According to Longman Dictionary of Language Teaching and Applied Linguistics:
in language teaching, the theory, philosophy and principles underlying a particular set of teaching practices.
Language teaching is sometimes discussed in terms of three related aspects: approach, method, and technique.
Different theories about the nature of language and how languages are learned (the approach) imply different ways of teaching language (the method), and different methods make use of different kinds of classroom activity (the technique).
Examples of different approaches are the aural–oral approach (see audiolingual method), the cognitive code approach, the communicative approach, etc. Examples of different methods which are based on a particular approach are the audiolingual method, the direct method, etc.
Examples of techniques used in particular methods are drills, dialogues, role-plays, sentence completion, etc.
(in language teaching) a way of teaching a language which is based on systematic principles and procedures, i.e. which is an application of views on how a language is best taught and learned and a particular theory of language and of language learning.
Different methods of language teaching such as the direct method, the audiolingual method, total physical response result from different views of: a the nature of language b the nature of second language learning c goals and objectives in teaching d the type of syllabus to use e the role of teachers, learners, and instructional materials f the activities, techniques and procedures to use.
in teaching, beliefs and theories that teachers hold concerning effective approaches to teaching and learning and which serve as the basis for some of their decision-making.
Make the lesson learner-centered.
Every learner is a genius.
Provide opportunities for active learner participation.
Teachers’ principles are an important aspect of their belief systems and may be a result of teaching experience, training, or their own experiences as learners.
in teaching, a specific procedure for carrying out a teaching activity, such as the ways a teacher corrects students’ errors or sets up group activities. see approach
I haven't understood these definitions.
They seemed to be recursive. For instance, APPROACH makes use of "principle" to define itself, on the other hand, PRINCIPLE makes use of "approach" to define itself.
Where can I find better definitions?