Approaches, Methods, and Procedures

A teacher educator observes a trainee setting up a “running dictation” activity. In the post-lesson debrief, the mentor asks, “What was the methodological rationale behind that procedure?” The trainee replies, “My method was running dictation.” This response reveals a fundamental confusion between a overarching theoretical framework and a specific classroom activity. Understanding the structural hierarchy of methodology is essential for articulating pedagogical decisions with professional clarity.

Core Theory & Terminology

To bring precision to ELT terminology, applied linguists developed theoretical hierarchies that separate core philosophy from moment-by-moment classroom actions.

1. Edward Anthony’s Tripartite Model (1963)

Edward Anthony established the classic three-level hierarchy:

• Approach: The overarching level. A set of correlative assumptions dealing with the nature of language teaching and learning. It is axiomatic and describes theoretical beliefs (e.g., communicative competence theory).
• Method: The organizational level. 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. It is procedural in design.
• Technique: The operational level. That which actually takes place in a classroom. A specific trick, stratagem, or contrivance used to accomplish an immediate objective (e.g., silent drilling, finger contraction).

2. Richards & Rodgers’ Reformulation (1986 / 2001)

Jack C. Richards and Theodore Rodgers revised Anthony’s framework, replacing “Method” as an overarching umbrella and redefining it as a superordinate term composed of Approach, Design, and Procedure:

3. Procedures vs. Techniques (Jeremy Harmer’s View)

Jeremy Harmer clarifies that a Procedure is an ordered sequence of techniques (e.g., a 15-minute jigsaw reading sequence), whereas a Technique is an isolated single action (e.g., modeling a sentence with gesture).

In the classroom

When writing formal lesson plans and undergoing assessment on advanced courses, candidates must demonstrate clear alignment down the hierarchy:

1. Alignment in Lesson Planning: If your stated Approach is communicative (CLT), your lesson Procedure must not consist solely of individual, silent grammar parsing exercises without meaningful interaction.
2. On Observed Lessons: Teacher educators evaluate whether techniques are purposeful. Using a flashcard game is merely an entertaining technique unless it serves a explicit design objective (e.g., eliciting target vocabulary to activate schema).
3. Responding to Mentor Feedback: When observers ask “Why did you use that technique?”, answer using the language of Approach and Design: “I used peer-checking [technique] to encourage negotiation of meaning [approach] before open-class feedback [design].”

Practical Classroom Application

Methodological Deconstruction Matrix

Here is how a single classroom lesson segment decomposes across the hierarchy:

Reflection & Further Reading

Reflective Question

Reflect on a recent lesson you taught. Can you trace every technique used back to its underlying theoretical Approach and Design objectives?

Key Reference Areas

• Richards, J. C., & Rodgers, T. S. — Approaches and Methods in Language Teaching (Chapter 2).
• Thornbury, S. — An A-Z of ELT (Entries: Approach, Method, Post-Method).
• Harmer, J. — The Practice of English Language Teaching (Chapter 4).