CHAPTER 2

APPROACH, METHOD &

TECHNIQUE
Definitions by Anthony (1963)
i. Approach a set of assumptions dealing with the nature of language,
learning and teaching.
ii. Method an overall plan for systematic presentation of language based
upon a selected approach.
iii. Techniques the specific activities manifested in the classroom
consistent with a method and were in harmony with approach as well.

Definitions by Richards and Rodgers (1982, 1986) (refer to pg.

16)
i. Method an umbrella term for the specification and interrelation of
theory and practice.
ii. Approach defines assumptions, beliefs, and theories about the nature
of language and language learning.
iii. Design specify the relationship of those theories to classroom
materials and activities.
iv. Procedure techniques and practices that are derived from ones
approach and design.
APPROACH, METHOD &
TECHNIQUE (cont.)
Current definitions
i. Methodology pedagogical practices in general how to
teach
ii. Approach theoretically well-informed positions and beliefs
about the nature of language, the nature of language
learning, and the applicability of both to pedagogical settings.
iii.Method a generalized set of classroom specifications for
accomplishing linguistic objectives.
iv.Curriculum/syllabus designs for carrying out a particular
language program.
v. Technique any of the wide variety of exercises, activities, or
tasks used in the language classroom for realizing lesson
objectives.
 GRAMMAR TRANSLATION
METHODS
Classical Method
Grammar Translation Method
Taught in mother tongue, little use of the target language
Vocabulary is taught in the form of isolated words
Elaborate explanations of grammar are given
Focuses on the form and inflection of words
Early start of reading of difficult classical texts
Little attention paid to content of texts
Drills are exercises on translating disconnected
sentences from the target language into the mother
tongue
Little or no attention is given to pronunciation
GOUIN AND THE SERIES
METHOD
Gouin concluded that language learning is
primarily a matter of transforming perceptions
into conceptions
Language is a means of thinking, or
representing the world to oneself
The Series Method a method that taught
learners directly and conceptually a series
of connected sentences that are easy to
perceive
THE DIRECT METHOD
Basis second language learning should be more like first
language learning
Principles of the Direct Method:
a)Classroom instruction conducted in target language
b)Only everyday vocabulary and sentences were taught
c) Building on oral communication skills through graded
progression
d)Grammar taught inductively
e)New teaching points taught through modeling and practice
f) Concrete vocabulary demo, objects, and pictures. Abstract
vocabulary associations of ideas
g)Both speech & listening comprehension were taught
h)Correct pronunciation & grammar were emphasized
THE AUDIOLINGUAL
METHOD (ALM)
ALM was firmly grounded in linguistic and psychologically theory.
Characteristics of the ALM:
a) New material presented in dialogue form
b) Dependence of mimicry, memorization & over-learning
c) Structures are sequenced by means of contrastive analysis &
taught one at a time
d) Structural patterns taught using repetitive drills
e) Little or no grammatical explanation taught by inductive analogy
f) Vocab limited & learned in context
g) Much use of tapes, lang labs & visual aids
h) Great importance given to pronunciation
i) Very little use of mother tongue by teachers is permitted
j) Successful responses are immediately reinforced
k) Great effort is put to get students to produce error-free utterances
l) Tendency to manipulate language and disregard content
COGNITIVE CODE
LEARNING
Rooted from Chomskys deep structure of language.

Arguing that children subconsciously acquire a system of

rules, believers of cognitive code learning methodology began
to inject more deductive rule learning into language classes.

More of an approach rather than a method that emphasized a

conscious awareness of rules and their application in second
language learning.

Unfortunately, the innovation was short-lived as overt

attention to the rules of a language over-taxed the mental
reserves of language students.
DESIGNER METHODS
1. COMMUNITY LANGUAGE LEARNING (CLL)
Is a classic example of an affectively based method.

In order for learning to take place, group members

first needed to interact in an interpersonal
relationship students and teachers joined together
to facilitate learning in a context of valuing each individual
in the group.

Reflected Carl Rogers view of education as well as basic

principles of the dynamics of counseling in which the counselor,
through careful attention to the clients needs, aids the client in
moving from dependence and helplessness to independence and
self-assurance.

CLL has some advantages and disadvantages. What are they?

DESIGNER METHODS
(cont.)
2. SUGGESTOPEDIA
Derived from Bulgarian psychologist
Georgi Lozanovs (1979) claim that the
human brain could process great quantities
of material if given the right conditions for learning.
Lozanov created a method for learning that
capitalized on relaxed states of mind for maximum
retention of material music was central to his
method.
Students were encouraged to be as childlike as
possible.
Why was suggestopedia criticized?
DESIGNER METHODS
(cont.)
3. THE SILENT WAY
Rested more on cognitive than affective
arguments for its theoretical sustenance.

Theory of learning behind the silent way can

be summarized as learning can be facilitated :
a)If the learner discovers or creates rather than
remembers & repeats what is to be learned.
b)By accompanying physical objects.
DESIGNER METHODS
(cont.)
3. THE SILENT WAY (cont.)
c)By problem solving involving the material to
be learned
The teacher acted as stimulator and was silent much of the
time, thus the name of the method teachers had to resist
their instinct to spell everything out in black & white, they
had to get out of the way while students worked out
solutions.
In language classroom, the Silent Way utilized a set of
Cuisenaire rods and a series of colourful charts as teaching
& learning materials.
DESIGNER METHODS
(cont.)
4. TOTAL PHYSICAL RESPONSE (TPR)
Developed by James Asher (1977)
Based his method on how children
acquire their native language
Noted that children in learning their first language
appear to do a lot of listening before they speak, and
that their listening is accompanied by physical
responses.
In TPR classroom, students did a great deal of
listening and acting.
The instructor is the director of a stage play in which
the students are the actors (Asher, 1977, p.43)
DESIGNER METHODS
5. THE NATURAL APPROACH
(cont.)
Krashen & Terrell (1983) felt that learners would benefit from
delaying production until speech emerges. Learners should
be as relaxed as possible in the classroom, and that a great
deal of communication and acquisition should take place, as
opposed to analysis.

Was aimed at the goal of basic personal communication skills

everyday language situations.

Teacher was the source of the learners input and the creator of
an interesting and stimulating variety of classroom activities.
DESIGNER METHODS (cont.)
5. THE NATURAL APPROACH (cont.)
Learners presumably move through what Krashen & Terrell
defined as 3 stages:
i. Preproduction stage development of listening
comprehension skills
ii. Early production stage is marked with errors as the
students struggle with the language. Teacher focuses on
meaning and not form, thus does not make a point of
correcting errors at this stage.
iii.Extending production into longer stretches of discourse
role-plays, discussions, extended small group work.
What is the most controversial aspect about the
natural approach?
NOTIONAL-FUNCTIONAL
SYLLABUSES (NFS)
The distinguishing characteristics of the NFS its
attention to functions as the organizing elements of
English language curriculum.

NFS focused strongly on pragmatic purposes to which

we put language thus it was not a method but more
of an approach

Curricula were organized around such functions as

identifying, reporting, denying, accepting, declining,
asking permission, apologizing, etc.

Became the basis of development of communicative

textbooks & materials in English language courses
DISCUSSION QUESTIONS
How did each new method borrow from
previous practices? What did each reject in
previous practices? Discuss in groups of three.