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1st Lecture Approaches

The document outlines the distinctions between approach, method, procedure, and technique in language teaching. An approach encompasses general assumptions about language and learning, while a method is the practical application of an approach, detailing specific teaching strategies. Procedures are ordered sets of techniques used to implement a method, and techniques are the specific practices employed in the classroom to achieve learning outcomes.

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16 views2 pages

1st Lecture Approaches

The document outlines the distinctions between approach, method, procedure, and technique in language teaching. An approach encompasses general assumptions about language and learning, while a method is the practical application of an approach, detailing specific teaching strategies. Procedures are ordered sets of techniques used to implement a method, and techniques are the specific practices employed in the classroom to achieve learning outcomes.

Uploaded by

ameldjihanehamidi
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We take content rights seriously. If you suspect this is your content, claim it here.
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University Ziane Achour, Djelfa Master Two

Faculty of Letters and Languages Language Approaches and Teaching Methods

Course Tutor: Dr. Ouafa Ouarniki E-mail: ouafa.ouarniki@yahoo.com

What is an Approach, Method, Procedure and Technique?

Approach

An approach refers to the general assumptions about what language is and about 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:

1. The nature of language,


2. How knowledge of a language is acquired,
3. And the conditions that promote language acquisition

Method

“A thousand teachers, a thousand methods.” -Chinese Proverb-

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,
* The appropriate procedures and techniques,
* The content to be taught,
And the order in which the content will be presented.It also involves a specific syllabus
organization, choices of the materials that will boost learning, and the means to assess
learners and evaluate teaching and learning. It is a sort of an 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 had to 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. Every procedure is realized through a series of techniques. They could
take the form of an exercise or just any activity that you have to do 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 were saying.

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