The definition of approach is adopted from Anthony’s definition. Approach deals with: (a) a theory of the nature of language, which include an account of the nature of the language proficiency and an account of the basic units of language structures; and (b) a theory of the nature of language learning, which is include an account of the psycholinguistic and cognitive processes involved in language learning and an account of the condition that allows for successful use of these processes.
The term design deals with (a) the general and specific objectives of the method; (b) a syllabus model, which consists of criteria for the selection and organization of linguistics and/or subject matter content; (c) types of learning and teaching activities, i.e. kinds of tasks and practice activities to be employed in the classroom and in materials; (d) learner role, which includes types of learning tasks set for learners, degree of control learners have over the content of learning, patterns of learner groupings that are recommended or implied, degree to which learners influence the learning of others and the view of the learner as a professor, performer, initiator, problem solver, etc.; teacher role, which includes types of function teachers fulfill, degree of teacher influence over learning, degree to which the teacher determines the content of learning, and types of interaction between teachers and learners; and (f) the role of instructional materials, which includes primary function materials, the form materials take,(e.g. textbook, audiovisual), relation of materials to other input, and assumptions made abut teachers and learners.
Procedure deals with classroom techniques, practices, and behaviors observed when the method is used. This includes resources in term of time, space, and equipment used by the teacher, interactional patterns observed in lessons, and tactics and strategies used by teachers and learners when the method is being used.
In the beginning of 21st century, the concept of method seems to be no longer the central issue in language teaching practice. Brown (2001: 15-16), therefore, proposes an adjustment by adding and refining some of the terms. Method is a generalized set of classroom specifications for accomplishing linguistics objectives. Method tends to be concerned primarily with teacher and student roles and behaviors and secondarily with such features as linguistic and subject-matter objectives, sequencing and materials. They are almost always thought of as being broadly applicable to a variety of audiences in a variety of contexts.
Technique refers to any of a wide variety of exercises, activities, or tasks used in the language classroom for realizing classroom objectives.
Various language teaching methods have been developed for TESL/TEFL. Kumaravadivelu (1994: 29) classifies the methods into three groups, namely: language-centered methods, learner-centered methods, and learning-centered methods.
Language-centered methods seek to provide opportunities for learners to practice preselected, presequenced linguistic structures trough form-focused exercises, assuming that preoccupation with form will ultimately lead to L-2 mastery. The teacher’s task is t introduce grammatical structure and vocabulary items one at a time and help learners practice them until they internalize the L-2 system. Included in these methods are he Grammar Translation Method, Direct Method, and Audio lingual Method.
Learner-centered methods seek to provide opportunities for learners to participate in open-ended meaningful interaction through language learning tasks, assuming that a preoccupation with meaning making will ultimately lead to L-2 mastery. The teacher’s responsibility is to create conditions in which learners engage in meaningful problem-posing/solving activities. Examples of this group are the Silent Way (Gatteguo), Suggestopedia (Lozanov), Total Physical Response (Asher), Natural Approach (Krashen and Terrell), and Counseling Learning Method or Community Language Learning (Curran). Nunan (1989: 97) labels these methods as “designer” methods.
Learning-centered methods seek to provide opportunities for learners to practice preselected, presequenced linguistic structures and communicative notions through function-focused activities, assuming that preoccupation with form and function will ultimately lead to L-2 mastery. The teacher’s task is to introduce formal and functional items one at a time and help learners practice them until they internalize the L-2 system. An example of this group is Communicative Language Teaching (CLT).
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