1. HCMC UNIVERSITY OF INFORMATION TECHNOLOGY
Teaching Methodology
Assoc. Prof. Dr. Tung Thanh Nguyen
DEd (TESOL) (Uni of Melbourne, Australia)
PhD (Linguistics) (HCMC USSH, Vietnam)
Monday, October 27-28, 2014
2. Outline
1. The link among theories, principles
and techniques
2. An overview of main teaching methods
3. The teaching of language components
4. The teaching of language skills
7. Theories, principles and techniques:
The link
We behave according to what we
believe. What we believe is based on
our thoughts . . . So, if you want to act
different, first you have to think
different. (Rachel, n.d.)
8. Link in language teaching
Goals:
1. Language teaching method: a coherent
set of links between actions (techniques)
and thoughts (principles) in language
teaching
2. To uncover thoughts that guide your
actions as a teacher
3. To introduce a variety of techniques
9. An overview of teaching methods
1. GTM
2. DM
3. ALM
4. CLT
10. Ten questions
1 Goals 6 View of L/Cult
2 Role of T/Ss 7 Language
areas/skills
3 Characteristics of
teaching/learning
process
8 L1
4 Nature of interaction 9 Evaluation
5 Ss’ feelings 10 Errors
11. GTM
Reading:
- Each S is called on to read a few lines & translate them
into L1
- T helps Ss with new vocab. items
- When Ss have finished reading & translating, T asks them
in L1 if they have any questions
- T answers questions in L1
- T asks Ss to write answers to comprehension questions
12. Vocabulary:
- Ss are instructed to give the L1 word for each of
the words in a list.
- Ss are directed to find the opposites of the words
given in the passage.
Grammar:
- Rule examples application to different
examples
13. DM
Reading:
- Ss are called on one by one to read a sentence from the
reading passage.
- T points to part of map the sentence describes.
- Ss are asked if they have any questions.
- T answers by drawing or giving an example.
14. Question and answer exercise:
- T asks questions; Ss answer in full sentences
- T invites Ss to ask questions; class answers
Conversation practice:
- T asks questions about Ss in classroom; Ss answer
- Ss make up their own questions; other Ss answer
Grammar:
- T asks Ss to turn to an exercise in the lesson which asks
them to fill in the blanks
Dictation:
- T gives Ss a dictation
15. ALM
Presentation:
- T presents a new dialogue twice; Ss listen
- T has Ss repeat each line several times.
- T helps Ss memorize the dialogue:
a. T says A’s lines; Ss adopt the role of B
T & class switch roles
b. T divides class in half; two halves switch roles
c. T asks several pairs
- T conducts a chain drill.
16. Practice:
A single-slot substitution drill
A multi-slot substitution drill
A transformation drill
A question-and-answer drill
Production:
Act out the dialogue at home
17. CLT
Presentation:
- T asks Ss to read a sports column from a recent newspaper
& underline the predictions
- T gives instructions in L2
- Ss read what they have underlined; T writes the predictions
on BB.
- T & Ss discuss the certainty of these predictions
- T asks Ss to tell the class another way to express the same
prediction
18. Practice:
Unscramble sentences
Game
Ss’ feelings about predictions
A picture strip story
Role play
Production:
- T asks Ss to listen to the debate b/w two candidates on radio or watch it on TV that
night & then write predictions
19. 1. Goals To be able to read
literature To learn about
gram rules & vocab
2. Role of T/Ss T: authority
Ss: do as T says
3. Characte-
ristics
Translation
Deductive grammar
Word lists
4. Interaction T S(s)
S initiation: Little
S – S: Little
5. Feelings No
6. View of
L/Cult
Literary language
Cult: literature & fine arts
7. Language
areas / skills
Vocab and grammar
R & W
8. L1 Mostly used
9. Evaluation Translation
Qs about Cult & gram
10. Errors Correct: important
T supplies correct answer
20. 1. Goals To be able to read
literature To learn about
gram rules & vocab
To communicate in L2
To think in L2
2. Role of T/Ss T: authority
Ss: do as T says
T directs activities
Ss: less passive, more
like partners
3. Characte-
ristics
Translation
Deductive grammar
Word lists
Comm. in L2
Inductive gram
Vocab in sentences
4. Interaction T S(s)
S initiation: Little
S – S: Little
T Ss
S T
S S
5. Feelings No No
6. View of
L/Cult
Literary language
Cult: literature & fine arts
L: primarily spoken
Cult: history, geography,
daily lives
7. Language
areas / skills
Vocab and grammar
R & W
4 skills; oral comm:
basic; Pronun: attention
Vocab over gram
8. L1 Mostly used Not used
9. Evaluation Translation
Qs about Cult & gram
Ss asked to used lang
10. Errors Correct: important
T supplies correct answer
Self-correction
21. 1. Goals To be able to read
literature To learn about
gram rules & vocab
To communicate in L2
To think in L2
To use L2 comm. To
overlearn / use automat.
w/o stopping to think
2. Role of T/Ss T: authority
Ss: do as T says
T directs activities
Ss: less passive, more
like partners
T directs, controls,
provides model
Ss follow model
3. Characte-
ristics
Translation
Deductive grammar
Word lists
Comm. in L2
Inductive gram
Vocab in sentences
Dialog: imitation &
repetition drills
Inductive gram
4. Interaction T S(s)
S initiation: Little
S – S: Little
T Ss
S T
S S
T S (T initiates)
S – S (chain drill: T-
directed)
5. Feelings No No No
6. View of
L/Cult
Literary language
Cult: literature & fine arts
L: primarily spoken
Cult: history, geography,
daily lives
L: of different levels
Cult: everyday behaviour
& lifestyle
7. Language
areas / skills
Vocab and grammar
R & W
4 skills; oral comm:
basic; Pronun: attention
Vocab over gram
L S R W
8. L1 Mostly used Not used Not used
9. Evaluation Translation
Qs about Cult & gram
Ss asked to use lang Discrete-point test
10. Errors Correct: important
T supplies correct answer
Self-correction Avoided at all costs
22. Method
Question
GTM DM ALM CLT
1. Goals
2. Role of T/Ss
3. Characteristics of
Tea./Lear. process
4. Interaction
5. Feelings
6. View of L/Cult
7. Language areas /
skills
8. L1
9. Evaluation
10. Errors
23. Method
Question
GTM DM ALM CLT
1. Goals To be able to read literature
To learn about gram
rules & vocab
To communicate in L2
To think in L2
To use L2 comm. To
overlearn / use automat.
w/o stopping to think
To communicate: form,
function, appropriacy
2. Role of T/Ss T: authority
Ss: do as T says
T directs activities
Ss: less passive, more like
partners
T directs, controls,
provides model
Ss follow model
T facilitates comm.
(facili, adviser, co-comm.)
Ss: communicators
3. Characteristics of
Tea./Lear. process
Translation
Deductive grammar
Word lists
Comm. in L2
Inductive gram
Vocab in sentences
Dialog: imitation &
repetition drills
Inductive gram
- Comm. intent: comm.
activities (3 features) +
authentic
4. Interaction T S(s)
S initiation: Little
S – S: Little
T Ss
S T
S S
T S (T initiates)
S – S (chain drill: T-
directed)
T: facilitator of comm.
Ss interact (pairs, triads,
small groups, whole gro.)
5. Feelings No No No Yes
6. View of L/Cult Literary language
Cult: literature & fine arts
L: primarily spoken
Cult: history, geography,
daily lives
L: of different levels
Cult: everyday behaviour
& lifestyle
L: for comm form,
function, appropriacy
C: everyday lifestyle
7. Language areas /
skills
Vocab and grammar
R & W
4 skills; oral comm: basic
Pronun: attention
Vocab over gram
L S R W
Function over form
Discourse level
Four skills
8. L1 Mostly used Not use Not used Judicious use
9. Evaluation Translation
Qs about Cult & gram
Ss asked to use lang Discrete-point test Integrative test
10. Errors Correct: important
T supplies correct answer
Self-correction Avoided at all costs Errors: tolerated during
fluency-based activities
24. Method
Technique
GTM DM ALM CLT
1 Translation of a literary
passage
Reading aloud
2 Reading comprehension
questions
Question & answer
exercise
3 Antonyms/synonyms Getting students to self-
correct
4 Cognates Conversation practice
5 Deduction application of
rule
Fill-in-the-blank
exercise
6 Fill-in-the-blanks Dictation
7 Memorisation Map drawing
8 Use words in sentences Paragraph writing
9 Composition
10
11
25. Method
Technique
GTM DM ALM CLT
1 Translation of a literary
passage
Reading aloud Dialogue memorisation
2 Reading comprehension
questions
Question & answer
exercise
Backward build-up drill
3 Antonyms/synonyms Getting students to self-
correct
Repetition drill
4 Cognates Conversation practice Chain drill
5 Deduction application of
rule
Fill-in-the-blank
exercise
Single-slot substitution drill
6 Fill-in-the-blanks Dictation Multi-slot substitution drill
7 Memorisation Map drawing Transformation drill
8 Use words in sentences Paragraph writing Question & answer drill
9 Composition Use of minimal pairs
10 Complete the dialogue
11 Grammar game
26. Method
Technique
GTM DM ALM CLT
1 Translation of a literary
passage
Reading aloud Dialogue memorisation Authentic materials
2 Reading comprehension
questions
Question & answer
exercise
Backward build-up drill Scrambled sentences
3 Antonyms/synonyms Getting students to self-
correct
Repetition drill Language games
4 Cognates Conversation practice Chain drill Picture strip story
5 Deduction application of
rule
Fill-in-the-blank
exercise
Single-slot substitution drill Role play
6 Fill-in-the-blanks Dictation Multi-slot substitution drill
7 Memorisation Map drawing Transformation drill
8 Use words in sentences Paragraph writing Question & answer drill
9 Composition Use of minimal pairs
10 Complete the dialogue
11 Grammar game
27. The teaching of language areas
1. Pronunciation
2. Vocabulary
3. Grammar
28. Pronunciation
Presentation:
- Say the sound clearly in isolation
- Say it in one or two words
- Students repeat the sound, in chorus & individually
- Describe how it is pronounced if Ss have difficulty
- Contrast two similar sounds if Ss confuse them
29. Practice:
A) Aural drill
1. One/two drill
2. Same/different drill
3. One/two/three drill
4. Odd one out
B) Oral practice (chorally & individually)
- Say the sound alone
- Say the sound in words of different positions
- Say the sound in phrases
- Say the sound in sentences
30. Production (high level)(5 -15’)
Aim: to help Ss to be able to communicate in real life.
1. Guided practice
2. Communicative practice
31. Guided practice
Fill in the blanks by saying words containing certain
sounds.
/eI/
a. Children love to ………. games.
b. Black and white ………. gray.
c. After April comes …………….
d. Hurry up. Don't be ……… for
school.
Complete the sentences.
33. Communicative practice
e.g.:
1- /S / & /tS/
Class survey
Ask three classmates this Q:
How much do you enjoy the things below?
playing chess – watching TV – washing up –
cooking chips – lying in the sunshine – shopping
Now tell the rest of the class what you found:
Nam doesn’t like watching TV much, Thu & Nga like
shopping but they don’t like washing up.
34. Vocabulary
Procedure:
- Select new word
- Choose appropriate technique to show meaning
- Say the word aloud
- [Conduct repetition if necessary]
- write it on BB
- Show form (key transcription + stress + word class)
- Write meaning: an explanation + e.g.
- (passive item: present it quickly with an example; active
vocabulary: expand it with family words, collocation and
ask a question for SS to use it.)
- [Conduct repetition of all words presented]
35. Grammar
Presenting a structure: Steps
1. Draw the picture and give the example.
2. Give a model and ask the class to repeat.
3. Ask individual to repeat the sentence.
4. Write the sentence on the board.
5. Explain how the sentence is formed.
6. Ask the class to copy the sentence.
7. Give other situations and examples.
36. The teaching of language skills
1. Listening
2. Speaking
3. Reading
4. Writing
38. While-listening:
- Appropriate tasks given to check major points
Post-listening:
- T directs text-related tasks
+ for language practice (not much time left)
+ for developing other skills (S/W) (20’-40’)
39. Speaking
1. Controlled speaking
Repetition drill Pattern practice
Chain drill Complete the dialogue
Single-slot substitution drill Practising short dialogues
Multi-slot substitution drill Reading a text & answering
questions
Transformation drill Grammar exercises
Question-and-answer drill Grammar games
40. 2. Guided speaking:
Pre-speaking:
1. Introduce the topic and state the objectives of the
activity
2. Suggest language and ideas to help learners with the
activity
While-speaking:
- T sets the task in motion & monitors the task.
Post-speaking:
- Reporting on findings
- Recording mistakes
41. Reading
Pre-reading:
- Give a brief introduction to the text
- Present some of the new words which will
appear in the text
- Give one or two ‘guiding’ questions (orally
or on BB) for Ss to think about as they read
42. While-reading:
1. Checking comprehension
a. Completing a table
b. Comprehension questions
2. Learning new language
- T uses definition questions, not asking “What does …
mean?”
Post-reading:
- Ss produce texts: the texts are used as a basis for
language practice
43. Writing
Pre-writing:
- T leads into the lesson.
- T introduces the topic & give clear instructions.
- T presents language input (vocab, structures, ideas) for the
task by giving cues, helping Ss brainstorm for ideas,
giving a model text or doing oral preparation.
While-writing:
- Ss write in groups in class or individually at home.
Post-writing:
- T marks Ss’ papers & gives comments
- T gives feedback: pointing out good points & common
mistakes
4. teaching linguistic patterns in combination with something generally referred to as "habit-forming". This method was one of the first to have its roots "firmly grounded in linguistic and psychological theory"
