An approach or strategy is the most abstract of all three concepts and refers to the linguistic, psycho- and sociolinguistic principles underlying methods and techniques. Actually, every teacher has
About this page I can say that, it answers to the needs of students who use the English language as a matter of course.
I would be delighted to hear your opinion here.
E-mails: rounia@teachers.org / vahdat.rounia@yahoo.com
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An approach or strategyis the most abstract of all three concepts and refers to the linguistic, psycho- and sociolinguistic principles underlying methods and techniques. Actually, every teacher has some kind of theoretical principles which function as a frame for their ideas of methods and technique.
A techniqueis, on the other hand, the narrowest of all three; it is just one single procedure to use in the classroom.
Methodsare between approaches and techniques, just the mediator between theory (the approach) and classroom practice. Some methods can share a number of techniques and, though some techniques have developed autonomously, the most important ones start from the main methods (Hubbard et al. 1983: 31).
Now it seems appropriate to mention the three major language learning issues that language pedagogy and ELT have dealt with through this century and that always concern researchers and the teaching profession. Stern (1983: 401-5) labels them as follows:
1. The L1-L2 connection, that is, the disparity in the learner's mind between the inevitable dominance of the mother tongue and the weaknesses of the second language knowledge.
2. The explicit-implicit option, that is, the choice between more conscious ways of learning a foreign language and more subconscious or automatic ways of learning it. This issue remains to a great extent unresolved and has very often posed a dilemma to the FLT profession and research, as, for example, during the debate between cognitivism and audiolingual approaches in the 60s, and later on with Krashen's Monitor Theory, which makes a distinction between language learning (explicit and conscious) and language acquisition (implicit and subconscious).
3. The code-communication dilemma has become a major issue recently. It refers to the problems that learners have to cope with when learning a new language, as they have to pay attention on the one hand to linguistic forms (the code) and on the other to real communication.
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