Approach, Method and Technique

The set of three of terms, which I am trying to locate in the scheme of definitions is approach, method and techniques. The classification is hierarchical. The organizational key is that techniques carry out the method, which is consistent with, and approach. 

                                       

The term approach as a combination of assumptions, dealing with the nature of language and the nature of language teaching. An approach describes the nature of the subject matter to be taught. It says a point of view, a philosophy, an article or faith something which one believes but cannot necessarily prove. It is oftentimes unarguable except in terms of the effectiveness of the method, which grow out of it. It makes sense of how people get their awareness of the language and makes observations about the conditions which will promote successful language learning. Historical approaches were developing before the 1960s.

The approaches are dividing into:

1. Structural/Linguistic approaches: these approaches are based on the structure of a language and contrastive analysis of the first language. These also isolate grammatical and syntactic elements of a language. Included in this group are: Grammar Translation and Audio lingual methods.
2. Cognitive Approaches: In these approaches second language goals are based on ideas and procedures that generalize and find rules and conventions in the target language.
3. Affective/Motivational Approach: these are based on concepts of social psychology and counseling. Reducing stress and inhibitions to advance language acquisition are emphasize.
4. Functional/Communicative Approaches: In these approaches the goals are based on communicative proficiency. Students participate at their own skill level. Both the direct method and the Oral approach fall under this category.

Robert W. Blair in his article 'Innovative Approaches to Language Teaching' (1982) Proposes a different classification of the innovative or designer methods of 1970s and 1980s. 

1. Comprehension-Based Approaches: These approaches focus on receptive (listening and reading) skills. Oral fluency is expected to arise in a natural and progressive way. J.Asher's Total Physical Response, S. Krashen and T. Terrell's Natural approach belong to this category. 
2. Production-Based Learning: These approaches reject the notion that oral fluency arises spontaneously. They focus on production and productive (speaking and writing) skills. C. Gattegno's Silent way is an example of production-based learning. 
3. Humanistic and Psycsosuggestive Approaches: These approaches address 'learner-external dimensions of the learning environment and learner-internal dimensions (the learner as receiver and processor of input, producer of output, and participant in a community of learners and speakers. Examples are G. Lozanov's suggestopedia and C. Currans' Community League Learning. 

Method is an overall plan for the systematic performance of communication material, not part of which contradicts, and all of which is based upon, the selected method. Approach is axiomatic a method is procedural. It is a bear in mind the practical realization of an approach. Within one, method, their can be many methods. Quite a lot of portions influence the precise performance of communication to learners. The plan will be the impact on by the natural setting of the student's language as compared to English. For example, education, English to Hindu speakers and teaching English to Chinese differ methodologically. The age of the student as I mention in the last entry, his background, and his/her previous experience with English modify the method employed.

The last term, technique is implemented that which in others words, takes place is a classroom. These Techniques must be coherent with the method, and for this reason they must be an agreement with the approach. Some techniques can be found in different methods, whereas other ones are specific to a given method.