Methods and Approaches in Language Teaching Teacher Asma

Methods and Approaches in Language Teaching Teacher : Asma Aziz Module : Didactics Level: 3 rd year students

In describing methods , we should make distinction between approach, method, and technique Approach: set of assumptions dealing with the nature of language and language learning; the level at which assumptions and beliefs about language and language learning are specified. Under one approach we can have many methods

Method �Overall plan for the orderly presentation of language material ( based upon a selected approach); the level at which theory is put into practice at which choices are made about particular skills to be taught, the content which to be taught, order in which the content will be presented

Technique �Is implementational which actually takes place in a classroom; the level at which classroom procedures are described (procedures)

« a method is theoritically related to an approach, is organizationally determined by design, and practically realized in procedure » Richards and Rogers( 1986, p. 16)

Approach � Approach Theory of �Theory of language of Theory of lge learning language learning

Theory of language �How language is viewed: �Structural view of language: language is a system of systems of structurally related elements. The target of Language Learing is seen in the mastery the of elements of this system defined in terms of phonological units (phonemes), grammatical units(e, g clauses, phrases, sentences) and lexical items �Functional view of language: language is a vehicle for the expression of functional meaning. This theory emphasized the semantic and communicative dimention rather than merely the grammatical characteristics of language, leading to the organization of language teaching content by categories of meaning and function rather than by elements of structure and grammar

Theory of language learning �How learners learn the language; that is to say: �What are the psychological and cognitive processes involved( behaviourism, constructivism……. . ) �What are the conditions to be met for these learning processes to be activated

Design �In order for approach to lead to a method we should develop a design. �Design is the level of method analysis in which we consider: a)The objectives of the method b) the syllabus, c) types of tasks and activities, d) the role of the learner, e) the role of the teacher, g) the role of instructional material

Procedure �The last level of conceptualization and organization within a method is what we will refer to as procedure. This encompasses the actual moment to moment technique , practices, and the behaviours operating in teaching a language according to a particular method �Procedure focuses on the way a method handles the presentation, practice and feedback phases of teaching �For example how will the teacher start thelesson, presenting a new language? Will it be through a dialogue, filling the gaps, drills? ( procedure is concerned with integration of activities within