TERMS U

SEDS

DIFFERENTL

Y

Approach, method, and technique—Edward Anthony

Method, approach, design, and procedure—Richards & Rodgers

Methodology, approach, method, Curriculum/syllabus, and Technique

APPROACH

Approach—a set of assumptions dealing with the nature of language, learning, and teaching. (Edward Anthony, 1963)

Approach—defines assumptions, beliefs, and theories about the nature of language and language learning. (Richards & Rodgers, 1982)

METHOD

Method—an overall plan for systematic presentation of language based upon a selected approach (Anthony, 1963)

Method—an umbrella term for the specification and interrelation of theory and practice (Richards & Rodgers 1982: 154).

TECHNIQUE

Techniques—the specific activities manifested in the classroom that were consistent with a method and therefore were in harmony with an approach as well. (Anthony)

Procedures—the techniques and practices that are derived from one’s approach and design (Richards & Rodgers, 1986).

Approach

Method

technique

Approach: a set of assumptions dealing with the nature of language, learning, and teaching.

Method: an overall plan for systematic presentation of language based on a selected approach.

Techniques: specific classroom activities consistent with a method, and therefore in harmony with an approach as well.

ANTHONY (1963)CONCEPT OF METHOD

Method

Approach Design Procedu

re

They revised and extended the original Anthony’s method and technique.

A method is theoretically related to an approach, is organisationally determined by a design, and is practically realised in procedure.

Method is seen as an umbrella term to capture redefined approaches, designs, and procedures .

RICHARDS AND ROGERS (1986)

METHODS, APPROACHES, PROCEDURES

Approach: refers to theories about the nature of language and language learning which are the source of the way things are done in the classroom and which provide reasons for doing them.

Method: is the practical realisation of an approach.

Procedure: is an ordered sequence of techniques

WHY ARE METHODS NO LONGER THE MILESTONE?

Brown (2002, p. 10)

1. Methods are too prescriptive, assuming too much about a context before the context has been identified.

2. Methods are quite distinctive at the early stage and rather indistinguishable from each other at later stages

3. One cannot determine which one is best through empirical research

4. Methods are often the creation of the powerful center and become vehicles of “linguistic imperialism”

THE POST METHOD ERA

Kumaravadivelu (1994, 2006) suggests what is needed is not alternative methods, but ‘an alternative to method’

He suggests 10 macrostrategies as broad guidelines, based on which teachers can generate their own situation-specific, need-based microstrategies or classroom techniques.

POST METHOD ERA

1. Maximize learning opportunities

2. Facilitate negotiated interaction

3. Minimize perceptual mismatches

4. Activate intuitive heuristics

5. Foster language awareness

6. Contextualize linguistic input

7. Integrate language skills

8. Promote learner autonomy

9. Raise cultural consciousness

10.Ensure social relevance

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- drill- translation- dictation- copying- identification- review- testing

Supporting materialsTextbooks

- Selecting a textbook is a complex task, different things must be taken into consideration:

a) goals of the courseb) background of students (age, education, native

language, motivation)c) approachd) language skills (listening, speaking, reading, writing)e) general content (proficiency level, authenticity)f) quality of practice material (exercises, explanation,

review)g) sequencingh) vocabularyi) sociolinguistic factors (variety of English, cultural

content)j) formatk) supplementary material (workbook, tapes, tests,

posters)l) teacher´s guide (answer keys, alternative exercises)

LANGUAGE-CENTERED METHODS

Audiolingual methodPreselected, presequenced

linguistic structures through form focused exercises in class

linear

LEARNER-CENTERED METHODS

Communicative language teachingPreselected, presequenced linguistic

structures and communicative notions/functions through meaning-focused activities

Form & functionlinear

LEARNING-CENTERED

Cognitive processes of language learning

Natural methodNonlinear

DESIGNER NONMETHODS

Community language learningThe silent waySuggestopediaTotal physical responseHumanistic approachCounselors

PRINCIPLES AND PROCEDURES KUMARAVADIVELU

Principles:A set of insights derived from

theoretical and applied linguistics, cognitive psychology, information sciences, theoretical bases for the study of language learning, language planning and language teaching, syllabus design, materials production, evaluation measures

Procedures:A set of teaching strategies

adopted/adapted by the teacher in order to accomplish the stated and unstated , short- and ;long-term goals of language learning and teaching in the classroom.

classroom events , activities or techniques