It begins by reviewing early methods like the Grammar-Translation Method and moves through subsequent approaches including the Communicative Language Teaching approach. The document also discusses bilingual education programs and factors that influence language teaching approaches. It aims to help teachers understand different trends in language teaching and draw conclusions about effective methodology.
A Term Paper for the Course of Theories and Approaches in Language Teaching(...
at the end of this presentation you will be able to:
Identify and know the concept of:
Theory and Hypothesis
Approach, Method and Techniques
Skill, Competence and Performance
Know the relation between them
Identify their difference
Know their benefit for ELT
Articulating beliefs
The document discusses the authors' beliefs about language, social context, learning, teaching, and curriculum design. Their views are:
1) Language involves systematic rules and standards that allow effective communication, while also needing to be adapted to social contexts.
2) Culture and social environment are crucial for language learning, as language is learned through cultural transmission and different environments.
3) The learning process involves many interconnected factors like students' roles, teachers' roles, and appropriate methods that engage learners. Teachers should provide tools and strategies for students to take responsibility for their own learning.
4) As teachers, the role is to help students learn through providing resources and encouraging active, independent learning, while experience and
Similar to Approach - method - technique & procedure (20)
Approach, Method, Procedure & Technique in language Teaching
Approach, Method, Procedure & Technique in language Teaching
Mind Mapping The nature of approaches and methods in language teaching
Mind Mapping The nature of approaches and methods in language teaching
A Term Paper for the Course of Theories and Approaches in Language Teaching(...
A Term Paper for the Course of Theories and Approaches in Language Teaching(...
More from Mauricio Buitrago
Prepositions of time
This document discusses the use of prepositions of time in English. It explains that "in" is used for parts of the day, months of the year, and years. "On" is used for days of the week and days of the week combined with parts of the day. "At" is used for specific dates, times using hours, and specific cases like weekends, Christmas, or nighttime. Examples are provided to illustrate the proper use of each preposition of time.
El sistema verbal del español
Una breve presentación sobre las generalidades del sistema verbal del español. En esencia, los modos verbales y los principales tiempos; su forma y su función.
Sobre la enseñanza del léxico en E/LE
El documento discute el tratamiento de las unidades léxicas en el aula de español como lengua extranjera. Explica que el léxico de una lengua es abierto y cambiante, y que las unidades léxicas incluyen locuciones que funcionan como unidades indivisibles. También describe varias formas de enseñar vocabulario, como emparejar palabras en la lengua materna con la lengua meta e integrar el vocabulario en procesos comunicativos. Finalmente, propone actividades para trabajar el léxico como asociar palabras clave con camp
Aspectos Gramaticales Esenciales en un programa básico de ELE - Parte 2 -
Este documento presenta diferentes aspectos morfosintácticos esenciales en un programa de enseñanza del español como lengua extranjera. Explica la diferencia entre el uso de "ser" y "estar", las categorías gramaticales básicas como sustantivos, adjetivos y verbos, y diferentes tipos de comparaciones como igualdad, desigualdad, comparativos irregulares y el superlativo.
Aspectos Gramaticales Esenciales en un programa de ELE - Parte 1
Este documento presenta cinco aspectos morfosintácticos esenciales en un programa de enseñanza de español como lengua extranjera: 1) los pronombres personales de sujeto, incluyendo variaciones de género y el uso de "vos"; 2) la diferencia entre los verbos "ser" y "estar"; 3) la diferencia entre los verbos "haber" y "tener"; 4) el uso impersonal de "haber" como "hay"; 5) la formación del plural en español.
CONCEPTOS BÁSICOS PARA LA ENSEÑANZA DE L2 - CURSO E/LE
Una muy breve introducción a un conjunto de conceptos básicos para la enseñanza de segundas lenguas y de lenguas extranjeras.
Nouns and quantifiers
The document discusses countable and uncountable nouns and how they are used with quantifiers. [1] Countable nouns can be singular or plural and take quantifiers like "a/an", numbers, and expressions like "many", while uncountable nouns do not pluralize and take quantifiers like "much" and "a little". [2] Common quantifiers for countable nouns include "many, a few, some, a lot", and for uncountable nouns include "much, a little, some, a lot". [3] The quantifier "any" is used in yes/no questions and negative statements to indicate a quantity of zero.
La fonética y la fonología
Este documento resume los conceptos clave de fonética y fonología en inglés. Explica que la fonética estudia los sonidos del habla, mientras que la fonología estudia los fonemas y el sistema fonológico de una lengua. Luego lista y describe los fonemas vocálicos y consonánticos del inglés, así como las clasificaciones de los sonidos consonánticos según su sonoridad, punto de articulación, resonador supralaringeo y modo de articulación.
The Past Simple
Regular verbs are formed by adding "-ed" in the simple past tense. Irregular verbs do not follow a set pattern and must be memorized. For both regular and irregular verbs, the affirmative form is the same across subjects. The negative is formed with "did not/didn't" and the base verb form, while questions use "did" and the subject before the base verb form. Short answers to questions are "yes/no" followed by the appropriate form of "did".
The present continuous presentation
This document discusses the present continuous tense in English grammar. It covers the basic rules for forming verbs in the "-ing" form to express actions happening now or around now. It also looks at interrogative forms, such as questions, and short answers for the present continuous tense.
THE IMPERATIVE FORM
The document discusses the imperative form for giving commands and instructions. It notes that the imperative uses the base form of the verb and can be made negative with "don't." The imperative with "let's" is used to give commands or suggestions that include the speaker. It provides examples like "Don't eat in the classroom!" and "Let's go to the cinema."
THE IMPERATIVE FORM
The document discusses the imperative form for giving commands in English. The imperative uses the base form of the verb. Affirmative commands do not use a subject, while negative commands use "don't". The imperative with "let's" is used to give commands or suggestions that include the speaker. It follows the same structure as the regular imperative, using the base form for affirmatives and "let's not" for negatives.
Overview on Psycholinguistics: Universidad Santo Tomás
This document summarizes key topics related to first (L1) and second (L2) language acquisition. It discusses:
1) The brain areas involved in language processing like Broca's and Wernicke's areas.
2) Children acquire their L1 through innate language abilities and interaction, while adults learn L2 through conscious study relying more on explicit memory.
3) Being bilingual has many definitions but involves proficiency in two languages to varying degrees, and has cognitive advantages over monolingualism.
More from Mauricio Buitrago (13)
Aspectos Gramaticales Esenciales en un programa básico de ELE - Parte 2 -
Aspectos Gramaticales Esenciales en un programa básico de ELE - Parte 2 -
Aspectos Gramaticales Esenciales en un programa de ELE - Parte 1
Aspectos Gramaticales Esenciales en un programa de ELE - Parte 1
CONCEPTOS BÁSICOS PARA LA ENSEÑANZA DE L2 - CURSO E/LE
CONCEPTOS BÁSICOS PARA LA ENSEÑANZA DE L2 - CURSO E/LE
Overview on Psycholinguistics: Universidad Santo Tomás
Overview on Psycholinguistics: Universidad Santo Tomás
Recently uploaded
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaHow to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Recently uploaded (20)
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Approach - method - technique & procedure
- 1. APPROACHES, METHODS, PROCEDURES AND TECHNIQUES
- 2. APPROACH It is a conjunction of ideas related It is the level in which a whole to the nature and teaching of a theory and its beliefs are reflected given language. regarding a language and its learning. It is a much wider It refers to theories about the concept than a method and nature of language and language technique. learning. It is the source of the principles It describes how people acquire and practices of language their knowledge of the language teaching. and makes statements about the conditions which will promote It describes how a language is succesful language learning. used and how its constituent parts interlock. It offers a model of language competence.
- 3. METHOD It is considered the practical When a method has fixed realization of an approach. procedures, informed by a It is understood as a group of clearly articulated approach, it is procedures, a system that clearly easy to describe. However, if a explains how to teach a language (syllabus organization -contents & method takes procedures and skills to be taught-, roles of teachers techniques from a wide variety and learners, kinds of materials to use). of sources, that is that they are used in other methods or are It is understood as a group of mentioned by other beliefs, it procedures, a system that clearly explains how to teach a language will be very hard to continue (contents and skills to be taught) describing it as a method. How should it be categorized then? The method is based on a specific approach. The approach is axiomatic whereas the method is procedural.
- 4. TECHNIQUE It’s each specific strategy that These techniques must be we use in the classroom. coherent with the method, and therefore, they must be in harmony with the approach. It is a tool that is used to obtain an immediate result. Some techniques can be found in different methods whereas It’s what really happens in the other ones are specific to a given classroom, in the actual method. teaching.
- 5. PROCEDURE It is an ordered sequence of It can be understood as a techniques. set of actions, operations and strategies which have to be executed accordingly A procedure can be to a perception on how to described in terms such as obtain a expected result, in First you do this, then you our case on how to do that… It’s a lot smaller increase competition in a than a method, but it’s a foreign language. sequence of techniques.
- 6. Let’s think about this… If we mention the following concepts, can we clearly determine if we’re talking about an approach, a method, a technique or a procedure? PPP // Suggestopedia // Role-plays // CLT // TPR // Grammar translation // Silent viewing // Task-based learning // The Silent Way // Audiolingualism // Dictation // Community language learning // Lexical approach //