Approach, Design and Procedure: Their Role in Methodology.

N

39

Applied Linguistics; Class Activities; Educational Principles; Instructional Design; Instructional Materials; Learning Modalities; Linguistic Theory; Models; Postsecondary Education; Second Language Instruction; Secondary Education; Student Role; Teacher Role; Teaching Methods

Three interrelated pedagogical elements--approach, design, and procedure--are basic in a discussion of language teaching. Approach defines those foundational assumptions, beliefs, and theories about the nature of language and language learning. Design specifies the relationships of theories to both the form and use of instructional materials. Procedure comprises classroom techniques and practices consequent upon particular approaches and designs. The discussion is in three parts: (1) some basic questions about structural-behavioral, functional, and interactional theories underlying particular pedagogical philosophies; (2) the relationship between theories in a particular approach and a design for language teaching, which would include a specification of the content, learner and teacher roles, and types and functions of instructional materials; and (3) procedural questions focused on the actual class techniques, practices, and activities operative in teaching and learning a language, and the relation between them and linguistic theory and learning models. It is concluded that an instructional system must be crafted to move from approach to design to procedure. In this way the study of methodology in applied linguistics assumes a significant role. (AMH)

1981

ED203667