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Approach refers to theories about the nature of language and language learning that
serve as the source of practises and principles in language teaching.
Design specifies how theories of language and learning are implemented in a
syllabus model and teaching and learning activities and materials in the classroom
Procedure concerns the techniques and practices employed in the classroom as
consequences of particular approaches and designs.
Based on the explanation above, we can see that the primary areas that clarified by
Richard and Rodgers are, using Anthonys terms, method and technique. Richard and
Rodgers see approach and method treated at the level of design, that level in which
objectives, syllabus, and content are determined, and in which the roles of teachers, learners,
and instructional materials are specified. The implementation phase (the level of technique in
Anthonys model) Richard and Rodgers refer to by the slightly more comprehensive term
procedure. Thus, a method is theoretically related to an approach, is organizationally
determined by design, and is practically realized in procedure. In the remainder of this
summary we will present an elaboration on the relationship between approach, design, and
procedure, using this framework to compare particular methods and approaches in language
teaching.
B. Approach
Following Anthony, approach refers to theories about the nature of language and
languag learning that serve as the source of practice and principle in language teaching.
Concerning the linguistic and psycholinguistic aspect of approach can be seen in the
following chart:
1. Theory of Language
Theory of
language
Structural view:
- Language is a system of
structurally related
elements for the coding
of meaning
Functional view:
- Language is a
vehicle for the
expression of
functional meaning
Interactional view:
- Language is a vehicle for
realization of interpersonal
relations and for thr performance
of social transaction between
individual
E. Conclusion
The model presented in this paper demonstrates that any language teaching method
can be described in terms of the issues identified here at the levels of approach, design, and
procedure. Very few methods are explicit with respect to all of these dimensions, however. In
the remaining class presentation, others group will attempt to make each of these features of
approach, design, and procedure explicit with reference to the major language teaching
approaches and methods in use today.
The model presented here by Richard and Rodgers is not intended to imply that
methodological development proceeds neatly from approach, through design, to procedure. It
is not clear whether such developmental formula is possible, and their model certainly does
not describe the typical case. Methods can develop out of any of the three categories. One can
, for example, stumble or invent a set of teaching procedures that appear to be succesful and
then later develop a design and theoritical approach that explain or justify the procedures.
Some methodologist would resist calling their proposals as a method, although if descriptions
are possible at each of the levels described here.