Overview of Language Teaching Methodology

The word "methodology" is itself often misinterpreted or ill-understood.  It is usually given

lip-service as an explanation for the way a given teacher goes about his/her teaching, a sort
of umbrella-term to describe the job of teaching another language.  Most often,
methodology is understood to mean methods in a general sense, and in some cases it is
even equated to specific teaching techniques.  It does (or should) in fact mean and involve
much more than that.  I've found that Brown's (1994:51) definitions (reflecting current usage
at the time and drawn from earlier attempts to break down and classify elements to do with
methodology) are the most useful:

Methodology
The study of pedagogical practices in general (including theoretical underpinnings and
related research).  Whatever considerations are involved in "how to teach" are
methodological.

Approach
Theoretical positions and beliefs about the nature of language, the nature of language
learning, and the applicability of both to pedagogical settings.

Method
A generalized set of classroom specifications for accomplishing linguistic objectives. 
Methods tend to be primarily concerned with teacher and student roles and behaviors and
secondarily with such features as linguistic and subject-matter objectives, sequencing, and
materials.  They are almost aways thought of as being broadly applicable to a variety of
audiences in a variety of contexts.

Curriculum/Syllabus
Designs for carrying out a particular language program.  Features include a primary concern
with the specification of linguistic and subject-matter objectives, sequencing, and materials
to meet the needs of a designated group of learners in a defined context.

Technique
Any of a wide variety of exercises, activities, or devices used in the language classroom for
realizing lesson objectives.
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