1. Three Activities
1.1. Theorist/Researcher Approach
1.1.1. Who engages in the sort of activities described under approach
1.1.2. Provides rationale psychosociolinguistic theorical principles governing language
1.1.2.1. Learning
1.1.2.2. Teaching
1.2. Syllabus Designer/Materials Producer Method/Design
1.2.1. Thinks of including principles for
1.2.1.1. Syllabus Construction
1.2.1.2. Materials Production
1.2.1.3. Determination of Learner/Teacher Roles
1.2.2. Responsibilities of the Syllabus/Materials Designer alone
1.3. Classroom Teacher/Learner Procedure
1.3.1. Teacher’s Task in the classroom based on teaching strategies
2. Different Proposes
2.1. Antony (1963)
2.1.1. Descriptive Tool
2.1.1.1. Lessen the terminological confusion in the language-teaching field
2.2. Richards and Rodgers (1982)
2.2.1. Evaluative Tool
2.2.1.1. Hardly used to evaluate effectiveness or usefulness of methods in language teaching
2.2.1.2. Doesn't examin variables that shape the success or failure of classroom language
2.2.1.2.1. Learning
2.2.1.2.2. Teaching
2.2.1.3. Merits cannot be evaluated on the basis of checklists
2.2.2. Describe, evaluate and compare the similarities and differences of the components on various methods
2.2.2.1. Limited descriptions based on Subjective Interpretations
2.2.2.2. Used only to describe the components of conceptualized methods by theorists
3. Components of Systematic Learning/Teaching Operations
3.1. 1. Principles that shape concepts and convictions
3.1.1. Set of insights derived from different disciplines that provide theoretical bases for the study of language learning, planning, and teaching
3.1.1.1. Antony’s approach and method
3.1.1.2. Richards and Rodgers’ approach and design
3.2. 2. Procedures that provide workable plans in a specific classroom context
3.2.1. Set of teaching strategies adapted by the teacher to accomplish the goals of language learning and teaching
3.2.1.1. Classroom events, activities, or techniques
4. Division is Acceptable in a Traditional Educational System
4.1. Planned Educational Agenda was handed down to the teacher
5. Inadequate in the Current Pedagogic Environment
5.1. Teacher's Roles
5.1.1. Researcher
5.1.2. Syllabus Designer
5.1.3. Materials Producer
5.2. Emphasis on
5.2.1. Decision Making
5.2.2. Autonomy
5.2.2.1. Teacher
5.2.2.2. Learner
5.2.3. Teacher Cognition & Inquiry
5.2.4. Active Research
5.3. Responsabilities constantly shifting
5.3.1. Participants involved
5.3.2. Learning and Teaching operations
6. Inadequate in the Emerging Postmethod Era
6.1. Restructure the reified relationship
6.1.1. Theorist
6.1.2. Teacher