The document discusses the differences between approaches, methods, and techniques in language teaching. An approach describes assumptions about the nature of language and learning. A method provides the overall plan and organization for teaching based on an approach. Techniques are the specific activities used in the classroom that are consistent with the method and approach. The document also discusses how different theories about language and learning imply different teaching methods and classroom techniques.
The document discusses the differences between approaches, methods, and techniques in language teaching. An approach describes assumptions about the nature of language and learning. A method provides the overall plan and organization for teaching based on an approach. Techniques are the specific activities used in the classroom that are consistent with the method and approach. The document also discusses how different theories about language and learning imply different teaching methods and classroom techniques.
The document discusses the differences between approaches, methods, and techniques in language teaching. An approach describes assumptions about the nature of language and learning. A method provides the overall plan and organization for teaching based on an approach. Techniques are the specific activities used in the classroom that are consistent with the method and approach. The document also discusses how different theories about language and learning imply different teaching methods and classroom techniques.
The document discusses the differences between approaches, methods, and techniques in language teaching. An approach describes assumptions about the nature of language and learning. A method provides the overall plan and organization for teaching based on an approach. Techniques are the specific activities used in the classroom that are consistent with the method and approach. The document also discusses how different theories about language and learning imply different teaching methods and classroom techniques.
⚫ An approach is a set of correlative assumptions dealing with the nature of language teaching and learning. An approach is axiomatic. It describes the nature of the subject matter to be taught. .. ⚫ Method is 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. An approach is axiomatic, a method is procedural. Within one approach, there can be many methods . .. ... ⚫ A technique is implementational - that which actually takes place in a classroom. It is a particular trick, strategem, or contrivance used to accomplish an immediate objective. Techniques must be consistent with a method, and therefore in harmony with an approach as well. (Anthony 1963:63-7) ⚫Approach refers to theories about the nature of language and language learning that serve as the source of practices and principles in language teaching ⚫Design is the level of method analysis in which we consider (a) what the objectives of a method are; (b) how language content is selected and organized within the method, that is, the syllabus model the method incorporates; (c) the types of learning tasks and teaching activities the method advocates; (d) the roles of learners; (e) the roles of teachers; (f) the role of instructional materials. ⚫ Procedure. This encompasses the actual moment-to- moment techniques, practices, and behaviors 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 classroom behavior. (Richards & Rodgers 1986: 17- 27) ⚫Different theories about the nature of language and how languages are learned (the approach) imply different ways of teaching language (the method), and different methods make use of different kinds of classroom activity (the technique). (Richards & Schmidt 2010: 30) Group 1 ⚫Using Figure 2.1 in Richards & Rodgers’ book as a framework, write an outline of the theories of (a) the nature of language and (b) the nature of language learning informing the development of the K-12 English Curriculum. ⚫Explain your work fluently and coherently before the class. Group 2 ⚫Using Figure 2.1 in Richards & Rodgers’ book as a framework, discuss how the content of the current curriculum in English implemented in the Philippine Basic Education was selected. Also, make a list of the recommended activities for achieving the general and specific objectives of the curriculum. ⚫Present your work in a scholarly manner before the class. Group 3 ⚫Using Figure 2.1 in Richards & Rodgers’ book as a framework, describe the roles of the (a) learner, (b) teacher, and instructional materials explicitly and implicitly articulated in the present English curriculum guide. ⚫Use an outline, table, or diagram to aid your oral presentation.