Approach, Methods, Techniques

Theodor Rogers, Jack Richards Proposed a reformation of the concept of method Method = their method is more referred to “methodology“ = a generalized set of classroom specifications for accomplishing linguistic objectives. The subordinate themes are: approach, design, procedures

Edward Anthony There are three hierarchical elements – approach, method, technique Approach = set of assumptions dealing with the nature of language, learning and teaching Method = an overall plan for systematic presentation of language based upon a selected approach Techniques = the specific activities manifested in the classroom that are consistent with a method and therefore in harmony with an approach as well

Richards and Rogers: Elements and sub-elements of method Approach 1. theory of native language 2. a theory of the nature of language learning

Design 1. the general and the specific objectives 2. syllabus Richards and Rogers (continuation) Design 1. the general and the specific objectives 2. syllabus 3. types of learning and teaching activities 4. learner´s role 5. teacher´s role 6. the role of instrumental materials

Richards and Rogers (continuation) Procedure classroom techniques and procedures and behaviours observed when the method is used

Definitions that reflect current usage: Methodology = the study of pedagogical practices in general (how to teach)

Definitions (continuation): Approach = theoretical positions and beliefs about the nature of language, the nature of language learning

Definitions (continuation) Method = a generalized set of classroom specifications for accomplishing linguistic objectives

Syllabus = design for carrying out a particular language program Definitions (continuation): Syllabus = design for carrying out a particular language program

Definitions (continuation): Technique = any of a wide variety of exercises, activities or devices used in the language classroom for realising lesson objectives

Repka´s model Approach Planning Programming – syllabus (specification of objective) Method Operation Selection of tasks – dynamization of techniques

Stern – 3 theories 1. Theory of teaching foreign language 2. Approaches and methods 3. Proved hypotheses concerning approaches and methods

TECHNIQUE Any of a wide variety of exercises, activities, or devices used in the language classroom for realizing lesson objectives Technique is also referred to a task, procedure, activity and exercise

ACTIVITY Anything that learners actually do in the classroom Some sort of performance on the part of learners

PROCEDURE The actual moment – to moment techniques, practices and behaviours that operate in teaching language Includes techniques

Categorizing techniques 1. From manipulation to communication ◊ manipulative = totally controlled by the teacher and require a predicted response from the students (choral repetition, drills, dictation and reading aloud) ◊ communicative = students´ responses are open-ended and unpredictable (story-telling, brainstorming, role – plays, games)

Categorizing techniques (continuation) Drill a) mechanical drill - only one correct response from a student - no connection with the reality b) meaningful drill - may have a predicted response, but is connected to some form of reality c) quasi-communicative practice - if the exercise is communicative it is no longer a drill

2. Controlled to free techniques Controlled Free teacher centered student centered manipulative communicative structured open-ended predicted responses unpredicted responses pre-planned objectives negotiated objectives

Taxonomy of techniques Controlled techniques warm up setting organizational content explanation role-play demonstration reading aloud question-answer, display

Taxonomy of techniques Controlled techniques drill translation dictation copying identification review testing

Semi controlled techniques Brainstorming Story-telling Dialogue Narration Information transfer Information exchange Wrap up Preparation

Free techniques Role play Games Report Problem solving Drama Simulation Interview Discussion Composition

Supporting materials Textbooks Selecting a textbook is a complex task, different things must be taken into consideration: a) goals of the course b) background of students (age, education, native language, motivation) c) approach

d) language skills (listening, speaking, reading, writing) Supporting materials (continuation) d) language skills (listening, speaking, reading, writing) e) general content (proficiency level, authenticity) f) quality of practice material (exercises, explanation, review) g) sequencing

Supporting materials (continuation) h) vocabulary i) sociolinguistic factors (variety of English, cultural content) j) format k) supplementary material (workbook, tapes, tests, posters) l) teacher´s guide (answer keys, alternative exercises)

Other written texts among other written texts available for use is an unlimited supply of real-world textual material such as signs, schedules, calendars, advertisements, menus, notes...

Audio-visual aids 1.Commercially produced a) audio cassettes with listening, lectures, and stories exercises b) video tape and films: documentation and instruction c) slides, photographs, posters 2.Creative your own a) tapes of conversations of people known to the students b) posters, charts, magazine pictures

3. Realia Objects – food items, cosmetics, tools and other materials Computer assisted language learning (CALL) tutorial programs (covering grammar, vocabulary, revising, editing) text building programs process writing (drafting, revising, editing) games testing

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