RICHARDS, J., RODGERS, T. (2014). Approaches and Methods in Language Teaching. 3 rd edition.

Cambridge
University Press. Chapter 2: The nature of approaches and methods in language teaching.

THEORIES OF
CONCEPT TEACHING METHODS
LANGUAGE1
Language reflects the properties of the mind (mind as a computer Input- Grammar-Translation; Cognitive-
COGNITIVE
Process-Output; Universal Grammar) Code Approach; The Silent Way
Audiolingual Method; Situational
Language is a system of structurally related elements for the coding of
STRUCTURAL Language Teaching; Total Physical
meaning (linguistic coding of meaning).
Response
Language is a vehicle for the expression of functional meanings and for Competency-Based Language
FUNCTIONAL performing real-world activities (Semantic and communicative Teaching, Threshold Level Syllabus,
Competence) Communicative Approach
Language is vehicle for the realization of interpersonal relations and for the Task-Based Language Teaching;
INTERACTIONAL performance of social transactions between individuals; a tool for creation Content and Language Integrated
and maintenance of social relations (interaction/discourse) Learning (CLIL).
Task-Based Language Teaching;
Language as a communicative activity where social context is central
SOCIOCULTURAL Content-Based Instruction;
(social context/ collaborative).
Cooperative Language Learning
Text-Based Instruction; Content-
Language is a resource for making meaning; the resource of language
Based Instruction; Content and
2 consists of a set of interrelated systems. Language users create texts to
GENRE Language Integrated Learning (CLIL);
create meaning; texts are shaped by the social context in which they are
English for Specific Purposes; English
used; the social context is shaped by the people using language
for Academic Purposes
The role and the interrelatedness of lexis and lexical chunks or phrases in Lexical Approach; Content-Based
LEXICAL language. Grammatical competence arises out of phrase and lexically- Instruction; Content and Language
based learning (vocabulary and phrases for language teaching) Integrated Learning (CLIL).

THEORIES OF
CONCEPT TEACHING METHODS
LEARNING
Learning is a process in which specific behaviors are acquired in
BEHAVIORISM response to specific stimuli (Skinner, 1957). Audiolingual
(Habit through reinforce/repetition).
COGNITIVE-CODE Learning is a cognitive process depending on deductive and inductive Situational Language Teaching; The
LEARNING learning (Deductive/Inductive). Silent Way
CREATIVE- Communicative Language
CONSTRUCTION Learning is a creative process (Creative process). Teaching; Task-Based Language
HYPOTHESIS Teaching
Complex uses of language are made up of a hierarchy of skills (Hierarchy
SKILL LEARNING
of skills; automatic process).
Communicative Language
INTERACTIONAL Learning is an interactive process; depends on learners working together
Teaching; Task-Based Language
THEORY to achieve mutual understanding (Interactive; negotiation).
Teaching
Communicative Language
CONSTRUCTIVISM Learning is a result of learner's internal construction of meaning Teaching; Community Language
THEORY (Student-Centered). Learning; Cooperative Language
Learning; Whole Language.
Content and Language Integrated
SOCIOCULTURAL Learning results from dialogue between learner and a more
Learning (CLIL); Text-Based
LEARNING THEORY knowledgeable person (Scaffolding/collaborative).
Instruction.
Content-Based Instruction, Natural
INDIVIDUAL Sees attributes individual learners bringing to language learning as a Approach; Cooperative Language
FACTORS major influence on learning (Individualized; learning style). Learning; Task-Based Language
Teaching; Multiple Intelligences.
[Áurea N. Anguiano Sánchez]

1 Also: https://educationalresearchtechniques.com/2016/03/04/approachestheories-of-language-in-tesol/
2 Genre = an area of human activity where there are norms of language usage, such as in science, business, medicine, literature.