Approach, Method, Procedure, and Techniques In Language Learning

Different theories about the nature of language and

how languages are learned (the approach) imply
different ways of teaching language (the method) and
different methods make use of different kinds of
classroom activities (the techniques).

Approach refers to the theories about the nature of language learning and about language
teaching that can be applied in the classrooms by using different techniques. Approach describes
how language is used and how its constituent parts interconnect. and how people acquire their
knowledge of the language.

Method is an application of an approach in the context of language teaching. Methods include

various procedures and techniques. combination of techniques that are used by the teachers in the
classrooms in order to teach their students.

For the teacher, methods prescribe what materials and activities should be used, how they should
be used and what the role of the teacher should be.

• For learners, methods prescribe what approach to learning the learner should take and what
roles the learner should adopt in the classroom.

Procedure is an ordered sequence of techniques. A procedure is a sequence that can be described

in terms such as First you do this,then you do that…

A technique is a single activity that comes from a procedure. It includes any of a wide variety of
exercises or activities used in the language classroom.
A teaching method consist of the principles and methods used by teachers to enable student
learning. Commonly used teaching methods may include class participation, demonstration,
recitation, memorization, or combinations of these.

Teaching methods

 The Grammar Translation Method

 The Direct Method
 The Audiolingual Method (Audiolingualism)
 Community Language Learning
 The Silent Way
 Suggestopedia
 Total Physical Response
 The Natural Approach
 The Communicative Language Teaching Approach

The PPP Approach to Communicative Language Teaching

THE BASIC CHARACTERISTICS:

PPP stands for Presentation, Practice and Production - a common approach to communicative
language teaching that works through the three phases.

Presentation represents the introduction to a lesson. The teacher might use a text, an audio tape
or visual aids to demonstrate a situation. The teacher checks to see that the students understand
the nature of the situation. Having understood the concept, students are then given the language
"model" and engage in choral drills to learn statement, answer and question forms for the target
language. This is a very teacher-orientated stage where error correction is important.

Practice. During the practice phase, learners practice saying or writing the language structure
correctly. Typical practice activities include drills, multiple-choice exercises, gap exercises,
transformations etc. In this phase, the teacher’s role is to direct the activities, to correct mistakes
and model the correct forms.

Production, in this phase the learners have started to become independent users of the language.
They use the newly learnt language structure to produce oral or written texts. Typical production
activities include dialogues, oral presentations, and the production of sentences. The teacher does
not correct unless students directly appeal to him/her to do so.

Motivation

Motivation can be defined as a stimulant for achieving a specific target, or accomplish certain
task. Motivation is a basic and essential part of language learning. Language learners may have
two kinds of goals: short-term goals: to pass a test or finish a unit and long term goals: to get a
better job,etc

Types of motivation:

Intrinsic- concerned with what takes place inside the classroom. Intrinsic motivation is related to
an internal wish to do something.

Extrinsic- concerned with the factors outside the classroom. Extrinsic motivation is motivation
to do a work or an activity as or way to achieve a target. Extrinsic goals can vary from short-term
goals (good grades, prizes from the teacher and parents, participation in competitions, etc) to
long-term ones (possibility of winning scholarships, better job opportunities, higher social status,
etc). Extrinsically motivated activities lead to certain rewards such as diplomas, prizes and good
marks.

Extrinsic motivation can be integrative and instrumental.

Integrative motivation refers to students who wish to integrate into the target culture. The
integrative motivation means learning the language with the intention of participating in the
culture of its people.

Instrumental motivation-If a student is instrumentally motivated, his/her goals are to achieve a

certain reward such as promotion or good grades or to get a better job, position.

Factors affecting intrinsic motivation are:

 a. Physical conditions (positive atmosphere, board should be easily visible, colourful and
lively walls, posters)
b. Method
c. The teacher. (He must possess good qualities such as : explains clearly, shows great
patience, makes his course interesting, he is fair to all students…)
d. Success . The teachers’ responsibility is to choose the ativities at which most of the
students can be successful.

Teacher’s roles

Creating a positive learning atmosphere and relationship

In a positive learning atmosphere the teacher listens to students, shows respect, is patient, is well
organized, is honest, is enthusiastic, has a good sense of humour…

What is the teacher’s role in creating an effective learning environment and creating a
positive learning atmosphere?

Carl Rogers, an American psychologist, claimed that there are three teacher characteristics that
help to create an effective learning environment. These are: - respect( a positive and non-
judgmental regard for another person), -empathy(being able to see things from the other’s
person perspective) and authenticity (being oneself without hiding behind job titles,roles or
masks).

When a teacher has these qualities the relationships within the classroom became stronger and
deeper,and communication more open and honest. The educational climate,atmosphere becomes
positive, progressive and supportive. The learners are able to work with less fear of taking risks
and in that way they increase their self-esteem and self-understanding.

Describe the basic features of the type of teacher so-called the ‘enabler’. What are the two
other kinds of teacher mentioned by Scrivener in his book Learning Teaching?

There are three kinds of teacher:

1) The explainer

2)The involver
3)The enabler

The explainer: This kind of teacher relies mainly on 'explaining' or 'lecturing as a way of
transferring information to the students. (The students are listening, perhaps occasionally
answering questions and perhaps making notes but are mostly not being personally involved or
challenged. )

The involver: This teacher is trying to involve the students actively and tries to find appropriate
and interesting activities to do this, while still keep clear control over the classroom.

The enabler: This teacher shares control with the learners, or to hand it over entirely. T.
creates the conditions that enable the students to learn for themselves and may become a guide,
counsellor or a resource of information when needed. This type of teacher knows about the
subject matter and about methodology, but also has an awareness of how individuals and groups
are thinking and feeling within the class. Personality and attitude of the teacher, planning and
working methods create an effective working relationships and a good classroom atmosphere.