Chapter 1: English Language
Teaching in the “Post-method
Era”: Diagnosis, Treatment and
Assessment
Instructor: Ibrohimbek Soatov
Approach, Method, and Technique
• Approach:
• Definition: An approach refers to the overall theoretical framework or set of
beliefs that guide how language is learned and taught. It includes the
underlying assumptions about the nature of language, language learning, and
the roles of teachers and learners.
• Examples:
• Communicative Approach: Focuses on teaching language through
interaction and meaningful communication.
• Grammar-Translation Approach: Focuses on learning grammar rules and
translating texts between languages.
Approach, Method, and Technique
• Method:
• Definition: A method is the overall plan or systematic way of teaching that is
based on a particular approach. It includes the specific procedures, techniques,
and activities that teachers use to implement an approach in the classroom. A
method typically outlines the roles of teachers and learners, the types of
activities used, and how language skills are developed.
• Examples:
• Direct Method: Focuses on immersion in the target language, with no
translation allowed and an emphasis on speaking and listening.
• Audio-Lingual Method: Uses repetition, drills, and reinforcement to teach
language through habits
Approach, Method, and Technique
• Technique:
• Definition: A technique refers to the specific, concrete activities, tasks, or
strategies used by a teacher in the classroom to achieve the objectives of the
method. Techniques are practical tools used in lessons to facilitate language
learning and can vary within different methods.
• Examples:
• Role-plays, drills, games, or the use of visual aids.
• Error correction strategies, elicitation techniques, or pair work activities.
12 Principles of H.D.Brown (Cognitive Principles)
• These principles are related to the mental processes involved in learning.
1. Automaticity:
Definition: Learners should aim to develop automatic, fluent use of language without conscious
effort. This happens when learners practice language skills repeatedly until they no longer need to
think about each step.
Example: When students are able to converse in the target language without translating or
thinking about grammar rules.
2. Meaningful Learning:
Definition: Learning is more effective when new information is connected to existing knowledge.
Meaningful connections help learners retain information better.
Example: Relating a new vocabulary word to personal experiences or previously learned
concepts.
3. The Anticipation of Reward:
Definition: Learners are motivated by the expectation of some form of reward, whether it’s
intrinsic (satisfaction, enjoyment) or extrinsic (praise, grades).
Example: Offering praise or positive feedback when students complete a challenging task
12 Principles of H.D.Brown (Cognitive Principles)
4. Intrinsic Motivation:
•Definition: Motivation that comes from within the learner, such as the desire to
communicate or the personal satisfaction of learning. It is more effective than
external motivation.
•Example: A student who learns English because they enjoy it or want to travel
will be more motivated than someone learning just to pass an exam.
5. Strategic Investment:
•Definition: Learners must invest time and effort in strategic ways to learn
effectively. This involves using learning strategies such as planning, organizing,
and monitoring progress.
•Example: A student who sets goals, uses flashcards, or engages in regular practice
sessions.
12 Principles of H.D.Brown (Affective Principles)
• These principles are concerned with the emotional aspects of learning.
6. Language Ego:
Definition: Learning a new language can challenge a person’s self-identity,
leading to feelings of vulnerability or insecurity. Teachers should help
learners feel comfortable in this process.
Example: Encouraging learners to take risks and make mistakes without
feeling self-conscious.
7. Self-Confidence:
Definition: Learners who believe in their ability to succeed are more likely
to take risks, try new things, and persist in learning.
Example: A teacher helps build a student's confidence by highlighting their
progress and strengths.
12 Principles of H.D.Brown (Affective Principles)
8. Risk-Taking:
•Definition: Successful language learners are willing to make mistakes and take risks
with the language, even if it means being wrong sometimes.
•Example: A student tries to speak in front of the class despite being unsure of how to
say certain words.
9. The Language-Culture Connection:
•Definition: Language and culture are intertwined. To fully understand and use a
language, learners must also understand the cultural context in which it is used.
•Example: Teaching cultural norms, expressions, and body language alongside the
language itself.
12 Principles of H.D.Brown (Linguistic Principles)
• These principles relate to how language is processed and acquired.
10.The Native Language Effect:
• Definition: Learners' native language can influence their second language
learning, sometimes causing interference (errors) but also providing useful transfer
of knowledge.
• Example: A Spanish speaker may incorrectly use "I have 20 years" instead of "I
am 20 years old," due to native language interference.
11.Interlanguage:
• Definition: Learners develop an evolving system of language that is influenced by
both their native language and the target language. It is a transitional stage that will
eventually lead to more accurate language use.
• Example: A student may use an incorrect verb tense but is gradually moving
toward mastering the correct form.
12 Principles of H.D.Brown (Linguistic Principles)
12.Communicative Competence:
•Definition: Language learning should focus on learners' ability to communicate
effectively and appropriately in real-world situations, rather than just on grammar
and vocabulary.
•Example: Teaching learners how to use language in different social contexts, such
as how to greet someone formally or informally.
Summary:
•Cognitive principles focus on how learners process language mentally.
•Affective principles focus on the emotional and psychological factors that
influence learning.
•Linguistic principles address the way language is acquired and used in
communication.
Diagnosis, Treatment, and Assessment
•Diagnosis:
•Definition: Diagnosis in language teaching refers to the process of identifying
learners’ strengths, weaknesses, and needs in terms of language proficiency. It
involves recognizing areas where students are struggling and areas where they are
excelling.
•Explanation: Just like in medicine, a teacher must diagnose a learner's current
abilities to understand where they stand and what challenges they face. This
diagnostic process helps determine specific language gaps (e.g., grammar,
vocabulary, pronunciation) and skill deficiencies (e.g., listening, speaking, reading,
writing).
•Example: A teacher may conduct a diagnostic test at the beginning of a course to
assess a student's grammar knowledge or oral proficiency. Based on the results, the
teacher identifies specific areas that require additional attention, such as past tense
usage or pronunciation of certain sounds.
Diagnosis, Treatment, and Assessment
• Treatment:
• Definition: Treatment refers to the instructional interventions or strategies that a teacher
uses to address the diagnosed issues. It is the process of applying appropriate teaching
methods, materials, and activities to help learners overcome their language learning
difficulties.
• Explanation: Once a diagnosis is made, the teacher plans and implements lessons and
activities designed to treat the specific language challenges identified. Treatment is
tailored to the needs of the learners and may involve a variety of approaches, such as error
correction, targeted practice, or the introduction of new learning strategies.
• Example: If a diagnostic test reveals that students have difficulty with subject-verb
agreement, the treatment might involve targeted grammar exercises, drills, or
communicative activities that focus on correct sentence construction.
Diagnosis, Treatment, and Assessment
• Assessment:
• Definition: Assessment refers to the ongoing process of measuring a
learner’s language ability and progress. It can take various forms, such as
formal tests, quizzes, observations, or informal feedback. Assessment
provides feedback on how well the "treatment" has worked.
• Explanation: Assessment is both formative (monitoring progress during the
learning process) and summative (evaluating overall performance at the end
of a unit or course). It is essential to determine whether the treatment has
been effective and whether learners have overcome their challenges.
Assessment also provides insights into further instructional adjustments that
may be needed.
• Example: After a period of treatment focusing on subject-verb agreement,
the teacher may give a quiz or assign writing tasks to assess whether
students have improved in this area. The results help the teacher decide if
additional instruction is needed or if students are ready to move on.
Diagnosis, Treatment, and Assessment
• Relationship Between the Three:
• Diagnosis identifies what a learner needs to work on.
• Treatment is the action or intervention applied to help learners improve in
those areas.
• Assessment evaluates whether the treatment has been successful and provides
information for further diagnosis and treatment, continuing the cycle of
instruction.
• In H.D. Brown’s model, these terms form a continuous loop that ensures
effective teaching and learning. By diagnosing problems, applying appropriate
treatments, and assessing progress, teachers can create a responsive and
dynamic learning environment tailored to individual learner needs.
Conclusion
• These three processes form a cyclical model in which a teacher first diagnoses
a learner’s needs, then applies treatment in the form of instructional
interventions, and finally conducts assessment to evaluate progress. This
continuous cycle ensures that instruction is responsive to student’s needs and
is adjusted based on their development;
• Together, these elements provide a comprehensive framework for effective
language teaching. They encourage teachers to build lessons grounded in
theory, address learner needs holistically, and foster an environment where
learners feel supported and confident in their language learning journey;
