ĐỀ CƯƠNG LÍ LUẬN DẠY HỌC

QUESTION 1: Discuss the relationship between learning and teaching.

* Definition:
- Teaching is an important part of the process of education. Its special function
is to develop knowledge understanding and skill.
- Learning is the lifelong process of transforming information and knowledge,
skill behavior, and attitudes.
* Relationship:
- Teaching is what teachers do
- Learning is what students do
- Teaching means giving/imparting knowledge or skills, while learning means
acquiring/getting new information.
- Learning and teaching are integrated circles.
- Between teaching and learning there is the movement of information:
information moves away from teachers towards learners.

QUESTION 2: Comment on the following ideas about language learning. Give

one example to illustrate each of them.
1. Parents usually correct young children when they make grammatical
errors.There is considerable variation in the extent to which parents
correct their children’s speech.Nevertheless, the research based on
extensive observation of parents and children shows that parentstend to focus
on meaning rather than form when they correct their children's speech. Thus,
they maycorrect an incorrect word or an incorrect statement or the facts, but
errors which do not interfere withsuccessful communication are rarely
corrected.
2.The earlier a second language is introduced in school programs, the greater
the likelihood of success in learning.The decision about when to introduce
second language instruction must depend on the objectives of thelanguage
program in the particular social context of the school. When the objective is
native-like or nearnative-like performance in the second language, then it is
desirable to begin exposure to the language asearly as possible. In the case of
children from minority language backgrounds or homes where language,
literacy, andeducation are not well-developed, an early emphasis on the
second language (the language of themajority) may lead to academic and
personal problems. For these children, programs promoting thedevelopment of
the first language at home and school may be necessary. When the objective
is basic communicative ability for all students, in a context where
there is a strong commitment to maintaining and developing the child's native
language, it may be more efficient to begin second language teaching later.
Older children are able to catch up very quickly tothose who began earlier. Any
school program should be based on realistic estimates of how long
it takes to learn a second language, One or two hours a week - even for
seven or eight years will produce veryadvanced second language speakers. 3.
Teachers should use materials that expose students only to language structures
which they have already been taught.Such a procedure can provide
comprehensible input, of course, but - given a meaningful context - learners can
comprehend the general meaning of many forms which they certainlyhave not
'mastered' and, indeed, may never have produced. Thus, restricting classroom
second languagematerials to those which contain little or nothing which is new
may have several negative consequences: 1. There will soon be a loss of
motivation if students are not challenged. 2. Students need to learn to deal with
'real' or 'authentic' material. They do this at first with the teacher'sguidance"
then independently. Restricting them to step-by-step exposure to the language
extends theirdependency.3. Learners who successfully acquire English outside
classrooms certainly are exposed to a variety offorms and structures which
they have not mastered. When a particular point is introduced for the first time
or when the teacher feels there is a need for correction of a persistent problem,
it is appropriate to use narrow-focus materials which isolate one element in a
context where other things seem easy. But it would be a disservice for students
to use such materials exclusively or even predominantly.

1. more efficient to begin second

language teaching later. Older
children are able to catch up very
quickly to
2. those who began earlier.
3. Any school program
should be based on realistic
estimates of how long it
takes to
4. learn a second language, One
or two hours a week - even for
seven or eight years will produce
very
5. advanced second language
speakers.
6. 3. Teachers should use
materials that expose students
only to language structures which
they have
7. already been taught.
8. Such a procedure can provide
comprehensible input, of course,
but - given a
9. meaningful context - learners
can comprehend the general
meaning of many forms which
they certainly
10. have not 'mastered' and,
indeed, may never have produced.
Thus, restricting classroom
second language
11. materials to those which
contain little or nothing which is
new may have several negative
consequences:
12. 1. There will soon be a loss of
motivation if students are not
challenged.
13. 2. Students need to learn to
deal with 'real' or 'authentic'
material. They do this at first with
the teacher's
14. guidance" then independently.
Restricting them to step-by-step
exposure to the language extends
their
15. dependency.
16. 3. Learners who successfully
acquire English outside
classrooms certainly are exposed
to a variety of
17. forms and structures which
they have not mastered.
18. When a particular point is
introduced for the first time or
when the teacher feels there is a
need for
19. correction of a persistent
problem, it is appropriate to use
narrow-focus materials which
isolate one
20. element in a context where
other things seem easy. But it
would be a disservice for students
to use such
 21. materials exclusively or even
predominantly
QUESTION 3: Discuss Albert Marckwardt’s view “changing winds and
shifting sands” and give examples for illustration.
“ Changing winds and shifting sands” is a cyclical pattern in which a
new paradigm of teachingmethodology emerged about every quarter of a
century. Firstly, in the 16th century, Grammar-translation wasapplied. It based on
Grammar and Reading. Then the Direct method, while breaking away entirely from
the Grammar-Translation paradigm ( 1990s-1930s) in the 19th Century. It
mainly based on pronunciation,concentrated on natural speech: no translation, no
native. Next, in the late 1940-1950s, Audio-lingualappeared , it based on dialogues
and concentrated on difficult skills: Listening, Speaking, Reading andWriting. But
in the 1960-1970s Grammar- Translation returned and was applied again. Finally,
Since early1970s, Communicative Language Teaching was applied,
concentrated on developing language andcommunicative competence: four
skills.
QUESTION 4: What has been the attitude toward the teaching of:
(a) pronunciation,
(b) grammar
(c) vocabulary.
In the nine methods and approaches discussed in Chapter IV (Language-
Teaching Approaches)? Has there been a swinging of the pendulum? Why or
why not?
QUESTION 5: Which of the nine methods and approaches dealt with in the
text book "A Course in TEFL" have you personally experienced as a language
learner? What were your impressions and what is your assessment of the
effectiveness of the approach or method?
1. Grammar-Translation Method
2. Direct Method
3. Reading Method
4. Audio-lingualism
 5. Oral-Situational Approach
6. Cognitive Approach
7. Affective-Humanistic Approach
8. Comprehension-Based Approach
9. Communicative Approach
The most effective method is communicative approach, because of various
reasons:CLT is a holistic approach. It does not focus only on traditional
structural syllabus. It takes into consideration communicative dimension of
languageCLT provides vitality and motivation within the classroomCLT is a
learner centered approach. It capitalizes on the interests and need of the
learnerIn a world where communication of information and information
technoloy ave broken new considerable round, CLT can play an inportant role
in educationIt enables the learners to be more confident when interacting with
other people and they also enjoy talking more. The approach also leads to gains
in the areas of grammatical /sociolinguistic / discourse/strategic competence
through communication.
QUESTION 6: Which approach or method do you, as a teacher, feel most
comfortable with? Why?
Answer the questions in “Your Approach Indicator” below.
Checking boxes A and D indicates relatively strong agreement with the word or
phrase on the left (A) or right (D); boxes B or C indicates moderate agreement
with one side or the other. Then explain the reason why you choose the
answers.
QUESTION 7: How can the Communicative Approach be applied in teaching
English in the school system in Vietnam?
* Characteristics:
- It is assumed that the goal of language teaching is student ability to
communicate in the targetlanguage.
- It is assumed that the content of a language course will include semantic
notions and socialfunctions, not just linguistic structures.
- Students regularly work in groups or pair to transfer meaning in situation in
which one person hasinformation that the other lack
- Students often engage in role play or dramatization to adjust their use of the
target language todifferent social contexts.
 - Classroom materials and activities are often authentic to reflect real-life
situations demands.
- Skills are integrated from the beginning; a given activity might involve
reading, speaking, listening,and also writing.
- The teacher’s role is primarily to facilitate communication and only
secondarily to correct errors.
- The teacher should be able to use the target language fluently and
appropriately.
* Some problems happen when Communicative Approach applied in Viet Nam:
- Mother tongue: Students make many errors from native languages. For
example: Pronunciation endingsounds. So, if students want to overcome this
problem, the practice day by day with native foreigners.
- Children should be taught early to develop important skill. However , this
problem applied Viet Nameducation that is not good. It only is applied at center
city.
- Teaching material: Education in Viet Nam applied text-based materials and
task-based materials: task-based materials concentrated on developing
important skills so it was used much. However, quality ofteaching will be better
if both teaching materials mix together.
- Teaching methods: Many lecturers complain that sts are too passive during
lesson. In many school,teachers still apply traditional methods. A teacher reads
lesson a load and sts write down the text. As a results, learners do not find it
necessary to ask for more information. Today, many schools are applying
newteaching methods. Classes are divided into three or four groups and the
students organizes their ownseminars. Teacher only acts as a guide and helps
solve problem if necessary
QUESTION 8: What are the differences between cooperative learning and
interactive learning?
1, Cooperative learning
- The class is cooperative, therefore not competitive, and usually involves learner-
centered characteristics. As students work in pairs and groups, they share
information and come to each other’s aid. They are a “team” whose layers must
work together to achieve goals successfully
- It emphasizes collaborative efforts of learners and teachers working together to
pursue goals and objectives. Collaboration may be among learners, realized
through pair and group work. Or it may involve learner-teacher collaboration in
choosing and carrying out techniques and evaluating progress
2, Interactive learning
- It is a product of negotiation, of give and take, as interlocutors attempt to
communicate
- The communication purpose of language compels us to create opportunities for
genuine interaction in the classroom
- An interactive class will provide for such negotiation. Interactive classes will
most likely be found:
+ Doing a significant amount of pair work and group work
+ Receiving authentic language input in real-world contexts
+ Producing language for genuine, meaningful communication
+ Practicing oral communicating through the give and take.
+ Writing to and for real audiences

QUESTION 9: Describe learner-centered teaching and learning.

* Learner-centered teaching:
- Techniques that focus on for learner’s need, style, and aim.
- Techniques that give some control to learners.
- Syllabus that includes the consultation and input of learners that do not
presuppose objectives in advance.
- Techniques that allow for learner creativity and innovation.
- Techniques that enhance a learner’s sense of competence and self-worth.
- All of these efforts help to give learners s sense of “ ownership” in their intrinsic
motivation.
* Learner-centered learning:
- must study according to process.
- must be very active and responsible
- active in learning
- Students can work in collaboration

QUESTION 10: What do you know about the concept and features of
CLT? How can CLT be applied in teaching English in Vietnam and in
your school?
*Definition:
- The goal of language learning is communicative competence.
- learners learn a language by using it to communicate.
- Authentic and meaningful communication should be the goal of classroom
activities.
- Communication involves the integration of different language skills.
- Accuracy and fluency are both important.
- Sts work together to transfer or negotiate the meaning in situations that
one has and the other lacks.
- Teaches ’ role is primary to facilitate communication but secondary to
correct errors.
* Features of CLT:
- An emphasis on learning to communicate through interaction in the target
language.
- The introduction of authentic texts into the learning situation.
- The provision of opportunities for learner to focus, not only on language
but also on the learning process itself.
- An enhancement of the learner’s own personal experiences as important
contributing elements to classroom learning.
- An attempt to link classroom language learning with language activation
outside the classroom.
* CLT in Vietnam
Communicative Language Teaching (CLT) is a popular approach to
teaching English that focuses on developing students' communicative
competence in real-life situations. Here are some ways CLT can be applied
in teaching English in Vietnam:
1. Student-Centered Approach: CLT emphasizes student participation
and interaction. Teachers can create activities that encourage students
to communicate with each other in English, such as role-plays, group
discussions, and pair work. This approach allows students to practice
using English in meaningful contexts and develop their speaking and
listening skills 1.
2. Authentic Materials: CLT encourages the use of authentic materials,
such as real-life texts, videos, and audio recordings, to expose
students to natural language use. Teachers can incorporate authentic
materials into their lessons to provide students with opportunities to
engage with English in authentic contexts and develop their language
skills 2.
3. Task-Based Learning: CLT promotes task-based learning, where
students work on meaningful tasks that require them to use English to
achieve a specific goal. Teachers can design tasks that simulate real-
life situations, such as planning a trip or solving a problem, to engage
students in communicative activities and promote language learning.
4. Error Correction: In CLT, error correction is seen as a natural part
of the learning process. Teachers can provide feedback on students'
errors during or after communicative activities, focusing on the
meaning rather than just the accuracy of the language. This approach
helps students develop their fluency and confidence in using
English 2.
5. Technology Integration: Technology can be used to enhance CLT in
the classroom. Teachers can utilize language learning software tools
that allow students to record and evaluate their own speaking
practices, listen to their own speech, and engage in self-evaluation.
 Technology can also provide additional resources and authentic
materials for students to practice their language skills

QUESTION 11: Say if you agree or disagree with the following statement.

Stt Statements Agree Disagree Why?

1 You can learn x Because there are so manyvarious
to speak English options to learn a foreignlanguage
quite well without nowadays, you don'tneed to take any
lessons. classes. Youmay, for example, learn
whileplaying games, listening to music,or
watching any of your favoritemovies.
2 Many x Because many schools currentlysolely
secondary students focus on grammar rather than
who have studied communication skills, manymiddle school
a foreign language pupils are stillunable to converse
live school unable aftergraduation
to communicate in
it

QUESTION 12: Base on your knowledge of the classroom procedure, describe

the procedure of teaching the structure ‘have to’.
- PRESENTATION:
+ Using “have to” express objective obligation. The following forms are
possible:
 Positive: Subject + have to + infinitive
 Negative: subject + do/does/did+ have to + infinitive
 Yes/no question: Do/does/did + subject + have to + infinitive?
 Wh-question: wh-question + do/does/did + subject + have to +
infinitive?
- PRACTICE:
+ Exercise Have to – forms; Have to – match the sentences;
Have to – write the correct form.
- PRODUCTION: Talk about the rules that you have to follow in your school.
QUESTION 13: Discuss on the purpose, important features and typical
activities of each stage in the CLT classroom procedure.

QUESTION 14: What are the differences among approach, methodology,

technique, method and strategies in language teaching?
1. Methodology: The study of pedagogical practices in general (including
theoretical underpinnings andrelated research). Whatever considerations are
involved in "how to teach" are methodological.
2. Approach: Theoretical positions and beliefs about the nature of language, the
nature of language learning and the applicability of both to pedagogical settings.
3. Method: A generalized set of classroom specifications for accomplishing
linguistic objectives. Methodstend to be primarily concerned with teacher and
student roles and behaviors and secondarily with suchfeatures as linguistic and
subject-matter objectives, sequencing and materials. They are almost thought of
asbeing broadly applicable to a variety of audiences in a variety of contexts.
4. Curriculum/Syllabus: Designs for carrying out a particular language program.
Features include a primaryconcern with the specification of linguistic and subject-
matter objectives, sequencing and materials to meetthe needs of a "curriculum" in
the United States.)
5. Technique (also commonly referred to by other terms): Any of a wide variety of
exercises, activities ordevices used in the language classroom for realizing lesson
objectives.

QUESTION 15: What are your ideas on the implications of the language
learning strategies?
*LEARNERs:
- They bring to the task of learning different characteristics such as age, gender,
personality, motivation, self-concept, influence the way in which they go about
the task of learning.
- Individuals construct their own meaning from their learning, they make their
own personal sense of theskills and strategies they are taught.
- It may be more effective to consider the ways in which individuals perceive
the importance of thestrategies which are introduced to them, & their attitude
towards learning these strategies.
- An important aspect of strategy training is that learners develop a sense of
personal relevance or personalauthenticity.
- It is more beneficial to help individuals to discover and develop those that are
most significant andpersonally relevant to them.
*TEACHERS:
- need to become effective mediator
- need to able to take on such roles as advisors, facilitators, consultants, co-
communicators, partners andjoint problem-solvers
- teachers attitudes towards the value of learning strategies is crucial, as this
will inform everything that theteacher does
- A successful teacher should be aware of the strategy implications of every
language learning task that theygive
- Teacher would their habitually draw the attention of their learners to the
processes they are going throughin language learning.
QUESTION 16: What should the teacher do to make good decisions in
choosing an approach, a method (or methods), techniques and materials?

QUESTION 17: Identify the role of the teacher in each of these situations.
a. After group work, the teacher discusses the results of the task.
  Assessor, resource
b. After pair work, the teacher gives feedback about common mistakes to the
whole class.
 assessor
c. A group of students are stuck. They can't continue the task: writing down
names of animals. The teacher says, "Why don't you think about animals you
see in the zoo?"
 Prompter
d. The teacher says, "Now we are going to do some group work, talking about
our families."
 Organizer
e. A student isn't participating in group work. As she is passing, the teacher
notices this and says, "Huong, what do you think?"
 Controller + suppervisor
QUESTION 18:
* What is learning and what is teaching and how do they interact?
A search in contemporary dictionaries reveals that:
- learning is “acquiring or getting of knowledge of a subject or a skill by study,
experience, or instruction.”
- “learning is a relatively permanent change in a behavioral tendency and is the
result of reinforced practice
Similarly, teaching, which is implied in the first definition of learning, may be
defined as
- “showing or helping someone to learn how to do something, giving instructions,
guiding in the study of something, providing with knowledge, causing to know or
understand
* Breaking down the components of the definition of learning, we can extract, as
we did with language, domains of research and inquiry:
(1). Learning is acquisition or “getting”.
(2). Learning is retention of information or skill.
(3). Retention implies storage systems, memory, cognitive organization.
(4). Learning involves active, conscious focus on and acting upon events outside
or inside the organism.
 (5). Learning is relatively permanent but subject to forgetting.
(6). Learning involves some form of practice, perhaps reinforced practice.
(7). Learning is a change in behavior.
 Teaching can not be defined a part from learning. Nathan Gage
(1964:269) noted that “to satisfy the practical demands of education,
theories of learning must be stood on their head” so as so to yield
theories of teaching.
 Teaching is guiding and facilitating learning, enabling the learner to
learn, setting the conditions for learning.
 Your understanding of how the learner learns will determine your philosophy
of education, your teaching style, your approach, method, and classroom
techniques
 If you look at learning as a process of operant conditioning through a
carefully paced program of reinforcement, you will teach accordingly.
 If you view second language learning basically as a deductive rather than an
inductive process, you will probably choose to present copious rules and
paradigms to your student rather than let them “discover” those rules
inductively.
 An extended definitions- or theory-of teaching will spell out governing
principles for choosing certain methods and techniques. A theory of teaching,
in harmony with your integrated understanding of the learner and of the
subject matter to be learned, will point the way to successful procedures on a
given day for given learners under the various constraints of the particular of
learning.
Jerome Bruner (1966b:40-41) noted that a theory of instruction should
specify the following features
(1). The experiences which most effectively implant in the individual a
predisposition toward learning.
(2). The way in which a body of knowledge should be structured so that it can be
most readily grasped by the learner. .
(3). The most effective sequences in which to present the materials to be learned.
(4). The nature and pacing of rewards and punishments in the process of learning
and teaching.
VOCABULARY:

 ROLE OF TEACHER:
- Controller: người điều khiển, người kiểm soát

- Assessor: người giám định

- Prompter: người nhắc nhở

- Supervisor:

- Oganizer

- Presenter