MÔN: LÝ LUẬN GIẢNG DẠY NGOẠI NGỮ
GV: VÕ NHẤT SINH
CLASS: DHAV16K - 420300121120
THÀNH VIÊN NHÓM:
1. Lê Gia Hải Nam
2. Ngô Lê Hoàng Quyên
3. Nguyễn Trần Hiền Quyên
4. Lâm Ngọc Thảo
5. Nghiêm Xuân Thắng
Methods Grammar The Audio-Lingual Communicative Total physical Task-based
translation method Method (ALM) Language response method learning met
Aspects (GTM) Teaching (TPR) (TBLM)
Approach (CLT)
Goals Develop the ability Help students learn, The ability to To create a brain - Give stude
for students to remember sentences, communicate link between extensive
recognize and structures, vocab with the target to speech and action opportunitie
translate between used in common prepare students to boost language practice and
the student’s own everyday to be confident and vocabulary develop thei
language and the communication, communicators learning. communicat
target language. sentences are heard for different real- skills.
and spoken until life contexts. - Helps stud
students are able to to build mor
respond self-confiden
automatically in the use the targe
foreign language language.
(develop reflex). - Offers lear
the opportun
to develop s
regulation sk
problem-sol
skills,
intercultural
competence,
and social sk
Roles of teacher The teacher just The teacher is like an - CLT also - Use various Teachers are
asks and gives orchestra leader. positions the techniques to teach expected to
instructions to Providing students teacher as a new vocabulary, meaningful
students to state the with a good model facilitator, rather such as repetition, tasks for
grammar rule. The for imitation. than an instructor. matching assessment
primary goal of Encourage words/letters and purposes,
teacher who uses student-student sounds, reading primarily ev
this method is to interaction with aloud, spelling. whether stud
make students able role-playing and - Select, make use have perform
to read literature in collaborative of supporting the task to
target language. tasks. materials. criterion (rat
The teacher also - Based on needs - Teach the lesson, than focusin
plays a role of assessment apply activities that the accurate
initiator of results, plan and facilitate learning production o
interaction in the carry out suitable and encourage particular
language communicative speaking. linguistic for
classroom. activities in class. - Provide support, and use the
- Monitor feedback to assessment f
students' students. formative
performance in purposes wit
class and offer view to
support, and providing
feedback. feedback to
learner.
Roles of - Students translate Students are - Students always - Listen attentively - Students so
students literary extracts imitators. play a central and respond tasks that are
from the target collectively physically to relevant and
language into their participate in commands given interesting to
mother tongue. class activities as by teacher in class. them.
- Read assigned by the - Recognize and - In order to
comprehensive teacher. Apply respond to newly the task, they
texts and try to find learned taught command need to use t
information, make knowledge to words, target langua
inferences and communicate combinations. they're learn
relate to personal with others. - Speak, apply communicat
experiences. - Contribute to the newly learned with their pe
- Find synonyms lesson and learn knowledge into - Use authen
and antonyms for in an communication in language ins
words that occur in interdependent class. of answering
the text way (receive and - Monitor and grammar or
give information). assess their own vocabulary
- Interact progress, request questions ab
primarily with for help from peers, the language
each other rather teacher.
than with the
teacher.
Language focus GTM focuses on ALM focuses on oral - Encouraging TPR is a method of TBLM focus
the application of skills. It aims to student-student teaching language the use of
grammar and improve students' interaction plays or vocabulary authentic
correct sentence speaking an essential role concepts by using language to
structure. This is achievement. in applying a physical movement complete
especially helpful Language items are communicative to react to verbal meaningful t
in teaching students presented to students teaching input. The process in the target
how to write and in spoken form approach. In CLT, mimics the way language. Su
read in another without reference to communication is that infants learn tasks can inc
language, allowing the mother tongue so the end and the their first language, visiting a do
them to explore that they can learn means of the and it reduces conducting a
interchangeable language skills teaching method. student inhibitions interview, or
words and phrases effectively. - Teaching and lowers stress. calling custo
(i.e., different materials are service for h
words for different original,
tenses) more meaningful
effectively than a materials, taken
verbal teaching from life, not
method. written by the
author for the
purpose of use in
the classroom.
Teaching - The grammar - Emphasizes on - CLT teachers Learners listen to Learners are
Learning translation method repetition of the choose classroom instructions from given interac
process is a method of words to help the activities based on the teacher, tasks to com
teaching foreign students to be able to what they believe understand and do In order to d
languages derived use the target is going to be things in response, this, they ne
from the classical language most effective for without being communicat
method of teaching communicatively. students required to speak Once the tas
Greek and Latin. In - The purpose of the developing until they are ready. complete, th
grammar- repetition/drills is to communicative teacher discu
translation classes, break down the abilities in the the language
students learn troublesome target language used. The le
grammatical rules sentences into (TL). Oral plan an itine
- Apply those rules smaller part. activities are for a guest w
by translating popular among coming to st
sentences between CLT teachers, as with their te
the target language opposed to
and the native grammar drills or
language. reading and
writing activities,
they promote
collaboration,
fluency, and
comfort.
- Learners learn a
language by using
language
(learning by
doing), through
communication
activities, skills
such as listening,
speaking, reading,
and writing
carried out
interlaced, not
separate.
Some typical - Read and translate - Use of dialogues - Role-play - Teaching verbs - Creating a
techniques a literary passage with sample - Interviews - Teaching nouns presentation
- Reading language. - Group work - Classroom - Making a v
comprehension - Explain vocab, - Information gap language or short mov
questions. expressions in - Opinion sharing - Imperatives - Writing a p
- Deductive dialogues using a - Instructions of text, such
grammar practice. variety of ways newsletter ar
- Fill in the blank’s (gestures, visual, - Acting out
exercises. aids, synonyms, skit.
- Memorization antonyms, etc.). - Participatin
practice. - Listening a group deba
- Composition. comprehension discussion.
activities (t/f; short-
answer, multiple-
choice; gap-filling;
questions).
- Role-play.