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The Difference Between Method and Methodology in Teaching
English Language Teaching (ELT) terminology can sometimes be confusing. This post aims to clarify the difference between “method” and “methodology” in teaching. Additionally, other ELT terms such as “approach” and “syllabus” are discussed to show their interrelationships.
It is worthwhile mentioning that the following definitions are mainly based on works by H. Douglas Brown (1987) and Richards and Rodgers (1986).
The Difference Between Method and Methodology in Teaching
Methodology
The definition of methodology can be confusing, as the word “methodology” is frequently used when “method” would be more accurate. Methodology refers to more than a simple set of methods. It encompasses the rationale and philosophical assumptions that underlie a particular study. Methodology indicates the theoretical analysis of the methods. In language teaching, methodology means the study of pedagogical practices in general, including theoretical implications and related research. It includes what is involved in how to teach.
Key Points:
- Methodology is the study of pedagogical practices.
- It involves theoretical analysis and philosophical assumptions.
- It addresses the “why” and “how” behind the methods used.
Method
A method is “the level at which theory is put into practice and at which choices are made about the particular skills to be taught, the content to be taught, and the order in which the content will be presented” (Richards and Rodgers, 1986, p. 19). It is the plan for organizing the presentation of language material. It is a coherent plan that relies on an approach.
Key Points:
- A method is a specific plan or procedure for teaching.
- It involves practical steps and techniques.
- It addresses the “what” and “how” of teaching content and skills.
Approach
To understand the relationship between methodology and method, it’s essential to introduce the concept of an approach. Citing the applied linguist Edward Anthony’s model (1963), Richards and Rodgers (1986, p. 19) refer to approach as “the level at which assumptions and beliefs about language and language learning are specified.” An approach provides the underlying theory and principles that inform both methodology and method. It includes ways to apply these assumptions and beliefs to language teaching.
Key Points:
- An approach is a set of principles and theories about language and language learning.
- It informs the methodology and guides the selection of methods.
Syllabus
Finally, the syllabus ties all these elements together. A syllabus is a language program that includes the objectives of linguistic materials and how they are sequenced to meet the needs of learners. It is influenced by the approach, guided by the methodology, and implemented through specific methods.
Key Points:
- A syllabus is a structured outline of the content and objectives of a language program.
- It sequences linguistic materials based on the approach and methodology.
- It serves as a practical plan that uses specific methods to achieve learning goals.
Relationships Between Methodology, Method, Approach, and Syllabus
- Approach: Provides the theoretical foundation and principles about language and language learning.
- Methodology: The study and analysis of the methods and practices informed by the approach.
- Method: The practical plan and techniques derived from the methodology and approach.
- Syllabus: The organized content and objectives that are sequenced and taught using the methods.
Summary of Differences
- Methodology: The study of methods, including theoretical and philosophical considerations. It focuses on the “why” behind teaching practices.
- Method: A specific, practical plan for teaching, including the techniques and procedures used to present language material. It focuses on the “how” of implementing teaching strategies.
Here’s a table to distinguish between method and methodology in language teaching:
| Aspect | Method | Methodology |
|---|---|---|
| Definition | A specific set of procedures and techniques used for teaching language. | The theoretical framework and philosophical underpinnings that inform teaching practices. |
| Focus | Practical application of teaching techniques. | Theoretical analysis and rationale behind teaching methods. |
| Concerned with | How to teach effectively. | Why certain teaching methods are chosen and their theoretical implications. |
| Example | Audio-lingual method, Direct method, Communicative approach. | Behaviorism, Constructivism, Sociocultural theory. |
| Implementation | Specific techniques and procedures for teaching language skills. | Study of pedagogical practices and their theoretical foundations. |
References
- H. Douglas Brown (1987). Principles of Language Learning and Teaching. Englewood Cliffs, New Jersey: Prentice Hall.
- Richards, Jack C. and Theodore S. Rodgers (1986). Approaches and Methods in Language Teaching: A Description and Analysis. Cambridge: Cambridge University Press.