MINISTRY OF EDUCATION OF THE REPUBLIC OF

AZERBAIJAN
AZERBAIJAN UNIVERSITY OF LANGUAGES

Teacher: assoc. Prof. Ə. Sh. Shiraliyev

Student: Hasanova Elnura

Course: II

Group: 214

Course title: Linguodidactic problems of FLT

Topic: Approach, Method, Tecniques and
Procedure: differences

BAKU – 2021
Plan:

1. Approach
2. Method
3. Procedures
4. Technique
5. The difference between approach, method, procedure, and technique
6. Opinions of Anthony and Richard & Rogers on this topic
7. Conclusion
 English Language Teaching (ELT) terminology can be sometimes confusing. This
post tries to describe the difference between approach, method, procedure, and
technique. It is important, for us teachers, to be informed about what exactly
each of these terms means.

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:
 The nature of language,
 How knowledge of a language is acquired,
 And the conditions that promote language acquisition.

The kind of approaches in language teaching:

 Communicative Language Teaching (CLT)
 Competency-Based Language Teaching
 Content-Based Instruction
 Cooperative (Collaborative) Learning
 Dogme
 Lexical Approach
 Multiple Intelligences
 Natural Approach
 Neurolinguistics programming
 Task-Based Language Teaching
 Whole Language Approach

Method

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

practice at the level 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.

The kind of methods in language teaching:

 Audiolingual
 Counseling Learning
 Direct Method
 Grammar Translation
 Silent Way
 Situational Language Teaching
 Suggestopedia
 Total Physical Response (TPR)

Procedures

Procedures are the step-by-step measures to execute a method. These step-by-

step measures are called techniques and will be discussed next. Common
procedures for the grammar-translation method includes the following…
 The ESL / ELL Teacher’s Survival Guide
 The class reads a text written in the second language.
 Student translates the passage from the second language to their mother
tongue.
 Student translates new words from the second language to their mother
tongue.
  Student is given a grammar rule and derived from the example they apply
the rule by using the new words.
 Student memorizes the vocabulary of the second language.
 Student memorizes grammar rules.
 Errors made by the student are corrected by providing the right answers.
This is the process (with variation) that is used when employing the grammar-
translation method.

Technique

A common technique when using video material is called “silent viewing”. This
is where the teacher plays the video with no sound. “Silent viewing” is a single
activity rather than a sequence, and as such is a technique rather than a whole
procedure.
Technique carries out a method. It is implementation, meaning that a
technique is something that actually takes place in language teaching or learning
in the classroom. The following are some examples of techniques in error
correction:
1. The teacher does not praise or criticize so that language learners learn to
rely on themselves (Silent Way).
2. The teacher often praises when a student has made a good thing in learning
(Audio Lingual Method).
3. When a student has produced a wrong expression, the teacher just repeats
the right one (Total Physical Response).
4. The teacher does not care when a student make an error as long as it does
not hinder (delay/prevent) communication (Natural Method).

The difference between approach, method, procedure, and

technique

1. Technique are the steps that are carried out in the classroom to obtain a
specific result.
 2. With the method we look for the plan to organize the presentation of the
linguistic material.
3. Approach looks for ways to apply beliefs and assumptions to language
teaching.
4. ELT terminology can be confusing, but for teachers is important to know
what each term means.
5. Procedures are an ordered set of techniques.

Opinions of Anthony and Richard & Rogers on this topic

There are two common ways to define methodology in English Language

Teaching and, graphically, this is how they look:

Methodology Methodology
(Anthony) (Richards & Rogers)

approach approach

method design

techniques procedure

The left-hand set was developed by Anthony in 1963.  The right-hand set was
developed from Anthony's definition later and appears in Richards and Rogers,
2001.  Briefly:
Approach
 For Anthony, an approach was simply a set of principles or ideas about the
nature of language learning
  For Richards and Rogers it was similar but explicitly divided into theories of
what language is and theories of how learning a foreign language happens.
 The second of these definitions has the advantage of being quite explicit.

Method or Design
 For Anthony, method described the plan for the presentation of language
which is consistent with the approach.
 Richards and Rogers' concept of design is somewhat broader and covers
the practical implications in the classroom: syllabus design, activities and
the roles of teachers and students
 These are not all that different but again, the latter one is more explicit.

Technique or Procedure
 Technique, for Anthony, was simple any teaching trick or way of doing
something in the classroom such as eliciting, approaching a reading text,
encouraging authentic speaking, drilling and so on.
 For Richards and Rogers, too, the term procedure refers to what we see
happening in the classroom when a particular approach and design are
implemented, day to day.

Conclusion

Approaches that lead to methods, methods that are broken down into
procedures, and procedures that are a collection of techniques are all part of
language education. Understanding how these ideas interact might help a teacher
understand why they chose to teach the way they do.
References:
 Harmer J. The Practice of English Language Teaching. 3rd edition.
 Larsen-Freeman, D. (2000). Techniques and Principles in Language
Teaching. 2nd edition.
 Richard, Jack C. , & Rodgers, Theodore S. (2001). Approaches and
Methods in Language Teaching.
 https://www.eltconcourse.com/training/inservice/background/history_
development.html
 https://coggle.it/diagram/X6bY2MxkJCJ4uAZh/t/approach%2C-method
%2C-procedure-and-technique