Approaches, method and technique in teaching

1. Approaches, method and technique in teaching Muhammad Abduh Al-Manar, M.Pd

2. Contents of Presentations: • The differences between approach, method and technique in teaching • Kind of method from year to year in teaching • Activities • Evaluation • Task based preserntation

3. overview • Approaches and Methods for Foreign Language Teaching • What is a method? • What are the components of a method? • What is an approach? • Do methods help teachers? • Is there a super method?

4. See the differences • Britsih council stated in his web “An approach is a way of looking at teaching and learning. Underlying any language teaching approach is a theoretical view of what language is, and of how it can be learnt. An approach gives rise to methods, the way of teaching something, which use classroom activities or techniques to help learners learn. ExampleThe communicative approach is the best-known current approach to language teaching.  • Brown says that in the mid 1980s “there was a continuous search for the right method to teach students English as a foreign language” • Edward Anthony (1963) gave a definition about method “a method was the second of the three hierarchical elements named, approach, methods and tecniques.”

5. Understand the review • Now, what can we say about what an approach is, an approach is a set of assumptions,  theorical positions and beliefs about the nature of a language, It means an approach consist on what we belief about language and how language is learned, an appoach is axiomatic, that is something evident,  because it shows or specify the nature of the subject to be taught. • A method is the systematic plan, is the orderly procedures based on the approach, the method is the planning that is built based on our approachand this planning is focus in  our goals of the teaching and learning.

6. summary And finally a technique or techniques are the strategies like exercises, tasks, activities like didactic games, role playing among others, that can be applied in a classroom to students in order a teacher can reach pedagogical goals. 

7. Still questioning?

8. How do all of these relate? Approach Method • (the approach) Different theories about the nature of language and how languages are learned imply different ways of teaching language (the techniques) • The different methods make use of different kinds of classroom activities. Technique

9. Nature of learning of learner (Read the article given)

10. 1. Grammar Translation Method Traditional way of teaching Latin and Greek. In the 19th century used to teach French, German and English. Typical lesson consisted of: • presentation of grammatical rule • specially written text that demonstrated the rule • list of new words • translation exercises • grammar exercises • Emphasis on learning to read and write • Vocabulary is taught in the form of lists of isolated words.

11. 2. Direct Method: Early 1900’s Posited by Charles Berlitz. • Only everyday vocabulary was taught. • Concrete vocabulary was taught through pictures and objects. • Abstract vocabulary was taught by association of ideas. • Speech and listening comprehension were taught. • Correct pronunciation and grammar were emphasised. • Influenced by structuralism and behaviourism: – Identify the grammatical structures and the basic sentence patterns. – Practice these patterns by systematic attention to pronunciation and intensive oral drilling.

12. 3. Typical audiolingual activities • Dialog memorization.Repetitiondrill: • Students repeat the teacher’s model as accurately and as quickly as possible to learn the lines of the dialog. • Transformation drill: The teacher gives students a certain kind of sentence pattern. Students are asked to transform a sentence into a negative sentence. • Question-and-answer drill: This drill gives students practice with answering questions.

13. 4. Total Physical Response • Successful second language learning should be a parallel process to child first language acquisition. • Appropriate activities can produce stress-free learning. • Learners are encourage to speak when they feel ready to speak. • Theory of language: – a grammar based view of language. – verb in ımperative form. • Theory of language learning: – a stimulus-response view.

14. 5. Communicative language teaching (1980s) • An emphasis on learning to communicate through interaction in the target language. Authentic and meaningful communication should be the goal of classroom activities. • The introduction of authentic texts into the learning situation. • The provision of opportunities for learners to focus, not only on the language but also on the learning process itself. • Communication involves the integration of different language skills. • Learning is a process of creative construction and involves trial and error.

15. EValuation • Each of the group will present the summary and definition of Approach, method and technique • The summary of the meeting will be sent through the lecturer email abduh.almanar33@gmail.com

16. Reading: The nature of language learning Read the article and try to make a statement of opinions about the nature of language learning.

17. References • Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. • Oxford University Press. Mellow, J. D. (2000). Western influences on indigenous language teaching. In J. Reyhner, J. Martin, L. Lockard, & W. Sakiestewa • Gilbert (Eds.), Learn in beauty: Indigenous education for a new century (pp. 102-113). Flagstaff, AZ: Northern Arizona University.