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(…) In describing methods, the difference between a philosophy of language teaching at the level of theory and principles, and a set of derived procedures for teaching a language, is central. In an attempt to clarify this difference, a scheme was proposed by the American applied linguist Edward Anthony in 1963. He identified three levels of conceptualization and organization, he termed approach, method, and technique.

The arrangement is hierarchical. The organizational key is that techniques carry out a method which is consistent with an approach . ..

An approach is a set of correlative assumptions dealing with the nature of language teaching and learning. An approach is axiomatic. It describes the nature of the subject matter to be taught. .. .

... Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural. Within one approach, there can be many methods . ..

... A technique is implementational - that which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques must be consistent with a method, and therefore in harmony with an approach as well. (Anthony 1963:63-7)

According to Anthony's model, approach is the level at which assumptions and beliefs about language and language learning are specified; method is the level at theory is put into practice and at choices are made about the particular skills to be taught, the content to be taught, and the order in the content will be presented; technique is the level at classroom procedures are described.

(RICHARDS, J; ROGERS, T; SWAN, M. (1999) Approaches and Methods in Language Teaching. Cambridge: CUP. 15th edition)