Approach, Method and Technique

 

Approach

An approach is a set of correlative assumptions dealing with the nature of language and the nature of language teaching and learning. An approach is axiomatic (self-evident/ true in such an obvious way that do not need to prove it). It describes the nature of subject matter to be taught. It states a point of a philosophy, an article of faith. 

 

An approach is concerned with the theories and principles. It is manifested by means of methods and techniques. Different approaches hold different views about language. There are at least three views: 

a.       Structural View: this view holds that language is a system of structurally related elements for the coding of meaning. The target of language learning is seen to be the mastery of terms or phonological units (e. g.  phonemes), grammatical operations (e.g., adding, shifting, joining or transforming elements) and lexical items (Functional and structure words)

This view believes that:

·         language is made of a structure; to know a language is means to know the structures. if one knows the structure, he can make many sentences based on the structure.

·         this view of language is known as the structural approach and the best-known method of teaching language of this type is ‘Audio-lingual method.

 

b.      Functional view: This view holds that “Language is vehicle for the expression of functional meaning. This theory emphasizes the semantic and communicative dimensions rather than merely the grammatical characteristics of language and leads to specification and organization of language teaching content by categories of meaning and functions rather than by elements of structure and Grammar.” (Richards and Rodgers, 2006:21)

This view believes:

·          language is a means for function or communication.

·         language teaching should be functional or communicative.

c.     Interactional View: According to this view of language, language is not only for function but also for social interaction.in other words, language as a vehicle of the realization of interpersonal relations and of the performance of social interaction between individuals. Language is seen as a tool for the creation and maintenance of social relations (Richards and Rodgers: 21)

·         Language as a means of social interaction.

·         Language as a means of social interaction between individuals.

Method

“Method can be defined as “an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon the selected approach.” A method discusses the process and procedure of language teaching. So, it is procedural. A method grows out of an approach. There can be many methods within one approach. An Approach comes on the level of theory whereas a method comes on the level of design. There are various methods of language teaching which are selected on the basis of:

·         as and previous experience of learners

·         nature and aim of the course

·         cultural background of the learners

·         experience of the teacher and his mastery over the target language

·         size of the class

 

Technique

 

A technique is implementational that actually takes place in a classroom. It is a particular trick, stratagem (a trick or plan that you use to gain an advantage) or contrivance (a clever plan or trick/ a tool made for a particular purpose) used to accomplish in immediate objective. A technique must be consistent with the method and therefore in harmony with an approach as well. 

 

·         Techniques depend on the teacher, his individual artistry

·         on the composition of class, when visitors view a class, they see mostly techniques

·         the effectiveness of a particular technique must be taken in relation to a method.

·         a particular technique at one time might be wrong but it may be correct in another case

·         group work, pair work, role play are techniques

Anthony’s Model

·         Approach is the level at which assumptions and believes about language and language learning are specified

·         method is the level at which theory is put into practice and at which choices are made about the particular skills to be taught, the content to be taught and the order in which the content will be presented

·         technique is the level at which classroom procedures are made of learning and an account of the condition believed to promote successful language learning

According to Richards and Rodgers

·         any approach or method has three levels of operation

Ø  approach:

Ø  design

Ø  procedure

·         approach is the level at which we are concerned with theoretical principles. with respect to language theory, we are concerned with a model of language competence and an account of the basic features of linguistic organization and language use

·          design is the level of method analysis in which we consider

Ø  objective of the methods

Ø  syllabus

Ø  activities

Ø  learner’s role

Ø  teacher’s role, and

Ø  the role of instructional material

·         at the level of procedure, we are concerned with the classroom techniques, practices and behaviours that operate in teaching a language according to a particular method

·         it is the level at which we describe how a method realizes its approach and design in the classroom