Approach, Method and Technique

UNIT 1

Approach, Method and Technique:

“An approach is an integrated set of theoretical and practical beliefs, embodying both syllabus and method. More than either, it involves principles which in the case of language teaching reflect the nature of language itself and the nature of learning.” (Lewis, 1993: 2)

An approach derives from a concept of what language; it is a concept of how language learning is produced, what the roles of the teacher, the learners, the materials and tasks are. Generally speaking, this is an umbrella term under which all the other concepts fit. A method, on the other hand, must be consistent within an approach, since it determines how the whole process is to be carried out. The approach answers the question why; the method, how ;and the syllabus, what.

“An approach provides principles to decide what kind of content and what sorts of procedures are appropriate.” (Lewis, 1993:2) But these decisions should not be arbitrary; approaches are based on Linguistic and Philosophical principles which provide the nature of language, Psychological principles which have to do with the nature of learning and on Socio-political educational principles which have to do with the purpose of education.

As we said before a method is consistent within an approach and implies an orderly plan of the steps that have to be follow in the language class. Today, most course books are designed within an approach and include a method that teachers can follow. However, teachers can vary the method according to different situations, contents, learning-teaching contexts or learning purposes/objectives.

Finally, techniques are instrumental and practical ways in which something can be done. For example, there are different techniques to teach vocabulary, or to present a dialogue or to evaluate students.

In Spanish most of the times we use the word método as a synonym of “approach”, the difference between the two concepts being very subtle. In the case of the Communicative Approach (C.A), this is well-named because it is wider than a method or a syllabus. In Spanish, we speak of “Enfoque Comunicativo”. It is important to reflect on Lewis’ (1994:2) criticism:
“Many of the insights of CA remain accurate, and highly relevant. Unfortunately, they also remain un-implemented, as textbooks made changes of content and sequence__essentially matters of syllabus__ and then presented the books as embodying “the communicative approach”. This was considerably less than the truth. Although some changes of methodology resulted, many major methodological implications were not implemented. Most important of all, educational systems, and teacher training did not embrace many of the wider factors.”

Compare these two models:

The change of paradigm in recent years implied the shift between the transmission model and the transactional one.

TRANSMISSION MODEL

Emphasis is on direct teaching which is controlled first, by the programme and second, by the teacher.
Learning is viewed as a matter of building from simple to complex or larger skills.
Learning is seen as habit formation; thus, verbalizing or writing in correct responses or giving correct responses are viewed as crucial.
Since correctness is valued, risk-taking is discouraged and/or penalized.
Ability to reproduce or verbalize a predetermined correct response is taken as evidence of learning.

TRANSACTIONAL MODEL

Emphasis is on learning which is facilitated but not directly controlled by the teacher.
Smaller parts of a task are seen as more readily learnt within the context of a meaningful whole.
FROM WHOLE TO PARTS.
Learning is viewed as a result of complex cognitive processes that can be facilitated by teachers and enhanced by peer interaction.
Risk-taking and hence “errors” are seen as absolutely essential for learning.
Ability to apply knowledge and to think in novel ways is seen as crucial.

Adapted from Gallo, M. (1994) Teacher Education and the New Curriculum. (FAAPI Conference)