According
to Edward Anthony (1963)
·
an Approach was a set of
assumptions dealing with the nature of language, learning and teaching.
·
Method was described as an overall plan
for systematic presentation of language based upon a selected approach.
·
Techniques were the specific activities
manifested in the classroom that were consistent with a method and therefore
were in harmony with an approach as well.
On these century, the Anthony’s terms are still common
use among language teacher, but it’s more getting develop just like,
·
At the Approach level, affirm
the ultimate importance of learning in a relaxed state of mental awareness just
above the threshold of consciousness.
·
The method that follows might
resemble.
·
Technique could include playing baroque
music while reading in passage in the foreign language, getting student to sit
in the yoga position while listening to a list of words, or having learners
adopt a new name in classroom, and role play that new person.
A couple decades later, Jack Richards and Theodore
Rodgers (1982, 1986) proposed a reformulation of the concept of Anthony’s terms
“method”.
·
An Approach defines assumption,
beliefs, and theories about the nature of language and language learning.
·
Designs specify the relationship of
those theories to classroom materials and activities.
·
Procedures are the techniques and the
practises that are derived from one’s approach and design.
Richards and Rodgers nudged us into at last relinquishing
the notion that separate, definable, discrete methods are the essential
building blocks of methodology. We could see that methods, as we still use and
understand the term, are too restrictive, too pre-programmed, and too
“pre-packaged”. Virtually all language teaching methods make the oversimplified
assumption that what teachers “do” in the classroom can be conventionalized
into a set of procedures that fit all context.
however their attempt to give a new meaning to an old
term didn’t catch on pedagogical literature, so the call of “ method” is more
comfortably referred to as “ methodology” in order to avoid confusion with what
we always think of as those separate entities.
Another terminological problem lies
in the use of the term of “Designs”. Design is more comfortably refer to
curricula or syllabuses when we refer to design the features of a language
program.
- Methodology : Pedagogical practises in general (including theoretical under pinning and related research). Whatever considerations are involved in “how to teach” are methodological.
- Approach : Theoretically well informed positions and beliefs about the nature of language, the nature of language learning, and the applicability of both to pedagogical settings.
- Method : A generalized set of classroom specifications of accomplishing linguistic objectives.
- Curriculum/ syllabus : Design for carrying out a particular language program.
- Technique : any of a wide variety of exercises, activities, or tasks used in the language classroom for realizing lesson objectives.
