Technique vs. Approach vs. Method

Approach, method and technique

discussiondiscussion• Suppose: you are to kill an

elephant, what methods (as many as possible) would you like to use? And why do you think it works.

approachapproach

• What is an approach?

• ----the act of getting close to

• ----way, path, road

• In language teaching, approach is a set of assumptions dealing with the nature of language teaching and learning. It describes the nature of the subject matter to be taught…

methodmethod

• What is a method?

• ----way of doing sth

• Method is 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. An approach is axiomatic, a method is procedural.

techniquetechnique

• Technique: technical or mechanical skills

• A technique is implementational – that which actually takes place in a classroom. 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.

Common techniquesCommon techniques

• ----reading aloud, listening to the tape,

• discussion, translation

• ----……..?????

Relations Relations

• What’s their relations?• For approach, method, and technique,

which determines which?• ----approach determines method, in turn,• method determines technique.• The arrangement is hierarchical. The

organizational key is that techniques carry out a method which is consistent with an approach

Diagram a Diagram a

Language teaching

Method b

Method d

Method a

Method c

Language skill

Approach a

Approach b

techniques

techniques

Diagram bDiagram b

approach

M a M b M c

T a T b T c T d T e T f

• Elements and sub-elements of method

Richards and Rodger’s modelRichards and Rodger’s model

• It includes approach, design and techniques

ApproachApproach

• A. a theory of the nature of language

• ----an account of the nature of language

• proficiency

• ----what can be called language

• proficiency

• ----an account of the basic units of

• language structure

• ----An account of the basic units of

• language structure

• ----basic units of language structure:

• letter, word, phrase, sentence,

• discourse

• ----phonology is important?

• ---- meaning and form, which is more

• important?

b. Nature of language learningb. Nature of language learning

• 1. Psycholinguistics and cognitive processes

• ----psycholinguistic processes

• ----cognitive processes

• 2. Conditions allowing for the process

designdesign

• A. The general and specific objectives of the method

• ----what’s the general objectives?

• ----what’s the specific objectives?

A syllabus modelA syllabus model

• criteria for the selection and organization of linguistic and /or subjective-matter content

• ---- what materials to be selected?

• ---- how should the materials be organized?

• ----and what subjective-matter?

Types of learning and teaching Types of learning and teaching activitiesactivities

• kinds of tasks and practice activities to be employed in the classroom and in materials

• ---- tasks and practice, listening, note-taking, translation or others?

Learner rolesLearner roles

• -- types of learning tasks set for learners• -- degree of control learners have over the

content of learning• -- patterns of learner groupings that are

recommended or implied• -- degree to which learners influence the

learning of others• -- the view of the learner as a processor,

performer, initiator, problem solver, etc.

Teacher rolesTeacher roles

-- types of functions teachers fulfill

--- partner, resource of information

participant, organizer, director,

manager…

• -- degree of teacher influence over

• learning

• -- degree to which the teacher determines the content of learning

• --- does the teacher have the right to

• decide the content

• --- text-based or not

• -- types of interaction between teachers and learners

• ---interaction modes: t—ss, t-s,

• s alone

The role of instructional materialsThe role of instructional materials

• --- primary function of materials

• --- the form materials take (e.g., textbook, audiovisual)

• --- assumptions made about teachers and learners

ProcedureProcedure

• Classroom techniques, practice, 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 le

arners when the method is being used

• An approach is a set of principles dealing with the nature of language learning and teachingA method is an overall plan of how to present the language material in a particular orderTechniques are specific activities that take place in the classroom

An approach is a set of principles dealing with the nature of language learning and teachingA method is an overall plan of how to present the language material in a particular order

Techniques are specific activities that take place in the classroom