Specialised education of uzbekistan the uzbek state world languages university the english teaching methodology department

Cambridge: CUP, 2002. -P.19.
²Antony (1963:63-67), cited in the book: Richards J.C., Rodgers Th. S. Approaches and Methods in
Language Teaching. Second ed. -Cambridge: CUP, 2002.
3 Richards J.C., Rodgers Th. S. Approaches and Methods in Language Teaching. Second ed. Cambridge: CUP, 2002. -P.19.
level of method analysis objectives, language content, learning tasks and teaching activities, role of students, role of teachers and role of instructional materials are designated. And the third level of approach and methods analysis-procedure is concerned with how the tasks and activities are integrated into lessons and used as a basis for teaching and learning.
Thus, methods are held to be fixed in teaching systems with prescribed techniques and practices, whereas approaches represent language teaching philosophies that can be interpreted and applied in a variety of different ways in the classroom. Method can be distinguished according to the teaching and learning context and it is used in wide context (Communicative language teaching) and narrow context (project work, problem-solving, brainstorming). Approach and method are based on the principles as initial theoretical points. Procedure itself includes task, techniques and activities. Tasks and activities can be considered as exercises. Technique is a way for a teacher to organize a learner’s activity. Through techniques we develop in learners productive, receptive and interactive skills that are necessary for effective communication.
APPROACHES IN FLT
The arrangement is hierarchical. The organizational key is that techniques carry out a method which is consistent with an approach . ..
An approach is a set of correlative assumptions dealing with the nature of language teaching and learning. An approach is axiomatic. It describes the
nature of the subject matter to be taught.
Method is 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. Within one approach, there can be many methods . ..

A technique is implementational — that which actually takes place in a
classroom. It is a particular trick, 20rganizat, or contrivance us d to accomplish an immediate objective. Techniques must be consistent with a method,and therefore in harmony with an approach as well. (Anthony 1963:63-)