Approach, Method, Technique

What do you know about these

three concepts?
 APPROACH, METHOD, AND
TECHNIQUE
An American applied linguist, Edward
Anthony (1963) introduced the terms.
Approach

Method

Technique
Approach: a set of correlative assumptions
dealing with the nature of language teaching
and learning. It is axiomatic. It describes the
nature of the subject matter to be taught...

Method: an overall plan for the orderly

presentation of language material, no part of
which contradicts, and all of which is based
upon, the selected approach. It is procedural.
Technique: implementational – that which
actually takes place in a classroom. It is a
particular trick, strategem, or contrivence
used to accomplish an immediate objectives.
It must be consistent with a method and
therefore in harmony with an approach as
well (Anthony, 1963: 63-67).
saw Approach, Method, and Technique in
different ways:

Method

Approach Design Procedure

Approach:
a. Theory of the nature of language:
- An account of the nature of language
proficiency
- An account of the basic units of language
structure

b. Theory of the nature of language learning

- An account of the psycholinguistic and
cognitive processes involved in language
learning
- An account of the conditions that allow for
successful use of these processes
Design:
a. Objectives
b. Syllabus model
c. Types of learning and teaching activities
d. Learner roles
e. Teacher roles
f. Role of instructional material
Procedure: classroom techniques, practices,
and behaviors observed when the method is
used.
- Resources in terms of time, space, and
equipment used by the teacher
- Interactional patterns observed in lessons
- Tactics and strategies used by teachers and
learners when the method is being used
 Approach, Methods, strategies
Simpler Definitions
• Approach: the underlying theory by which
particular teaching methods were ‘rooted’
from
• Methods: procedures for achieving particular
aims or objectives
• Strategies: step by step actions to achieve
specific learning objectives
 Examples
Approaches Methods Strategies
Teacher-centered Deductive Direct instruction
Expository
Lecturing
Student-centered Inductive Group work
Inquiry Cooperative learning
Student research
POPULAR METHODS

IN ELT PEDAGOGY
 Discussion
DEWI DEBI
• GTM • Content-based learning
• Direct Method / Direct • Problem –based learning
instruction
NITA BAGI
• Community Language • TPR
Learning • Silent Way
• Audiolingulism

DAYU
• Suggestopedia
• Communicative Language
teaching
 Point to Discuss
• Historical introduction
• Characteristics of Methods
• Applicability
• Strengths and weaknesses
 Important place of L1
 Exposure to rules of grammar and
vocabulary
 Focus on sentences
 Sentences are translated into L1
 Limited speaking
 Most important: accuracy
Direct Method
(End of 19th century)

Use of TL
Relate grammar to objects or
pictures
Focus on meaning
Most important: Speaking
(accuracy is also important)
 CLIL (using non language course content to
learn language)
 Assumption: academic subjects provide
natural content for language instruction
 is based on counseling learning approach
 Learning considers learners as unique
individual (whole person) with feeling,
physical reactions, instinct, desire to learn
 Learning should not be threatening
 Learners should be encouraged to interact
 Teacher facilitates learners to feel secure
(De)suggestopedia
 Affective-humanistic approach to learning
 Psychological barriers are considered the
source of failure
 T desuggests learners so that the fear of
failure could be eliminated
 Integrate fine art in language learning
 Learning occurs through
communication
 Lessons are segmented based on
communicative functions
 Targeted to achieve communicative
competence (linguistic, discourse,
sociolinguistic, and strategic)
Task-based Learning
• Learning occurs through tasks that follow
the problem solving nature
• Provide natural ways to interact using the
target language
 Based on behaviourism (stimulus-
response-reinforcement)
 Drill and substitution to form habit
 Practice on sentence level
 Accuracy is important
 Presentation (structural-situational)
 Practice: accurate reproduction,
repetition (individual and group), cue
response drill)
 Production: students produce
sentences/use languages with the
media of pictures)
 CLL: a ‘knower’ stand outside the circle and
help the group with suggestion, translation
or amendment)
 Suggestopedia: comfortable, relax physical
environment supported with music and
students takes on different names
 TPR (learn through physical movement)
 Silent Way (teacher speaks as little as
possible, use sign and mimics or gestures
for students to learn)