Question must be answered based on the following text.

It appears to me to be useful to simplify the descriptive framework and make a two-part distinction: principles and procedures. The term, principles, may be operationally defined as a set of insights derived from theoretical and applied linguistics, cognitive psychology, information sciences, and other allied disciplines that provide theoretical bases for the study of language learning, language planning, and language teaching. The term thus includes not only the theoretical assumptions governing language learning and teaching but also those governing syllabus design, materials production, and evaluation measures. Similarly, procedures may be operationally defined as a set of teaching strategies adopted/adapted by the teacher in order to accomplish the stated and unstated, short- and long-term goals of language learning and teaching in the classroom. Thus, certain elements of Antony’s approach and method, and Richards and Rodgers’ approach and design can be subsumed under principles. Classroom events, activities, or techniques can be covered under procedures. The terms principles and procedures are not new; they are implicit in the literature and are being used widely, though not uniformly or consistently. 

Adapted from: KUMARAVADIVELU, B. Understanding language teaching: from method to postmethod. New Jersey/London: Lawrence Erlbaum Associates, Publishers, 2006.

According to the text, throughout the history of language teaching, the concepts of Approach, Method, and Technique have been defined in different ways by different scholars. Even Kumaravadivelu proposes his own two-part framework. Considering these perspectives and the hierarchical relationship among Approach, Method, and Technique, one can conclude that: