AULA 3

DIDÁTICA E MÉTODOS DE
ENSINO DE LÍNGUA INGLESA

Profª Maria Lucia Estivallet de Mesquita

INITIAL TALK

Defining approach, method, procedure, technique, language skills, and

additional relevant terminology

The aim of this lesson is to define and explain the bedrock educational
terminology pertaining to English Language Teaching (ELT). These definitions
help us understand the scope and meaning of these words in the context of
English as a Second Language (ESL).
Throughout the centuries, several methods of language teaching emerged
and gave origin to a theoretical foundation for language teaching and learning.
This foundation came with the introduction of words that described the
components of teaching.
The appropriate use of relevant definitions provides an insight about what
language skills are, how they relate to different aspects of using a language, such
as speaking, listening writing, or reading. Therefore, the object of study here is
also to analyze how the prevalence of one or another skill affects approach,
method, and technique.

CONTEXTUALIZING

How can teachers become effective teachers? What effect does

terminology have on teachers of English? What effect do teachers of English
have on terminology?
Written and spoken language differ in many ways, but both employ words
to convey meaning. Therefore, in education as well as in all other fields, it is
important to define the terminology of common use by professionals in education.
Lately, mainly due to globalization, there has been an increased need for
communication in different languages. Foreign language ability is an asset in a
globalized and multicultural job market.
This scenario leads us to reflect on how to better equip teachers in order
to help them become effective educators. One way of becoming a better teacher
is by comparing, analyzing, and evaluating the methods and techniques available
that other teachers have previously used effectively. It is always possible to learn
from one’s mistakes but it is wise to capitalize on the experience of others.

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 Overall, as summarized by Klapper (2011), “the art of teaching does not lie
in accessing a checklist of skills but rather in knowing which approach to adopt
with different students, in different curricular circumstances or in different cultural
settings”.

Figure 1 – What is approach, method, procedure and technique?

THEME 1 – APPROACH

As can be seen from the picture above, an approach encompasses the big
picture, the theory and strategy. It deals with the nature of language teaching and
learning. Methods are practical applications of an approach. Procedures are the
set of techniques used to implement the activities in the classroom.
Richards and Rogers (1986) describe approach as “theoretical positions
and beliefs about the nature of language learning, and the applicability of both to
pedagogical settings”.
Similarly, Harmer (2015) says, “approach describes how people acquire
their knowledge of the language and makes statements about the conditions
which will promote successful language learning”.
In other words, the decision for an approach takes into consideration the
psycholinguistic and cognitive processes involved in language learning. It
presupposes a choice for beliefs and theories about the nature of language and
the nature of language learning. The choice for an approach affects directly the
daily labor of teaching, it influences aspects of teaching such as methods,
learning objectives, syllabus, content, the roles of teachers and students, the
choice for procedures, and instructional materials.

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THEME 2 – THE FOUR CATEGORIES OF APPROACHES

The four main theoretical foundations that approaches can have are
structural, cognitive, psychological, and functional/communicative. Currently, the
communicative approach is the most popular approach to language teaching.

2.1 Structural

This approach selects content based on its usefulness. The easier and
most frequent structures appear before the most difficult ones. Grammar and
syntax rules determine how to combine these structures. This approach
presupposes that it is necessary to memorize these rules to achieve a high level
of proficiency in a language. Grammar books and the Audio-Lingual Method use
the structural approach.
As in all approaches, this one has some advantages and disadvantages.
One disadvantage is that it is mechanical, with emphasis on memorization of
content, not on the learner. Therefore, after a while, it becomes dull and
demotivating for some students.

2.2 Cognitive

The cognitive approach developed in opposition to the behaviorist

approach. These ideas are originally from the discipline of Psychology. One of
the differences between these two approaches is that both the behaviorist and
the cognitive approach prescribe repetition, conditioned responses, and ignore
the involvement of the brain. For the cognitive approach, the brain’s cognitive
activity, which involves memory and problem solving, is the most important.
In the 1950s, the American linguist Noam Chomsky introduced the idea
that children were naturally equipped to acquire language. He said that children
had a Language Acquisition Device (LAD). His theory gave origin to Cognitive
Code Learning. The learner is at the center of the learning process. Teaching
strategies are all learner-centered and, therefore, cannot be fully predetermined
because they depend on the students’ performance. Learning a language is a
conscious, rational, information-processing event. The process is inductive:
students deduct grammar rules by themselves and gradually build up a body of
language knowledge that allows them to perform increasingly more challenging
tasks and activities.
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2.3 Natural or psychological approach

Stephen Krashen, an applied linguist from the University of Southern

California, created the Natural Approach (NA) in the 1980s. He used the ideas of
Piaget and Vygotsky, which originated from social psychology and counseling,
and adapted to language teaching and learning. The NA also borrowed
techniques from methods such as the Total Physical Response (TPR), the Direct
Method, and communicative language teaching.
Krashen’s Language Acquisition Theory states that “the NA is based on an
empirically grounded theory of second language acquisition, which has been
supported by a large number of scientific studies in a wide variety of language
acquisition and learning contexts” (Krashen; Terrell, 1983). The
acquisition/learning theory distinguishes between acquisition, which is a natural,
unconscious process, and learning, which is a conscious process in which formal
teaching and correction of errors lead to the development of language rules.
Therefore, according to this hypothesis, learning cannot lead to acquisition.
In other words, Krashen believed that students would produce language
naturally after exposure to large amounts of input. Krashen and Terrell (1983)
defined input: “input is provided over a wider variety of topics while pursuing
communicative goals, the necessary grammatical structures are automatically
provided in the input.” Therefore, the emphasis is on vocabulary, not grammar.
Moreover, there is also great concern in preparing the students
emotionally for learning: “the purpose of a language course will vary according to
the needs of the students and their particular interests” (Krashen; Terrell, 1983).
The teacher is responsible for input and for creating a safe and motivating
learning environment for students.

2.4 Functional/Communicative

Communicative Language Teaching (CLT) started in the United Kingdom

in the 1960s and 1970s. Shortly after, the British Council and the Council of
Europe embraced and popularized it.
The principles of the communicative approach appeared in the book
Notional Syllabuses, written by Dominique Wilkins in 1976. It describes a
notional-functional syllabus as “an approach where the organization of the
material is determined with notions or ideas that learners expect to be able to

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express through the target language and the functions acts learners expect to be
able to accomplish”.
The Council of Europe used Wilkin’s work to draw up a CLT syllabus,
which itemized the communicative functions a learner would need in order to
communicate effectively at a given level of competence. The first course-books
appeared at the end of the 1970s. These books presented real-life situations
such as making requests, making offers, and apologizing.
For this method, the four language skills — speaking, listening, reading
and writing – are equally important and appear in real-life situations since the
beginning of the course. The teacher facilitates learning and favors fluency over
accuracy.
Moreover, in this approach the teacher corrects students only at the end of
the activities, instead of interrupting them. However, it is important to point out
that error correction is a controversial and sensitive part in the communicative
approach. It requires a lot of skill from the teacher’s part to be able to correct
students properly without affecting the flow of the class. To correct or not to
correct students is a balancing act that might have consequences on the
development of the next levels of proficiency for students.

THEME 3 – METHOD, PROCEDURE, AND TECHNIQUE

3.1 Method

Richards and Rodgers (1986) describe method as “a generalized,

prescribed set of classroom specifications for accomplishing linguistic objectives”.
In other words, a method is an application of an approach in language
teaching. This will reflect directly on instruction and in the classroom: the types of
activities, the roles of learners, the kinds of material and syllabus organization.
The modern teacher adapts the method to the students, and not vice-
versa. Usually, teachers use more than one method, because each teaching
situation is specific, and there is no method that suits all of them.

3.2 Procedures and techniques

Procedures are systematic measures to execute a method and systematic

instructions on how to conduct a class. A technique is a single activity that is part
of a procedure. Some successful techniques that are popular in ESL are:
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  Use of technology in the classroom, such as music videos and recordings,
which the teacher can play, for example, as a warm-up for the class.
 Pair work or group work for speaking activities

Another practical example of procedure and technique is eliciting, which is

a term that describes a range of techniques. Eliciting enables the teacher to get
learners to provide information rather than giving it to them. In a lesson about
food and meals, the teacher could start by brainstorming the words the students
already know, and then build up from there. Students usually have some
previous knowledge from the real world; it is important to activate it and use it
constructively. Questioning by the teacher assists in self-discovery, which helps
students retain information.

THEME 4 – LANGUAGE SKILLS

As previously stated, there are four language skills involved in language

learning: reading, writing, listening, and speaking. Writing and speaking are more
active skills than reading and listening. When people learn L1, they usually listen
first, then speak, then read, and, lastly, write.
Even though students can be more competent in one or two of the skills,
complete mastery of the language involves a high level of competence in all four
of them. These skills are interrelated; when students are engaged in a
conversation, they are not just speaking, but also listening. When students listen
to a lecture in class, they may also take notes. Also, students who read more
improve their vocabulary, and this will reflect in better speaking and better writing
as well.

4.1 Listening

Listening uses the ears to identify the sounds of speech and process them
into words and sentences. Listening in any language requires focus and
attention.
Good listening skills help people in social situations as well as in
performing daily activities. These skills come naturally to some individuals, while
others have to work harder at developing them. In L2 settings, teachers use
listening to enrich students’ vocabulary, pronunciation, and intonation.

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4.2 Speaking

Speaking uses the mouth, the vocal chords, tongue, lips, and lungs to
deliver speech. Speaking can involve face-to-face communication or
conversations by phone or computer.
Each language has its particular sounds; when learning L2, many times
students have to familiarize themselves with sounds that do not exist in their L1.
Speaking can be formal or informal. Informal speech involves slang and
accents, which are difficult for the L2 student because they need first to be
exposed in order to understand the variations of the language.
A student achieves proficiency in the English language when he/she can
use the English language to make and communicate meaning in spoken and
written contexts. In this sense, appropriateness in context is more important than
the ability to produce grammatically correct sentences. Additionally, proficiency
involves good performance in all four skills: speaking, listening, reading, and
writing.

4.3 Reading

Reading is a receptive skill. It employs the eyes as receptors. Reading is

the process of giving meaning to written symbols such as letters and punctuation
marks. A student has good reading skills when he/she can understand and make
sense of writing material. As in any skill, the more someone practices, the better.
Reading is a complex skill because meaning involves the student’s prior
knowledge, his/her cultural background, experiences, and attitude.

4.4 Writing

Writing is the process of using symbols such as letters and punctuation

marks to communicate thoughts and ideas in readable form. It is an active skill.
For many students, it is the hardest skill.
To write clearly, it is necessary to know the structure of the language, its
grammar rules, punctuation, sentence structure, as well as correct spelling and
formatting. It is important also to consider the audience: a text written with
children in mind will be different from a text written for teenagers or adults.

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THEME 5 – ADDITIONAL RELEVANT TERMINOLOGY

5.1 Learner

The Merriam-Webster Dictionary defines learner as “a person who is trying

to gain knowledge or skill in something by studying, practicing, or being taught”.
In the United States, English Language Learners, comprise the students who are
unable to communicate fluently or learn effectively in English, who often come
from non-English-speaking homes and backgrounds, and who typically require
specialized or modified instruction in both the English language and in their
academic courses.
In countries where English is not the first language, ESL learners are
students who learn English in public schools, private schools, or language
schools.

5.2 Methodology

A teaching methodology is the combination of methods and procedures

that teachers use to achieve their teaching goals. In general, teachers with a
sound theoretical foundation have the ability to choose the methods that will
allow them to teach effectively to their students.
As time goes by, methodology evolves. There was a time when
methodology was teacher-centered. Nowadays it is student-centered and, due to
globalization, there is increasing concern about the appropriateness of the
language. The latest trend is for learning a language as a means of effective
communication and not as an end in itself.

5.3 Syllabus

The Oxford Dictionary defines syllabus as “the subjects in a course of

study or teaching”. Curriculum, plan, and course outline are words commonly
used to describe syllabus as well. In general, the syllabus should contain:

 Learning outcomes: what the learners are expected to know at the end of
the course;
 Content, specified in progressive order;
 Pacing calendar;

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  A list of suggested procedures, techniques, and materials;
 Guidelines for evaluation and assessment.

5.4 Curriculum

In philosophical terms, The American National Curriculum Commission

(1930) stated that experience is the best of all schools and that an ideal
curriculum consists of well-selected experiences.
The curriculum involves the steps which a course designer must work
through to develop subject matter courses.
Taba (1962) created a curriculum outline that included “diagnosis of needs,
formulation of objectives, selection of content, organization of content, selection
of learning experiences, organization of learning experiences, and evaluation
criteria and means”.
A syllabus is more specific than a curriculum. The curriculum can be for
national or state level, while the syllabus is usually for a particular group of
learners.
Equally important, factors such as approach, method, and cultural
environment should be an integral part of the design of any TESOL curriculum or
syllabus.

5.5 Instruction

Instruction comprises the set of activities organized by the teacher to teach

students. Instruction depends on the type of students, their age, cultural, and
educational background.
On one hand, ESL students can be immigrant students learning English in
an English speaking country. Their instruction requires English lessons suitable
for their immediate needs, such as filling out forms, or explaining symptoms to a
doctor or nurse. They also need explicit cultural instruction about how to get
along in society. The fulfillment of these basic needs comes before grammar
instruction.
On the other hand, English as a Foreign Language students (EFL
students) comprise the students who learn English in a country where English is
not the first language. These students need instruction that will provide lots of

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oral practice. Students benefit from exposure to real life situations and materials
such as videos and TV programs.

5.6 Classroom management

Classroom management is the combination of techniques and procedures

that effective teachers use in order to keep students at task, motivated, and
attentive, thus decreasing the possibility of potential disruption and increasing the
opportunities for effective and meaningful learning.
Effective classroom management involves a lot of planning and
preparation. When preparing the syllabus, teachers should include the rules and
procedures that students will have to follow, with the desired learning outcomes
and clear consequences for disruptive behavior.
Teachers can use strategies to create a safe, encouraging, and effective
learning environment. Strong management skills are one of the biggest assets a
teacher can have. It differentiates an inexperienced and ineffective teacher from
an effective one.

CONCLUDING

Teachers need to be familiar with terminology as part of their

metalinguistic awareness. The clarification of relevant definitions provides an
insight about the teaching profession and how these words help clarify the
different aspects of teaching.
Perhaps the most important terminology for teachers of English for
students of other languages is approach, method, technique, and language skills.
Approach deals with the nature of language teaching and learning.
Methods are practical applications of an approach. Procedures are the set of
techniques used to implement the activities in the classroom.
There are four language skills involved in language learning: reading,
writing, listening, and speaking. Writing and speaking are more active skills than
reading and listening. When people learn L1, they usually listen first, then speak,
then read, and, lastly, write.
For effective communication, these four skills are interrelated. A student’s
proficiency in the language is determined by measuring the learner’s abilities in

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these four skills. In a globalized world, competence in these skills involves
cultural awareness.
Teaching involves issues such as input, process, and outcomes.
Ultimately, a teacher tries his/her best to convey knowledge in the way he/she
understands it. When a teacher prepares for the school year, he/she needs to
take into consideration the syllabus, methodology, classroom processes, and
learning outcomes. The use of the correct terminology is helpful not only for the
teacher but also for supervisors. It will help them have a better idea of how the
teacher prepares his/her lessons.

MANDATORY READING

Theoretical approach text

The four categories of approach:

MAJOR Approaches Of Teaching English. Madhya Pradesh Bhoj University.

Disponível em: <www.bhojvirtualuniversity.com/slm/B.Ed_SLM/bedteb2u3.pdf>.
Acesso em: 24 maio 2018.

Practical approach text

Method, procedure, and technique: This link provides an interesting discussion

on the terminology related to ESL.

ERICOK, B. Some terms in ELT: approach, method, technique, syllabus and

types. ISSU. Disponível em:
<https://issuu.com/barisericok/docs/__abt_baris_ericok_approach__method>.
Acesso em: 22 maio 2018.

Further knowledge

THE IMPORTANCE of language skills. The Open University. Disponível em:

<https://www2.open.ac.uk/students/skillsforstudy/the-importance-of-language-
skills.php> Acesso em: 24 maio 2018.

Additional relevant terminology:

LELOUP, J. W. ESL/LEP Module. Suny Cortland. Disponível em:

<http://web.cortland.edu/flteach/esl/ESL-Terminology.html>. Acesso em: 24 maio
2018.

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REFERENCES

HARMER, J. The Practice of English Language Teaching. London: Pearson

Education, 2015.

KLAPPER, P. The teaching of English, teaching the art and science of

language. Rockville, MD: Wildside Press, 2011.

KRASHEN, S. D.; TERRELL, T. D. The Natural Approach: Language

Acquisition in the classroom. Oxford: Pergamon Press, 1983.

LEARNER. Merriam-Webster Dictionary of American English. Disponível em:

<https://www.merriam-webster.com/dictionary/learner>. Acesso em: 24 maio
2018.

RICHARDS, J. C.; RODGERS, T. S. Approaches and methods in Language

teaching. Cambridge: Cambridge University Press, 1986.

SYLLABUS. Oxford Dictionaries. Disponível em:

<https://en.oxforddictionaries.com/definition/syllabus>. Acesso em: 24 maio
2018.

TABA, H. Curriculum development: theory and practice. New York: Hartcourt,

Brace & World, 1962.

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