APPROACH, METHOD
AND TECHNIQUE
Edward Anthony
Presented by: Ana Joy Lugtu
EDWARD
ANTHONY
In 1963, the American
applied linguis t,
Edward Anthony ,
introduced three levels
of conceptualization and
organization, which he
identifi ed as approach ,
method , and
EDWARD
ANTHONY
He propos ed this
s cheme to c larify the
diff erence between
language teaching at
the level of theory and
principles , and a s et of
derived proc edures for
teaching a language.
Approach, Method
and Technique
The three hierarchical levels of
conceptualization and organization to
language teaching
E D W A R D A N T H O N Y, 1 9 6 3
The arrangement of
Anthony’s model for
Approach Approach, Method, and
Technique is
hierarchical.
Method
Technique
E D W A R D A N T H O N Y, 1 9 6 3
The arrangement of
Anthony’s model for
Approach Approach, Method, and
Technique is
hierarchical.
Method The organizational key
is that techniques carry
out a method which is
consistent with an
Technique approach.
Approach
• It is a set of correlative assumptions
dealing with the nature of language
teaching and learning.
Approach
• It is a set of correlative assumptions
dealing with the nature of language
• teaching and learning.
It is axiomatic. i.e. self-evident, accepted
Approach
• It describes the nature of the subject
matter to be taught.
• It is the philosophy or the theory.
Theory of Theory of
Language Learning
Approach
Method
• It is the overall plan for the orderly
presentation of the language material.
Method
• It is the overall plan for the orderly
presentation of the language material.
• It has no part which contradicts.
Method
• It is the overall plan for the orderly
presentation of the language material.
• It has no part which contradicts.
• It is based on the selected approach.
Method
• It is the overall plan for the orderly
presentation of the language material.
• It has no part which contradicts.
• It is based on the selected approach.
• It is procedural.
p
r Method
o
c what,
e when, how
d
to teach
u
r and
a evaluate
l
the particular skills to be
taught
A
method
includes:
the particular skills to be
taught
the roles of the teacher and
the learner in language
A teaching and learning
method
includes:
the particular skills to be
taught
the roles of the teacher and
the learner in language
A teaching and learning
the appropriate procedures
method and techniques
includes:
the particular skills to be
taught
the roles of the teacher and
the learner in language
A teaching and learning
the appropriate procedures
method and techniques
includes: the content to be taught
the particular skills to be
taught
the roles of the teacher and
the learner in language
A teaching and learning
the appropriate procedures
method and techniques
includes: the content to be taught
the order in which the content
will be presented
Within one approach, there can be many
methods.
Approach
Method 1 Method 2 Method 3
Technique
• It is implementational and actually takes
place in the classroom.
Technique
• It is implementational and actually takes
place in the classroom.
• It is a particular exercise, activity or task-
type used to accomplish an objective.
Technique
• It is an actual moment-to-moment
classroom steps that lead to a specified
outcome.
Technique
• It is an actual moment-to-moment
classroom steps that lead to a specified
• outcome.
It must be consistent with a method, and
therefore in harmony with an approach
as well.
Approach
Method 1 Method 2
Technique 1 Technique 2 Technique 1 Technique 2
Techniques must be consistent with a method,
and therefore in harmony with an approach as
Approach, Method
and Technique
APPROACH METHOD TECHNIQUE
Let learners • Listenin
Audio-
listen to g and
lingual
grammar repeatin
patterns and g
• memorizin
• Structuralis respond
through g the
• m
Behaviorism
repetition. patterns
• oral
drillings
Approach, Method
and Technique
Anthony's framework attempted
to portray that:
---The entire language teaching operates as a
simple and hierarchical relationship without
considering the complex connections between
intervening factors such as societal
demands, institutional resources,
constraints or restrictions, instructional
Therefore...
---The linguists Jack C. Richards and
Theodore S. Rodgers revised and
extended the original model of Edward
Anthony.
---They perceived approach and method
treated at the level of design, in which
objectives, syllabus, and content are
determined, and the roles of teachers, learners,
Approach, Method
and Technique
IMPLICATIONS
Anthony’s framework has profound implications
on how educators plan and implement language
instruction:
• It helps teachers differentiate between the
theoretical basis of their teaching (approach),
the structured way of implementing it
(method), and the actual classroom activities
(techniques) to better align their language
instruction.
Anthony’s framework has profound implications
on how educators plan and implement language
instruction:
• It allows for a better understanding of how
theory translates into practice. Teachers can
examine the congruence between theoretical
beliefs about language learning (approach)
and the methods and techniques used in the
classroom. This alignment can improve the
coherence and consistency of language
teaching.
Approach, Method
and Technique
References:
Richards, J.C. and T.S. Rodgers. (2010). Approaches and
Methods in Language Teaching. A description and analysis.
Cambridge: Cambridge University Press.
Anthony, E. M. (1963). Approach, Method, and Technique.
English Learning. 17: 63-67. Ann Arbor: University of Michigan
Press.
Avazmatova, M. (2021). Peculiarities of Approaches,
Methods, and Techniques in Language Teaching.
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