Approach, Method and Technique

A methodical History of language teaching

Approach

Method

Technique

describe how teachers teach based on the intentions and strategies they use and the conceptions of teaching describe the beliefs that teachers have about teaching and those underlying purposes and strategies that they put into operation when they teach

they are the most dynamic components of the teaching-learning process, since they are based on the actions carried out by teachers and students, which in turn comprise a series of operations aimed at achieving the objectives proposed in this process.

they are methodological tools that we develop through activities that serve to achieve a certain goal. In the case of teaching techniques, the goal is to get individuals to learn certain knowledge through actions coordinated by the teacher.

Different types of methods

The grammar-translation method

The direct method

The audio-lingual method

The silent way

The communicative approach

The natural approach

This method requires students to first carry out the morphosyntactic analysis of each word of a text of greater or lesser length, and then proceed to the word-by-word translation of the same text. As part of this process, students are required to memorize various grammar rules and exceptions as well as long vocabulary lists.

It is a methodology for teaching languages that consists of establishing a visual and immediate association between experience and expression, between words, phrases, idioms and their physical or bodily expression, without relying on the students' mother tongue. This method is included among the so-called natural methods and is the most widespread.

It is mainly based on the acquisition of a language through repetition, emphasizing oral expression and pronunciation. The teacher focuses on speaking in English (or the language to be taught) while students acquire speech patterns through repetition and analysis of oral language.

The method emphasizes student autonomy and active student participation. Silence is used as a tool to achieve this goal; the teacher uses a mixture of silence and gestures to focus students' attention, elicit responses from them, and encourage them to correct their own mistakes. Pronunciation is considered fundamental to the method, and a large amount of time is devoted to it in each lesson.

It is based on the idea that success in learning a language is achieved by having to communicate real meaning. When students engage in real communication, their natural strategies for language acquisition will be used and this will enable them to learn to use language.

It is based on the use of language in communicative situations without having to use the native language and without reference to grammatical analysis. Language is seen as a vehicle for the communication of meanings and messages.