Session 2

What do we mean by ‘methodology’?

Prof. Yousif Alshumaimeri
MA TESOL 2009
King Saud University
CI 582

A lecture by Prof. Y. Alshumaimeri 2009

What do we mean by
‘methodology’?
 Aims:
In this session we will explore the meaning of
‘methodology’ , and consider different methodological
frameworks for TESOL. We will look also at the Post-
method condition and what effects does it have on
language teaching?

A lecture by Prof. Y. Alshumaimeri 2009

Methods, Approaches, Procedures
 Task 1:
What does ‘methodology’ mean to you? What
words, images, and ideas come to mind when you
think of methodology? If someone asked you to
describe your own preferred methodology, what
would you say?
 In groups of 3-4 discuss your ideas for few minutes,
then we will take some feedback as a whole group.

A lecture by Prof. Y. Alshumaimeri 2009

Methods, Approaches, Procedures
 These terms are miss-used in the literature.
(Pennycook, 1989)
 These terms are somewhat vague.
 Prabhu (1990) thought of a method as both classroom
activities and the theory that informs them.

A lecture by Prof. Y. Alshumaimeri 2009

Anthony (1963)concept of method
Approach: a set of
Approach assumptions dealing with
the nature of language,
learning, and teaching.
Method: an overall plan for
systematic presentation of
language based on a
Method selected approach.
Techniques: specific
classroom activities
consistent with a method,
and therefore in harmony
technique with an approach as well.

A lecture by Prof. Y. Alshumaimeri 2009

Richards and Rogers (1986)
 They revised and extended
the original Anthony’s
method and technique.
 A method is theoretically
related to an approach, is
Method organisationally
determined by a design,
and is practically realised
Approach Design Procedure in procedure.
 Method is seen as an
umbrella term to capture
redefined approaches,
designs, and procedures .

A lecture by Prof. Y. Alshumaimeri 2009

Methods, Approaches, Procedures
 Approach: refers to theories about the nature of
language and language learning which are the source
of the way things are done in the classroom and which
provide reasons for doing them.
 Method: is the practical realisation of an approach.
 Procedure: is an ordered sequence of techniques

A lecture by Prof. Y. Alshumaimeri 2009

Popular and traditional methods
 Grammar-translation method.
 Audio-lingual method.
 Communicative language teaching.
 Task-based language learning.
 Lexical approach

A lecture by Prof. Y. Alshumaimeri 2009

Failing Methods
 Despite their diversity, all methods have one thing in
common. They all assume that there is a single set of
principles which will determine whether or not
learning takes place. Thus, they all propose a single set
of precepts for teacher and learner classroom
behaviour, and assert that if these principles are
faithfully followed, they will result in learning for all.

A lecture by Prof. Y. Alshumaimeri 2009

Why are methods no longer the
milestone?
Brown (2002, p. 10)
1. Methods are too prescriptive, assuming too much about a
context before the context has been identified.
2. Methods are quite distinctive at the early stage and rather
indistinguishable from each other at later stages
3. One cannot determine which one is best through
empirical research
4. Methods are often the creation of the powerful center and
become vehicles of “linguistic imperialism”

A lecture by Prof. Y. Alshumaimeri 2009

The Post Method Era
 Kumaravadivelu (1994, 2006) suggests what is needed
is not alternative methods, but ‘an alternative to
method’
 He suggests 10 macrostrategies as broad guidelines,
based on which teachers can generate their own
situation-specific, need-based microstrategies or
classroom techniques.

A lecture by Prof. Y. Alshumaimeri 2009

Post Method Era
1. Maximize learning opportunities
2. Facilitate negotiated interaction
3. Minimize perceptual mismatches
4. Activate intuitive heuristics
5. Foster language awareness
6. Contextualize linguistic input
7. Integrate language skills
8. Promote learner autonomy
9. Raise cultural consciousness
10. Ensure social relevance

A lecture by Prof. Y. Alshumaimeri 2009

Next week
 Frameworks for TESOL , 3 Ps
Reading from J. Willis (1996) challenge and change in
language teaching
 CLT,
Reading from Richards and Rogers (1985)
And Stephan Bax , the end of CLT (2003)
These will be available on the website

A lecture by Prof. Y. Alshumaimeri 2009