By Alex Shenassa
The complex nature of language, learning, and teaching is reflected in the myriad methodological terms that over the years have been introduced into the field by writers, researchers, and teachers. A student in a language teacher training course—or even a seasoned language teacher navigating academic literature—can easily become disoriented by the terminology, some of which overlaps, is used interchangeably, or lacks clarity.
Imagine reading an article that introduces terms such as reflection and sharing, Community Language Learning, and the Humanistic Approach. After a few sentences, it mentions Suggestopedia, the Audiolingual Method, drills, dialogue memorization, and choral repetition. It then refers to the Communicative Approach, the Behaviorist Approach, Total Physical Response, and the Structuralist Approach. Finally, it discusses the Grammar-Translation Method, the Direct Method, and the Silent Way—each adding further complexity and illustrating the wide array of terms language teachers encounter. Without a structured framework to differentiate these terms, understanding their distinct functions and relationships in language teaching can be challenging.
In 1963, Edward Anthony, a notable figure in language teaching methodology, addressed this issue in his seminal paper, "Approach, Method, and Technique," first published in the English Language Teaching Journal. Anthony distinguished between the concepts of approach, method, and technique, offering a framework that has remained highly relevant and widely accepted to this day. This framework forms the cornerstone of current methodology and is essential for teachers to grasp if they are to build their teaching practices on a solid foundation.
To clarify the distinct roles and applications of these three components, we will examine the terminology in greater detail. According to Anthony (1963), the key to understanding the relationship between these terms is that “techniques carry out a method which is consistent with an approach” (p. 63).
For example, consider a classroom where learners engage in "reflection and sharing," openly discussing their experiences and feelings related to language learning in a supportive group setting. Reflection and sharing is used as a technique within the Community Language Learning (CLL) method, which emphasizes creating a collaborative and emotionally safe learning community (Curran, 1976). Community Language Learning is underpinned by the Humanistic Approach, an approach which highlights the importance of learner emotions and interpersonal relationships in the language learning process (Larsen-Freeman, 2000; Richards & Rodgers, 2001).
The relationship between the three components—approach, method, and technique—is hierarchical. An approach is broader in scope than a method, and a single approach may encompass multiple methods (Anthony, 1963). For instance, the Humanistic Approach informs various methods, including Community Language Learning, which focuses on building a supportive learning community, and Suggestopedia, which uses relaxation and suggestion to enhance language learning (Lozanov, 1978).
Similarly, a method is broader in scope than a technique, and a single method typically incorporates a variety of classroom techniques. These techniques serve as practical applications of the method and align with the underlying approach (Anthony, 1963). For example, the Audiolingual Method uses techniques such as drills, dialogue memorization, and choral repetition (Larsen-Freeman, 2000; Richards & Rodgers, 2001). Additionally, a single technique, like drills, can be used across different methods.
As we have seen, approach, method, and technique are conceptualized hierarchically, with each level aligned with the others. Anthony's framework provides clarity by distinguishing these terms, simplifying the complex landscape of language teaching methodologies for educators. This clarity makes it easier to select and apply appropriate approaches, methods, and techniques. For teacher trainees, it helps develop a coherent teaching approach from the outset, improving lesson planning and execution. For veteran teachers, the framework offers a clear structure for evaluating and refining their practices, supporting ongoing professional development and enabling greater precision in instructional design.
Approach
With the previous section providing an overview of methodology through Anthony's framework of approach, method, and technique, we will now examine each component in more detail, starting with approach.
An approach is broad in scope and serves as the foundational framework for a method. According to Anthony (1963), an approach is “a set of correlative assumptions dealing with the nature of language and the nature of language teaching and learning. An approach is axiomatic. It describes the nature of the subject matter to be taught. It states a point of view, a philosophy, an article of faith – something which one believes but cannot necessarily prove. It is often unarguable except in terms of the effectiveness of methods which grow out of it” (p. 63).
Thus, an approach consists of a set of related assumptions about the nature of language and language teaching and learning. Extending Anthony’s definition, an approach’s underlying assumptions give rise to theories and principles, which together form its theoretical foundation. As such, in modern methodology, an approach can be understood as a framework that encompasses assumptions, theories, and principles regarding the nature of language, language learning, and language teaching.
Assumptions are beliefs accepted as true without requiring proof, serving as a starting point for further reasoning. In language teaching, these core beliefs form the foundational layer of an approach. For example, the assumption that “language is primarily a tool for communication” underpins the Communicative Approach, while the assumption that “language learning occurs through habit formation and repetition” supports the Behaviorist Approach. These assumptions provide the conceptual groundwork for the development of theories and principles.
Theories are structured systems of ideas that explain phenomena and are grounded in foundational assumptions. For example, the foundational assumption of the Behaviorist Approach—that language learning occurs through habit formation and repetition—informs Skinner’s operant conditioning theory. This theory emphasizes the processes of imitation, repetition, reinforcement, and habit formation in learning. According to this theory, learners improve language skills through systematic practice and positive feedback (Skinner, 1957).
Theories, in turn, inform the creation of principles—rules, beliefs, or ideas that guide classroom decisions and practices. For example, the Operant Conditioning theory leads to a key principle of the Behaviorist Approach: language learning is most effective when learners develop habits through repeated, focused practice of accurate forms, reinforced by feedback. This principle guides methods that incorporate pattern drills, imitation, and immediate feedback. Thus, principles reflect the theoretical foundations and assumptions of an approach, directly shaping the methods used in practice.
To illustrate this flow—from assumption to theory, to principle, and finally to method—consider how the Behaviorist Approach transitions from theory to practice through the Audiolingual Method. The Audiolingual Method applies the principle of habit formation by using techniques such as drills, dialogue memorization, and choral repetition. These techniques encourage learners to internalize language structures through repetition and reinforcement. This aligns with the underlying principle that language learning depends on the formation of correct habits through frequent, controlled practice of accurate forms.
It is worth noting that we have provided simple examples for clarity. In practice, an approach may be shaped by multiple assumptions and theories, leading to principles that give rise to various methods. The Behaviorist Approach, for example, draws not only from Skinner’s operant conditioning theory, but also from Edward Thorndike’s theory of connectionism, which emphasizes that learning is a process of forming connections between behaviors and satisfying outcomes (Thorndike, 1911).
Adding to the complexity, a single method may draw from multiple approaches. The Audiolingual Method, for example—while strongly influenced by the Behaviorist Approach—also incorporates key insights from the Structuralist Approach, particularly through its emphasis on the systematic analysis and sequencing of language structures (Larsen-Freeman, 2000; Richards & Rodgers, 2001). This combined theoretical foundation ensures the method’s focus on habit formation as well as accuracy.
While the progression from approach to method may appear linear in theory, it is often dynamic, cyclical, and iterative in practice. Methods can influence principles, prompting refinements to underlying theories and even reshaping foundational assumptions. This interconnectedness underscores the evolving nature of language teaching, where reflective practice and ongoing research continue to shape and redefine the relationship between approaches, methods, and techniques.
Method
Let us examine the second component of methodology within Anthony’s framework of approach, method, and technique. Anthony (1963) defines method as “an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural” (p. 65). A method provides a structured, systematic plan for teaching language, and is congruent with the principles of its underpinning approach. While the approach represents the foundational framework, the method prescribes the procedures and techniques used to apply that framework in teaching.
The components that comprise a method were systematically described by later scholars who built upon Anthony’s framework (Brown, 2007). For instance, Richards and Rodgers (2001) outlined the following key components in the design of methods: objectives, syllabus, activities, learner roles, teacher roles, and the role of instructional materials. We will briefly consider each of these components, drawing primarily on the work of Richards and Rodgers, while also integrating additional perspectives and insights.
Objectives are the goals a method aims to achieve in terms of language skills and knowledge. They define what learners should be able to accomplish by the end of the course. The objectives of a method are derived from its underlying approach. For instance, in a course using the Community Language Learning method, the objective may be to promote collaborative language development and build learners' confidence in expressing their thoughts and ideas in a supportive group environment. In contrast, in a course using the Audiolingual Method, the objective may be to develop oral proficiency through repetitive practice of grammatical structures and sentence patterns.
A syllabus outlines the course content, specifying what is to be taught and in what sequence. It shapes the design and delivery of instruction, and includes both linguistic elements—such as grammatical structures, vocabulary, and phonological features—and subject matter, such as topics, themes, and communicative functions that guide language use in specific contexts. The syllabus reflects the principles underlying the method, and different methods organize language content in different ways. For instance, a grammatical syllabus, as used in the Grammar-Translation Method, organizes course content according to grammatical rules and vocabulary lists, emphasizing accuracy and translation skills. In contrast, a situational syllabus, as used in the Total Physical Response method, organizes content around physical commands and actions in everyday situations to promote comprehension and memory. Each type of syllabus influences activities, materials, and assessments, shaping both teaching practices and the overall learning experience.
Activities refer to specific exercises or practices that are used to facilitate language learning. An activity typically involves a procedure or sequence of steps that incorporates a series of techniques. For example, an activity to practice ordering food in a restaurant might include several techniques such as modeling language, pair work, role play, and feedback. Activities are shaped by the underlying approach and reflect the focus of the method. For example, in the Total Physical Response method, activities are designed around physical actions and movements that correspond to language commands, allowing learners to internalize language through kinesthetic engagement. In contrast, methods like the Audiolingual Method emphasize activities that include drills and repetition in order to reinforce grammatical structures and correct usage. The selection and design of activities play a key role in ensuring that the method is implemented effectively, as they directly influence how language is practiced and internalized by the learners.
Learner roles refer to the expected behaviors and responsibilities of learners in the classroom. These roles are shaped by the underlying principles of the approach and vary significantly depending on the method used. For example, in the Grammar-Translation Method, learners focus on translating texts and memorizing vocabulary, assuming a passive role with limited interaction. The Audiolingual Method emphasizes repetition and drilling, where learners respond to prompts but remain largely reactive. In contrast, Community Language Learning promotes active participation by encouraging learners to collaborate and express themselves in a supportive group setting. Total Physical Response encourages learners to take on the role of performers, responding to physical commands, which reflects the method's emphasis on associating language with physical actions. These roles reflect the method's objectives and significantly influence the learning process.
Teacher roles define the behaviors and responsibilities of the teacher in guiding and managing classroom activities. A method’s teacher roles are shaped by its underlying approach and can include roles such as authority, facilitator, guide, or counselor. These roles are also defined by factors like the teacher's control over the learning process, responsibility for selecting content, and the interactional patterns between teachers and learners. In traditional methods, such as the Grammar-Translation Method and the Audiolingual Method, the teacher takes on an authoritative role, directing practice and controlling the learning process through highly structured exercises. Conversely, in learner-centered methods like Community Language Learning, the teacher assumes a facilitator role, encouraging learners to engage in real-life tasks and communication. These diverse roles highlight the varying degrees of teacher control and learner autonomy that are central to different methods. Later scholars expanded on this idea, outlining several teacher roles, including controller, organizer, assessor, prompter, participant, resource, tutor, and observer (Harmer, 2001). These roles demonstrate the flexibility and range of the teacher's position across different teaching methods, from authoritative control to learner-centered facilitation. Teacher roles and learner roles are interdependent, shaped by the approach underlying the method. Together, they reflect the method’s objectives and the dynamic interplay of the teaching-learning process.
The role of instructional materials refers to the resources used to support learning, such as textbooks, visual aids, or authentic materials like newspapers. Different methods prioritize different materials to support their underlying principles and enhance learning. For example, in the Direct Method, visual aids and real objects are extensively used to connect language with meaning, facilitating comprehension without relying on translation. In the Silent Way method, Cuisenaire rods and color charts support learner discovery and encourage problem-solving in language learning. In the Community Language Learning method, audio recordings and transcripts support learners’ collaboration and reflection, helping to build confidence in communication. Instructional materials serve not only to present language input but also to engage learners, motivating them through varied and meaningful resources. The selection of materials depends on the specific goals of the method, helping to shape the overall learning experience.
Our examination of the concept of method within Anthony’s framework highlights its distinct role in language teaching. A method, as defined, is a comprehensive plan that aligns with the principles of the underlying approach, providing a structured and systematic way to deliver language instruction. Later scholars built on Anthony’s framework to conceptualize the components of methods.
The components identified by Richards and Rodgers—objectives, syllabus, activities, learner roles, teacher roles, and the role of instructional materials—highlight essential considerations for effectively applying a method. It is important to note that there are a variety of ways to categorize the components of methods. For instance, Larsen-Freeman (2000) in Techniques and Principles in Language Teaching, analyzed methods using ten criteria: goals of the teacher, role of the teacher, characteristics of the teaching/learning process, nature of student-teacher and student-student interactions, addressing students' feelings, views of language and culture, emphasis on language areas and skills, the role of the students' native language, evaluation processes, and responses to student errors. These criteria offer a comprehensive lens through which to examine methods.
By outlining a method’s components, educators can ensure organization and consistency in their teaching practices, leading to more focused and effective language learning. A well-defined method bridges the abstract principles of an approach with the practical realities of the classroom, transforming theory into applied practice for both teachers and students. As methods evolve through emerging research, technological advancements, and shifting global needs, educators continuously adapt and refine their practices to achieve the best outcomes. In the post-method era, where educators value the flexibility of eclectic approaches tailored to their strengths, student needs, and teaching contexts, mastering a method’s components remains essential. This mastery enables teachers to thoughtfully integrate features from various methods, ensuring alignment with their unique teaching approaches.
Technique
We now turn our attention to the third component of methodology within Anthony’s framework of approach, method, and technique. Techniques refer to specific classroom actions, tasks, or exercises used to achieve immediate objectives.
As the most concrete level in the framework, techniques represent the practical application of the method in line with the approach's principles. According to Anthony (1963), "a technique is implementational—that which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques must be consistent with a method, and therefore in harmony with an approach as well" (p. 66). Techniques encompass the actual practices that learners engage in during the learning process, such as drills, role-plays, and group discussions
Methods typically incorporate within their activities a variety of techniques, and multiple techniques can be employed in an activity to achieve a single objective. For example, a teacher might combine role-playing and group discussions in an activity to enhance students' speaking abilities or use drills in conjunction with visual aids to reinforce vocabulary retention.
Techniques can be categorized in several ways. For instance, building on Anthony’s framework, Richards & Rodgers (2001) classified classroom procedures into three main categories: (a) presenting new language, (b) practicing language, and (c) providing feedback to learners.
Presenting new language involves introducing learners to new vocabulary, grammar structures, or language functions. Techniques in this category aim to make the new language comprehensible. Examples include using visual aids, context-rich explanations, and demonstration dialogues. For instance, a teacher might present new vocabulary using pictures or gestures, or demonstrate a new grammar rule through a model sentence.
Practicing language involves techniques that focus on giving learners opportunities to use the new language through controlled or semi-controlled activities. These techniques reinforce understanding and fluency. Examples include drills, role-playing, and gap-fill exercises. For instance, a teacher might have students repeat sentence patterns through drills or engage in a structured dialogue to practice speaking.
Providing feedback to learners involves techniques that assess and respond to learners’ performance to guide improvement. These techniques may include corrective or affirming feedback, helping learners understand their strengths and areas for development. Examples include error correction (e.g., recasting incorrect sentences), peer feedback during group activities, or using rubrics to evaluate speaking or writing tasks
Each of the above categories of techniques reflects a distinct phase in the overall teaching process, ranging from introducing new language and providing practice opportunities to offering supportive feedback. There are numerous other ways to classify techniques, such as by categorizing them according to the four communication skills of listening, speaking, reading, and writing, as well as sub-skills related to grammar, vocabulary, and pronunciation. Another classification can be based on technique types, such as drills, role-plays, discussions, problem-solving tasks, or project-based work.
Understanding the intricate relationship between approach, method, and technique is essential for effective language teaching. Techniques, as the most concrete component in this framework, are varied and abundant, reflecting the wide range of strategies available to educators. As demonstrated, techniques can be categorized in various ways, and these categories can be applied to different methods, which typically prescribe specific techniques based on the principles of their underlying approach. This diversity in methods and techniques empowers modern teachers to go beyond the rigid confines of a single "universal" method, granting them the autonomy to select and implement techniques from various methods with flexibility and precision, ensuring alignment with their unique approach. Hence, teachers can leverage their strengths, meet instructional goals, and adapt to the diverse needs of learners.
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References
Anthony, E. M. (1963). Approach, method, and technique. English Language Teaching Journal, 17(3), 63–67.
Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). Pearson Education.
Curran, C. A. (1976). Counseling-learning: A theory of instruction. Appleton-Century-Crofts.
Harmer, J. (2001). The practice of English language teaching (3rd ed.). Longman.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching (2nd ed.). Oxford University Press.
Lozanov, G. (1978). Suggestology and suggestopedia: Theory and practice. Gordon and Breach.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge University Press.
Skinner, B. F. (1957). Verbal behavior. Appleton-Century-Crofts.
Thorndike, E. L. (1911). Animal intelligence: Experimental studies. Macmillan.
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How to Cite This Article (APA style, 7th edition):
Shenassa, A. (2024, September 30). Approach, method, and technique in language teaching. ATC - Advanced College of Languages and Training Canada. https://atcbc.com/atc/approach-method-technique.html
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Alex Ali Shenassa is a writer, teacher trainer, and the director of ATC Advanced College of Languages and Training Canada.
