THE NATURE OF APPROACHES AND METHODS IN LANGUAGE

TEACHING

PAPER

A Paper on Submitted in partial fulfillment of the requirements for

the assignment of the course TEFL Methodology
Submitted to: Dina Novrieta M.Pd.

By:
Fedrata Erdinansyah 1713011
M. Syahrul Ramadhan 1713017
Riyadi Pratama 1713029

TARBIYAH DEPARTMENT
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
STATE INSTITUTE OF ISLAMIC STUDIES
SYAIKH ABDURRAHMAN SIDDIK
BANGKA BELITUNG
2019
 PREFACE

Praise and thank you, we pray to the presence of Allah SWT, because we have
bestowed mercy and love on all of us so this paper can be carried out well and in
time.

This paper is structured so that readers can know about The Nature of
Approaches and Methods in Language Teaching. This paper was compiled with
help from various parties. Both parties come from outside as well as from parties
concerned itself. We also thanked to our lecturers, Mrs. Diana Novita as the lecture
in the course of TEFL Methodology, who have been willing to give the opportunity
and guide us in compiling this paper.

Hopefully the paper that we have compiled will also enrich the insights of
education science and can add to the knowledge and experience of the readers.
Perfection requires a lot of knowledge and experience, we realize that this report
still has shortcomings, therefore we really expect criticism and suggestions that can
help so that in the future papers with similar themes can be made better.

Authors

12th October 2019

i
 TABLE OF CONTENTS

PREFACE ............................................................................................................ i

TABLE OF CONTENTS .................................................................................... ii

CHAPTER I: INTRODUCTION ...................................................................... 1

A. Background ............................................................................................... 1
B. Problem formulation ................................................................................. 1
C. Purposes of the Paper ................................................................................ 1

CHAPTER II: DISCUSSION ............................................................................ 2

A. Approach and Method ............................................................................... 2

B. Approach ................................................................................................... 4
1. Theory of language ............................................................................... 4
2. Theory of language learning ................................................................. 5
C. Design ....................................................................................................... 6
1. Objectives ............................................................................................. 6
2. Content Choice and Organization: The Syllabus ................................. 6
3. Types of Learning and Teaching Activities ......................................... 7
4. Learner Roles ........................................................................................ 8
5. Teacher Roles ....................................................................................... 9
6. The Role of Instructional Materials ...................................................... 10
D. Procedure................................................................................................... 10

CHAPTER III: CLOSING ................................................................................. 13

A. Conclution ................................................................................................. 13
B. Suggest ...................................................................................................... 13

REFERENCES .................................................................................................... 14

ii
 CHAPTER I
INTRODUCTION

A. Background
The changing rationale for foreign language study and the classroom
techniques and procedures used to teach languages have reflected responses to
a variety of historical issues and circumstances.

Knowledge of different approaches, methods, design, procedure etc. gives

foreign language teachers a good background reference to their own stand on
pedagogical matters and classroom practice. Foreign language teaching is not
static but changing to respond to new needs and demands. A variety of labels
such as approach, design, methods, procedures, and so on are used to describe
various elements constituting language teaching.

Various attempts have been made to conceptualize the nature of methods

and to explore more systematically the relationship between theory and
practice within a method. In this paper, we will clarify the relationship between
approach and method and present a model for the description, analysis, and
comparison of methods.

B. Problem Formulation
A. What are the approaches and methods in language teaching and how do
linguistic and psycholinguistic approaches influence them ?
B. What is design in language teaching and how is the level of analysis of it’s
method ?
C. What is procedure in language teaching ?

C. Purposes of the Paper

A. To understand and know about approach and method in language teaching.
B. To understand and know about design in language teaching.
C. To understand and know about procedure in language teaching.

1
 CHAPTER II
DISCUSSION

A. Approach and Method

When linguists and language specialists sought to improve the quality of
language teaching in the late 19th century, they often did so by referring to
general principles and theories concerning how languages are learned, how
knowledge of language is represented and organized in memory, or how
language itself is structured.The early applied linguistselaborated principles
and theoretically accountable approaches to the design of language teaching
programs, courses, and materials, though many of the specific practical details
were left to be worked out by others. They sought a rational answer to
questions such as those regarding principles for the selection and sequencing of
vocabulary and grammar, though none of these applied linguists saw in any
existing method the ideal embodiment of their ideas.

In describing methods, the difference between a philosophy of language

teaching at the level of theory and principles, and a set of derived procedures
for teaching a language, is central. In an attempt to clarify this difference, a
scheme was proposed by the American applied linguist Edward Anthony in
1963. He identified three levels of conceptualization and organization:1
a. Approach: a set of correlative assumptionsdealing with the nature of
language teachingand learning (axiomatic).So, an approach embodies the
theoretical principles governing language learning and language teaching
b. Method: an overall plan for the orderly presentation of language material
based on an approach. It is procedural (theory put into practice).It is a pre-
packaged set of specifications of how the teacher should teach and how the
learner should learn derived from particular theory of language and a theory
of language learning.

1
Jack C. Richard and Theodore S. Rodgers, Approaches and Methods in Language Teaching,
(Cambridge: Cambridge University Press, 2006), p.18-19.

2
 c. Technique: implementational. Techniques carry out a method which is
consistent with an approach.It is a particular trick, stratagem, or contrivance
used to accomplish an immediate objective. Techniques must be consistent
with a method, and therefore in harmony with an approach as well.2

The Antony framework is flawed in some way. It attempted to portray the

entire language teaching operations as a simple, hierarchical relationship
between approach, method, and technique, without in any way considering the
complex connections between intervening factors such as societal demands,
institutional resources and constraints, instructional effectiveness, and learner
needs. To rectify some of the limitations of the Antony framework, Richards
and Rodgers (1982) attempted to revise and refine it. They proposed a system
that is broader in its scope and wider in its implications. Like Antony, they too
made a three-part distinction—approach, design, and procedure—but
introduced new terms to capture the refinements:
The first level, approach, defines those assumptions, beliefs, and
theories about the nature of language and the nature of language
learning which operate as axiomatic constructs or reference points and
provide a theoretical foundation for what language teachers ultimately
do with learners in classrooms. The second level in the system, design,
specifies the relationship of theories of language and learning to both
the form and function of instructional materials and activities in
instructional settings. The third level, procedure, comprises the
classroom techniques and practices which are consequences of
particular approaches and designs. (Richards & Rodgers, 1982)3

2
Niki Kulev, "Approaches and Methods in Language Teaching", https://www.scribd.com/
document/322061908/Approaches-and-Methods-in-Language-Teaching, (accessed on October 3,
2019).
3
B. Kumaravadivelu, Understanding Language Teaching: From Method to Postmethod, (New
Jersey: Lawrence Erlbaum Associates Inc, 2006), p.85-86.

3
B. Approach
Following Anthony, approach refers to theories about the nature of
language and language learning that serve as the source of practices and
principles in language teaching. We will examine the linguistic and
psycholinguistic aspects of approach in turn.

1. Theory of language
In theory of language has three different theoretical views of
language and the nature of language proficiency explicitly or implicitly
inform current approaches and methods in language teaching:
First,structural view, the view that language is a system of
structurally related elements for the coding of meaning.The target of
language learning is seen to be the mastery of elements of this system,
which are generally defined in terms of phonological units, grammatical
units, grammatical operations, and lexical items.4
Second, functional view, it is a vehicle for the expression of
functional meaning. This theory emphasizes the semantic and
communicative dimension. A notional syllabus would include not only
elements of grammar and lexis but also specify the topics, notion and
concepts the learners needs to communicate about, for example, English
for Specific Purposes (ESP).5
Third, interactional view, it is a vehicle for the realization of
interpersonal relation and performance of social transactional between
individuals.It sees language as a vehicle for the realization of
interpersonal relations and for the performance of social transactions
between individuals. Language is seen as a tool for the creation and
maintenance of social relations. Language teaching content, according
to this view, may be specified and organized by patterns of exchange

4
Jack C. Richard and Theodore S. Rodgers, op.cit., p.20.
5
Jerick Dorado, “The Nature of Approaches and Methods in Language Teaching”,
https://scribd.com/document/427419435/The-Nature-of-Approaches-and-Methods-in-Language-
Teaching, (accessed on October 4, 2019).

4
 and interaction or may be left unspecified, to be shaped by the
inclinations of learners as interactors.6

2. Theory of language learning

A learning theory underlying an approach or method responds to
two questions: a) What are the psycholinguistic and cognitive processes
involved in language learning?, and b) What are the conditions that need
to be met in order for these learning processes to be activated?.Learning
theories associated with a method at the level of approach may
emphasize either one or both of these dimensions. Process-oriented
theories build on learning processes, such as habit formation, induction,
inferencing, hypothesis testing, and generalization. Condition-oriented
theories emphasize the nature of the human and physical context in
which language learning takes place.7
Stephen Krashen’s Monitor Theory, which is based on The Natural
Approach, answers both questions by distinguishing between the
“acquisition” and “learning” processes, and by describing the the type of
input the learners receive, which should be at their level, interest, of
sufficient quantity, and in low-anxiety contexts, and these are the
conditions. Then, Tracy D. Terrell with Natural Approach, and James
Asher with Total Physical Response are examples of methods based on
this learning theory too. And, Charles A. Curran’s Counseling Learning
and Caleb Gattegno’s Silent Way also focus on this learning theory, but
they focus primarily on the conditions more than in the processes. Their
concern is directed to the atmosphere of the classroom, and they seek for
motivation, confidence and security within the students.8

6
Herri Mulyono, “The Nature of Approaches and Method in Language Teaching",
https://myenglish01.wordpress.com/2008/10/16/the-nature-of-approaches-and-method-in-
language-teaching, (accessed on October 6, 2019).
7
Jack C. Richard and Theodore S. Rodgers, op.cit., p.21.
8
Sheila Y. Guzman, "The Nature of Approaches and Methods in Language Teaching",
https://slideplayer.com/slide/5973641/, accessed on October 4, 2019.

5
C. Design
Design is a definition of linguistic content, a specification for the
selection and organization of content, anda description of the role of
teacher, learner, and teaching material. Design is the level of method
analysis in which we consider a) what the objectives of a method are; b)
how language content is selected and organized within the method, that is,
the syllabus model the method incorporates; c) the types of learning tasks
and teaching activities the method advocates; d) the roles of learners; e) the
roles of teachers; and f) the role of instructional materials. 9

1. Objectives
Objective is the main focus of the method. Process-oriented
objectives is Based on learning behaviors (processes and abilities
acquired from the instruction.). Gattegno writes, “Learning is not seen
as the means of accumulating knowledge but as the means of becoming
a more proficient learner in whatever one is engaged in” (1972: 89). The
degree to which a method has process-oriented or product-oriented
objectives may be revealed in how much emphasis is placed on
vocabulary acquisition and grammatical proficiency and in how
grammatical or pronunciation errors are treated in the method.10

2. Content Choice and Organization: The Syllabus

All the methods involve decisions concerning the selection of
language items: words, sentence patterns, tenses, constructions,
functions, topics, etc; that are to be used in teaching. One makes
decisions about what to talk about (subject matter) and how to talk about
it (linguistic matter). Methods differ as to the subject and linguistic
matter around which language teaching should be organized. For

9
Jack Richard and Ted Rodgers, Method: Approach, Design, and Procedure, TESOL
Quarterly Vol.16 No.2, 1982, p.157.
10
https://anglofafipar.files.wordpress.com/2011/03/4-design-e-procedimentos2.pdf, (accessed
on October 12, 2019).

6
 example, ESP courses (English for Specific Purposes) are subject-matter
focused, they choose what to talk about. Structurally based methods,
such as Situational Language Teaching and the Audiolingual Method,
are linguistically focused. Content for teaching is chosen according to
the principles of selection. For instance, in grammar – based courses the
content is chosen and sequenced according to the principle of gradation
of difficulties of grammar items. In communicative – oriental courses
sequencing of the content may be according to the learners’
communicative needs.
Traditionally the term syllabus has been used to refer to the form in
which linguistic content is specified in a course or method. This term
has been more closely associated with product centered methods rather
than with process centered. Thus, the syllabus underlying the Situational
and Audiolingual methods consists of a list of grammatical items and
constructions, often together with a list of vocabulary items. Notional-
functional syllabuses specify the communicative content of a course in
terms of functions, notions, topics, grammar and vocabulary. Such
syllabuses are usually determined in advance of teaching.
The term syllabus,however,is less frequently used in process-based
methods, in which considerations of language content are often
secondary. For example, Counseling-Learning has no language syllabus
as such. Neither linguistic matter nor subject matter is specified in
advance. Learners select content for themselves, by choosing topics they
want to talk about. These are translated into the target language and used
as the basis for interaction and language practice.11

3. Types of Learning and Teaching Activities

Different philosophies at the level of approach may be reflected
both in the use of different kinds of activities and in different uses for

11
https://studopedia.com.ua/1_392341_CONTENT-CHOICE-AND-ORGANIZATION-THE-
SYLLABUS.html, (accessed on October 12, 2019).

7
 particular activity types. For example, Audiolingualism are often used
dialogue and pattern practice, the silent way used charts and colored
rods, and communicative language theoreticians used information gap.
The diversity of activity types may require different arrangements
and groupings. Depending on if it is an individual activity, pair work or
group work. Activity types in methods thus include the primary
categories of learning and teaching activity the method advocates, such
as: dialogue, responding to commands, group problem-solving,
information-exchange activities, improvisations, question and answer,
or drills.12

4. Learner Roles
The design of an instructional system will be considerably
influenced by how learners are regarded. A method reflects explicit or
implicit responses to questions concerning the learners' contribution to
the learning process. This is seen in the types of activities learners carry
out, the degree of control learners have over the content of learning, the
patterns of learner groupings adopted, the degree to which learners
influence the learning of others, and the view of the learner as processor,
performer, initiator, problem solver.
Recent methodologies are more concern for learner roles. Johnson
and Paulston (1976) spell out learner roles in an individualized approach
to language learning in the following terms:
a) Learners plan their own learning program and thus ultimately assume
responsibility for what they do in the classroom
b) Learners monitor and evaluate their own progress
c) Learners are members of a group and learn by interacting with
others; d) Learners tutor other learners
d) Learners learn from the teacher, from other students, and from other
teaching sources.

12
Sheila Y. Guzman, op.cit.

8
 Counseling-Learning views learners as having roles that change
developmentally, and Curran (1976) uses an ontogenetic metaphor to
suggest this development. He divides the developmental process into
five stages, extending from total dependency on the teacher in stage 1 to
total independence in stage 5. These learner stages Curran sees as
parallel to the growth of a child from embryo to independent adulthood,
passing through childhood and adolescence.13

5. Teacher Roles
Learner and teacher roles are closely related to each other. They
define the type of interaction in the classroom within the method being
used. Teacher roles are similarly related ultimately both to assumptions
about language and language learning at the level of approach. Some
methods are totally dependent on the teacher as a source of knowledge
and direction; others see the teacher's role as catalyst, consultant, guide,
and model for learning; still others try to "teacher-proof" the
instructional system by limiting teacher initiative and by building
instructional content and direction into texts or lesson plans.14
Teacher roles in methods are related to the following issues:
a) the types of functions teachers are expected to fulfill, whether that of
practice director, counselor, or model, for example;
b) the degree of control the teacher has over how learning takes place;
c) the degree to which the teacher is responsible for determining the
content of what is taught;
d) the interactional patterns that develop between teachers and learners.
Methods typically depend critically on teacher roles and their
realizations. For some methods, the role of the teacher has been
specified in detail. The role of the teacher will ultimately reflect both the
objectives of the method and the learning theory on which the method is

13
Jack C. Richard and Theodore S. Rodgers, op.cit., p.27-28.
14
Jack Richard and Ted Rodgers, op.cit., p.160.

9
 predicated, since the success of a method may depend on the degree to
which the teacher can provide the content or create the conditions for
successful language learning.15

6. The Role of Instructional Materials

Instructional materials specify subject-matter content, its degree of
coverage (amount of time, attention, and details of particular items), and
its continuity over the following days. Instructional materials are depend
on the selected method, such as: self-instruction, teacher-instruction,
peer tutoring. The role of instructional materials within an instructional
system will reflect decisions concerning the primary goal of materials
(e.g., to present content, to practice content, to facilitate communication
between learners, to enable the learners to practice content without the
teacher, etc.), the form of materials (e.g., textbook, audiovisual,
computer display, etc.), the relation materials hold to other sources of
input (i.e., whether they serve as the major source of input, or only as a
minor component of input), and the abilities of the teacher (e.g.,
competence in the language, degree of training,etc.).16

D. Procedure
The Last Level of conceptualization and organization within a method is
what we will refer to as procedure. This encompasses the actual moment-to-
moment techniques, practices, and behaviors that operate in teaching a
language according to a particular method. Tasks and activities are integrated
into lessons and used as the basis for teaching and learning. It is the level at
which we describe how a method realizes its approach and design in classroom
behavior. Three dimensions to a method at the level of procedure:
1) The use of teaching activities to present new language and to clarify and
demonstrate formal, communicative, or other aspects of the target language.

15
Jack C. Richard and Theodore S. Rodgers, op.cit., p.28-29.
16
Jack Richard and Ted Rodgers, op.cit., p.161-162.

10
 2) The ways in which particular teaching activities are used for practicing
language.
3) The procedures and techniques used in giving feedback to learners
concerning the form or content of their utterances or sentences.17
Essentially, then procedure focuses on the way a method handles the
presentation, practice, and feedback phases of teaching. For example, is a
description of the procedural aspect of a beginning Silent Way course based on
Stevick (1980: 44-5):
a) The teacher points at meaningless symbols on a wall chart. The symbols
represent the syllables of the spoken language. The students read the sound
aloud, first in chorus and then individually.
b) After the students can pronounce the sounds, the teacher moves to a second
set of charts containing words frequently used in the language, including
numbers. The teacher leads the students to pronounce long numbers.
c) The teacher uses colored rods together with charts and gestures to lead the
students into producing the words and basic grammatical structures needed.

Of error treatment in the Silent Way Stevick notes:

When the students respond correctly to the teacher’s intiative, she usually
does not react with any overt confirmation that what they did was right. If a
student’s response is wrong, on the other hand, she indicates that the student
needs to do further work on the word or phrase; if she thinks it necessary, she
actually shows the student exactly where the additional work is to be done.
(1980:45)
Finnocchiaro and Brumfit (1983) illustrate how the procedural phases of
instruction are handled in what they call a notional-functional approach.
a) Presentation of brief dialogue or several mini-dialogue.
b) Oral practice of each utterance in the dialogue.
c) Questions and answers based on the topic and situation in the dialogue.

17
Camille Ann, "The Nature of Approaches and Methods in Language” ,
https://www.slideshare.net/CamilleAnn1/the-nature-of-approaches-and-methods-in-language,
(accessed on October 6, 2019).

11
d) Questions and answers related to the student’s personal experience but
centered on the theme of the dialogue.
e) Study of the basic communicative expressions used in the dialogue or one of
the structures that exemplify the function.
f) Learner discovery of generalizations or rules underlying the functional
expression of structures.
g) Oral recognition, interpretative procedures.
h) Oral production activities, procceding from guided to freer
communication.18

18
Jack C. Richard and Theodore S. Rodgers, op.cit., p.32.

12
 CHAPTER III
CLOSING

A. Conclusion
As we have seen throughout the paper there have been different issues at the
levels of approach, design and procedure, in which any language method can
be presented. However this model does not imply that the development occurs
exactly as it is presented, which allows the possibility for any future
developments of methods out of any of the three categories already discussed.

B. Suggest
So far we have realized that our paper still has many deficiencies. Therefore,
constructive criticism and suggestions are needed to improve our paper

13
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https://studopedia.com.ua/1_392341_CONTENT-CHOICE-AND-
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