Approaches and methods chapter 2 'nature of approaches and methods' Flashcards
Intro ‘review summary’ major trends chapter 1 (1/6)
Give an example of tradition being a guiding principle for many years?
Tradition was the guiding principle for many years. The Grammar Translation Method reflected a scholarly view of language and language study.
Intro ‘review summary’ major trends chapter 1 (2/6)
Give an example of practical realities of the classroom determining both goals and procedures.
At times practical realities of the classroom determined both goals and procedures, for example, US colleges in the late 1920s deciding to make reading the goal. , for example, US colleges in the late 1920s deciding to make reading the goal.
intro ‘review summary’ major trends chapter 1 (3/6)
Give an example of theories derived from linguistics and psychology.
At other times, theories derived from linguistics and psychology (or both) were used to develop a philosophical and practical basis for language teaching, as with reformist proposals (19th century)
intro ‘review summary’ major trend chapter 1 (4/6)
When were attempts made to conceptualize the nature of methods? and what to explore what?
As procedures in language teaching took a more central role within applied linguistics (later part of 20th century), attempts have been made to conceptualize the nature of methods and to explore the relationship between theory and practice within a method.
intro ‘review summary’ major trend chapter 1 (5/6)
How did linguists and language specialists seek to improve the quality of language teaching in the late nineteenth century? by…
- how…
- how…
- how…
Linguists and language specialists sought to improve the quality of language teaching in the late nineteenth century, by referring to general principles and theories concerning:
- how languages are learned
- How knowledge of languages is represented and organised in memory
- How language itself is structured
intro ‘review summary’ major trend chapter 1 (6/6)
Who were some early linguists? and what did they seek?
Early linguists, such as Henry Sweet, Harold Palmer, and others, developed principles and practical approaches for designing language teaching programs, courses, and materials, though many of the specific practical details were left to be worked out by others.
They sought rational answers to questions such as those regarding principles for selection and sequencing of vocabulary and grammar.
What scheme did Anthony come up with? When? purpose?
American applied linguist Edward Anthony in 1963 proposed a scheme to clarify the difference between a philosophy of language teaching at the level of theory and principles and a set of derived procedures for teaching a language.
Anthony identified 3 levels of conceptualization and organization. What were they?
Anthony identified 3 levels of conceptualization and organization:
-An approach .
-Method
-Technique
How did Anthony describe ‘approach’?
summary?
An approach – a set of correlative assumptions dealing with the nature of language teaching and learning. An approach is axiomatic. It describes the nature of the subject matter to be taught.
summary: Approach is the level which assumptions and beliefs about language and language learning are specified
How did Anthony describe ‘method’?
summary?
Method – overall plan for orderly presentation of language material based upon the selected approach (no part contradicts). An approach is axiomatic, while a method is procedural. Within one approach, there can be many methods.
Summary: Method is the level at which theory is put into practice; which choices are made about the particular skills to be taught, the content to be taught and the order in which the content will be presented; technique is the level at which classroom procedures are prescribed.
How did Anthony describe ‘technique’?
Technique – technique is implementation – it’s what actually takes place in the classroom. Techniques must be consistent with a method and therefore in harmony with an approach.
Give an example of a proposal at the level of approach and a method that was derived from this approach:
Thus, the proposals of the Reform Movement were at the level of approach and that the Direct Method derived from this approach.
Give an example of different methods coming from one approach?:
The Reading Method, resulting from the Coleman report, should be described Reading Methods, since a number of different ways of implementing a reading approach have been developed.
What are the advantages and disadvantages of Anthony’s model?
advantage:
Anthony’s model is useful for identifying the relationship between underlying theoretical principles and the practices derived from them, thanks to its simplicity and comprehensiveness.
Disadvantage:
- Does not give sufficient attention to the nature of the method itself. (see below)
- Nothing is said about the roles of teachers and learners assumed in a method (see below)
- Does not account for how an approach may be realized in a method or how method and technique are related.
Give sufficient attention meaning = Anthony’s model focuses on broad principles, like students learning better in context, but it doesn’t give enough attention to specific practices, like using a lead-in to activate learners’ prior knowledge.
Roles of teachers and learners = The model does not explain what the teacher’s or learner’s roles are within the method. It assumes that these roles are obvious and that people will naturally understand what is expected of them without needing further clarification. -
What two aspects need further clarification to provide a more comprehensive model from Anthony’s model?
In order to provide a more comprehensive model for discussion and analysis of approaches and methods the Anthony model has been revised (in this book). With Further clarification on:
Method and technique
In the book’s more comprehensive adaptation of Anthony’s model, how are approach, method, and procedure related?
Approach and method are treated at the design level, where objectives, syllabus, content, and the roles of teachers, learners, and materials are determined.
The implementation phase, referred to as ‘procedure’, is where the method is put into practice. Thus, method is related to approach, determined by design, and realized in procedure.
Note: this framework can be used to compare particular methods and approaches in language teaching.
What is approach?
‘approach’ = refers to theories about the nature of language and language learning that serve as the source of practices and principles in language teaching.
In other words, it refers to the “philosophy”, or belief system, that a method reflects.
Can procedures influence methods and in turn appraoches? look at my notes they is somethng about it
rough answer check in my notes. Of course normally a method will take influences from numberous appraoches and these will lead to procedures and techniques. some appraoches may struggle to find procedures and techniques. However, some procedures and techniques will be done in the classrom, they will clealry work and then may in turn influence a method and even an approach.
Jeremy harmer ‘approach’
1) What does ‘approach’ refer to?
2) What are they the source of?
3) What does it describe?
1) theories about the nature of language and language learning
2) which are the source of the way things are done in the classroom and which provides the reason for doing them.
3) An approach describes:
- how language is used and how its constitutenial parts interlock - it offers a model for language competence.
- how people acquire their knowledge of a language and make statements about the conditions which will promote successful language learning.
Jeremy harmer ‘Method’
1) what is a method?
2) The originators of a method have arrived at decisions about what?
3) When are methods easy to describe?
1) A method is a practical realisation of an approach
2) The originators of a method have arrived at decisions about:
- types of activities
- roles of teachers and learners
- material that will be helpful
- some model of syllabus organisation
- methods include various procedures and techniques
3) when methods have fixed procedures, informed by clearly articulated approaches they are easy to describe.
However, if a method takes proedures and techniques from a wide range of sources (use in other methods or are informed by other beliefs), it is more difficult to continue to describe them as a method.
Jeremy Harmer ‘Procedure’
1) What is a procedure? give and example
2) How can ‘ a procedure’ be described?
a procedure is an ordered sequence of techniques . For example, dictation procedure:
- students are put in small groups
- each group sends a student to the front of the class (read and remember) a sentence that has been put there.
- students go back to their groups and dictates the sentence
- the group sends another student up to the read the second line
- the procedure continues until one groups has written all the sentences
2) a procedure is a sequence that can be described as
- ‘First you do this, then you do that’. It is smaller than a method and bigger than a technique,
Jeremy Harmer ‘Technique’
1) What is a technique?
2) give an example of a technique
1) A technique is a single activity rather than a sequence.
2)
- finger technique: a teacher holds up their hand and allocates a word to eaach of their 5 fingers. e.g. ‘He is playing tennis’ and then by bringing the ‘is’ and the ‘not’ fingers together , show the verb is contracted into ‘isn’t’
- tell students to murmur a word a new word or phrase to themselves for a few seconds to get their tongues around it.
Jeremy Harmer
Why are the terms ‘approach’, ‘method’ ‘procedure’ and ‘technique’ confusing?
The use and mis-use of these terms can make discussion of comparative methodology somewhat confusing. Some methodologists, for example, have new insights and claim a new approach as a result. Others claim the status of method for a technique or procedure. Some methods start as procedures and technique which seem to work and for which an approach is then developed. Some approaches have to go in search of procedures and techniques with which to form a method. Some methods are explicit about the appraoch they exemplify and the procedures they employ; others are not.
Competence and Performance
The two terms competence and performance were coined by Chomsky to differentiate between a user’s knowledge of the language and the way that the language might actually be used in communication.
Competence refers to the user’s innate knowledge of the language, which allows them to understand and produce an infinite number of utterances, and to recognise that
Example: The cats are in the garden is an acceptable English sentence whereas *The cat are garden the in is not.
Performance, on the other hand is how that knowledge might be applied in actual communication - where it will be affected by such factors as “memory limitations, distractions, shifts of attention and interest” (Chomsky 1965 :3), to which we might add tiredness, nervousness, and a host of other factors.
What does an interested teacher need to do when confronted with a new method?
What an interested teacher needs to do when confronted with a new method:
- To see if and /or how it incorporates theories of language and learning.
- What procedures does it incorporate? Are tehy appropriate and affective for the classroom situation that teacher works with?
- In the case of techniques and activities, two questions seem worth asking:
a) are they satisfying for both teachers and students?
b) Do they actually achieve what they set out to achieve?
What is the difference between an theory, approach, a model, a method, technique (According to Copilot ???) possibly dont need this as appraoch can either be about the nature of language or about the nauture of language learning. therefore models about the nature of language and theories about language learning are all approaches. there is just two ways of categorising them.
order and relationship between these terms in language teaching.
Theory: This is the foundational principle that informs the entire process. Theories provide the underlying principles that guide the development of approaches. For example, Krashen’s Input Hypothesis is a theory that suggests learners acquire language best through comprehensible input.
Approach: Based on theories, an approach is a set of correlative assumptions dealing with the nature of language teaching and learning. It describes the nature of the subject matter to be taught. For instance, the communicative approach focuses on the idea that language learning should be about communication and interaction.
Model: Derived from approaches, models are specific frameworks that describe how language is structured or processed. For example, the cognitive model views language learning as an active mental process involving the storage and retrieval of rules.
Method: This is an overall plan for the orderly presentation of language material based upon the selected approach. While an approach is axiomatic, a method is procedural. Within one approach, there can be many methods. For instance, within the communicative approach, you might find methods like Task-Based Language Teaching (TBLT) or Content and Language Integrated Learning (CLIL).
Need to add procedure : Jeremy Harmer has a nice explanation
Technique: This is the implementation of a method. It refers to what actually takes place in the classroom. Techniques must be consistent with a method and therefore in harmony with an approach. Examples of techniques include role-playing for speaking practice or using flashcards for vocabulary drills.
To summarize, theories provide the foundational principles, approaches are broad philosophies based on these theories, models are specific frameworks derived from approaches, methods are practical applications of models, and techniques are the specific activities used within methods.
CHATGPT 3 examples of: again i thnk this is wrong there are appraoches of langauges (models) and appraoches of how languages are learnt. then methods so possibly delete this. but im still not 100% sure.
Approach (Philosophy)
- Model (Framework
- Methods (Applications)
Approach (Philosophy): Structuralism (Language is a system of rules and structures)
- Model (Framework): Structural Model → Focus on patterns and repetition
- Methods (Applications): Audiolingual Method, ALM, Total Physical Response (TPR)
- Approach (Philosophy): Cognitivism → Language learning is an active, mental process
- Model (Framework):Cognitive Model → Learners process, store, and retrieve rules
- Methods (Applications): Cognitive Code Method, Grammar-Translation
- Approach (Philosophy): Functionalism → Language is about meaning and communication
- Model (Framework):Functional Model → Focus on real-world use and functions
- Methods (Applications): Communicative Language Teaching (CLT), Task-Based Learning (TBLT)
Summary : So, approaches shape models, and models give rise to different methods that align with the core philosophy of the approach.
CHATGPT difference between: this may be wrong
Approach
Model
Method
1) Quick definition of each:
2) Where do models come from?
3) How many models can come from a single model/approach?
Hierarchy Breakdown:
- Approach → Broad philosophy about how language is learned and should be taught.
- Model → Specific framework based on that approach, describing how language is structured or processed.
- Method → Practical application of a model, outlining how teaching is structured.
Models derive from a broader philosophy (approach), and multiple methods can stem from a single model.
