Approaches, methods, procedures, and techniques Approach : this refers to theories about the nature of language and language

learning that serve as the source of practices and principles in language teaching. It offers a model of language competence. An approach describes how people acquire their knowledge of the language and makes statements about conditions which will promote successful language learning. Method : a method is the practical realization of an approach. Methods include various procedures and techniques as part of their standard fare. Procedure : a procedure is an ordered sequence of techniques. A procedure is a sequence which can be described in terms such as first ou do this, then ou do that! "maller than a method and bigger than technique. Technique : a common technique when using video material is called silent viewing. #his is where the teacher pla s the video with no sound. "ilent viewing is a single activit rather than a sequence, and as such is a technique rather than a whole procedure. A term that is also used in discussions about teaching is model $ used to describe t pical procedures, usuall for teachers in training. "uch models offer abstractions of these procedures, designed to guide teaching practice. The Grammar Translation Method #his is a method that has been used b language teachers for man ears.

At one time it was called %lassical Method,since it was first used in the teaching of the classical languages,&atin and 'reek. (arlier in this centur ,it was used for the purpose of helping students read and appreciate foreign language literature. %lasses are taught in the students) mother tongue,with little active use of the target language* +ocabular is taught in the form of isolated word lists* (laborate e,planations of grammar are alwa s provided* -eading of difficult te,t is begun earl in the course of stud * &ittle attention is paid to the content of te,t,which are treated as e,ercises in grammatical anal sis. Audio-lingualism

Audio.lingual methodolog owes its e,istence to the /ehaviourist models of learning using the "timulus.-esponse.-einforcement model, it attempted, through a continuous process of such positive reinforcement, to engender good habits in language learners. Audio.lingualism relied heavil on drills like substitution to form these habits. 0abit.forming drills have remained popular among teachers and students, and teachers who feel confident with the linguistic restriction of such procedures. Presentation, Practice, and Production A variation on Audio.lingualism in /ritish.based teaching and elsewhere is the procedure most often referred to as 111, which stands for 1resentation, 1ractice, and 1roduction. In this procedure the teacher introduces a situation which conte,tualises the language to be taught. #he students now practice the language using accurate reproduction techniques such as choral repetition, individual repetition, and cue.response drills The Communicative Approach #he communicative approach or %ommunicative &anguage #eaching 2%&#3 is the name which was given to a set of beliefs which included not onl a re.e,amination of what aspects of language to teach but also a shift in emphasis on how to teach4 Some methods #hese methods developed in the 5678s and 5698s as humanistic approaches to remove ps chological barrieis to learning. Community anguage earning . students sitting in a circle . a counsellor or a knower . making the utterance The Silent !ay . the teacher sa s as little as possible . interacting with ph sical ob:ects, especiall with %uisenaire rods Total Physical "esponse #TP"$ #his method is developed to reduce stress people feel while stud ing foreign languages. &earners are allowed to speak when the are read . 5. ;sing commands to direct behaviour <. -ole reversal =. Action sequence

P"%&C%P 'S 5. #he students) understanding of the target language should be developed before speaking. <. "tudents can initiall learn one part of the language rapidl b moving their bodies. =. >eelings of success and low an,iet facilitate learning. ?. &anguage learning is more effective when it is fun. @. "tudents are e,pected to make errors when the first begin speaking. #eachers should be tolerant of them. Aork on the fine details of the language should be postponed until students have become somewhat proficient.