Taxonomy of Language Teaching Techniques (Crookes & Chaudron, 1991)
Taxonomy of Language Teaching Techniques (Crookes & Chaudron, 1991)
Taxonomy of Language Teaching Techniques (Crookes & Chaudron, 1991)
TEACHING TECHNIQUES
(CROOKES & CHAUDRON, 1991)
APPROACH, METHOD& TECHNIQUE
According to Edward Anthony’s model:
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.
CONTROLLED TECHNIQUES
CONTROLLED TECHNIQUES
CONTROLLED TECHNIQUES
CONTROLLED TECHNIQUES
(i.e. teacher or questioner already knows the response or has a very limited set of
expectations for the appropriate response).
TAXONOMY OF LANGUAGE TEACHING TECHNIQUES
(CROOKES & CHAUDRON, 1991)
CONTROLLED TECHNIQUES
11. Drill: Typical language activity involving ixed patterns of teacher prompting and
student responding, usually with repetition, substitution, and other mechanical
alterations. Typically with little meaning attached.
15. Identi ication: Student picking out and producing /labeling or otherwise identifying a
speci ic target form, function, de inition, or other lesson-related item.
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TAXONOMY OF LANGUAGE TEACHING TECHNIQUES
(CROOKES & CHAUDRON, 1991)
CONTROLLED TECHNIQUES
16. Recognition: Student identifying forms, as in identi ication, but without a verbal
responses. (i.e., checking off items, drawing symbols, rearranging pictures)
19. Meaningful drill: Drill activity involving responses with meaningful choices, as in
reference to different information. Distinguished from information exchange by the
regulated sequence and general form of responses.
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SEMI - CONTROLLED
TECHNIQUES
TAXONOMY OF LANGUAGE TEACHING TECHNIQUES
(CROOKES & CHAUDRON, 1991)
20. Brainstorming: A form of preparation for the lesson, like Setting, which involves free,
undirected contributions by the students and teacher on a given topic, to generate multiple
associations without linking them; no explicit analysis or interpretation by the teacher.
24. Information transfer: Application from one mode (e.g., visual) to another (e.g., writing), which
involves some transformation of the information (e.g., student ills out diagram while listening to
description). Distinguished from Identi ication in that the student is expected to transform and
reinterpret the language or information.
28. Preparation: Student study, silent reading, pair planning and rehearsing,
preparing for later activity. Usually a student- directed or -oriented project.
FREE TECHNIQUES
TAXONOMY OF LANGUAGE TEACHING TECHNIQUES
(CROOKES & CHAUDRON, 1991)
FREE TECHNIQUES
29. Role play: Relatively free acting out of speci ied roles and functions.
Distinguished from Cued dialogues by the fact that cueing is provided only
minimally at the beginning, and not during the activity.
30. Games: Various kinds of language game activity not like other previously
de ined activities (e.g., board and dice games making words).
32. Problem solving: Activity involving speci ied problem and limitations of means to
resolve it; requires cooperation on part of participants in small or large group.
34. Simulation: Activity involving complex interaction between groups and individuals
based on simulation of real-life actions and experiences.
35. Interview: A student is directed to get information from another student or students.
36. Discussion: Debate or other form of grouped discussion of speci ied topic, with or
without speci ied sides/positions prearranged.
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TAXONOMY OF LANGUAGE TEACHING TECHNIQUES
(CROOKES & CHAUDRON, 1991)
FREE TECHNIQUES
37. C o m p o s i t i o n : A s i n Re p o r t ( ve r b a l ) , w r i t t e n
development of ideas, story, or other exposition.