Dr.

Richards responds:

Approach: the theoretical framework that supports an instructional design.

Principles: Guiding statements and beliefs based on the approach.
Method: a teaching design based on a particular approach.
Techniques: teaching procedures that are employed with a particular method.

Discover the Difference between Approach, Method, Procedure, and

Technique

An approach refers to the general assumptions about what language is

and how learning a language occurs. A method is a practical
implementation of an approach. Procedures are the step-by-step
measures to execute a method. Finally, techniques refer to the actual
moment-to-moment classroom steps that lead to a specified outcome.

Table of Contents
 The Difference Between Approach, Method, Procedure, And Technique
 Methodological Organization Of Teaching Practices
 Simplification Of The Model
 Approach
 Method
 Procedures
 Technique

1
  Conclusion
 References

The Difference between Approach, Method, Procedure, and

Technique
English Language Teaching (ELT) terminology can sometimes be confusing. This
post aims to describe the differences between approach, method, procedure, and
technique. It is important for us teachers to be informed about what exactly each of
these terms means.

For the difference between methodology and method, see this post:

 What is the difference between method and methodology in teaching?

Methodological Organization of Teaching Practices

Methodology informs teachers about different ways to organize teaching practices.
Harmer (2001) suggests that there are four levels of organization at the level of
methodology: approach, method, procedure, and technique. The following description
is inspired by this framework. Many elements of this framework are also discussed by
Anthony (1963) and Richards and Rodgers (1986).

Before describing our framework for the organization of teaching practices, let’s
briefly review Anthony’s and Richards & Rodgers’ models.

The following table shows how approach, method, procedure, and technique have
been viewed by Anthony (1963) and Richards & Rodgers (1986):

2
Model Description

Anthony’s Model Approach:

– Theory of language

– Theory of learning

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

Technique:

– The actual implementation in the language classroom

Richards and Rodgers’

Method:
Model

→ Approach

– Theory of language

– Theory of learning

3
Model Description

→ Design

– Objectives

– Syllabus type

– Activity types

– Learner roles

– Teacher roles

– Role of materials

→ Procedure

– Techniques

– Practices

– Behaviors

Simplification of the Model

4
 To simplify the above models, approach, method, procedure, and technique are
viewed in the following hierarchical model:

1. Approach: Provides theoretical assumptions about language and learning, informing

methods.
2. Method: Should not contradict the approach on which it is based.
3. Procedure: Ordered sequences of techniques aligned with the theoretical assumptions
a method aims to implement.
4. Technique: The actual moment-to-moment classroom steps that achieve a specified
outcome.
Let us describe each concept in more detail!

Approach

An approach refers to the general assumptions about what language is and how
learning a language occurs (Richards and Rodgers, 1986). It represents the sum of our
philosophy about both the theory of language and the theory of learning. In other
words, an approach to language teaching describes:

 The nature of language

 How knowledge of a language is acquired
 The conditions that promote language acquisition
Method

A method is a practical implementation of an approach. A theory is put into practice at

the level of a method. It includes decisions about:

 The particular skills to be taught

 The roles of the teacher and the learner in language teaching and learning

5
 The appropriate procedures and techniques
 The content to be taught
 The order in which the content will be presented
It also involves specific syllabus organization, choices of materials that will boost
learning, and the means to assess learners and evaluate teaching and learning. It is a
sort of organizing plan that relies on the philosophical premises of an approach.

Procedures

Jeremy Harmer (2001) describes procedures as “an ordered set of techniques.” They
are the step-by-step measures to execute a method.

A common procedure in the grammar-translation method, for example, is to start by

explaining the grammar rules and exemplifying these rules through sentences that the
students then translate into their mother tongue.

According to Harmer, a procedure is “smaller than a method and larger than a

technique.”

Technique

Implementing a procedure necessitates certain practices and behaviors that operate in

teaching a language according to a particular method. These practices and behaviors
are the techniques that every procedure relies on.

Techniques, in this sense, are part and parcel of procedures. They are the actual
moment-to-moment classroom steps that lead to a specified outcome.

6
 Every procedure is realized through a series of techniques. They could take the form
of an exercise or any activity needed to complete a task.

For instance, when using videos, teachers often use a technique called “silent
viewing,” which consists of playing the video without sound and asking students to
figure out what the characters are saying.

The difference between approach, method, procedure, and technique

Conclusion
In a nutshell, according to this framework, an approach informs methods with both the
theory of language and the theory of learning. Methods are actual implementations of
approaches—they are theories put into practice. Procedures, in turn, are informed by
methods. They are ordered step-by-step events that have specified outcomes and rely
on techniques to achieve desired results.

References
 Anthony, Edward M. 1963. Approach, Method, and Technique. English Learning. 17:
63-67. Ann Arbor: University of Michigan Press.
 Brown, H. Douglas (1987). Principles of Language Learning and Teaching.
Englewood Cliffs, New Jersey: Prentice Hall.
 Harmer, J. (2001). The Practice of English Language Teaching. Essex, England:
Longman.
 Richards, Jack C., and Theodore S. Rodgers (1986). Approaches and Methods in
Language Teaching: A Description and Analysis. Cambridge: Cambridge University
Press.
https://www.myenglishpages.com/approach-method-procedure-and-technique/

7
Approach, Method, and Technique in Language Teaching
By Alex Shenassa
The complex nature of language, learning, and teaching is reflected in the myriad
methodological terms that over the years have been introduced into the field by writers,
researchers, and teachers. A student in a language teacher training course—or even a seasoned
language teacher navigating (directing) academic literature—can easily become disoriented by
the terminology, some of which overlaps, is used interchangeably, or lacks clarity.

Imagine reading a textbook page that discusses the Communicative Approach, Task-Based
Language Teaching, role plays, problem-solving tasks, project work, the Humanistic
Approach, Community Language Learning, and Suggestopedia. Without a structured
framework to differentiate these terms, understanding their distinct functions and connections in
language teaching can be challenging.

In 1963, Edward Anthony, a notable figure in language teaching methodology, addressed this
issue in his seminal paper, "Approach, Method, and Technique," first published in the English
Language Teaching Journal (Anthony, 1963). Anthony distinguished between the concepts
of approach, method, and technique, offering a framework that has remained highly relevant
and widely accepted to this day. This framework forms the cornerstone of current methodology
and is essential for teachers to grasp if they are to build their teaching practices on a solid
foundation.

What does it mean to say an approach is axiomatic?

An axiomatic approach to probability refers to the probability of an event based on

additional evidence. The word itself refers to a method of assigning probabilities based on

some predefined axioms. Essentially, this is done to quantify the event and to make it easier

to calculate whether the event occurred or not.

To clarify the distinct roles and applications of these three components, we will explore the
terminology further. According to Anthony (1963), the key to understanding the relationship

8
between these terms is that “techniques carry out a method which is consistent with an approach”
(p. 63).

For example, consider a classroom where the teacher uses "role plays" to practice specific
language functions, such as making requests or giving directions. In this scenario, the role play is
used as a "technique" within the broader "method" of Task-Based Language Teaching, which
focuses on completing meaningful tasks as a way of learning (Ellis, 2003). Task-Based
Language Teaching, in turn, is primarily underpinned by the Communicative Approach, an
"approach" that emphasizes communication and interaction as central to language learning
(Littlewood, 1981).

The relationship between the three components—approach, method, and technique—is

hierarchical. An approach is broader in scope than a method, and a single approach may
encompass multiple methods (Anthony, 1963). For instance, the Humanistic Approach underpins
various methods, including Community Language Learning, which focuses on building a
supportive learning community (Curran, 1976), and Suggestopedia, which uses relaxation and
suggestion to enhance language learning (Lozanov, 1978).

Similarly, a method is broader in scope than a technique, and a single method typically
incorporates a variety of classroom techniques. These techniques serve as practical applications
of the method and align with the underlying approach (Anthony, 1963). For example, the Task-
Based Language Teaching method uses various techniques, such as role play, problem-solving
tasks, and project work (Ellis, 2003). Additionally, a single technique, like role play, can be used
across different methods.

As we have seen, approach, method, and technique are conceptualized hierarchically, with each
level aligned with the others. Anthony's framework provides clarity by distinguishing these
terms, simplifying the complex landscape of language teaching methodologies for educators.
This clarity makes it easier to select and apply appropriate approaches, methods, and techniques.
For teacher trainees, it helps develop a coherent teaching approach from the outset, improving
lesson planning and execution. For veteran teachers, the framework offers a clear structure for
evaluating and refining their practices, supporting ongoing professional development and
enabling greater precision in instructional design.

9
Approach
With the previous section providing an overview of the three components—approach, method,
and technique—we can now examine each in more detail, starting with approach.

An approach is broad in scope and serves as the foundational framework for a method.
According to Anthony, an approach is “a set of correlative assumptions dealing with the nature
of language and the nature of language teaching and learning. An approach is axiomatic. It
describes the nature of the subject matter to be taught. It states a point of view, a philosophy, an
article of faith – something which one believes but cannot necessarily prove. It is often
unarguable except in terms of the effectiveness of methods which grow out of it” (Anthony,
1963, p. 63).

Thus, an approach consists of a set of related assumptions about the nature of language and
language teaching and learning (Anthony, 1963). Extending Anthony’s definition, an approach’s
underlying assumptions give rise to theories and principles, which together form its theoretical
foundation. As such, in modern methodology, an approach can be understood as a framework
that encompasses assumptions, theories, and principles regarding language, learning, and
teaching.
Assumptions are beliefs accepted as true without requiring proof, serving as a starting point for
further reasoning. In language teaching, these core beliefs form the foundational layer of an
approach. For example, the assumption that “language is primarily a tool for communication”
underpins the Communicative Approach. Such assumptions provide the conceptual groundwork
for the development of theories and principles.

Theories are structured systems of ideas that explain phenomena and are grounded in
foundational assumptions. For example, the foundational assumption of the Communicative
Approach—that language is primarily a tool for communication— informs the Interactionist
Theory of language acquisition. This theory builds on the idea of “language as a tool for
communication,” emphasizing the importance of communication, social interaction, and
negotiation of meaning in language development. According to the theory, learners make
progress by engaging in real-time communication, resolving breakdowns in understanding

10
through clarification, feedback, and rephrasing, which in turn refines their language skills
(Vygotsky, 1978; Bruner, 1983).

Theories, in turn, inform the creation of principles—rules, beliefs, or ideas that guide classroom
decisions and practices. For example, the Interactionist Theory leads to a key principle of the
Communicative Approach: language learning is most effective when learners engage in
meaningful “interaction,” involving the negotiation of meaning, requesting clarification, and
adjusting language in response to feedback. This principle guides methods that incorporate
interactive activities where learners collaborate, exchange information, and solve problems.
Thus, principles reflect the theoretical foundations and assumptions of an approach, directly
shaping the methods used in practice.

To illustrate this flow—from assumption to theory, to principle, and finally to method—consider

how the Communicative Approach transitions from theory to practice through the Task-Based
Language Teaching (TBLT) method. TBLT applies the principles of the Communicative
Approach by using tasks that involve learners in authentic communication, promoting
interaction, negotiation, and problem-solving. These tasks encourage learners to use language in
context, practicing real communication rather than isolated forms. This aligns with the
underlying principle that language learning is most effective when learners engage in meaningful
interaction, adjusting their language in response to feedback and communication breakdowns.

It is worth noting that we have provided simple examples for clarity. In practice, an approach
may be shaped by multiple assumptions and theories, leading to principles that give rise to
various methods. The Communicative Approach, for example, draws not only from Interactionist
Theory but also from Sociocultural Theory, which emphasizes the role of social interaction and
collaborative learning in language development (Vygotsky, 1978). In turn, the Communicative
Approach informs not only TBLT, but also other methods, such as Content-Based Instruction
(CBI), which emphasizes meaningful communication and context-based learning.

Adding to the complexity, a single method may reflect multiple approaches. TBLT, for example
—while primarily grounded in the Communicative Approach—also integrates insights from the
Cognitive Approach through theories of learning that deal with task sequencing, input

11
processing, and working memory (Skehan, 1998). This diverse theoretical foundation ensures
TBLT’s flexibility and adaptability across various learning contexts.

While the progression from approach to method may appear linear in theory, it is often dynamic,
cyclical, and iterative in practice. Methods can influence principles, prompting refinements to
underlying theories and even reshaping foundational assumptions. This interconnectedness
underscores the evolving nature of language teaching, where reflective practice and ongoing
research continue to shape and redefine the relationship between approaches, methods, and
techniques.
Method
let us focus on the second component of methodology according to Anthony’s framework of
approach, method, and technique. Anthony defines method as “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” (Anthony, 1963, pp.
63-67). A method provides a structured, systematic plan for teaching language, and is congruent
with the principles of its underpinning approach. While the approach represents the foundational
framework, the method prescribes the procedures and techniques used to apply that framework in
teaching.

The components that comprise a method were systematically described by later scholars who
built upon Anthony’s framework (Brown, 2007). For instance, Richards and Rodgers (2001)
outlined the following key components in the design of
methods: objectives, syllabus, activities, learner roles, teacher roles, and the role of
instructional materials. We will briefly consider each of these components, drawing primarily
on the work of Richards and Rodgers, while also integrating additional perspectives and insights.

Objectives are the goals a method aims to achieve in terms of language skills and knowledge.
They define what learners should be able to accomplish by the end of the course. The objectives
of a method are derived from its underlying approach. For instance, in a course using the
Community Language Learning method, the objective may be to promote collaborative language
development and build learners' confidence in expressing their thoughts and ideas in a supportive
group environment. In contrast, in a course using the Grammar-Translation method, the objective

12
may be to develop skills for reading and translating literary texts in the target language.

A syllabus outlines the course content, specifying what is to be taught and in what sequence. It
shapes the design and delivery of instruction, and includes both linguistic elements—such as
grammatical structures, vocabulary, and phonological features—and subject matter, such as
topics, themes, and communicative functions that guide language use in specific contexts. The
syllabus reflects the principles underlying the method, and different methods organize language
content in different ways. For instance, a structural syllabus, as used in the Audio-lingual
Method, focuses on grammatical structures and sentence patterns, emphasizing accuracy. In
contrast, a task-based syllabus, central to Task-Based Language Teaching (TBLT), organizes
content around tasks that reflect authentic language use. Each type of syllabus influences
activities, materials, and assessments, shaping both teaching practices and the overall learning
experience.

Activities refer to specific exercises or practices that are used to facilitate language learning. An
activity typically involves a procedure or sequence of steps that incorporates a series of
techniques. For example, an activity to practice ordering food in a restaurant might include
several techniques such as modeling language, pair work, role play, and feedback. Activities are
shaped by the underlying approach and reflect the focus of the method. For example, in the Total
Physical Response method, activities are designed around physical actions and movements that
correspond to language commands, allowing learners to internalize language through kinesthetic
engagement. In contrast, methods like the Audio-lingual Method emphasize activities that
include drills and repetition in order to reinforce grammatical structures and correct usage. The
selection and design of activities play a key role in ensuring that the method is implemented
effectively, as they directly influence how language is practiced and internalized by the learners.

Learner roles refer to the expected behaviors and responsibilities of learners in the classroom.
These roles are shaped by the underlying principles of the approach and vary significantly
depending on the method used. For example, in the Grammar-Translation Method, learners focus
on translating texts and memorizing vocabulary, assuming a passive role with limited interaction.
The Audio-lingual Method emphasizes repetition and drilling, where learners respond to

13
prompts but remain largely reactive. In contrast, Task-Based Language Teaching fosters active
participation by requiring learners to collaborate and solve real-world tasks. Total Physical
Response encourages learners to take on the role of performers, responding to physical
commands, which reflects the method's emphasis on associating language with physical actions.
These roles reflect the method's objectives and significantly influence the learning process.

Teacher roles define the behaviors and responsibilities of the teacher in guiding and managing
classroom activities. A method’s teacher roles are shaped by its underlying approach and can
include roles such as authority, facilitator, guide, or counselor. These roles are also defined by
factors like the teacher's control over the learning process, responsibility for selecting content,
and the interactional patterns between teachers and learners. In traditional methods, such as
Grammar-Translation and the Audiolingual Method, the teacher takes on an authoritative role,
directing practice and controlling the learning process through highly structured exercises.
Conversely, in learner-centered methods like Task-Based Language Teaching or Content-Based
Instruction, the teacher assumes a facilitator role, encouraging learners to engage in real-life
tasks and communication. These diverse roles highlight the varying degrees of teacher control
and learner autonomy that are central to different methods. Later scholars expanded on this idea,
outlining several teacher roles, including controller, organizer, assessor, prompter, participant,
resource, tutor, and observer (Harmer, 2001). These roles demonstrate the flexibility and range
of the teacher's position across different teaching methods, from authoritative control to learner-
centred facilitation. Teacher roles and learner roles are interdependent, shaped by the approach
underlying the method, and reflect the method’s objectives and the dynamics of the teaching-
learning process.

The role of instructional materials refers to the resources used to support learning, such as
textbooks, visual aids, or authentic materials like newspapers. Different methods prioritize
different materials to support their underlying principles and enhance learning. For example, in
the Direct Method, visual aids and real objects are extensively used to connect language with
meaning, facilitating comprehension without relying on translation. Similarly, in methods like
Content-Based Instruction, authentic materials related to subject matter are used to
simultaneously teach both language and content, offering learners real-world context.
Instructional materials serve not only to present language input but also to engage learners,

14
motivating them through varied and meaningful resources. The selection of materials depends on
the specific goals of the method, helping to shape the overall learning experience.

Our examination of the concept of method within Anthony’s framework highlights its critical
role in language teaching. A method, as defined, is a comprehensive plan that aligns with the
principles of the underlying approach, providing a structured and systematic way to deliver
language instruction. Later scholars built on Anthony’s framework to conceptualize the
components of methods.

The components identified by Richards and Rodgers—objectives, syllabus, activities, learner

roles, teacher roles, and the role of instructional materials—highlight essential considerations for
effectively applying a method. It is important to note that there are a variety of ways to
categorize the components of methods. For instance, Larsen-Freeman & Anderson (2011)
in Techniques and Principles in Language Teaching, analyzed methods using ten criteria: goals
of the teacher, role of the teacher, characteristics of the teaching/learning process, nature of
student-teacher and student-student interactions, addressing students' feelings, views of language
and culture, emphasis on language areas and skills, the role of the students' native language,
evaluation processes, and responses to student errors. These criteria offer a comprehensive lens
through which to examine methods.

By outlining a method’s components, educators can ensure organization and consistency in their
teaching practices, leading to more focused and effective language learning. A well-defined
method bridges the abstract principles of an approach with the practical realities of the
classroom, transforming theory into applied practice for both teachers and students. As methods
evolve through emerging research, technological advancements, and shifting global needs,
educators continuously adapt and refine their practices to achieve the best outcomes. In the post-
method era, where educators value the flexibility of eclectic approaches tailored to their
strengths, student needs, and teaching contexts, mastering a method’s components remains
essential. This mastery enables teachers to thoughtfully integrate features from various methods,
ensuring alignment with their unique teaching approaches.

Technique
We now turn our attention to the third component of the methodological framework: technique.
In Anthony's model of language teaching, which includes approach, method, and technique, a

15
technique refers to specific classroom activities, tasks, or exercises used to achieve immediate
objectives. As the most concrete level in the framework, techniques represent the practical
application of the method in line with the approach's principles. According to Anthony (1963), "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" (pp. 63-67).
Techniques encompass the actual practices that learners engage in during the learning process,
such as drills, role-plays, and group discussions.

Methods typically incorporate within their activities a variety of techniques, and multiple
techniques can be employed in an activity to achieve a single objective. For example, a teacher
might combine role-playing and group discussions in an activity to enhance students' speaking
abilities or use drills in conjunction with visual aids to reinforce vocabulary retention.

Techniques can be categorized in several ways. For instance, building on Anthony’s framework,
Richards & Rodgers (2001) classified classroom procedures into three main uses:
(a) presenting new language, (b) practicing language, and (c) providing feedback to learners.

Presenting new language involves introducing learners to new vocabulary, grammar structures,
or language functions. Techniques in this category aim to make the new language
comprehensible. Examples include using visual aids, context-rich explanations, and
demonstration dialogues. For instance, a teacher might present new vocabulary using pictures or
gestures, or demonstrate a new grammar rule through a model sentence.

Practicing language involves techniques that focus on giving learners opportunities to use the
new language through controlled or semi-controlled activities. These techniques reinforce
understanding and fluency. Examples include drills, role-playing, and gap-fill exercises. For
instance, a teacher might have students repeat sentence patterns through drills or engage in a
structured dialogue to practice speaking.

Providing feedback to learners involves techniques that assess and respond to learners’
performance to guide improvement. These techniques may include corrective or affirming
feedback, helping learners understand their strengths and areas for development. Examples

16
include error correction (e.g., recasting incorrect sentences), peer feedback during group
activities, or using rubrics to evaluate speaking or writing tasks

Each of the above categories of techniques reflects a distinct phase in the overall teaching
process, ranging from introducing new language and providing practice opportunities to offering
supportive feedback. There are numerous other ways to classify techniques, such as by
categorizing them according to the four communication skills of listening, speaking, reading, and
writing, as well as sub-skills related to grammar, vocabulary, and pronunciation. Another
classification can be based on technique types, such as drills, role-plays, discussions, problem-
solving tasks, or project-based work.

Understanding the intricate relationship between approach, method, and technique is essential for
effective language teaching. Techniques, as the most concrete component in this framework, are
varied and abundant, reflecting the wide range of strategies available to educators. As
demonstrated, techniques can be categorized in various ways, and these categories can be applied
to different methods, which typically prescribe specific techniques based on the principles of
their underlying approach. This diversity in methods and techniques empowers modern teachers
to go beyond the rigid confines of a single "universal" method, granting them the autonomy to
select and implement techniques from various methods with flexibility and precision, ensuring
alignment with their unique approach. Hence, teachers can leverage their strengths, meet
instructional goals, and adapt to the diverse needs of learners.

References
Anthony, E. M. (1963). Approach, method, and technique. English Language Teaching Journal, 17(3), 63–
67.
Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). Pearson Education.
Bruner, J. S. (1983). Child's talk: Learning to use language. Oxford University Press.
Curran, C. A. (1976). Counseling-Learning: A Theory of Instruction. Appleton-Century-Crofts.
Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford University Press.
Harmer, J. (2001). The practice of English language teaching (3rd ed.). Longman.
Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.).
Oxford University Press.

Littlewood, W. (1981). Communicative Language Teaching: An Introduction. Cambridge University Press.

Lozanov, G. (1978). Suggestology and Suggestopedia: Theory and Practice. Gordon and Breach.

17
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.).
Cambridge University Press.

Skehan, P. (1998). A cognitive approach to language learning. Oxford University Press.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard
University Press.

18