English Methodology - Tiếng Anh | Trường Đại học Quy Nhơn

ENGLISH METHODOLOGY I. GTM 1. APPROACH a. Language approach -
The language approach is focus on translation of classical works (Shakespear…) b. Learning approach -
There is no learning approach associated to this method. c. Teaching approach - Memorization - Fill in the blanks - Comprehension questions texts - Vocabulary -
Learning a list of grammar rules and their deductive application - Translation - Use of words in sentences - Cognates - Antonyms and synonyms - Composition 2. DESIGN a. Objectives -
Generally the specific learning objective is a product of a method. GTM
does not emphasize on oral skills but concentrate on reading and writing
skills. This method has a product- oriented objective according to which
the learners are supposed develop translation skills -
The primary objective or goal of this method is to make students able to
read classical literature or literary texts for intellectual development -
The purpose of this method is to develop student’s reading, writing and
translation skills through role learning of vocabulary lists and grammar rules -
The fundalmental reason for learning language according to this method
is to give learners access to English literature, develop their mind
‘mentally’ through foreign language and to build in them the kind of
reading, grammar vocabulary and translation skills required to pass
mandatory written test exams at highschool or tertiary levels b. Teacher role - The teacher:
 As the primary source of knowledge
 As the authority in the class
 Ask and instruct students to state the grammar rule
 Makes students able to read literature in target language
 As initiator of interaction in the language classroom  As facilitator and guide c. Leaner role: - The learner:  Consumer of knowledge  Passive learner
 Has to learn about the form of target language
 Does not interact very much
 Does not concentrate on lsitening and speaking d. Material  Grammar book  Dictionary  Work book 3. P ROCEDURE -
The teacher instructs students to read literary texts and after they have
finished reading they are asked it to translate into their native language -
Then the teacher asks questions to the students in their native language if they have any questions. -
The learners memorize grammar rules and vocabulary lists provided by
the teacher and develop their reading, writing and translation skills -
The teacher gives reading passage in the target language and suggests
students to learn about new words, their synonyms and antonyms, their sound patterns -
The teacher supplies correct answer if the students make errors or do not know an answer -
The student are instructed to translate from one language to another II. THE DIRECT METHOD 1. A PPROACH -
A scheme was proposed by the American applied linguist, Edward
Anthony. He identified three levels of conceptualization and organization:
 An approach is a set of correlative assumptions dealing with the nature
of language teaching and learning.  An approach is axiomatic.
 An approach describes the nature of the subject matter to be taught.
 Method is an overall plan for the orderly presentation of language
material,all of which is based on the selected approach.
 A technique is implementational-that which actually takes place in a classroom.
 Techniques must be consistent with a method,and therefore in harmony with an approach as well.
 An approach is axiomatic,a method is procedural.
 Within one approach,there can be many methods. -
The theory of language learning:
 Process oriented: build on learning processes such as habit formation,
induction, inferencing, hyphotesis testing.
 Condition oriented: emphasize nature of human and physical context in
which language learning takes place. 2. DESIGN
a. The objectives -
Different theories of language and language learning influence the focus of a method. -
Specification of particular learning objectives,however,is a product of design not of approach. b. Syllabus -
When teaching a target language,one has to decide what to talk about and how to talk about it. -
Language content is cosidered secondary. -
Notional-funtional syllabuses specify the communicative content of a
course in terms of functions,notions,topics,grammar and vocabulary. -
Such syllabuses are usually determined in advance of teaching and so they
are referred to as a priori syllabus.
c. Types of Learning and Teaching Activities -
The activity types that a method advocates often serve to distinguish
methods.Since methods make different assumptions about learning
processes, syllabuses and learning activities; they also attribute different
roles and functions to teachers, learners and instructional materials. -
We can deduce from how much emphasis is placed on vocabulary
acquisition and grammatical proficiency, and how grammatical or
pronunciation errors are treated that a method has process-based or product-based objectives. d. Role of Learner -
The degree of control learners have over content. -
The patterns of learner groupings that are recommended or implied. -
The degree to which learners influence the learning of others. -
The view of the learner as a processor, performer, initiator, probşem solver.
e. Role of Teacher -
They are similarly related to assumptions about language and language learning at level of approach. -
Some see the teacher as a source of knowledge and direction -
Others see the teacher’s role as a catalyst, guide, consultant and model for learning. -
Teacher’s roles in methods are related to those issues:
 Types of functions teachers fulfill
 Degree of teacher’s influence over learning.
 Degree to which the teacher determines the content of learning
 Types of interaction between teachers and learners.
f. Role of Instructional Materials -
The primary goal of materials to present content, to practice content, to
facilitate communication between learners. -
The form materials take textbooks, computers -
The relation of materials to other sources of input -
The abilities of the teachers: their competence in the language or degree of training and experience 3. PROCEDURE
 Encompasses the actual moment-to-moment techniques practices and
behaviours operating in teaching a language according to a particular method.
 There are three dimensions to a method at level of procedure:
 use of teaching activities to present new language and to clarify and
demonstrate formal, communicative or other aspects of the target language.
 The ways in which particular teaching activities are used for practicing language.
 The procedures and techniques used in giving feedback to learners
concerning the form or content of their utterance or sentences. III. ALM 1. A PPROACH Theory of language:
 The theory of language underlying the Audio-lingual Method is
Structuralism. According to the structural view, language has the following characteristics:
 Speech is more basic to language than the written form.
 Language structure and form are more significant than meaning.
 Elements in a language are produced in a rule-governed (structural) way.
 Language samples could be exhaustively described at any structural level of description.
 Language is structural like a pyramid, that is, the linguistic level is a system within a system.
 Languages are different since every language has its own unique system.
 Theory of Learning: The theory of learning underlying the Audio-lingual
Method is Behaviorism, including the following principles:
 Human beings learn language in the same way as other habits are
learned through the process of training or conditioning.
 As language learning is a process of habit formation, repetition leads
to stronger habit formation and greater learning.
 The learning of a foreign language should be the same as the
acquisition of the native language.
 The habits of the native language will interfere with target language learning.
 Language cannot be separated from culture as culture represents the
everyday behaviour of the people who use the target language.
 Language learning is the outcome of stimulus (what is taught) –
response (learner’s reaction to what is being taught) – reinforcement
(approval or disapproval of the teacher) chain.
 Positive reinforcement helps the students to develop correct habits.
 Mistakes should be avoided as they help to form bad habits.
 Analogy is a better foundation for language learning than analysis. 2. D ESIGN
The design of the Audio-lingual Method is materialised through the following considerations: a. Objective -
The objectives of the Audio-lingual Method are as follows:
 To enable the students to learn how to use English in everyday oral communication.
 To encourage the students to produce utterances with accurate pronunciation and grammar.
 To grow the students’ ability to respond quickly and accurately in
speech situations like native speakers. b. The syllabus: -
The Audio-lingual Method follows a Structural Syllabus. c. Learner Roles: -
In the Audio-lingual method the students play a passive role as they don’t
have any control over the content or the method of learning. The students
are mere imitators of the teacher's model. Their sole objective is to follow
the teacher’s direction and respond as precisely and as promptly as possible. d. Teacher Roles: -
In the Audio-lingual Method the teacher has an active role as he is the
sole authority to control and direct the whole learning programme. He
monitors and corrects the students’ performance. He is also responsible
for providing the students with a good model for imitation. The teacher
endeavours to keep the students attentive by varying drills and tasks and
choosing relevant situations to practice structures.
e. The Role of Teaching/Learning Materials: -
In the Audio-lingual Method the materials are predominantly teacher-
oriented. The instructional materials basically contains the structured
sequence of lessons to be followed, the dialogues, drills, and other
practice activities, which would hopefully enable the teacher to develop
language mastery in the student. 3. P ROCEDURE
Typically, the audio-lingual method proceeds through drills or pattern practice. It
gives overemphasis on pattern practice since it conditions the students to form
habits of correct responses. The teacher strictly conducts, guides and controls the
students’ behaviour in the target language. New vocabulary and structural
patterns are presented through sentences/dialogues. The teacher presents the
correct model of a sentence/dialogue and the students endeavour to repeat it
again and again until they achieve the same accuracy. The students' successful
responses are positively reinforced. The teacher allows limited use of mother
tongue in the classroom so that the students can learn the target language
without any interference from the native language system. 4. A DV ANTAGES -
This is the first language learning method which is grounded on a solid theory of language learning. -
This method emphasises the everyday cultural traits of the target language. -
It provides the opportunity to learn correct pronunciation and structure. -
This method made it possible to teach large groups of learners. -
It puts stress on listening and speaking skills. 5. D ISADV ANTAGES -
The theoretical foundation of the Audio-lingual Method suffers from inadequacy. -
It is a mechanical method since it demands pattern practice, drilling, memorization or over-learning. -
It is a teacher dominated method. -
Here, the learners have a passive role, since they have little control over their learning. -
This method does not put equal emphasis on the four basic skills, such
as listening, speaking, reading and writing. -
It considers only language form, not meaning. -
This method does not pay sufficient attention to communicative competence. -
It prefers accuracy to fluency. IV. TPR 1. APPROACH
a. Theory of language -
However, the labeling and ordering of TPR classroom drills seem to be
built on assumptions that owe much to structuralist or grammar-based
views of language. Author states that "most of the grammatical structure
of the target language and hundreds of vocabulary items can be learned
from the skillful use of the imperative by the instructor". He views the
verb, and particularly the verb in the imperative, as the central linguistic
motif around which language use and learning are organized. -
Author sees language as being composed of abstractions and non-
abstractions, with non-abstractions being most specifically represented by
concrete nouns and imperative verbs. It is believed that learners can ac-
quire a "detailed cognitive map" as well as "the grammatical structure of a
language" without recourse to abstractions. -
Abstractions should be delayed until students have internalized a detailed
cognitive map of the target language. Abstractions are not necessary for
people to decode the grammatical structure of a language. Once students
have internalized the code, abstractions can be introduced and explained in the target language.
b. Theory of learning -
Author has elaborated an account of what he feels facilitates or inhibits
foreign language learning. For this dimension of his learning theory he
draws on three rather influential learning hypotheses :
 There exists a specific innate bio-program for language learning, which
defines an optimal path for first and second language development.
 Brain lateralization defines different learning functions in the left- and right-brain hemispheres.
 Stress (an affective filter) intervenes between the act of learning and what
is to be learned; the lower the stress, the greater the learning. 2. D ESIGN a. Objectives -
The general objectives of Total Physical Response are to teach oral
proficiency at a beginning level. Comprehension is a means to an end, and
the ultimate aim is to teach basic speaking skills. A TPR course aims to
produce learners who are capable of an uninhibited communication that is
intelligible to a native speaker. Specific instructional objectives are not
elaborated, for these will depend on the particular needs of the learners.
Whatever goals are set, however, must be attainable through the use of
action-based drills in the imperative form. b. The syllabus -
The type of syllabus Asher uses can be inferred from an analysis of the
exercise types employed in TPR classes. This analysis reveals the use of a
sentence-based syllabus, with grammatical and lexical criteria being
primary in selecting teaching items. Unlike methods that operate from a
grammar-based or structural view of the core elements of language, Total
Physical Response requires initial attention to meaning rather than to the
form of items. Grammar is thus taught inductively. Grammatical features
and vocabulary items are selected not according to their frequency of need
or use in target language situations, but according to the situations in
which they can be used in the classroom and the ease with which they can be learned.
c. Types of learning and teaching activities -
Imperative drills are the major classroom activity in Total Physical Re-
sponse. They are typically used to elicit physical actions and activity
on the part of the learners. Conversational dialogues are delayed until
after about 120 hours of instruction. Asher's rationale for this is that
"everyday conversations are highly abstract and disconnected; therefore to
understand them requires a rather advanced internalization of the target
language". Other class activities include role plays and slide presentations.
Role plays center on everyday situations. d. Learner roles -
Learners in Total Physical Response have the primary roles of listener and
performer. They listen attentively and respond physically to commands
given by the teacher. Learners are required to respond both individually
and collectively. Learners have little influence over the content of
learning, since content is determined by the teacher, who must follow the
imperative-based format for lessons. Learners are also expected to
recognize and respond to novel combinations of previously taught items: -
Novel utterances are recombinations of constituents you have used
directly in training. Learners are also required to produce novel
combinations of their own. Learners monitor and evaluate their own
progress. They are encouraged to speak when they feel ready to speak -
that is, when a sufficient basis in the language has been internalized. e. Teacher roles -
The teacher plays an active and direct role in Total Physical Response.
"The instructor is the director of a stage play in which the students are the
actors". It is the teacher who decides what to teach, who models and
presents the new materials, and who selects supporting materials for
classroom use. The teacher is encouraged to be well prepared and well
organized so that the lesson flows smoothly and predictably. Asher
recommends detailed lesson plans: “It is wise to write out the exact
utterances you will be using and especially the novel commands because
the action is so fast-moving there is usually not time for you to create
spontaneously". Classroom interaction and turn taking is teacher rather
than learner directed. Even when learners interact with other learners it is
usually the teacher who initiates the interaction: -
You begin with a wide tolerance for student speech errors, but as training
progresses, the tolerance narrows.... Remember that as students progress
in their training, more and more attention units are freed to process
feedback from the instructor. In the beginning, almost no attention units
are available to hear the instructor's attempts to correct distortions in
speech. All attention is directed to producing utterances. Therefore the
student cannot attend efficiently to the instructor's corrections.
f. The role of instructional materials -
There is generally no basic text in a Total Physical Response course.
Materials and realia play an increasing role, however, in later learning
stages. For absolute beginners, lessons may not require the use of
materials, since the teacher's voice, actions, and gestures may be a
sufficient basis for classroom activities. Later the teacher may use
common classroom objects, such as books, pens, cups, furniture. As the
course develops, the teacher will need to make or collect supporting
materials to support teaching points. These may include pictures, realia,
slides, and word charts. Asher has developed TPR student kits that focus
on specific situations, such as the home, the supermarket, the beach.
Students may use the kits to construct scenes. 3. P ROCEDURE -
Asher provides a lesson-by-lesson account of a course taught according to
TPR principles, which serves as a source of information on the procedures
used in the TPR classroom. The class in the course proceeded in the following way:
 Review. This was a fast-moving warm-up in which individual
students were moved with commands 4. ADV ANTAGES:  It is fun and easy 
It does not require a great deal of preparation on the part of the teacher. 
It is a good tool for learning vocabulary. 
Class size does not need to be a problem.  There is no age barrier. 5. DISADV ANTAGES: 
It is not a very creative method. Students are not given the opportunity to
express their own views and thoughts in a creative way.  It is easy to overuse TPR. 
It is limited, since everything cannot be explained with this method. It
must be combined with other approaches. V. CLT 1. APPR OACH -
The Communicative Approach in language teaching starts from a theory
of language as communication. The goal of language teaching is to
develop communicative competence. Another linguistic theory of
communication favored in CLT is Halliday’s functional account of
language use. Linguistic is concerned with the description of speech acts
of texts, since only through study of language in use are all the function of
language and therefore all components of meaning brought into focus. 2. DESIGN a. Objectives -
discusses the following levels of objectives in a communicative approach: -
an integrative and content level (language as a means of expressions) -
a linguistics and instrumental level (language as a semiotics system and an object of learning) -
an effective level of interpersonal relationship and conduct (language as a
means of expressing values and judgments about oneself and others) -
a level of individual learning needs ( remedial learning based on error analysis) -
a general education level of extra- linguistics goals (language learning within the school curriculum) b. The Syllabus -
Discussion of syllabus theory and syllabus models in communicative
Language teaching has been extensive. Wilkins’s original notional
syllabus model was soon criticized by British applied linguistics as
merely replacing one kind of list (e.g., a list of grammar items) with
another (a list of notions and functions). It specified products, rather than communicative processes. -
There are several proposals and models for what a syllabus might look
like in Communicative Language Teaching.
c. Types of Learning and Teaching Activities -
The range of exercise types and activities compatible with a
communicative approach is unlimited, provided that such exercises enable
learners to attain the communicative objectives of the curriculum, engage
learners in communication, and require the use of such communicative
processes as information sharing, negotiation of meaning, and interaction. d. Learner’s Role -
Discussing about learner role, the learner’s role within CLT is as
negotiator between the self, the learning process, and the object of
learning, emerges from and interacts with the role of joint negotiator
within the group and within the classroom procedure and activities which the group undertakes. e. Teacher’s Role -
Teacher has two main roles in CLT. First, to facilitate the communication
process between all participants in the classroom, and between these
participants and the various activities and text. Second, to act as an
independent participant within the learning-teaching group. Other roles
assumed for teachers are need analyst, counselor, and group process manager.
f. The Role of Instructional Materials -
A wide variety of materials have been used to support communicative
approaches to language teaching. Practitioners of Communicative
Language teaching view materials as a way of influencing of quality of
classroom interaction and language use. Richards & Rodgers consider
three kinds of materials currently used in CLT, they are: text-based
materials, task-based materials, and realia. 3. PROCEDURE -
Because communicative principles can be applied to the teaching of any
skill, at any level, and because of the wide variety of classroom activities
and exercise types discussed in the literature on communicative Language
Teaching, description of typical classroom procedures used in a lesson
based on CLT principles is no feasible:
 Presentation of a brief dialog or several mini-dialogs
 Oral practice of each utterance of the dialog segment to be presented that day
 Question and answer based on the dialog topic.
 Question and answer related to the student’s personal experience
 Study one of the basic communicative expression in dialog.
 Learner discovery of generalizations or rules underlying the functional expression
 Oral recognition, interpretative activities
 Oral production activities-proceeding from guided to freer communication activities
 Copying of the dialog or modules if they are not in the class text
 Sampling of the written homework assignment  Evaluation of learning. 4. ADV ANTAGES -
Communicative teaching emphasis on “task-oriented, student-centered”
language teaching practice, asked to show the life of the actual needs of
the English language to simulate a variety of life contexts, emotional, and
to provide students with comprehensive use of English language, for
communication of opportunities, its focus is not only a language in the
form, grammatical accuracy, more emphasis on the appropriateness of
language use, feasibility, communication skills, as well as training
students in communicative activities in the strain and problem-solving ability. -
Specifically, the communicative approach of teaching has the following 3 advantages:
 The interaction between students and teachers. Communicative
teaching is becoming increasingly clear feature is the change in the
way as the internship, students develop the subject, initiative and
become increasingly important. Teacher-student relationship is an
interactive, harmonious relationship, rather than the traditional
education, the kind of master-servant relationship.
 To impart the basic knowledge and ability to skillfully combine the
development. Traditional classroom teaching of English in the main
body of the expense of home study, only emphasized the teachers
on the knowledge of the systematic and integrity, which is a
teacher-centered, knowledge-centered from the medieval
“scholastic” teaching methods inherited One consequence of the
neglect of student ability. The communicative teaching emphasizes
the learner’s cognitive ability and operational capabilities, which
allow the students themselves to think about and express their
views, thus trained in real life the ability to use language to communicate.
 Greatly enhanced the student’s interest. Communicative teaching
students to participate in, sometimes accompanied by scenes or
simulated scenarios, so that students more close to life, the students
became the main character, naturally they were interested in the
English language, to learn English as a pleasure.
 Communicative approach is much more pupil-orientated, because it
is based on pupils’ needs and interests.
 Communicative approach seeks to personalise and localise
language and adapt it to interests of pupils. Meaningful language is
always more easily retained by learners.
 Seeks to use authentic resources. And that is more interesting and motivating for children.
 Children acquire grammar rules as a necessity to speak so is more proficient and efficient. 5. DISADV ANTAGES -
It pays insufficient attention to the context in which teaching and learning take place -
The Communicative Approach often seems to be interpreted as: “if the
teacher understands the student we have good communication” but native
speakers of the target language can have great difficulty understanding students. -
Another disadvantage is that the CLT approach focuses on fluency but not
accuracy. The approach does not focus on error reduction but instead
creates a situation where learners are left using their own devices to solve
their communication problems. Thus they may produce incoherent,
grammatically incorrect sentences.