Mahdi Hasanpour

1. Method :
Approach, Design, and Procedure
By Mahdi Hasanpour
Khatam University of Tehran 2013

2. • Approach
• Method
• Technique
Edward Antony’s original proposal (1963)

3. Approach:
The level at which assumptions and beliefs about language
and language learning are specified.
Approach is axiomatic .
Method :
The level at which the theory is put into practice. It’s an
overall plan for the orderly presentation of language material
that is based upon the selected approach.
Method is procedural.
Technique :
The level at which classroom procedures are described.
Technique is implementational.

4. Approach
Audio-lingual & Situational Methods
Structural Linguistics and Behavioristic Psychology
Cognitive Code Learning
Cognitive Psychology & Generative Transformational
Linguistics
Direct Method
Assumption is very weak
Grammar-Translation Method
Theory less

5. Method
Audio-Lingual Method:
Uses dialogues and drills that are carefully graded.
Principles of Structural Descriptive Linguistics
Technique
Audio-Lingual Method:
Uses pattern practice as one of its techniques.
Principles of Behaviorism

6. According to Antony :
This model is a useful way of distinguishing between different degrees of
Abstraction and Specificity found in different language teaching proposals.
&
This has the advantage of simplicity and comprehensiveness and serves as a way
of finding the relationship between underlying theoretical principles and the
practices derived from the method.

7. Edward Antony fails to give sufficient attention to the Nature of a Method itself.
His proposal fails to account for:
 How an approach may be realized into a method
 How method and technique are related

8. Method
Approach Design Procedure
Jack C . Richards & Ted Rodgers Model (1986)

9. Approach :
It defines assumptions, beliefs, and theories about the nature of language and language
learning.
Design :
It specifies the relationship of these theories to classroom materials and activities.
Procedure :
These are the techniques and practices that are derived from one’s approach and design.

10. Two main streams of thought in language teaching
methods :
Formalists
They rely on forms, deductive form of teaching, artificial exercises, written
language,…
Activists
They rely on acts, inductive form of teaching, natural communicative exercises,
speaking,…

11. Different Views on Methods & Approaches derived from:
 The nature of language
 The nature of language learning
 Goals and objectives in teaching
 The type of syllabus to use
 The role of teachers , learners, and instructional materials
 The techniques and procedures to use
LONGMAN DICTIONARY

12. Theoretical Views of language & the nature of language:
Structural view
Language is a system of structurally related elements for the coding of meaning.
Phonological units ( Phonemes)
Grammatical units ( Clauses, Phrases,...)
Grammatical Operations (Adding, Shifting, Joining,…)
Lexical Items (Function words and Content words)
Functional view
Language is a vehicle for the expression of functional meaning.
Wilkins’s Notional/ Functional Syllabuses
English for Specific Purposes (ESP)
Interactional view
Language is a vehicle for the realization of interpersonal relations and for the performance of
social transactions between individuals.

13. Theory of Language Learning
Process-Oriented Theories:
It builds on learning processes, such as habit formation, induction, inferencing, hypothesis
testing and generalization.
Condition-Oriented Theories:
It emphasizes the nature of the human and physical context in which language learning
takes place.

14. Stephen Krashen’s Monitor Model
At the level of the process: He distinguishes between acquisition and
learning.
•Acquisition : The natural assimilation of language rules through using language
for communication.
•Learning: The formal study of language rules and it’s a conscious process.
Learning is available as a monitor.
At the level of the condition: He addresses the conditions necessary
for the process of acquisition to take place.
He describes it as a type of “ Input”.

15. A Specification of the role of Learners
 The types of learning tasks set for learners
 The degree of control learners have over the content of learning
 The patterns of learner groupings which are recommended or implied
 The degree to which learners influence the learning of others
 The view of the learner as a processor , performer, initiator, problem solver
A Specification of the role of Teachers
 The type of functions teachers fulfill
 The degree of control or teacher influence over learning
 The degree to which the teacher determines linguistic content
 The types of interaction between teachers and learners

16. A Specification of the role of Materials
 The primary goal of materials
 The form materials take ( e.g., textbook, audiovisual format, etc.)
 The relation materials have to other source of input
 The assumptions the materials make about teachers and learners