Dear all,
Thank you to all of you who have completed Task-1. You can use such opportunities to improve your language. So, instead of copying down what Anthony Edwards has written directly, you can try and put it in your own words. If you need my help, I will be happy to assist you by giving you relevant feedback.
Alright, now for Task 2 for this topic. Click here. You will find a word document with a figure describing 'Method' in a different manner. Go through it carefully.
Then, search the internet and answer the following questions -
Thank you to all of you who have completed Task-1. You can use such opportunities to improve your language. So, instead of copying down what Anthony Edwards has written directly, you can try and put it in your own words. If you need my help, I will be happy to assist you by giving you relevant feedback.
Alright, now for Task 2 for this topic. Click here. You will find a word document with a figure describing 'Method' in a different manner. Go through it carefully.
Then, search the internet and answer the following questions -
- Who first formulated this figure?
- What does it describe?
- How is it different from what scholars have said earlier in ELT theory?
Once, you find the answers, post them as a comment here. Don't forget to write the names of your group members.
Let's see who finds it first!!
Ans:1- Jack C. Richards and Ted Rodgers Model(1986) first formulated the figure of Approach,Design and Procedure.
ReplyDeleteAns:2- It mainly focuses on Approach,Design and Procedure:
Approach:- It defines assumptions, beliefs and theories about the nature of language and language learning.Three different theoretical views are presented:
1) Structural view
2) Functional view
3) Interactional view.
Design: It specifies the relationship of these theories to classroom materials and activities.The design includes specification of four things:
1) Syllabus
2) Teacher role in the system
3) Learner role in the system
4) Instructional materials.
Procedure: It focuses on the actual movement-to-movement techniques, practices and activities that operate in the teaching and learning a language according to a particular method.
Ans:3- The methodology of language teaching was identified with the orthodoxy of audiolingualism. Language teachers in the eighties, however, have a considerable array of theories and methods to choose from. Contemporary language teaching draws on a number of areas which were unknown or unconstructed by the linguists and psychologists of the fifties and sixties. These include studies in textual cohesion, language functions, speech act theory, sociolinguistic variation, presuppositional semantics, interaction analysis, enthnomethodology of speaking, process analysis and discourse analysis. Methodologies unheard of in the sixties are now familiar by the name: Silent Way, Total Physical Response, Communicative language teaching, Counseling Learning, Suggestopedia.
From: Pranali Choksi and Jigisha Kachhia.
Who first formulated this figure?
ReplyDeleteFigure of Approach, methods and techniques formulated by J.C Richards and Ted Rodgers in 1986 for the first time.
What does it describes?
1) Approach: - approach includes both theories of language and language learning. Theories provide the basis to set the goals and content of language syllabus. So at the level of approach theories directly related to the level of design. There are three different vies of language teaching method.
a) Structural view: - it is a most traditional view and it focuses on structure and meaning. The target of language learning is on grammatical units like clause, phrase, sentence etc and grammatical operations like adding, shifting, joining etc...
b) Functional view: - language is vehicle for the expression of meaning. This approach emphasizes on meaning but not on the form or structure.
c) Interactional view:- as per my understanding, it is two way communication. It focuses on communicative competence in the target language. It includes studies in interaction analysis, discourse analysis etc... Focus on the patterns of moves, acts, and exchanges in communication.
2) Design: - design is a materials which are used to teach second language in classroom. It relates the classroom activities with the material which is used to language learning and teaching. Design include specification of
- The content of instruction (i.e syllabus)
- Learners roles in the system
- Teacher role in the system
- Instructional materials types and functions
3) Procedure: - procedure is an actual techniques, practice and activities which takes place in language classroom to operate teaching and learning second language according to particular method.
Richards J.C and Rodgers represent, and attempt to provide a framework which describes, evaluates and compares methods in language teaching. They attempt to define elements which are common to all methods. But scholars defined it differently earlier in ELT, it is like.
“ communicative language teaching was described initially at the level of approach ( see Wilkins 1976 Breen & candling 1980) has only recently been more fully elaborated at the level of design ( Munby 1978) and procedure ( Littlewoods 1980, Johnson 1982)
-Rinal Vavut
This comment has been removed by the author.
ReplyDeleteThis comment has been removed by the author.
DeleteANS 1: Jack C. Richards and Ted Rodgers first formulated the figure of Approach,Design and Procedure.
DeleteANS 2: 2 A method is defined in terms
Describe a framework for using language learning method: approach, design, and procedure. Approach is a theory
of language and of language learning. Design is a definition of linguistic
content, a specification for the selection and organization of content,
and a description of the role of teacher, learner, and teaching materials Design: design is a definition of linguistic content, a specification for the selection and organization of content. We now considered how the view of language and learning identified in a particular approach are linked to a design for language teaching.
1) The content of instruction e.g. the syllabus
2) Learner roles in the system
3) Teacher roles in the system
4) Instructional materials types and functions
Procedure is concerned with techniques and practices in a method
procedure is technique that represents the real action taken place by at first teachers and then learners in the language learning classroom. The types of excersizes and practised activities that are used in materials or suggested for teachers to follow that belongs to the time, space, eqipments which are used in classroom activities
. Approach: Approach is define to deal with something or a way of considering or doing something.so at the level of approach theories directly related to the level of design. There are three different views of language teaching method.
1) Structural view : It is most traditional view and it focuses on structure and meaning.
2) Functional view: Language is vehicle for the expression of meaning this approach emphasizes on meaning but not on the form or structure .
3) Interactional view: It sees language as a vehicle for the realization of interpersonal relations and for the performance of the social transactions between individual.
ANS 3: In language learning Method: Approach, Design and Procedure. Earlier, scholars haven’t dived in deep to explore the roots of theories and its consequences. The present abstract covers all the aspects of language teaching theories and methodologies which teachers of language finds very helpful. It provides a complete package of understanding and applications of theories for better teaching. Earlier theories were incomplete and had no specific goal to benefit language teachers.
AJAY PATELIYA
VIRAL PATEL
KULDEEP ZANKAT
good attempt, ajay, viral and kuldeep. Regarding the content, it is generally acceptable. You can still go into a detailed comparison with the third question. Also earlier theories were definitely working towards benefit of language teacher.
DeleteIn terms of accuracy, I would like you to work on writing grammatically meaningful sentences. What you write should make meaning. Meet me in person so we can discuss this further.
Ans.1 Jack C. Richards and Ted Rodgers Model first formulated this figures Approach, Design and Procedure.
ReplyDeleteAns.2: A method is defined in terms of three levels: Approach, Design, Procedure.
Approach: It is a theory of language and language learning. Theories at the level of approach relate directly to the level of design since they provide the basic for determining the goals and content of a language syllabus.
Design: Design is a definition of linguistic content, a specification for the selection and organization of content. We now considered how the view of language and learning identified in a particular approach are linked to a design for language teaching.
1) The content of instruction e.g. the syllabus
2) Learner roles in the system
3) Teacher roles in the system
4) Instructional materials types and functions
Procedure: It is a concerned with techniques and practice in a method. The last level of conceptualization and organization within an instructional system is what way refer to as procedure. Here the focus is on the actual moment to moment techniques, practice, and activity that operate in teaching and learning a language according to a particular method.
Ans.3 A three part distinction made by Edward Anthony when he proposed and analyses of language teaching practice using terms approach, method, and technique. The first level approach defines those assumption beliefs and theories about the nature of language and the nature of language learning which operate as reference point and provide a theoretical foundation for what language teacher ultimately do with learners in classroom. The second level specifies the relationship of theories of language and learning to both the form and function of instructional materials and activities in instructional setting. The third level procedure comprise the classroom techniques and practice which are consequences of particular approaches and designs.
Mittal Chaudhari, Urvisha Sisodiya , Dipika
1. ¬Jack c. Richards has first formulate this figure.
ReplyDelete2. It describes about approach is a theory of language learning Definition of linguistic content, a specification for the selection and organization of content and a description of the road of teacher , learner and teaching material . procedure is concerned with techniques and practices in a method. The model is discussed with reference to recent proposals in methodology and the application a model is demonstrated.
3. As Anthony Edward creates departure, we use a three-part distinction made some twenty years ago by Edward Anthony when he proposed an analysis of language teaching practices using the terms approach, method, and technique. But since we prefer method as an umbrella term for the specification and interrelation of theory and practice, we find it convenient to modify Anthony’s terminology for the present purpose and speak of approach, design, and procedure. Here the focus is on the actual movement to movement techniques practices and activities that operate in teaching and learning language according to a particular method. Here the design is a definition of linguistic content, a specification.
Pritesh patel, vishal patel, urvashi patel
Ans:1- Jack C. Richards and Ted Rodgers Model(1986) first formulated the figure of Approach,Design and Procedure.
ReplyDeleteAns:2- It mainly focuses on Approach,Design and Procedure:
1.APPORACH:
It defines assumptions, beliefs and theories about the nature of language and language learning. Halliday (1975) has developed a theory of language focusing on “meaning potential’’. and he has proposed an account of how the capacity to use and understand the meaning potential of language developeds.
2.DESIGN:: It specifies the relationship of these theories to classroom materials and activities. :We now consider how the views of language and learning idenfied in a particular approach are linked to for language teaching.
1) The content of instruction. i.e. the syllabus.
2) Teacher role in the system.
3) Learner role in the system.
4) Instructional materials types and function.
3.PROCEDURE:These are the techniques and practices that are derived from one’s approach and design. The last level of conceptualication and organization within an instructional system is what we refer to as procedure.
Ans:3- The methodology of language teaching was identified with the orthodoxy of audiolingualism. As a point of by Edward Anthony when he proposed an analysis of language teaching practices using the terms approach, method and technique. The first level approach define those assumption beliefs and theories about the nature of language learning which operate as reference points and provide a theoretical foundation for what language teachers ultimately do with learners in classrooms.The second level specific the relationship of theories of language and learning to both the form and function of instructional materials and activities in instructional setting. The third level procedure comprise the classroom techniques and practices which are consequences of particular approaches and designs.
SHITAL PATEL,ANKITA PATEL.
Ans: 1
ReplyDeleteJack C.Richards and Ted Rodgers Model (1986) first formulated the figure of Approach, Design, and Procedure.
Ans:2
Approach: Approach is define to deal with something or a way of considering or doing something.so at the level of approach theories directly related to the level of design. There are three different views of language teaching method.
1) Structural view : It is most traditional view and it focuses on structure and meaning.
2) Functional view: Language is vehicle for the expression of meaning this approach emphasizes on meaning but not on the form or structure .
3) Interactional view: It sees language as a vehicle for the realization of interpersonal relations and for the performance of the social transactions between individual.
Design: In order for an approach to lead to a method, it is necessary to develop a design for an instructional system. Design is the level of method analysis in which we consider :
(a) What the objectives of a method are;
(b) How language content is selected and organized within the method, that is, the syllabus model the method incorporates;
(c) The types of learning tasks and teaching activities the method advocates;
(d) The role of learners;
(e) The role of teachers; and
(f) The role of instructional materials.
Procedure: The Last level of conceptualization and organization within a method is what we will refer to as procedure. This encompasses the actual moment-to-moment techniques, practices, and behaviors that operate in teaching a language according to a particular method.
Ans:3
As Antony Edward creates departure, we use a three-parts distinction made some 20 years ago by Edward Antony when he analysis of language teaching practices using the terms approach ,method, and techniques. But since we prefer method as an umbrella term for the specification and interrelation of theory and practice, we find it convenient to modify Antony’s terminology for the present purpose and speak of Approach, design and procedure.
Here the focuses on the actual moment to moment techniques practices and activities that operate in teaching and language according to particular method. Here the design a definition of linguistic content, a specification.
Hasmita Mayatra.
Kinjal Vora.
Viraj Gandhi.
1. Jack C. Richards and Ted Rodgers
ReplyDelete2. The generation of new methods demands such a model. A method is defined in term of three levels: Approach, Design and Procedure. Earlier, there was no allied body of theories and methods used for language teaching.
Contemporary language teaching promotes the usage of proper and structured usage of theories and concepts, one of which is served by this model. This model includes description of various teaching methods. Hence, analyzing this model, one can get an idea about recent developments in methodologies.
Method is an umbrella term which comprises of Approach, Design and Procedure. Approach describes the nature of the language and language learning. It helps the language teachers attain theoretical foundation. Design specifies the relationship between form and function. Procedure contains the classroom techniques which are a result of particular approaches and methods.
APPROACH:
Three different traditional theoretical views of language that still underlie present language teaching methods:
(i) Structural view: Language assumed to be full of structures and that acquisition relates to acquiring of grammatical structures, units and operations.
(ii) Functional view: language is a vehicle for expression of meaning. Hence, this view is more inclined towards semantic level.
(iii) Interactional view: it focuses on the patterns of moves, acts and exchanges in communication.
These views are somehow not considered incomplete for better understanding of Method. Hence, it needs to be complemented by theories of language learning.
DESIGN:
The elements, relationships and outcome of a design:
(i) Content Choice and Organization Within The Instructional System
(ii) Use of Content in the Instructional System: Learners, Teachers and Materials
- Learners roles
- Teacher Roles
- Role of Instructional Materials
PROCEDURE:
It focuses on the classroom techniques engaged for language teaching.
- Types of teaching learning techniques
- Types of Exercises and Practice Activities
- Time
- Space
- Equipments
-
3. This model is considered as a detailed version of theories that best defines Method: Approach, Design and Procedure. Earlier, scholars haven’t dived in deep to explore the roots of theories and its consequences. The present abstract covers all the aspects of language teaching theories and methodologies which teachers of language finds very helpful. It provides a complete package of understanding and applications of theories for better teaching. Earlier theories were incomplete and had no specific goal to benefit language teachers.
-Priya Dalwadi
Ans. 1 - Jack C. Richards and Ted Rogers model in 1986 first formulated the figure of approach , desing and procidure.
ReplyDeleteAns.2 APROACH-is theory of the nature of language and language learning. It talks about basic structure of language structures and liguistic competence. it is the level at which assumptions and belieafs about language and language learning are specified. It is the set of axiomatic philosophies adapted by language teachers .
DESIGN- is the definition of linguistic content and specific organization of the content. i.e. what should be taught first from the particular content. here, content denotes the syllabus model. It is dependent on aspects like,
(i) learners' role
(ii) teacher's role
(iii) material's role
PROCEDURE is technique that represents the real action taken place by at first teachers and then learners in the language learning classroom. The types of excersizes and practised activities that are used in materials or suggested for teachers to follow that belongs to the time, space, eqipments which are used in classroom activities.
Ans3 The rigid attitude of audiolinguism was identified in 1980s. which was unidentified by the psychologists and liguists in 1950s & 60s.Contemparary language teaching was the area of the technical aspects of language teaching like interaction analysis and discourse analysis which are now known as"Silent Way".
above comment was made by Nikita Joshi, Leena Shan and Twinkle Barot
ReplyDeleteQ.1 Who first formulated this figure?
ReplyDeleteAns: Jack C. Richards
Q.2 What does it describe?Ans: It described about approach, design, procedure, and model. Approach is a theory of language and of language learning. Design is a definition of linguistic content, a specification for the selection and organization of content, and a description of the role of teacher, learner, and teaching materials. Procedure is concerned with techniques and practices in a method. The model is discussed with reference to recent proposals in methodology, and the application of the model is demonstrate. The methodology of language teaching was identified with the orthodoxy of audiolingualism. Contemporary language teaching draws on a number of areas which were unknown or unconsulted by the linguists and psychologists of the fifties and sixties. Today's innovations in teaching practice represent variations on familiar themes.Given this point of view, we wish to outline a model for the systematic description and comparison of language teaching methods in the hope that such a model may make it easier to understand recent developments in methodology in terms of some general principles.
Q. 3 How is it different from what scholars have said earlier in ELT theory?
Ans. Edward Anthony proposed an analysis of language teaching practices using the terms approach, method, and techniques before 20 years.
1. Approach:Approach revolved around both theories of language and language learning. All language teaching methods operate explicitly from a theory of language and beliefs or theories about how language is learned. The first, and the most traditional of the three, is the structural view, the view that language is a system of structurally related elements for the coding of meaning. The second view of language is the functional view-the view that language is a vehicle for the expression of meaning. A third view of language which informs some current methods of language teaching might be called the interactional view. 2. Design:We now consider how the views of language and learning identified in a particular approach are linked to a design for language teaching. Such a design includes specifications of 1) the content of instruction, i.e., the syllabus, 2) learner roles in the system, 3) teacher roles in the system, 4) instructional materials types and functions. Within a design built on a structural theory of language, linguistic matter is identified with lexis and grammar, and the syllabus is an arrangement of linguistic units determined by such criteria as learnability, frequency of use, linguistic complexity, etc. Within a design built on a functional theory of language, linguistic content is organized conceptually. An explicit notional syllabus, for example, would contain a specification of the propositional, conceptual, and communicative content of a language course, a selection of the linguistic means by which these are realized, and an organization of the product of such an analysis in terms of pedagogic priorities. 3. Procedure:Here, focus is on the actual moment-to-moment techniques, practices, and activities that operate in teaching and learning a language according to a particular method. Many contemporary methods are characterized primarily by their techniques and practices. When we ask for impressions of these methods, we customarily get responses dealing with procedure rather than with approach or design. Within a particular version of a functional/communicative methodology, the following requirements have been specified for exercise type and use. We have now completed our discussion of the three elements and sub elements which in their specification and interrelation constitute a statement of method.
-Rasmika Mekwan, Priti Yadav, Tanvin Pathan.
Ans. 1. Jack C Richards and Ted Rodgers firstly formulated the figure in 1986.
ReplyDeleteAns. 2. Method is an Umbrella term. Here the main ideas are about three terms via Approach, Designs and Procedure.
A) Approach - It is a theory of language and language learning. Language teaching methods describes a theory of language and beliefs about how language is learned. It is related to design since they provide the bases for determining the goals and content of a language syllabus. It is also related with procedure because they provide the linguistic and psycholinguistic rational for selection of particular teaching techniques and activities.
It has three different theoretical views via : 1. Structural View,
2. Functional View,
3. Interactional View.
At the level of Approach we examine the theoretical principles underlying particular methods. According to Language theory we concerned with a model of linguistic competence and an account of the basic features of linguistic organization. And respect to Learning theory of language we are concerned with an account of the central process of learning. E.g. Memorization, habit learning…
B) Design - It is a specification for selection and organization of content. It described the role of teacher, learners and material. Designs identified in a particular approach are linked to a design for language teaching. Such design include specification of
1. The content of instruction i.e. the syllabus
2. Learner’s role in the system
3. Teacher’s role in the system
4. Instructional materials types and functions.
C) Procedure - Procedure is concern with techniques and practices in a method. Procedure is the application of the model is demonstrated. According to a particular method the focus is on the Actual moment to Moment techniques, practices and activities that operate in teaching and learning a language. It has the types of techniques and tactics used by teachers for presenting and practicing language content. And also has types of exercises and practice activities that are used in materials and suggested for teachers.
Ans.3. Some scholars like Edward M Anthony had some views about ELT Theory. He gave three main terms named Approach, Methods and Techniques. According to him Approach, as a set of correlative assumptions dealing with the nature of language and the language teaching and learning. It described the nature of subject matter to be taught. It is related to faith, something which one can believes but not able to prove it. It is “Axiomatic”. For him Method is an overall plan for the orderly presentation of language materials, no part of which contradicts and all of which is best upon, the selected approach. It is “Procedural”. Within one approach there can be many methods too. He defined the term Techniques as an Implementation which actually takes place in ELT Classrooms. It is a particular trick, stratagem or contrivance used to accomplish an immediate objectives. It must be consistent with a method and thus in harmony with an approach as well.
Today, we have new theories of these terms given by Jack C Richards and Ted Rodgers. They are agree with the concept of Approach with scholars. Design specifies the relationship of theories of language and learning to both the form and function of instructional materials and activities in instructional settings. For Procedure they said that it is comprises the classrooms techniques and practices which are consequences of particular approaches and designs.
By - Navodita Bhatt
Jyoti Tadvi.
Q.1 Who first formulated this figure?
ReplyDeleteAns: Jack C. Richards
Q.2 What does it describe?
Ans: It described about approach, design, procedure, and method.Approach is a theory of language and of language learning. Design is a definition of linguistic content, a specification for the selection and organization of content, and a description of the role of teacher, learner, and teaching materials. Procedure is concerned with techniques and practices in a method. The method is discussed with reference to recent proposals in methodology, and the application of the model is demonstrated.
The methodology of language teaching was identified with the orthodoxy of audiolingualism. Contemporary language teaching draws on a number of areas which were unknown or unconsulted by the linguists and psychologists of the fifties.Given this point of view, we wish to outline a model for the systematic description and comparison of language teaching methods in the hope that such a model may make it easier to understand recent developments in methodology in terms of some general principles.
Q. 3 How is it different from what scholars have said earlier in ELT theory?
Ans.Anthony Edwards introduces the trio terms approach,method and techniques.Approach is a set of correlative assumptions dealing with language teaching and learning.It is axiomatic.There are two approaches one is aural -oral approach and second is language teaching and learning.
Method is an overall plan for the orderly presentation of language material.Method is procedural.With one approach there can be many methods.Many factors influence the orderly presentation of language.Two types of method one is mim-mem and second is pattern practice.
Technique is implementational that which takes place in classroom.Techniques depends on teachers,his individual artistry and the composition of the class.Laboratory tape recorder and phonographs are techniques.
Anthony Edwards clearly explains all these terms.
Group Members
Amit Suvatar
Ketan Parmar
Liju Thomas
Ans.1 Jack C Richards and Ted Rodgers firstly formulated the figure in 1986.
ReplyDeleteAns.2 it described about approach, design, procedure, and method. Approach is a theory of language and of language learning. It talks about basic structure of language structures and linguistic competence. We prefer method as an umbrella term for the specification and interrelation of theory and practice. Procedure is concerned with techniques and practices in a method.
Ans.3 The methodology of language teaching was identified with the orthodoxy of audiolingualistic. As a point of by Edward Anthony when he proposed an analysis of language teaching practices using the terms approach. The first, and the most traditional of the three, is the structural view, the view that language is a system of structurally related elements for the coding of meaning. He gave three main terms named Approach, Methods and Techniques. According to him Approach, as a set of correlative assumptions dealing with the nature of language and the language teaching and learning.
Mihir Patel, Ashish Charpot, Vanraj Bharwad
Ans:1 Jack C Richards and Ted Rodgers model(1986)first formulated this figure.
ReplyDeleteAns:2 It describe about a framework for the systematic description and comparison of method. A method is defined in terms of three levels: Approach ,design and procedure.
(a)Approach:-Approach encompasses both theories of language and language learning.
it has three different theoretical views(i)Structural (ii)Functional (iii)Interactional
Structural functional or interactional models of language provide the axioms and theoretical framework of support underlying particular methods of language teaching.
(b) Design:-It specifics the relationship of these theories to classroom materials and activates design is a materials which are used to teach second language in classroom .we now considered how the view of language and learning identified in a particular approach are linked to a design for language teaching.
1> The content of instruction (e .g syllabus)
2>Learner roles in the system
3>Teacher roles in the system
4> Instructional materials types and functions.
(c) Procedure:-Procedure is technique that represents the real action taken place by at first teacher. Here the focus is on the actual moment to moment techniques ,practice, and activity that operate in teaching and learning a language according to a patellar method.
Ans:3 As Antony Edward creates departure, we use a three parts approach, method and technique. The first level approach define those assumption beliefs and theories about the nature of language learning which operate as reference points and provide a theoretical foundation for what language teachers in classrooms. The second level specific the relationship of theories of language and learning to both the form and activities in instructional materials and activities in instructional setting. The third level procedure comprise the classroom techniques and practices which are consequences of particular approaches and designs. Today we have new theories of these term given by Jack C Richards and Ted Rodgers.
Sneak Savak, Nilam Vasava, Vasanti menat.