Coming to grips with essential terminology

The word "methodology" is itself often misinterpreted or ill-understood. It

is usually given lip-service as an explanation for the way a given teacher goes
about his/her teaching, a sort of umbrella-term to describe the job of teaching
another language. Most often, methodology is understood to mean methods in
a general sense, and in some cases it is even equated to specific teaching
techniques. It does (or should) in fact mean and involve much more than that.
I've found that Brown's (1994:51) definitions (reflecting current usage at the time
and drawn from earlier attempts to break down and classify elements to do with
methodology) are the most useful:

Methodology
It comprises the study of pedagogical practices in general (including theoretical
underpinnings and related research). Whatever considerations are involved in
"how to teach" are methodological.

Approach
When we use the term “approach” we refer to theoretical positions and beliefs
about the nature of language, the nature of language learning, and the
applicability of both to pedagogical settings.

Method
A method is a generalized set of classroom specifications for accomplishing
linguistic objectives. Methods tend to be primarily concerned with teacher and
student roles and behaviours, and secondarily with such features as linguistic
and subject-matter objectives, sequencing, and materials. They are almost
always thought of as being broadly applicable to a variety of audiences in a
variety of contexts.

Curriculum/Syllabus
Curricula and syllabuses are designs for carrying out a particular language
programme. Features include a primary concern with the specification of
linguistic and subject-matter objectives, sequencing, and materials to meet the
needs of a designated group of learners in a defined context.

Technique
A technique can be any of a wide variety of exercises, activities, or devices
used in the language classroom for realizing lesson objectives.