1.4.1. Approaches, Methods, Techniques 

We will view an ‘approach’ as 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 learned. It contains a set of theoretical principles about teaching with practical applications.

An approach gives rise to ‘methods', the way of teaching language items, e.g., via classroom activities or techniques.

A method is how a language is taught. A method is made up of a set of techniques that usually reflect a particular view of language teaching.

Example

The Communicative Approach is the most popular and most current approach to language teaching. Task-based teaching is a methodology associated with teaching the Communicative Approach. Other methods are also associated with teaching the Communicative Approach.

However, to confuse matters, some methods have also been labelled ‘approaches’.

1.4.2. Most Recent Methods/Techniques

Here is a list of the most popular methods of teaching ELT:

1. Presentation, Practice and Production (PPP)

In this method, the teacher presents the new language item for learning, using a situation (presentation stage). Then the teacher gets the learners to practice the new language via exercises or other controlled practice activities (practice stage). And then he asks learners to use or produce the same language in a communicative and less controlled way (production stage).

2. Audiolingual Method (mentioned above)

In this method, language learning is all about habit formation, mainly by repetitive drilling. Error correction is considered essential to prevent bad habits.

The Audiolingual Method is largely discredited in academic circles, though in some places it is still practiced. 

3. Lexical method (often termed ‘lexical approach’)

The word lexis is used to signify both the teaching of vocabulary and areas of grammar together. Vocabulary is typically seen as individual words, whereas lexis is a somewhat broader concept and consists of words, phrases, collocations, chunks, and formulaic grammatical expressions.

These words, chunks, and patterns are now often called lexical items.

Instruction focuses on fixed expressions that frequently occur in dialogues.

We’ll explore lexis further in module 4.

4. Task-based method

In Task-Based Learning, the learning is designed around a series of authentic tasks which give learners experience of using the language in ways in which it is used in the 'real world' outside the classroom. In this method, there is no pre-determined language syllabus, and the aim is for learners to learn from the tasks the language they need to participate successfully in them.

A task could be working out the itinerary of a journey from a timetable or requesting information from a travel agent.

5. Principled Eclecticism Method

This method involves the use of a variety of language learning activities, a mix of all the different activities above and other teaching methods. Proponents (supporters) of this method say that there are weaknesses as well as strengths in other methods. Thus, it's best to use a mix of methods to ensure the learning does not become mechanical and, therefore, the learners will benefit from several methods.  

6. Communicative Method (often termed the ‘Communicative Approach’)*

• In this method, the focus is on authentic, meaningful communication, not structure. 
• Students accomplish tasks using language. They do not study the language, as happened in the past.
• The syllabus focuses on functions (e.g., asking permission, asking directions, etc.), not grammatical/structural development (tenses, conditionals, etc.).
• Fluency and communication are more important than accuracy.
• The class becomes more student-centered (or learner-centered). Students accomplish their tasks with other students, while the teacher plays more of a facilitator/observer role.

*This is the method/approach we will be focusing on throughout the course.