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Methods and Approaches in Language Teaching

The document discusses the hierarchy of language teaching methods, distinguishing between approaches, methods, and techniques as defined by Edward Anthony and further elaborated by Richards and Rodgers. It outlines various views on the nature of language and learning, including structural, functional, and interactional perspectives, as well as different definitions of learning and the implications for teaching methods. Additionally, it raises questions regarding the roles of teachers and students, the nature of interactions, and the evaluation process in language education.

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Viri Aguila
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10 views

Methods and Approaches in Language Teaching

The document discusses the hierarchy of language teaching methods, distinguishing between approaches, methods, and techniques as defined by Edward Anthony and further elaborated by Richards and Rodgers. It outlines various views on the nature of language and learning, including structural, functional, and interactional perspectives, as well as different definitions of learning and the implications for teaching methods. Additionally, it raises questions regarding the roles of teachers and students, the nature of interactions, and the evaluation process in language education.

Uploaded by

Viri Aguila
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Methods and Approaches in

Language Teaching
Approach: An approach is a set of correlative
assumptions dealing with the nature of
language and the nature of language learning
and teaching. Edward Anthony (1965).
According to Edward Anthony (1965).
• approach is the level at which assumptions and
beliefs about language and language learning are
specified;
• method is the level at which theory is put into
practice and at which choices are made about the
particular skills to be taught, the content to be
taught, and the order in which the content will be
presented; technique is the level at which
classroom procedures are described.
• An approach embodies the theoretical
principles governing language learning and
language teaching.
• A method, however, 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.
• The Antony framework attempted to portray the entire
language teaching operations as simple, hierarchical
relationship between
approach

Method

technique

without in any way considering the complex connections


between intervening factors such as societal demands,
institutional resources and constraints or restrictions ,
instructional effectiveness, and learners needs.
Richards and Rodgers’ taxonomy for
method (2001, p. 33)

Method

Approach Design Procedure


A theory of
nature of
language
Approach
A theory of the
nature of
language learning
The general and specific objects
of the method

A syllabus model

Types of learning and teaching


activities

Design Learner roles

Teacher roles

The role of instructional material


Classroom techniques, practices
and behaviors when the method
is used

Resources in terms of time, space and


Procedure equipments used by the teacher

Interactional patterns observed in lessons

Tactics and strategies used by students


and teachers when the method is used
Three different views of the nature of
language
• Structural view: It views language as a system
of structurally related element.
• Functional view: It regards language as a
vehicle for the expression of functional
meaning
• Interactional view: It sees language as a
vehicle for the realization of interpersonal
relations and for the performance of social
transactions between individuals.
The common assumptions about the
nature of the language
1. Language is a group of sounds with specific
meaning and organized by grammatical rules
(The Silent Way).
2. Language is the everyday spoken utterance of
the average person at normal speed (Audio
Lingual Method).
3. Language is a system for the expression of
meaning (Communicative Language Teaching).
4. Language is a set of grammatical rules and
language consists of language chunks (Total
Physical Responses)
Definitions of learning
1. A change in behavior as a result of experience or
practice.
2. The acquisition of knowledge.
3. Knowledge gained through study.
4. To gain knowledge of , or skill in, through study,
teaching, instruction or experience.
5. The process of gaining knowledge.
6. A process by which behavior is changed, shaped, or
controlled.
7. The individual process of constructing understanding
based on experience from a wide range of sources.
The nature of language learning
• Behaviorism: Stimulus- Response-Reinforcement.
– Drilling, exercise, repetition.

• Nativism: A child naturally has a language


acquisition device.

• Constructivism: A child acquired a language


through interaction between the child and
environment.
Method
• The plan of language teaching which consistent with
the theories. (Edward Anthony-1963)
• Method may mean different things to different people
(Mackey, 1975:155) For some , it means a set of
teaching procedures; for others, the avoidance of
teaching procedures. For some, it is the primary of a
language skill; for others, it is the type and amount of
vocabulary and stucture.
• According to Richards and Rodgers (2001), a method is
theoretically related to an approach, organized by the
design, and practically realized in procedure.
Technique
• Carry out a method. It is implementational
meaning that a technique is something that
actually takes place in language teaching or
learning in the classroom.
The questions we will answer:
What are the goals of teachers who use this method

What is the role of teacher?

What is the role of students?

What are some characteristics of the teaching/learning


process?
What is the nature of student-teacher interaction?

What is the nature of student-student interaction?

How are the feelings of students dealt with?

How is language viewed?

How is culture viewed?


What areas of language are viewed?

What language skills are emphasized?

What is the role of the students’ native language?

How is evaluation accomplished?

How does the teacher respond to student errors?


References
• Çelik, S. (2014). Approaches and principles in English as a
foreign language (EFL) education. Ankara: Egiten Kitap

• Larsen-Freeman, D. & Anderson, M. (2015). Techniques and


principles in language teaching. New York: Oxford

• Richards, J. C. & Rodgers, T. S. (2001). Approaches and


methods in language teaching. Cambridge: Cambridge
University Press

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