APPROACH, METHOD, AND TECHNIQUE

An approach describes the theory or philosophy underlying how a language should

be taught; a method or methodology describes, in general terms, a way of
implementing the approach (syllabus, progression, kinds of
materials); techniques describe specific practical classroom tasks and activities.
For example:

 Communicative Language Teaching (CLT) is an approach with a theoretical

underpinning that a language is for communication.
 A CLT methodology may be based on a notional-functional syllabus, or a
structural one, but the learner will be placed at the centre, with the main aim
being developing their Communicative Competence. Classroom activities
will be chosen that will engage learners in communicating with each other.
 CLT techniques might include role-plays, discussions, text ordering,
speaking games, and problem-solving activities.

SOME DIFFERENT APPROACHES, METHODS, AND TECHNIQUES

The Audiolingual Approach

 The Audiolingual Approach is based on a structuralist view of language and

draws on the psychology of behaviourism as the basis of its learning theory,
employing stimulus and response.
 Audio-lingual teaching uses a fairly mechanistic method that exposes
learners to increasingly complex language grammatical structures by getting
them to listen to the language and respond. It often involves memorising
dialogues and there is no explicit teaching of grammar.
 Techniques include listening and repeating, oral drilling to achieve a high
level of accuracy of language forms and patterns. At a later stage, teachers
may use communicative activities.

CLIL - Content and Language Integrated Learning

 CLIL is an approach that combines the learning of a specific subject matter

with learning the target language. It becomes necessary for learners to
engage with the language in order to fulfil the learning objectives. On a
philosophical level, its proponents argue that it fosters intercultural
understanding, meaningful language use, and the development of
transferrable skills for use in the real world.
 The method employs immersion in the target language, with the content and
activities dictated by the subject being taught. Activities tend to integrate all
four skills, with a mixture of task types that appeal to different learning
styles.
  Techniques involve reading subject-specific texts, listening to subject-based
audio or audio-visual resources, discussions, and subject-related tasks.

CLT - Communicative Language Teaching (The Communicative Approach)

 CLT emphasises that the main purpose of language is communication, and

that meaning is paramount. The goal of the Communicative Approach is to
develop learners’ communicative competence across all four skills. It has
been the dominant approach in mainstream language education for many
decades.
 Most methodologies use an amalgamation of a structural and a functional
syllabus, with a relatively common consensus having emerged concerning
the order in which language elements should be taught. Language is
generally contextualised, and communication is encouraged from the start.
Native speaker input is seen as highly desirable, though not essential. Much
teaching is learner-centred.
 Techniques are an eclectic mix - with techniques often borrowed from a
range of other approaches. Because of this, it is often criticised for a lack of
robust theoretical underpinning. Specific activities and games are chosen for
their perceived effectiveness in relation to the knowledge or skills being
taught. Typical activities include physical games such as board races and
running dictations, information exchange activities, role-plays – and any
tasks and games that involve communication between learners.

DOGME

 DOGME is a humanistic communicative approach that focuses on

conversational interactions where learners and the teacher work together on
the development of knowledge and skills.
 In terms of method, it generally eschews the use of textbooks and published
materials in favour of real communication and the development of
discourse-level skills. Language may be scaffolded by the teacher, with
attention paid to emergent forms. Topics are chosen based on their relevance
to the learners.
 Techniques include conversational activities and exposure to the language
through real-life texts, audio, and video materials.

Grammar Translation

 An approach to language study is generally used to prepare students for

reading classical texts, notably Latin, in their original. It is thought that
students benefit from learning about the ideas of classical thinkers, and from
the rigour of rote learning and the application of grammatical rules.
  The method commonly involves students learning grammar rules plus
vocabulary lists based on the content of chosen texts. These are then applied
to the written translation of texts from and into the target language. The
teaching is usually done in the students’ native language. There is little
emphasis on speaking, other than to recite sections of text.
 Techniques include rote learning and drilling, translation activities, and
recitation.

This approach is not really used in teaching Modern Foreign Languages but is still
sometimes the basis for the teaching of classical languages such as Latin or Greek.

The Lexical Approach

 An approach based on the notion that language comprises lexical units

(chunks, collocations, and fixed phrases). Grammar is secondary and is
acquired through learning these chunks.
 The method focuses on learning sets of phrase-level, multi-word vocabulary
and linguistic frames that can be manipulated by the learner using
substitutions and adaptations. This can be done through adapting many
standard EFL activities.
 Techniques could include searching texts for lexical units, collocation
matching games, lexical drills and chants, story-telling, role plays using
fixed and semi-fixed expressions, activities with de-lexical verbs and
examining concordances.

The Natural Approach

 An approach to language learning that seeks to mirror how we learn our first
language.
 Methods focus on the possibility of ‘acquiring’ a second language rather
than having to learn it artificially. Teaching is by a native-speaker teacher;
the syllabus mirrors the order in which we acquire our first language; there
is an initial ‘silent phase’ when the learner assimilates aspects of the
language, before moving onto producing it. Errors are seen as important
attempts to form and use appropriate rules.
 Techniques focus on meaningful interactions and may include listening and
following instructions; ordering activities; memory games; miming
activities; describing and guessing games.

The Silent Way

 The Silent way sees the process of learning a second language as a cognitive
task, with learners as intelligent autonomous individuals, who can infer
language use from well-structured input.
  The methodology employs a graded structural syllabus, with the elements of
language presented in a deliberately artificial way, using teaching aids such
as charts and Cuisenaire rods.
 Techniques involve, for example, mapping individual sounds and sequences
onto the colours or physical characteristics of the teaching aids, then having
students infer rules based on recognising the systematic similarities and
differences in the input material.

Situational Language Teaching (SLT)

 This approach views language as a purposeful means of achieving goals in

real-life situations.
 The method employs oral practice of sentence patterns and structures related
to these specific situations. It often uses props and realia in practice
activities.
 Techniques include drills, repetition and substitution activities, spoken
dialogues, and situational role-plays. Oral practice aims towards accuracy
and mastery of the situational language, moving at a later stage to the other
three skills.

Written by Mike Turner