Approach, Method, Procedure & Technique in language Teaching
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Approach Is an umbrella term. under an approach there are several methods procedure and techniques. This hierarchy is followed in language teaching.
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Direct method
The Direct Method is a language teaching method that uses only the target language in instruction and refrains from using the students' native language. It was established in Germany and France in 1900 in response to dissatisfaction with the Grammar Translation Method. Key features include teaching vocabulary through visual aids and an inductive approach to grammar, with a focus on oral communication skills like questioning and answering. Principles of the Direct Method include conducting class exclusively in the target language, initially teaching everyday vocabulary and sentences before introducing grammar, and emphasizing correct pronunciation and oral communication.
Community language learning (CLL)
Community language learning (CLL) is a language-teaching approach in which students work together to develop what aspects of a language they would like to learn. It is based on the Counselling-approach in which the teacher acts as a counselor and a paraphraser, while the learner is seen as a client and collaborator.
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.
Post methods era in Language Teaching
1. The document discusses the differences between approaches and methods in language teaching. Approaches provide general principles for teaching a language, while methods provide specific prescriptions for content, roles, and activities.
2. It notes that while methods provide structure for novice teachers, they risk marginalizing the teacher's role and making students passive learners. Approaches allow more flexibility but lack clear application.
3. The document advocates considering context, evaluating objectives, developing and testing materials, and providing feedback in language program design rather than rigidly following a single method.
Community language learning
CLL is an approach to language teaching where the teacher takes on the role of a counselor. It aims to make students feel comfortable in order to facilitate language learning. Teachers help students express themselves in the target language and structure class activities. Students are encouraged to interact, take responsibility for their learning, and learn from each other. The goal is for students to communicate in the language and learn about their own learning process. Key techniques include recording conversations, transcription, reflection, and group work.
The oral approach and situational language teaching
The document discusses situational language teaching, an approach developed in the 1930s-1960s that focused on teaching practical language skills through analyzing grammar structures and vocabulary. It involved presenting new sentence patterns and drilling practices using real-world situations and visual aids. Lessons typically moved from controlled oral practice to freer use of structures in speech, reading, and writing. While suitable for introducing language, it lacked learner autonomy and creativity.
Direct method class presentation/by Nazik
The Direct Method focuses on communicating in the target language through demonstration and visual aids without translation. Teachers introduce new vocabulary through realia or pictures and have students practice speaking in real-world situations. Grammar is taught inductively and vocabulary is emphasized over translation. The goal is for students to think and communicate directly in the target language.
Natural approach
Among all the methods and approaches to language teaching there is one that may not have a strong basis on its Theory of Language but an excellent background on its Theory of Learning, the Natural Approach, based on the principles of the Theory of Language Acquisition proposed by Stephen Krashen.
Recommended
Direct method
The Direct Method is a language teaching method that uses only the target language in instruction and refrains from using the students' native language. It was established in Germany and France in 1900 in response to dissatisfaction with the Grammar Translation Method. Key features include teaching vocabulary through visual aids and an inductive approach to grammar, with a focus on oral communication skills like questioning and answering. Principles of the Direct Method include conducting class exclusively in the target language, initially teaching everyday vocabulary and sentences before introducing grammar, and emphasizing correct pronunciation and oral communication.
Community language learning (CLL)
Community language learning (CLL) is a language-teaching approach in which students work together to develop what aspects of a language they would like to learn. It is based on the Counselling-approach in which the teacher acts as a counselor and a paraphraser, while the learner is seen as a client and collaborator.
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.
Post methods era in Language Teaching
1. The document discusses the differences between approaches and methods in language teaching. Approaches provide general principles for teaching a language, while methods provide specific prescriptions for content, roles, and activities.
2. It notes that while methods provide structure for novice teachers, they risk marginalizing the teacher's role and making students passive learners. Approaches allow more flexibility but lack clear application.
3. The document advocates considering context, evaluating objectives, developing and testing materials, and providing feedback in language program design rather than rigidly following a single method.
Community language learning
CLL is an approach to language teaching where the teacher takes on the role of a counselor. It aims to make students feel comfortable in order to facilitate language learning. Teachers help students express themselves in the target language and structure class activities. Students are encouraged to interact, take responsibility for their learning, and learn from each other. The goal is for students to communicate in the language and learn about their own learning process. Key techniques include recording conversations, transcription, reflection, and group work.
The oral approach and situational language teaching
The document discusses situational language teaching, an approach developed in the 1930s-1960s that focused on teaching practical language skills through analyzing grammar structures and vocabulary. It involved presenting new sentence patterns and drilling practices using real-world situations and visual aids. Lessons typically moved from controlled oral practice to freer use of structures in speech, reading, and writing. While suitable for introducing language, it lacked learner autonomy and creativity.
Direct method class presentation/by Nazik
The Direct Method focuses on communicating in the target language through demonstration and visual aids without translation. Teachers introduce new vocabulary through realia or pictures and have students practice speaking in real-world situations. Grammar is taught inductively and vocabulary is emphasized over translation. The goal is for students to think and communicate directly in the target language.
Natural approach
Among all the methods and approaches to language teaching there is one that may not have a strong basis on its Theory of Language but an excellent background on its Theory of Learning, the Natural Approach, based on the principles of the Theory of Language Acquisition proposed by Stephen Krashen.
power point: Direct method by zuliana_nurbalinda
The direct method was created in the 19th century as an alternative to the grammar translation method. It seeks to immerse students in the target language in the same way a first language is learned. Only the target language is used, with no translation allowed. Grammar is taught inductively through demonstration and visual aids, and speaking is emphasized through realistic, everyday conversational situations. Strategies include reading aloud, question-and-answer exercises, self-correction, dictation, and paragraph writing. The teacher's role is to demonstrate, facilitate, and monitor, while students take an active role as observers and practitioners of the new language.
Competency based language teaching
CBLT is an approach to language teaching that focuses on what learners can do with the language. It emerged in the 1970s and defines educational goals by describing the knowledge, skills, and behaviors students should have. CBLT uses competencies related to real-world tasks, modularized instruction, and ongoing assessment. The teacher's role is to provide feedback and select activities, while learners must perform skills and transfer knowledge. Reasons for using CBLT include that it lists competencies for situations, focuses on outcomes, and views language as a medium for interaction.
The Natural Approach
The Natural Approach is a language teaching method based on theories of second language acquisition. It focuses on providing students with comprehensible input through meaningful communication activities. Students progress through three stages: pre-production, early production, and speech emergence. The teacher acts as a source of input, manager of the learning environment, and director of classroom activities. The key principles are that language acquisition occurs naturally through communication, errors are accepted, and students should not be forced to produce language before they are ready.
The grammar translation method
The Grammar Translation Method is known to be the oldest language teaching method, which dates back to 14th century.
The Audio Lingual Method
The document discusses the audiolingual method, which was developed in the United States during World War II to rapidly teach foreign languages for military purposes. It outlines the background and definition of the method, which emphasizes teaching listening and speaking before reading and writing through drills and repetition. The document also covers behaviorist psychology principles, ALM techniques, features, objectives, roles of learners and teachers, strengths and weaknesses, and decline of the ALM approach.
History of language teaching
The document provides a history of language teaching methods from the 1500s to present day. It begins with Latin being the dominant language of education in the 1500s, though French, Italian, and English gained prominence in the 1600s. The 1700s-1900s saw the promotion of Latin in schools through grammar-focused instruction. In the 1800s, modern languages began to be taught using the same grammar-translation approach. Reform movements in the late 1800s advocated for a more natural approach focused on speaking, resulting in the Direct Method in the early 1900s emphasizing communication over translation. However, these natural methods proved difficult to implement in schools. Throughout the 20th century, debates occurred over the best language teaching methods to use
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.
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.
The Post-Method era
This document discusses the post-methods era in language teaching. It summarizes that methods were widely used until the late 1980s but gradually fell out of favor due to dissatisfaction with their rigid prescriptions. The post-methods paradigm emerged as an alternative that emphasizes teacher autonomy over prescribed methods. It focuses on three pedagogical parameters: particularity, considering local teaching contexts; practicality, enabling teachers to theorize from practice; and possibility, accounting for social factors that shape learning. The post-methods era aims to facilitate the development of each teacher's own teaching theory based on their unique situation and experiences.
Methods and Approaches of ELT
This document discusses several methods of teaching English, including the Grammar Translation Method, Direct Method, and Audio-Lingual Method. The Grammar Translation Method focuses on translating words and texts between English and the learner's native language. The Direct Method teaches English exclusively through the target language without translation. The Audio-Lingual Method is based on behaviorism and teaches language patterns through repetition and drills. Each method has its own principles, techniques, merits and demerits for developing English language skills.
TEFL - The Oral Approach & Situational Language Teaching
The document discusses the Oral Approach and Situational Language Teaching methods developed in the 1920s-1960s. It outlines the key characteristics of the approach, including beginning with spoken language, using the target language in the classroom, introducing new language situationally with a controlled vocabulary and graded grammar. Reading and writing are introduced after establishing a lexical and grammatical basis. The approach is based on behavioral habit-learning theory and aims to teach practical language skills. Detailed teaching procedures are provided, including listening practice, choral imitation, and substitution drilling. Procedures associated with Situational Language Teaching were an extension of techniques from the earlier Oral Approach.
Language Issues in ESP
The document discusses language issues in English for Specific Purposes (ESP) approaches. It notes that ESP approaches are sometimes criticized for their perceived lack of focus on grammatical accuracy, but ESP teachers can directly address grammar in the classroom or allow materials and student output to teach it. Grammar is dealt with not as a separate topic, but as a natural part of language use within different contexts. Vocabulary is also addressed in context of the subject matter. Discourse analysis looks at how texts are structured in different genres, and the goal of ESP is to help students identify patterns in their field.
The oral approach and slt
Few language teachers today are familiar with term Oral Approach, though it has shaped the design of many widely used EFL textbooks and courses including many still being used today
Suggestopedia
Suggestopedia is a language teaching method developed by Georgi Lozanov that uses relaxation, music, and suggestive techniques to enhance learning. Key aspects of Suggestopedia include reading dialogues aloud to music while students sit comfortably, the teacher acting as an authority figure, and creating a stimulating classroom environment with decorations and lighting. The goal is to help students learn large amounts of vocabulary and language quickly in a relaxed state.
TEFL ( Grammar Translation Method)
Hello guys, This is my presentasion about GTM, TEFL
Please, Read a lot and make sure that you are understand it.
Check it out !
TBLT Lesson Planning
The document provides an overview of lesson planning and task-based language teaching. It discusses the key stages of a task-based lesson including the pre-task, task, and post-task stages. In the pre-task stage, the lesson objectives and task instructions are presented to motivate and prepare students. The main task involves students using language communicatively. In the post-task stage, students review and reflect on their language use. Different types of tasks and factors affecting task difficulty are also summarized.
The audio lingual method ch
The Audio-Lingual Method was developed during WWII to rapidly teach soldiers foreign languages. It focused on habit formation through repetition and drills without error. The teacher strictly modeled the target language, and students mimicked through dialog memorization and pattern practice drills. The goal was automatic language use by overcoming native language interference. Grammar was induced, not explicitly taught.
Teaching Grammar
The document discusses various approaches to teaching grammar, including deductive and inductive methods. It defines descriptive and prescriptive grammar, and explains that the most effective way to teach grammar is through an inductive approach that focuses on meaning and uses reading and writing activities. The PPP (presentation, practice, production) model is presented as a widely used framework for teaching grammar lessons, with the goal of students producing the target grammar through contextual examples and exercises.
L2 learning and teaching
This document discusses L2 learning and teaching. It defines L2 as any language learned after one's first language. There is disagreement about whether L2 knowledge consists of underlying rules, linguistic patterns/structures, or a means of communication. Learners acquire L2 through innate capacity, prior knowledge, processing input, interaction, restructuring knowledge, and automatization. Success varies due to social context, experience, the relationship between L1 and L2, age, aptitude, motivation, and instruction quality. Near-native competence is unlikely in pronunciation for older learners and requires extensive varied input and feedback. Implications include considering learners' goals, priorities, dimensions of learning, strengths/limitations, and incremental progress
Language teaching methodology
1. The document discusses various approaches, methods, and techniques for language teaching. An approach refers to assumptions about language learning, a method is the practical application of an approach through procedures and techniques, and a technique is what occurs in the classroom.
2. Key theories of language discussed are the structural, functional, and interactional views. Methods explained include grammar translation, direct method, reading approach, audiolingual method, community language learning, and total physical response. Later developments presented are communicative language teaching and the presentation-practice-production model.
3. Communicative language teaching emphasizes using language communicatively and developing students' communicative competence through activities that involve information sharing, problem solving and role plays.
Approach - method - technique & procedure
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.
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.
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power point: Direct method by zuliana_nurbalinda
The direct method was created in the 19th century as an alternative to the grammar translation method. It seeks to immerse students in the target language in the same way a first language is learned. Only the target language is used, with no translation allowed. Grammar is taught inductively through demonstration and visual aids, and speaking is emphasized through realistic, everyday conversational situations. Strategies include reading aloud, question-and-answer exercises, self-correction, dictation, and paragraph writing. The teacher's role is to demonstrate, facilitate, and monitor, while students take an active role as observers and practitioners of the new language.
Competency based language teaching
CBLT is an approach to language teaching that focuses on what learners can do with the language. It emerged in the 1970s and defines educational goals by describing the knowledge, skills, and behaviors students should have. CBLT uses competencies related to real-world tasks, modularized instruction, and ongoing assessment. The teacher's role is to provide feedback and select activities, while learners must perform skills and transfer knowledge. Reasons for using CBLT include that it lists competencies for situations, focuses on outcomes, and views language as a medium for interaction.
The Natural Approach
The Natural Approach is a language teaching method based on theories of second language acquisition. It focuses on providing students with comprehensible input through meaningful communication activities. Students progress through three stages: pre-production, early production, and speech emergence. The teacher acts as a source of input, manager of the learning environment, and director of classroom activities. The key principles are that language acquisition occurs naturally through communication, errors are accepted, and students should not be forced to produce language before they are ready.
The grammar translation method
The Grammar Translation Method is known to be the oldest language teaching method, which dates back to 14th century.
The Audio Lingual Method
The document discusses the audiolingual method, which was developed in the United States during World War II to rapidly teach foreign languages for military purposes. It outlines the background and definition of the method, which emphasizes teaching listening and speaking before reading and writing through drills and repetition. The document also covers behaviorist psychology principles, ALM techniques, features, objectives, roles of learners and teachers, strengths and weaknesses, and decline of the ALM approach.
History of language teaching
The document provides a history of language teaching methods from the 1500s to present day. It begins with Latin being the dominant language of education in the 1500s, though French, Italian, and English gained prominence in the 1600s. The 1700s-1900s saw the promotion of Latin in schools through grammar-focused instruction. In the 1800s, modern languages began to be taught using the same grammar-translation approach. Reform movements in the late 1800s advocated for a more natural approach focused on speaking, resulting in the Direct Method in the early 1900s emphasizing communication over translation. However, these natural methods proved difficult to implement in schools. Throughout the 20th century, debates occurred over the best language teaching methods to use
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.
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.
The Post-Method era
This document discusses the post-methods era in language teaching. It summarizes that methods were widely used until the late 1980s but gradually fell out of favor due to dissatisfaction with their rigid prescriptions. The post-methods paradigm emerged as an alternative that emphasizes teacher autonomy over prescribed methods. It focuses on three pedagogical parameters: particularity, considering local teaching contexts; practicality, enabling teachers to theorize from practice; and possibility, accounting for social factors that shape learning. The post-methods era aims to facilitate the development of each teacher's own teaching theory based on their unique situation and experiences.
Methods and Approaches of ELT
This document discusses several methods of teaching English, including the Grammar Translation Method, Direct Method, and Audio-Lingual Method. The Grammar Translation Method focuses on translating words and texts between English and the learner's native language. The Direct Method teaches English exclusively through the target language without translation. The Audio-Lingual Method is based on behaviorism and teaches language patterns through repetition and drills. Each method has its own principles, techniques, merits and demerits for developing English language skills.
TEFL - The Oral Approach & Situational Language Teaching
The document discusses the Oral Approach and Situational Language Teaching methods developed in the 1920s-1960s. It outlines the key characteristics of the approach, including beginning with spoken language, using the target language in the classroom, introducing new language situationally with a controlled vocabulary and graded grammar. Reading and writing are introduced after establishing a lexical and grammatical basis. The approach is based on behavioral habit-learning theory and aims to teach practical language skills. Detailed teaching procedures are provided, including listening practice, choral imitation, and substitution drilling. Procedures associated with Situational Language Teaching were an extension of techniques from the earlier Oral Approach.
Language Issues in ESP
The document discusses language issues in English for Specific Purposes (ESP) approaches. It notes that ESP approaches are sometimes criticized for their perceived lack of focus on grammatical accuracy, but ESP teachers can directly address grammar in the classroom or allow materials and student output to teach it. Grammar is dealt with not as a separate topic, but as a natural part of language use within different contexts. Vocabulary is also addressed in context of the subject matter. Discourse analysis looks at how texts are structured in different genres, and the goal of ESP is to help students identify patterns in their field.
The oral approach and slt
Few language teachers today are familiar with term Oral Approach, though it has shaped the design of many widely used EFL textbooks and courses including many still being used today
Suggestopedia
Suggestopedia is a language teaching method developed by Georgi Lozanov that uses relaxation, music, and suggestive techniques to enhance learning. Key aspects of Suggestopedia include reading dialogues aloud to music while students sit comfortably, the teacher acting as an authority figure, and creating a stimulating classroom environment with decorations and lighting. The goal is to help students learn large amounts of vocabulary and language quickly in a relaxed state.
TEFL ( Grammar Translation Method)
Hello guys, This is my presentasion about GTM, TEFL
Please, Read a lot and make sure that you are understand it.
Check it out !
TBLT Lesson Planning
The document provides an overview of lesson planning and task-based language teaching. It discusses the key stages of a task-based lesson including the pre-task, task, and post-task stages. In the pre-task stage, the lesson objectives and task instructions are presented to motivate and prepare students. The main task involves students using language communicatively. In the post-task stage, students review and reflect on their language use. Different types of tasks and factors affecting task difficulty are also summarized.
The audio lingual method ch
The Audio-Lingual Method was developed during WWII to rapidly teach soldiers foreign languages. It focused on habit formation through repetition and drills without error. The teacher strictly modeled the target language, and students mimicked through dialog memorization and pattern practice drills. The goal was automatic language use by overcoming native language interference. Grammar was induced, not explicitly taught.
Teaching Grammar
The document discusses various approaches to teaching grammar, including deductive and inductive methods. It defines descriptive and prescriptive grammar, and explains that the most effective way to teach grammar is through an inductive approach that focuses on meaning and uses reading and writing activities. The PPP (presentation, practice, production) model is presented as a widely used framework for teaching grammar lessons, with the goal of students producing the target grammar through contextual examples and exercises.
L2 learning and teaching
This document discusses L2 learning and teaching. It defines L2 as any language learned after one's first language. There is disagreement about whether L2 knowledge consists of underlying rules, linguistic patterns/structures, or a means of communication. Learners acquire L2 through innate capacity, prior knowledge, processing input, interaction, restructuring knowledge, and automatization. Success varies due to social context, experience, the relationship between L1 and L2, age, aptitude, motivation, and instruction quality. Near-native competence is unlikely in pronunciation for older learners and requires extensive varied input and feedback. Implications include considering learners' goals, priorities, dimensions of learning, strengths/limitations, and incremental progress
Language teaching methodology
1. The document discusses various approaches, methods, and techniques for language teaching. An approach refers to assumptions about language learning, a method is the practical application of an approach through procedures and techniques, and a technique is what occurs in the classroom.
2. Key theories of language discussed are the structural, functional, and interactional views. Methods explained include grammar translation, direct method, reading approach, audiolingual method, community language learning, and total physical response. Later developments presented are communicative language teaching and the presentation-practice-production model.
3. Communicative language teaching emphasizes using language communicatively and developing students' communicative competence through activities that involve information sharing, problem solving and role plays.
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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.
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.
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.
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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
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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.
What this module is about
This module aims to help elementary school teachers gain knowledge and understanding of various approaches, methods, strategies and techniques for achieving learning objectives in English. It discusses the communicative language teaching approach, best practices for beginning reading instruction, and strategies for teaching comprehension skills. The objectives of the module are for teachers to be able to identify, describe, and implement different approaches and methods using effective strategies to achieve learning goals in English.
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Approach, Method, Procedure & Technique in language Teaching
- 4. APPROACH It is a conjunction of ideas related to the nature and teaching of a given language. It refers to theories about the nature of language and language learning. It describes how people acquire their knowledge of the language and makes statements about the conditions which will promote succesful language learning. It offers a model of language competence.
- 5. It is the level in which a whole theory and its beliefs are reflected regarding a language and its learning. It is a much wider concept than a method and technique. It is the source of the principles and practices of language teaching. It describes how a language is used and how its constituent parts interlock. APPROACH
- 6. METHOD It is considered the practical realization of an approach. It is understood as a group of procedures, a system that clearly explains how to teach a language (syllabus organization -contents & skills to be taught-, roles of teachers and learners, kinds of materials to use). It is understood as a group of procedures, a system that clearly explains how to teach a language (contents and skills to be taught) The method is based on a specific approach. The approach is axiomatic whereas the method is procedural.
- 7. When a method has fixed procedures, informed by a clearly articulated approach, it is easy to describe. However, if a method takes procedures and techniques from a wide variety of sources, that is that they are used in other methods or are mentioned by other beliefs, it will be very hard to continue describing it as a method. How should it be categorized then? METHOD
- 8. Procedure It is an ordered sequence of techniques. A procedure can be described in terms such as First you do this, then you do that… It’s a lot smaller than a method, but it’s a sequence of techniques.
- 9. Procedure It can be understood as a set of actions, operations and strategies which have to be executed accordingly to a perception on how to obtain a expected result, in our case on how to increase competition in a foreign language.
- 10. TECHNIQUE It’s each specific strategy that we use in the classroom. It is a tool that is used to obtain an immediate result. It’s what really happens in the classroom, in the actual teaching.
- 11. These techniques must be coherent with the method, and therefore, they must be in harmony with the approach. Some techniques can be found in different methods whereas other ones are specific to a given method. TECHNIQUE
- 13. Let’s think about this…