Richard's+and+Rogers'+Framework

Second language teaching, over the last 100 years, has seen many changes. These changes have centered on teaching methodologies, which have been influenced by views of language, in particular how language is acquired both as a first and second language. We have seen, at the beginning of the period, the predominance of the grammar translation method, which focused on the explicit instruction of grammatical structures and viewed language learning in the same manner as traditional learning. Later in the middle of last century, the direct method emerged which could be described as a reaction to the over emphasis of grammar instruction in second language teaching. There was an assumption that second language acquisition occurred in a similar fashion to first language acquisition. By the end of the 20 th  century, new theories of first and second language acquisition such as the Behaviorist view, Chomsky’s Universal Grammar (UG), and Krashen’s monitor model were to put into question approaches such as the direct method. What has emerged is a number of new approaches or methods, where there is a focus on either communication, interaction, or the completion of tasks. With the proliferation of so many methods available to a second language teacher, a device or framework which can allow us to describe, evaluate, and compare various approaches or methods could be of great use. This paper aims to discuss one such tool, namely Rogers and Richards’ 2001 framework. Richards and Rodgers framework of second language teaching is based on Edward Anthony’s 1963 original model, which sought to explain the relationship between theoretical concepts of language and language learning, and the teaching practices they inspired. There are three central components of his framework which he labeled approach, method, and technique. (Richards & Rodgers, 2001, p. 20) Anthony, as cited by Richards and Rodgers (2001, p 20), describes approach as a set of assumptions about language and language learning theory. Method is a plan for presenting language material based upon an approach. Technique refers to activities that take place in the classroom. Techniques are based on a method which in turn is related to an approach. In Richards and Rodgers framework, approach carries the same meaning as in Anthony’s model. They discuss approach in terms of theory of language and theory of language learning. (Richards & Rodgers, 2001, p. 20) I will attempt here to summarize the key principles of Richards and Rodgers framework, as described in “The nature of approaches and methods in language teaching” published in 2001. Approaches and methods in language teaching in use today have been directly and indirectly influenced by three theoretical views of language and language learning. The first is the structural view where language is seen as a system of related parts for the unlocking of meaning. In language learning, the aim is control of the parts of the system, which include phonology, grammar, and vocabulary. (Richards & Rodgers, 2001, p. 20) The second view of language is the functional view, which treats language as a tool for communication. There is a focus on meaning and communication rather than on grammar. Content in language teaching is arranged according to categories of meaning and function rather than by elements of structure and grammar. (p. 21) Finally, there is the interactional view. From this perspective, language is seen as a device for building and keeping social relationships. (p. 21) With regard to interactional theories, Richards and Rogers (2001, p. 21) state, “(they) focus on the patterns of moves, acts, negotiation, and interaction found in conversational exchanges.” A course influenced by the interactional view, may have its content chosen according to normal patterns of communicative exchange and interaction, or the content may be customized according to the interactional needs of the learner. Just as methodology has been influenced by different theories of the nature of language, so too, it has been shaped by theories of language acquisition. (p. 22) Richards and Rogers (2001, p. 22) explain that, “A language learning theory underlying an approach or method responds to two questions: (a) What are the psycho-linguistic and cognitive processes involved in language learning? And (b) What are the conditions that need to be met in order for these learning processes to be activated?” In the approach component of the framework, language acquisition theory is concerned with beliefs about how second language acquisition occurs and the conditions which facilitate successful acquisition. (p. 22) Where Anthony has used the label method, Richards and Rodgers have used the term design. The aspect of design centers on taking an approach and applying it to the development of a method. There are a number of considerations important to this process. > > > > > > The aims or objectives of a method are influenced by theories of language and learning. For example, a method which seeks to promote general communication skills where expressing oneself meaningfully is seen as more important than doing so with grammar and pronunciation accuracy, could be said to be underpinned by the functional view of language and perhaps the UG theory of acquisition. (p. 24) Methods vary in syllabus content. Brown (1995) identifies a number different syllabus types, such as, functional, notional, skills based, and tasked based. Each of these can be attached to a certain approach. For instance, the structural syllabus type is linked to the Audio-lingual approach, whereas both the notional and functional types are connected with the Communicative Language Teaching. (p. 25) Approach will determine the choice of teaching and learning activities employed in the classroom. For instance, activities informed by the structural view will be biased toward grammatical accuracy; in contrast, those informed by the functional view will be biased toward communicating meaning. Additionally, just as approach can determine the type of activity chosen, it can also determine different uses for specific activity types. To illustrate, in Audio-lingual courses, interactive games are used to enliven a class and as a break from what can be seen as tedious practice drills. However, in Communicative Language Teaching, they are used as a practice for certain functional communicative dialogues. (pp. 26-27) <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Methods of language teaching differ in the way they perceive the role of the learner. This manifests itself in ways such as, the determination of what activities learners engage in, how much control they have in determining content, the patterns of learner groupings etc. (p. 27) <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Teacher roles just like learner roles, at the level of approach, are connected to beliefs about the view of language and theories of language learning. The role of the teacher in a given methodology can be determined by asking questions concerning: > > > >
 * 1) <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 13px; text-decoration: none; vertical-align: baseline;"> <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Asking what the aims of the method are.
 * 1) <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 13px; text-decoration: none; vertical-align: baseline;"> <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Deciding how to select and organize content.
 * 1) <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 13px; text-decoration: none; vertical-align: baseline;"> <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Types of learning tasks and teaching activities.
 * 1) <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 13px; text-decoration: none; vertical-align: baseline;"> <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">The role of learners.
 * 1) <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 13px; text-decoration: none; vertical-align: baseline;"> <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">The role of teachers.
 * 1) <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 13px; text-decoration: none; vertical-align: baseline;"> <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">The role of instructional materials. (p. 24)
 * 1) <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 13px; text-decoration: none; vertical-align: baseline;"> <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Various functions of a teacher such as, director, counselor, or model.
 * 1) <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 13px; text-decoration: none; vertical-align: baseline;"> <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">How much influence the teacher has upon how learning occurs.
 * 1) <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 13px; text-decoration: none; vertical-align: baseline;"> <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">How much input the teacher has in the content of what is taught.
 * 1) <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 13px; text-decoration: none; vertical-align: baseline;"> <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">The classroom interactional patterns between teachers and learners. (p. 28)

<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> A teacher’s role can be determined by a method’s objectives and the learning theory upon which it is based. The success of any method depends upon to what extent the teacher can provide content and create an environment conducive to successful learning. (p. 29)

<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> How instructional materials are exploited by a particular method will depend on: > > > >
 * 1) <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 13px; text-decoration: none; vertical-align: baseline;"> <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">The primary goal of materials e.g. to present content or facilitate communication.
 * 1) <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 13px; text-decoration: none; vertical-align: baseline;"> <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">The form of materials e.g. textbook or computer software.
 * 1) <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 13px; text-decoration: none; vertical-align: baseline;"> <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">How the materials relate to other sources of input e.g. are they to be supplementary of form the main source of input.
 * 1) <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 13px; text-decoration: none; vertical-align: baseline;"> <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">The teachers ability e.g. their competence in the language and training. (p. 30)

<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> The last component of Richards and Rodgers framework is procedure. This can be described as the techniques and practices that actually happen in the classroom. Procedure is how methods manage the presentation, practice, and feedback phases of teaching. Teaching activities such as drills or information gap activities may be used to present new language. Practice focuses on how particular teaching activities provide opportunities for using the language. The feedback phase concerns ways of monitoring and communicating the positives or negatives of the form and content of the learner’s language. (p. 31)

<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> It is at the level of procedure where the differences between methodologies are more apparent. (p. 32)

<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> To see how the Richards and Rodgers’ model can be used to evaluate a method or approach, I will apply its key principles to the Communicative Language Teaching (CLT) approach.

<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> Firstly, when viewing CLT from the angle of approach, it is helpful to use Theodore S. Rodgers’ distinction between approaches and methods. Rodgers (2001) defines them as, “… (methods) fixed teaching systems with prescribed techniques and practices, whereas approaches represent language teaching philosophies that can be interpreted and applied in a variety of ways in the classroom.” Richards and Rodgers (1986) as cited by Hadley (2001, p. 116) categorize CLT as an approach rather than a method because CLT is defined broadly. This approach tends to promote notional-functional ideas and there is an emphasis on communicative competence over grammatical competence. CLT contains a broad range of beliefs for facilitating communicative competence. Hadley (2001, pp. 16 - 17) outlines six of these principles, taken from Richards & Rodgers (1986) who in turn cite Finocchiaro and Brumfit (1983), below.

> > > > > >
 * 1) <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 13px; text-decoration: none; vertical-align: baseline;"> <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Meaning and context are important.
 * 1) <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 13px; text-decoration: none; vertical-align: baseline;"> <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Learners are encouraged to begin communicating from the earliest stages of instruction through interaction with other learners.
 * 1) <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 13px; text-decoration: none; vertical-align: baseline;"> <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Language is sequenced according to content, function, and/or meaning in a way that students will find stimulating.
 * 1) <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 13px; text-decoration: none; vertical-align: baseline;"> <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Use of the first language is allowed when appropriate and translation is also used as required.
 * 1) <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 13px; text-decoration: none; vertical-align: baseline;"> <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Activities and strategies for learning and teaching are varied according to learner preferences and needs.
 * 1) <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 13px; text-decoration: none; vertical-align: baseline;"> <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Communicative competence is the main goal of instruction.

<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Klapper (2003, p. 33) also states that CLT is only loosely linked to Second Language Acquisition theories and he labels it as ‘atheoretical’. It is more closely aligned with first language acquisition theories. A driving force behind the popularity of CLT has been input theories such as Krashen’s Monitor Model, which indeed sees SLA as being similar to FLA. <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 15px; text-decoration: none; vertical-align: baseline;">From the aspect of design, Cook (1991, p. 139) says that in the communicative style of teaching the syllabus comprises a list of aspects of communication useful for students, such as, functions, notions, or processes. McKendry (n.d) describes the notional/functional syllabus, typical of CLT, as having, “The content of language teaching … organized and categorized by categories of meaning and function rather than by elements of grammar and structure. <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> Richards and Rodgers as quoted by (Hadley, 2001, p. 117) explain that CLT is not derived from a specific theory of language learning; however, it is possible to infer at least three theoretical premises when looking from the angle of approach:

> > >
 * 1) <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 13px; text-decoration: none; vertical-align: baseline;"> <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">The communication principle: In order to promote language learning, activities must be communicative in nature.
 * 1) <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 13px; text-decoration: none; vertical-align: baseline;"> <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">The task principle: The completion of tasks that simulate authentic or in other words real word tasks facilitate learning.
 * 1) <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 13px; text-decoration: none; vertical-align: baseline;"> <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">The meaningfulness principle: Meaningful and authentic language use is the focus of engagement for learners to develop the second language.

<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">In CLT there is a strong emphasis on authenticity in determining the role of activities in the language class. The rationale is that students ultimately aim to use the language in the real world and so activities should as much as is possible simulate the real world. (Richards J. C., 2006, p. 20) These types of activities may include jigsaw, information gap, and information gathering activities (Richards J. C., 2006, pp. 18-19) <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">An example of an information activity would be as follows; it is titled “What are you doing next week?” It is a speaking activity in which students are required to make plans for the following week and then meet with other students to arrange places and times to meet. The students are given a work sheet which is a page taken from a diary with a whole week to a page. The students have to make appointments with at least six other students. The teacher notes provide a model example of the kind of exchange expected to occur: <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Student A: What are you doing Thursday evening? <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Student B: Nothing, I’m free. <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Student A: Would you like to go swimming with me? <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Student B: Yes, I’d love to. <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Student A: OK, let’s meet at 6.30. (Kay, 1999) <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Newer methodologies or approaches, such as CLT, tend to be more focused on learner roles. For example, Johnson and Paulston (1976) identify a number of learner roles taken in an individualized approach to language learning. (Richards & Rodgers, 2001, p. 28) > > > > >
 * 1) <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 13px; text-decoration: none; vertical-align: baseline;"> <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 15px; text-decoration: none; vertical-align: baseline;">Learners have a high degree of autonomy through planning
 * 1) <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 13px; text-decoration: none; vertical-align: baseline;"> <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 15px; text-decoration: none; vertical-align: baseline;">Learners monitor and evaluate their own progress.
 * 1) <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 13px; text-decoration: none; vertical-align: baseline;"> <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 15px; text-decoration: none; vertical-align: baseline;">Learners learn by interacting with other learners in their group.
 * 1) <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 13px; text-decoration: none; vertical-align: baseline;"> <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 15px; text-decoration: none; vertical-align: baseline;">Learners tutor other learners.
 * 1) <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 13px; text-decoration: none; vertical-align: baseline;"> <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 15px; text-decoration: none; vertical-align: baseline;">Learners learn from the teacher, other students, and other teaching sources.

<span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 15px; text-decoration: none; vertical-align: baseline;"> In CLT, the teacher, rather than assuming the role of an authority on language and its correct use, facilitates and guides students by providing situations for interaction with others. (McKendry, n.d) Moreover, Rodgers (2001), in the context of CLT, labels the teacher as a needs analyst, task designer and even another classmate to learners. As CLT assumes that language learning is primarily in the control of the learner where language is processed internationally similar to in FLA, and so the teacher’s role is not to teach grammar but to provide activities that stimulate acquisition through communication. (Klapper, 2003, p. 34) <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> In terms of procedure, in CLT there is no one clearly prescribed procedure but rather the teacher has a wide choice of procedures to employ. Procedures in CLT can be classified as one of two types. Firstly, there is the strong version of CLT procedure, where students are ‘thrown in the deep end’ from the beginning. In other words, the students are asked to use target language immediately. Secondly, there is the weak version of CLT procedure. This contrasts with the first in that students are not called upon to use target language in the initial stages. Therefore, in the beginning the learners are presented with the language to be used in advance of having to communicate with it. (Liao, 2000)

<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> The Richards and Rodgers model is to a certain extent a useful device for helping teachers understand second language methodology. Mangubhai (2009) sees the framework as a tool that can be employed to describe, evaluate, and compare various methods from the perspective of theoretical assumptions underlying a method, how content is designed and materials used, and what is practiced in the class.

<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> As an experienced teacher, but one who up until recently has not been well informed of theory of second language teaching with particular regard to methodology, this framework is indeed useful. It provides a link between knowledge attained in studying second language acquisition and the various methodologies presented in this unit, and gives a procedural template for analyzing their respective merits.

<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> Kumaravadivelu (2005, p. 88) tempers any over enthusiasm that I might have regarding the framework. He states that it does not relate to what actually takes place in class as it can only be used to describe aspects of the different methods from a theoretical rather than practical point of view. Assuming the framework relates to what teachers actually do in class, it cannot be used to judge the relative merits of methods because it does not take into account all the numerous variables that impact on the success or failure of classroom language learning.

<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> Another criticism of the model is that it is vulnerable to misinterpretation. Lindstromberg (2003) claims that it is a “...verifiable fact...” that many EFL professionals have been confused by Richards and Rodger’s framework to the point that they have trouble explaining it. Much of the difficulty comes from getting a clear handle on definitions of key terms. For instance, Kumaravadivelu (2005, p. 87) claims that in Richards and Rodgers framework, the distinction between approach and design is not clear because they both relate to theoretical assumptions that are discussed in the approach component. He goes on to say that teachers are liable to interpret Richards and Rodgers three tier framework as implying a distinct division of labor for ESL professionals. That is that firstly, approach could be seen to relate to activities undertaken by researchers or theorists. Secondly, design is the domain of syllabus and materials developers. Thirdly, procedure is left to activities employed by the teacher and learners. While this separation of responsibilities may be acceptable in traditional models of education, it is not appropriate in today’s ESL context, where the teacher assumes all of the above mentioned roles. (Kumaravadivelu, 2005, pp. 87-88)

<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> In summary, I would support the view of Mangubhai’s that the framework is useful in helping me understand, evaluate, and compare various methodologies. However, as Lindstromberg and Kumaravadivelu have shown, to do so effectively, it is important to be clear on the key terms.

<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 19px; vertical-align: baseline;">__References__ <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Cook, V. (1991). Second language Learning and Language Teaching. Edward Arnold. <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Hadley, A. O. (2001). Language Teaching in Context. Boston : Heinle & Heinle. <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Kay, S. (1999). Reward Intermediate Resource Pack. Oxford: Macmillan Heinemann English Language Teaching. <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Klapper, J. (2003). Taking communication to task? A critical review of recent trends in language teaching. Language Learning Journal, 33-42. <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Kumaravadivelu, B. (2005). Understanding language teaching: From method to post-method. London: Routledge. <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Liao, X. Q. (2000). Communicative Language Teaching: Approach, Design and Procedure. <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Lindstromberg. (2003). Making sense of the approach, method and a few neighbouring terms. Humanising Language Teaching. <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Mangubhai, F. (2009). LIN 8002 Methodology in teaching a second language: Study book. Toowoomba: University of Southern Queensland. <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">McKendry, E. (n.d.). An Overview of Second Language Teaching Methods and Approaches. Retrieved August 8, 2009, from Google Scholar: http://scholar.google.com/scholar?cluster=13416734316471478406&hl=en <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Richards, J. C. (2006). Communicative Language Teaching Today. Cambridge: Cambridge University Press. <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Richards, J. C., & Rodgers, T. S. (2001). The Nature of Approaches and Methods in Language Teaching. In Approaches and Methods in Language Teaching : A Description and Analysis (2nd ed., pp. 18-35). Cambridge: Cambridge University Press. <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Rodgers, T. S. (2001, September). Resources. Retrieved August 9, 2009, from Center for Applied Linguistics (www.cal.org): http://www.cal.org/resources/digest/rodgers.html