An approach is the underlying theory or philosophy of how to teach a language, while a method is the specific set of classroom procedures and techniques used to put that theory into practice.

Approaches are broad philosophical orientations toward language learning. E.g.: Grammar-Translation, Direct Approach, Communicative Language Teaching (CLT) etc.

Methods are practical procedures and techniques derived from approaches. E.g.: Suggestopedia, Silent way, Content and Language Integrated Learning (CLIL) etc.

Dear Shazia, your question about the approaches' or methods' effectiveness may never have a conclusive answer (not even via the largest meta-analyses), because the non-separable question will always be: Most effective for which dimension of L2 learning? Are you looking for effectiveness in fluency, accuracy, communicative ease, etc.? Different approaches might have different strenghts in each of those areas, so no one approach may be the most effective one in all of them.

Independently of this issue, maximizing L2 exposure (i.e., input/forced output) will also maximize L2 learning (within the constraints of a person's L2 aptitude and motivation). So being surrounded by L1 speakers and their L1 media, whether abroad or in your country, will be highly effective for L2 learning.

Let me try as much as possible to break it down here for you: Language Teaching Approaches  centres on broad theories or philosophies about how languages are learned and should be taught. These provide the foundation and guiding principles focusing o why and what to teach.

E.g emphasizes grammar rules and vocabulary, focuses on interaction and real-life communication.

Language Teaching Methods on the other hand is the specific, structured ways of applying an approach in the classroom. It focuses on how to teach ( step-by-step teaching techniques) based on behaviorist learning theory.

And it is a direct Method (teaching without translation, emphasizing oral skills).

In summary, Approach = Broad theory or philosophy of language teaching (focus on why and what to teach).

Method = Specific plan or procedure for teaching that applies an approach in practice (focus on how to teach).

Felix, in language education, an approach refers to a theoretical framework that defines the nature of language and how it is learned, encompassing beliefs about linguistic structure, acquisition processes, and pedagogical goals. A method, by contrast, is a systematic plan for instruction derived from an approach, specifying procedures, materials, and classroom techniques. While approaches provide the philosophical foundation, methods translate those principles into actionable teaching strategies.

1. Language teaching approaches

These are broad theories, beliefs, or philosophies about how languages ​​are learned and should be taught.They guide holistic thinking (e.g., behavioral, cognitive, communication, or humanistic approaches).

Example: The communicative approach assumes that language is best learned through meaningful interaction.

2. Language teaching methods

Derived from the practical plans and procedures approach that shows how teaching takes place in the classroom. Includes a methodology of techniques, lesson structures, and classroom activities.

Example: Direct Method or Audio-Language Method is a set of practices developed from certain language learning approaches.

In short: Approach = philosophy or theory, while Method = the practical application of that philosophy in teaching.

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Teaching through competencies is more advanced in its conception of the learner than teaching through objectives. The former seeks to place the learner on a level closer to the teacher in terms of leading the learning process and mastering knowledge, skills, and behavior. In contrast, teaching through objectives limits the learner’s space and keeps them distant from the teacher in controlling learning processes, meaning the learner remains under the authority of the teacher through the power of information rather than searching for it independently.

In language teaching, approaches are the big-picture beliefs about how languages are learned, while methods are the concrete steps and techniques you follow in class to make that belief a reality.

Language teaching approaches are the broad ideas or philosophies about how languages are learned and should be taught, while methods are the practical ways or techniques used in the classroom to apply those ideas. Over time, many approaches and methods have been introduced, such as Grammar Translation, Direct Method, Audio-Lingual Method, Communicative Approach, Task-Based Language Teaching, and Natural Approach. Ma'am in Pakistan’s context, the Communicative Approach has proved most effective because it focuses on using English in real-life situations, helps students build confidence in speaking and understanding, and reduces the traditional overemphasis on rote grammar learning. This is especially useful since English is needed for jobs, higher studies, and communication in professional life. Article Students' Perceptions and Considerations of English Language...

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Language teaching approaches are general theoretical frameworks that explain what it means to learn a language and guide the view of the process (e.g. communicative, structural or natural approach), while teaching methods are the practical concretization of these approaches in the classroom, i.e. the techniques, activities and procedures used to teach (such as the audio-lingual method, the direct method or task-based learning); In other words, the focus is the philosophy and the method is the organized way of applying it.

Dear Shazia,

In an attempt to provide some context and add to what has already been said, I'd say that put simply one refers to the philosophy of teaching a language and the other to the procedures to teach it. It dates back to Anthony (1963), who actually suggested a tripartite distinction – approach, method and technique. From there on, several other divisions and distinctions have been provided (Hammerly, 1982; Stern, 1991; Prabhu, 1990; Larsen-Freeman, 2000), but the model that has withstood the test of time is that of Richards and Rodgers (2001 - I'm not to quote here, if you want to check p.245). This state of affairs led to a myriad of labels, terms and definitions with fuzzy explanations given for the terms, sometimes overlapping concepts are described as different whilst disparate ones are taken, for their apparent sameness, as redundant. To the point that, depending on the terminology followed, method may be considered an approach and vice-versa, or even something else (Pennycook (1989) and Celce-Murcia (2001) deem the Direct Method as an approach rather than a method). As Andreas said above, a definite answer is hard to give!

On a personal note, as both a researcher and a teacher myself, I advocate a simpler, more practical organisation based on theoretical principles and classroom procedures. The former is pretty much the set of insights you derive from applied linguistics, cognitive psychology, information sciences, and other concurrent disciplines that provide theoretical bases of your planning, and teaching the language, whilst the latter is pretty much the set of teaching strategies you adopt and/or adapt to accomplish the goals of language learning you envisage for your learners in the classroom.

Hope I've helped (sorry for the length!).

Cheers!