This ppt is about the nature of approaches and methods in language. there are so many of approach so you can read by yourself

1. The Nature of Approaches
and Methods in Language
Teaching
Approaches, Methods, Techniques
In ELT

3. APPROACH
Theories about the nature of
language and language learning
that serve as the source of
practices and principles of
language teaching.

4. According to Edward Anthony:
 An approach: a set of correlative assumptions
dealing with the nature of language teaching
and learning (axiomatic).
 A method: an overall plan for the orderly
presentation based on an approach. It is
procedural (theory put into practice).
 A technique: implementational. Techniques
carry out a method which is consistent with
an approach (trick, stratagem).

5. A. Theory of language:
Theories of the nature of
language and the nature of
language proficiency/competence

6. 1. Cognitive Model/"cognitivism"
Core features and assumptions (Atkinson, 2011:4-
5):
a.Mind as a computer: input, process it, and produce
output, as with a computer
b.Representationalism: mind engages in to store
internal representations of external events
c.Learning: abstract knowledge acquisition - i.e.
abstracting the rules of the competence that
underlies linguistic performance, as Noam Chomsky
put it.
Example: The Grammar-Translation Method

7. 2. The Structural Model
 Language: a system of structurally, related
elements for the coding of meaning.
 Language proficiency: the mastery of,
language elements (phonological units,
grammatical units grammatical operations
and lexical items).
 Example: the Audiolingual Method,
Situational Language Teaching, and Total
Physical Response

8. 3. The Functional Model :
 Language: a vehicle for the expression of
functional meaning (e.g., Communicative
Approach).
 Emphases: semantic and communicative
dimension, rather than grammar. Meaning
and functions are important. E.g. ESP,
Notional Syllabus (topics, functions, notions)

9. Brown (1994: 227) defines that
communicative purposes are
“aspect(s) of our competence which enables us
to convey and interpret messages and to
negotiate meanings interpersonally within
specific contexts ... [The] knowledge that
enables a person to communicate functionally
and interactionally”.
Examples: CA, Competency-Based LT,
Threshold Level syllabus (e.g., Common
European Framework of Reference/CEFR)

10. 4. The Interactional Model
 Language: vehicle for the realization of
interpersonal relations and for the
performance of social transactions between
individuals  a tool for creation and
maintenance of social relations.
 Focus on patters of moves, acts, negotiation,
interaction in conversational exchanges.

11. "Students achieve facility in using a language
when their attention is focused on conveying
and receiving authentic messages (that is,
messages that contain information of interest to
both speaker and listener in a situation of
importance to both).“
Thus, negotiation of meaning is believed to play
a central role in interactive views of language
Rivers (1987: 4) defined the interactive
perspective in language education:

12. 5. Sociocultural Model
 Knowledge is constructed through social
interaction with others and reflects the
learner's culture, customs, and beliefs as well
as the collaborative activities people are
engaged in.
 Example: Task-Based, Language Teaching,
Content-Based Instruction, and Cooperative
Language Learning.

13. 6. Genre Model
 Genre refers to an area of human activity:
norms of language usage, such as in science,
business, medicine, literature.
The main concepts can be summarized as
follows (Feet,1998: 5):
 Language is a resource for making meaning.
 The resource of language consists of a set of
interrelated systems.

14. Continued:
 Language users draw on this resource each
time they use language.
 Language users create texts to create
meaning.
 Texts are shaped by the social context in
which they are used.
 The social context is shaped by the people
using language.

15. Examples:
 Text-Based Instruction
 Content-Based Instruction
 English for Specific Purposes and
 English for Academic Purposes

16. 7. Lexical Model
 The role and the interrelatedness of lexis and
lexical chunks or phrases in language.
 Grammatical competence arises out of
phrase- and lexically-based learning
 A greater role for vocabulary as well as lexical
phrases and chunks in language teaching.

17. B. Types of Learning Theories
1. Behaviorism
2. Cognitive-code learning
3. Creative-construction hypothesis
4. Skill learning
5. Interactional theory
6. Constructivism
7. Sociocultural learning theory (also known as
social constructivism)
8. Individual factors

18. Relation between theory of language
and learning
Two basic, questions (one or both):
1. Process-oriented
What are the psycholinguistic and cognitive
(central) processes involved in language
learning?
e.g.' habit formation, induction, inferencing,
hypothesis testing, generalization, etc.

19. 2.Condition-oriented
 What? Human or physical context in which
language learning takes place, What are the
condition that need to be met for learning
processes to occur?
 Examples:

20. II. DESIGN
 The level of method analysis where objectives,
syllabi, types of learning-teaching activities, roles of
teachers, learners and instructional materials are
considered.
A. Objectives
 Objectives of methods vary: oral skills, general
communication skills, accurate grammar and
pronunciation, basic grammar and vocabulary of a
language.
 Process oriented?
 Measuring stick: degree of emphases on vocab
acquisition and how grammatical and pronunciation
errors treated.

21. B. Syllabus
 Subject matter (what to talk about) and
linguistic matter (how to talk about).
 Appriori syllabuses in so many methods and
a posteriori approach to syllabus specification
in Counseling-learning.
 E.g.: SW and TPR, traditional lexico-
grammatical syllabus.

22. C. Types of Learning and Teaching
Activities
 Instructional process: organized and directed
interaction of teachers, learners, and
materials in the classroom.
 Often serve to distinguish methods:
differences among methods at the level of
approach manifest themselves in the choice
of different kinds of learning and teaching
activities and interaction patterns: use of
games, arrangement, and grouping of
learners.

23. D. Learner Roles
1. types of learning tasks set for learners
2. degree of control learners have over content
of learning
3. patterns of learner groupings
4. degree to which !earners influence the
learning of others
5. the view of learner as a processor,
performer, initiator, problem solver

24. E. Teacher roles
1. types of functions teachers fulfill;
2. teacher influence over learning;
3. degree to which teacher determines the
content for learning;
4. types of interaction between teacher and
learners

25. F. The Role of instructional Materials
 primary functions of materials
 the form materials take. (textbook,
audiovisual)
 relation of materials to other input
 assumptions made about teachers and
students/learners.

26. III. PROCEDURES
 classroom. techniques, practice, and
behaviors observed when the method is
used.
 resources in terms of time, space, and
equipment used by teachers.
 Instructional pattern observed in lesson
 Tactics and strategies used by teachers and
learners when method is being used.