Procedure

The last level of organization within a method is procedure. This includes the actual moment-to-moment techniques, practices, and behaviors that operate in teaching a language according to a particular method.

It is the level at which we describe how a method realizes its approach and design in classroom behaviour. At the level of procedure the tasks and activities advocated by the method are integrated into lessons and used as the basis for teaching and learning.

There are three dimensions to a method at the level of procedure:

A) the use if teaching activities (drill, dialogues, information-gap activities etc.) to present new language and to clarify and demonstrate formal, communicative, or other aspects of the target language;

B) the ways in which particular teaching activities are used for practicing language;

C) the procedures and techniques used in giving feedback to learners concerning the form or content of the utterances or sentences.

Essentially, the procedure focuses on the way a method handles the presentation, practice and feedback stages of teaching.

Here is an example of the procedural aspects of a beginning Silent-way course:

1. The teacher points at meaningless symbols on a wall chart. The symbols represent the syllables of the spoken language. The students read the sounds aloud, first in chorus and then individually.

2. After the students can pronounce the sounds, the teacher moves to a second set of charts containing words frequently used in the language, including numbers.

3. The teacher uses colored rods together with charts and gestures to lend the students into producing the words and basic grammatical structures needed.

A Notional- Functional Approach Proposesthe following procedure:

1. Presentation of a brief dialogue or several mini-dialogues.

2. Oral practice of each utterance in the dialogue.

3. Question and answers based on the topic and situation in the dialogue.

4. Question and answers related to the students’ personal experience but centered on the theme of the dialogue.

5. Study of the basic communicative expressions used in the dialogue.

6. Learner discovery of rules underlying the functional expression of structure.

7. Oral recognition, interpreting.

8. Oral production activities, proceeding from guided to freer communication.

Summary of elements that constitute a method.

APPROACH

a. A the theory of the nature of language

-an account of the nature of language proficiency;

- an account of the basic units of language structure.

b. A theory of the nature of language learning.

- an account of the psycholinguistic and cognitive processes involved in language learning;

- an account of the conditions that allow for successful use these processes.

DESIGN

a. The general and specific objectives of the method

b. A syllabus model

-criteria for the selection and organization of linguistic and / or subject-matter content.

c. Types of learning and teaching activities

- kinds of tasks and practice activities to be employed in the classroom and in materials.

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