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Perhaps the most enduring definitions come from Edward Anthony’s (1963) differentiation between
approach, method and technique. An approach is a set of correlative assumptions dealing with the
nature of language teaching and learning. It deserves the nature of the subject matter to be taught.
It is the level at which assumptions and beliefs about something to be learned are specified. A
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. It is the level at which theory is
put into practice and choices are made about the particular skills and content to be taught, and the
order by which the content will be presented. Technique is the level at which classroom procedures
are described. It is a medium of implementation used to accomplish an immediate objective.
In 1986, Jack C. Richards and Theodore S. Rodgers put forward another configuration of these
terms. They acknowledge the simplicity of Anthony’s definitions, but they also criticize them for
being inadequate. While viewing approach as a set of assumptions about language teaching and
learning seems unproblematic, there are competing conceptualizations of methods and techniques.
Richards and Rodgers propose various levels of conceptualization and organization within a
method, making “method” a cover term to encompass all such levels.
An impetus for the substantial change in characterization of the various concepts come from the
felt need to specify the nature of a method in the sense given by Anthony. Richards and Rogers
presented an alternative term – design. A design, according to the two scholars, is the level of
method analysis which includes Objectives, Content, Types of learning and teaching, Learner roles,
Teacher roles and role of instructional materials.
Viewed this way, Anthony’s technique a procedure, which covers all “moment-to-moment” activities
resulting from the use of a method. This is the level which actualizes the design, which is in turn
governed by both theories of language and language learning.
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H. Douglas Brown (2001) states that Richards and Rogers “method” is usually referred to as
methodology and their “design” as curriculum or syllabus. Therefore, while keeping in mind the
spirit of simplicity exemplified in the work of Richards and Rogers, SLT teachers should be governed
by the following definitions currently being used in the field (Brown, 2001):
References
Celce-Murcia, Marianne (Ed.). (2009). Teaching english as a second or foreign language (3rd ed.). United States, Australia,
Canada, Mexico, Singapore, Spain, United Kingdom: Heinle & Heinle.
Tupas, T. Ruanni. (2004). Second language teaching. Quezon City: UP Open University.
Villamin, Araceli M., Salazar, Evelyn S., Bala, Elizabeth C. & Sunga, Nilda R. (1998). Innovative strategies in communication
arts. Quezon City: Phoenix Publishing House. Inc.
Vocabulary Checks
The students in my class would not know what a particular word meant which was crucial to
their understanding a story. I sometimes choose to show the class a picture of the word. This is
a strategy that has helped to make the word easier for students to understand and remember
(Bloor 1991). Vygotsky (1978) adds that for young learners in the early stages of development
there is a close bond between what they see and meaning. Several of my colleagues take time
during lessons to check that students had understood the meaning of key words or concepts.
This strategy may have enabled individuals to connect new vocabulary with words that they
already knew in their first language (Brewster, Ellis and Girard 2004). Another strategy I use to
check vocabulary understanding is to review and recycle previously discussed vocabulary
associated with prior lessons at the beginning of a lesson. This may have provided learners with
the opportunity to re-hear words and possibly helped with the retention of these words in their
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long-term memory. Brewster, Ellis and Girard (2002) add “Children constantly need to recycle
what they have learned so they don’t forget, and to perceive progress, maintain motivation and
aid memorization”.
CONCLUSION
Teachers should understand the development stages and Stephen Krashen’s theory of second
language acquisition and apply some teaching strategies in the language classrooms. They can
identify the strategies that best meet their language learners’ immediate needs, and they can
explore students’ reaction to their learning approaches for the second language. Moreover,
they can use classroom research as a tool for showing the language learners that the teaching
strategies in second language acquisition really work.
References
Fisher, R. (2005) Teaching children to learn. Cheltenham: Stanley Thornes.
Bloor, M., (1991) The role of informal interaction in teaching english to young learners. In C. Brumfit, J. Moon, and R.
Tongue (eds.) Teaching English to Children from Practice to Principle. (pp 127-141) London: Longman.
Brewster, J., Ellis, G. and Girard, D. (2002) The primary english teacher’s guide. Harlow: Pearson Education Limited.
Dőrney, Z. (2001) Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
Hill, J. and Flynn, K. (2006) Classroom instruction that works with english language learners. Virginia: ASCD.
Nunan, D. (2000) Language teaching methodology. Oxford: Phoenix.
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