A.

APPROACHES

An approach is a theory about language learning or even a philosophy of how people learn in
general. They can be psychologically focused such as behaviorism or cognitivism. They can also be based
on older philosophies such as idealism or realism. Approaches are fuzzy and hard to define because they
are broad in nature. An example of an approach that leads to a method would be the philosophies of
scholasticism,faculty of psychology,or even perennialism. Each of these philosophies encourage the
development of the mind in the way of a muscle. Train the brain and a personwould be able to do many
different things. These philosophies have impacted some methods of language teaching as we will see
below.

B.METHOD

A method is an application of an approach in the context of language teaching. An example of a

method is the grammar translation method. This method employs the memorization of various grammar
rules and the translation of second language material to the student’s native language. Students are
able to develop the intellectual capacity to understand the new language through the deductive process
of aquiring the rules of the language. The purpose is not to critique this method but to show how it was
derived from the approach that the mind needs to be trained throughintellectual exercises to be able to
accomplish something.

C.TECHNIQUES

A technique is a single activity that come from a procedure. The procedures have some steps
that could be follow. And from the procedure that will be also the technique.

D.EXPERT EXPLANATION

According to Richard et al. (1992, p. 228), a method, in language teaching, is “a way of teaching
a language which is based on systematic principles and procedures” and approach is termed as
“different theories about the nature of language and how languages are learnt” while the technique
refers to different kinds of classroom activities based on different methods.

Larsen-Freeman (2000, p. xii) states that a method “is a coherent set of links between principles
and certain techniques and procedures”, while Prabhu (1990, p. 162) observes that a method is “a set of
activities to be carried out in the classroom and to the theory, belief, or plausible concept that informs
those activities”.

Moreover, Richards and Rodgers (1986) define method as an umbrella term which specifies the
relationship between theory and classroom practice. According to them, “a method is theoretically
related to approach, is organizationally determined by a design, and is practically realized in procedure”

E.CONCLUSION

Language teaching involves approaces that leads to methods,methods that are broken down
into procedures,and procedures that are a collection of techniques. Understanding how these concepts
interrelate can help a teacher know the reasons behind their choices in how they choose to teach.
 Methodology for TESOL

This course is delivered by the University of Maryland Baltimore County

Course Overview

This course is designed to provide participants with current methodologies for teaching English
learners (ELs) of different ages in many learning contexts. Participants will discuss and practice
a wide variety of strategies and techniques for teaching English to speakers of other languages
(TESOL). While exploring best practices for teaching listening, speaking, reading, and writing,
including grammar and vocabulary, participants will learn how to create an effective and
communicative language classroom for all learners. In addition, participants will examine what
best practices means in the context of teaching English in the 21st century, where English is an
international language, and the use of English incorporates modern technologies.

Learning Objectives and Learner Outcomes

By the end of the course, participants will be able to:

 Explain the significance of teaching English as an international language;

 Compare and contrast traditional and modern second language teaching methods;
 Examine their current instructional strategies for ways to provide active, student-centered
learning that helps develop learners’ self-efficacy and supports lifelong learning;
 List learning style differences and the needs of diverse learners;
 Identify principles and strategies for teaching integrated language skills;
 Develop effective activities for listening, speaking, reading, and writing;
 Develop a lesson activity that incorporates critical thinking and problem solving skills
(analysis, synthesis, evaluation, decision making, and creative thinking);
 Summarize the impact reflective teaching has on teachers’ perspectives toward teaching
English and their classroom practice, as well as learners’ attitudes and motivations to learn
English;
 Develop professionally in the field of TESOL by participating in a virtual community of
practice and by preparing materials to share in their local community of professionals.