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What is approach, method,procedure and

technique?APPROACH

theories about the language and language learning that serve as the source of practices and principles in language learning

METHOD

the practical realization of an approach

• decide on the types of activities, roles of

teachers and learners, the kinds of material

and syllabus organization

PROCEDURE

ordered sequence of techniques like “first you do this, then you

do that...”

TECHNIQUE

single activities,

not a whole procedure

GTM,

Direct Method

& Audiolingualism

GTM,

Direct Method

& Audiolingualism

Ss were given explanations of grammar and sentences exemplifying these sentences

3 Basic assumptions:1. Language; at the level of sentence

only2. No attention to spoken language 3. Accuracy is important

A reform movement (reaction to GTM)Paraphrase in order to avoid the use of translationAgain the sentence is the focus pointAccuracy is still importantONLY the target language is used.

It finds its roots in Behaviorist model using the stimulus-response reinforcement modelDrills are heavily used to form habits Errors are not tolerated in drills

It is teacher-centered

Students learn in “straight lines,” but human learning is more random It is not good to break language down into

small pieces to learn Lewis (1993); it doesn’t reflect the nature of language and the nature of learning

Keith Johnson 1982; deep-end strategy (encouraging the immediate production

In Byrne’s alternative approach all three phases of PPP are joined, and teachers and students decide at which stage to enter the procedure

Engage; the point where students are engaged emotionally with what’s going on

Study; the point where the teaching and learning element is described putting focus on how sth is constructed

Active; the stage where students are encouraged to use the language.

Engage

Study

Activate

A straight arrows lesson

procedure

Engage

Study

Activate

A boomerang lesson

procedure

Engage

Study

Activate

A patchwork lesson

procedure

• Students sit in a circle• Sitting outside the circle, “a knower”

provides or corrects target language statements

• A student says what he wants to say either in English or in his native language; if it is in the native langauge the knower translates it into English, then the student can say what he wants to say in English

• The teacher’s job is to facilitate rather than to teach.

Georgi LozanovPhysical environment of the classroom is very importantStudents need to be comfortable and relaxed; the affective filter should be loweredInfantilisation is important; there is a parent-child relationship between the teacher and students (take different names)

James AsherTPR asks students to respond physically to the language they hear; language processing is matched with physical action The teacher gives commands and the students try to respond those commandsLowering the affective filter is important

Caleb GattegnoLearning is best facilitated if the learner discovers and creates language rather than just remembering and repeating what has been taught.Use of colored rods – Cuisenaire rods – as well as color-coded phonetic and word charts

Rather than focusing only on grammar and vocabulary, language functions are emphasized the aim is to train Ss to use language formshow to teach) Language learning will take of itself; enough exposure to language in use and creating opportunities to use the language are very important.

Task-based Learning

• instead of a language structure, Ss are presented with a task they have to perform or a problem they have to solve.

• There are three basic stages; in the Pre-task stage, teacher introduces to topic and task by highlighting useful words and phrases, and gives the task instruction

• In the Task cycle, students first perform the task in pairs or groups, then they plan how to report what they did and then they report it to other students.

• • In the Langauge Focus stage, the students examine and discuss specific features of any listening or reading text provided by the teacher and they do some practice of specific language features which the task has provoked.

• • Critics of TBL say that it is not applicable to lower level learners; that everything can not be taught by using tasks; and it is difficult to grade tasks in syllabus.