1. Definitions of a method, procedure, approach, design and procedure.

According to E. Anthony (1963), an approach was a set of assumptions dealing with the nature of language learning and teaching. Method was described as an overall plan for systematic presentation of language based upon a selected approach. Techniques were the specific activities manifested in the classroom that were consistent with a method and therefore were in harmony with an approach as well.

In 1983, J. Richards and T. Rodgers proposed a reformulation of the concept of method.

Anthony's approach, method and technique were renamed into approach, design and

procedure with superordinate term to describe this 3 processes, now called method.

A method, according to Richards and Rogers, was an 'umbrella' term for the specification and interrelation of theory and practice for accomplishing linguistic objectives. Methods tend to be concerned with teacher and students roles and behaviours.

An approach defines assumptions, beliefs, and theories about the nature of language and language learning and the applicability of both pedagogical settings.

Designs specify the relationship of those theories to classroom materials and activities.

Procedures are the techniques and practices that are derived from approach and design.

Elements and subelements of method (Richards and Rodgers) :

Approach - a theory of native language a theory of nature of language

Design - the general and specific objectives of a method - a syllabus model - types of learning and teaching activities learner roles - teacher roles - the role of instructional materials

Procedure - classroom techniques, practices, and behaviours observed when the method is used

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