Republic of the Philippines

CEBU TECHNOLOGICAL UNIVERSITY

Argao Campus
Graduate School

Wesley C. Barcoma, MAEd - English Teaching

ELLT 603 English Teaching Approaches
AY 2016-2017, 1st Semester

A. Technique and Strategy Contrasted

The operational definition of these terms are defined and influenced by different figures in Second
Language Teaching (SLT).

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):

Methodology. Pedagogical practices in general (including theoretical underpinnings and

related research)
Approach. Well-informed positions and beliefs about the nature of language, the nature
of language learning, and the applicability of both to pedagogical settings
Method. A generalized set of classroom specifications for accomplishing linguistic
objectives. Methods are concerned with teacher and learner roles and behaviors
Technique. Any of a wide variety of exercises, activities, or tasks used in the language
classroom for realizing lesson objectives

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.

B. Strategies and Techniques in the Classroom

Thinks Alouds
A think aloud can be defined as the offering of a teacher’s inner dialogue or opinions out loud
for students to hear their thoughts, ideas and to model self-regulation of the thinking process
possibly through questions such as; “What am I going to do now?”, “What is my problem?”, “I
wonder what would happen if…”. Fisher (2005) suggests that the strategy of thinking aloud
provides teachers the opportunity “…to model the world as we understand it in words”. The use
of such a strategy enable my students to hear more authentic and broader examples of the
target language and possibly help to scaffold and develop their own thinking skills.

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”.

Modeling of Target Language

Hill and Flynn (2006) suggest that, “Language structure and form should be learned in authentic
contexts rather than through contrived drills in language workbooks”. The modeling of target
language therefore was an extremely important strategy for me to use, as these models may
be a student’s only guide on how the additional language is used in a natural environment.

Modeling of Student Activities

Dőrnyei (2001) comments that the criteria for the successful completion of an activity need to
be explicitly clear to all learners although for some a discussion about these will not be enough.
The use of live demonstrations and the presentation of examples of other student’s work
provide a more complete description of the standard of content and presentation that is
expected for a particular activity and possibly help to ease learner anxiety caused by not
knowing what to do.

Incorporating Small Group/Pair Work in Lessons

During lessons students were often given opportunities to work in small groups and with a
partner which according to Hill and Flynn (2006) may be “… a powerful tool for fostering
language acquisition”. “Research has shown that learners use considerably more language, and
exploit a greater range of language functions when working in small groups” (Nunan 2000).
Small groups also enable participants to hear language from each other therefore a different
source of input from the teacher. This might help to make students feel more comfortable and
relaxed and possibly reduce the anxiety related to attempting the target language.

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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