Approach, Method, and Technique

Anthony, Edward M.

doi:10.1093/elt/xvii.2.63

Cited by 197 publications

(162 citation statements)

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“…What is then an approach? An approach, according to Anthony (1963), was "a set of assumptions dealing with the nature of language, learning and teaching". Brown (2001) defines approach as "theoretically well-informed positions and beliefs about the nature of language, the nature of language learning and the applicability of both to pedagogical settings".…”

Section: Approaches In Teaching Literaturementioning

confidence: 99%

Approaches Employed by Teachers in Teaching Literature to Less Proficient Students in Form 1 and Form 2

Rashid¹,

Vethamani²,

Rahman³

2010

ELT

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This study aimed to identify the approaches and strategies employed by teachers in teaching the literature component to less proficient students in Forms 1 and 2 in selected secondary schools in Kelantan, Malaysia. The study was conducted in 18 rural schools. Triangulation involving the questionnaire as the primary data and classroom observation and semi-structured interview as the secondary data was used. Findings show that the information-based approach is popularly employed by teachers, followed by moral-philosophical approach and paraphrastic approach. The findings indicate that the teaching approach is influenced by the students' inability to comprehend English language which forces teachers to spoon feed the students and use the students' mother tongue as the medium of instruction. The implication is that literature teaching with the aims of developing students' language and thinking skills and generating students' personal response and appreciation may not be achieved.

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Section: Approaches In Teaching Literaturementioning

confidence: 99%

Approaches Employed by Teachers in Teaching Literature to Less Proficient Students in Form 1 and Form 2

Rashid¹,

Vethamani²,

Rahman³

2010

ELT

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“…One of the well-known definitions of 'method' in the literature on language teaching is the one provided by Anthony (1963) who defines this concept as "an overall plan for orderly presentation of language material [, and it] is procedural" (p. 63). However, this definition, Richards & Rogers (1986) dispute, fails to provide sufficient attention to the nature of a method itself.…”

Section: Clearing the Ground: Methodology Definedmentioning

confidence: 99%

Demystifying the Disparity between ESP and EGP Methodology

Larouz

Kerouad

2017

SSRN Journal

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Methodology in ESP (English for Specific Purposes) and EGP (English for General Purposes) has been the main concern for many practitioners over the last few years. Many scholars and researchers would argue that methodology in ESP bear a lot of similarities with methodology in EGP. Conversely, other researchers would describe ELT methodology used in ESP as considerably different from the one adopted and adapted in EGP by virtue of the two contrasting contexts they represent. The present paper, therefore, aims at demystifying the disparity between the specificity of ESP textbooks and the conventional language teaching materials highlighting areas of similarities and differences between ESP and EGP methodologies. The paper also purports to argue the extent to which methodologies used in an ESP context can be used in the learning of any kind of English.

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“…Methods can therefore be seen as highly prescribed entities and approaches as loosely described entities. Anthony (1963) identified three levels of conceptualisation and organisation, namely approach, method and technique.…”

Section: The Distinction Between Approach and Methodsmentioning

confidence: 99%