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Methods' Framework

English Linguistics and Literature (International University - VNU-HCM)

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GRAMMAR-TRANSLATION METHOD
APPROACH DESIGN PROCEDURE
Nature of language
1. Drills
Cognitive model
2. Translation of Literacy Passage, Reading Comprehension
Questions, Memorization, Using words in sentences
Nature of language learning
3. Teachers overtly correcting mistakes
Cognitive-code learning

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AUDIO-LINGUAL METHOD
APPROACH DESIGN PROCEDURE
Nature of language Objectives
Structural Linguistics
- Language is a static system of interconnected units:
Pragmatics (Meaning in context of discourse)
- Early stages:
-> Semantics (Literal meaning of phrases & sentences)
+ Oral skills: Accurate pronunciation & grammar; Quick
-> Syntax (Phrases & sentences)
responses
-> Morphology (Words)
+ Listening, pronunciation, grammar, vocabulary
-> Phonology (Phonemes)
-> Oral fluency
-> Phonetics (Speech sounds)
- "Language is the relationship between sounds &
- Long term:
concepts."
+ Listening/Speaking/Writing/Reading
-> The primary medium of language is oral: Speech is
+ Language as the native speaker uses it
language.
-> Use the target language communicatively
-> Systematic attention to pronunciation & intensive oral
drilling of the core sentence structures.
Nature of language learning Syllabus model 10 or fewer learners:
Syllabus model: - Extensive oral instructions & drills: repetition, backward
Behaviourism
- Linguistic syllabus: Key items of phonology, morphology build-up, chain, substitution, transformation, and Q&A (w
- Language learning: mechanical habit formation positive reinforcement)
& syntax
+ Stimulus - Structures learned through patterns of sound, order &
- Lexical syllabus: Basic vocabulary items
+ Response form (inductively)
- Language skills order: Listening, Reading, Writing &
+ Reinforcement - Vocabulary in context, kept to a minimum
Speaking
- Correction is direct & immediate
Learning & Teaching activities - Written skills are based on the oral work learners did
Learning & Teaching activities: earlier
- Dialogues & Drills: key structures & situations
- Grammatical patterns focus
- Distinctive feature: Drill & Pattern Practice
Learner's roles
- Stimuli respond-er, imitator
- Passive information receiver
Teacher's roles
- Central & active role
- Model, controller, monitor, etc.
Role of instructional materials
- Early stages: Textbooks are not used
- Later stages: Texts of dialogues & cues for drills &
exercises
- Technology: tape recorders, language lab

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COMMUNICATIVE LANGUAGE TEACHING

APPROACH DESIGN PROCEDURE
Nature of language Objectives
- Functional theory Objectives: Enable learners to communicate in the target language (linguistic forms, meanings & functions)
- 4 communicative competences: grammatical, - Objectives = Learning outcomes
sociolinguistic, discourse & strategic competence. - Objectives reflect syllabus types
Nature of language learning Syllabus model
Classic (the weak ver.) - Notional-functional CLT syllabus:
- Purposes of learning the language
- Setting
- Socially defined roles of interlocutors
- Communicative events
- Language functions
- Notions/Concepts
- Discourse & rhetorical skills
- The variety of the target language
Several theories: - Grammatical content Common activity types in CLT:
- Communicative Approach - Lexical content (vocabulary) - Jig-saw: the teacher divides the class into smaller groups & provided them w different pieces of
- Constructive Theory information
- Interactional Theory Current (the strong ver.) - Skill-based syllabus: - Task-completion
- Sociocultural Learning Theory Focuses on the 4 skills of reading, writing, listening & speaking, & break each skill down into its component microskills. - Information-gathering
For example, the skill of listening might be further described in terms of the following microskills: - Opinion-sharing
- Recognizing key words in conversations - Information-transfer
- Recognizing the topic of a conversation - Reasoning gap
- Recognizing speakers' attitude towards a topic - Role play
- Recognizing time reference of an utterance => 3 features of communicative activities:
- Following speech at different rates of speed - Information Gap: Activities that students negotiate to obtain
- Identifying key information in a passage information that they do not have - The students must figure out the message or the main idea of
Advocates of CLT however stressed an integrated-skills approach to the teaching of the skills. Since in real life skills often occur the whole text based on the information they discussed with their peers before.
together, they should also be linked in teaching, it was argued. - Choice: A learner has a choice of using the language, for
example, you can choose whether you want to persuade, or
Learning & Teaching activities you can have a choice to ask for information - Students use the appropriate language to ask for
Some principles of CLT activities: information (e.g. “Could you tell me more about that”, “Can you elaborate more about your
- Make real communication the focus of language learning information”).
- Provide opportunities for learners to experiment & try out what they know - Feedback: Refers to your friend’s response to let you know if
- Be tolerant of learners' errors as they indicate that the learner is building up his/her communicative competence you successfully communicate or not - To check whether your friend understood your given
- Provide opportunities for learners to develop both accuracy & fluency information so that you two can discuss and link the pieces of information together to understand it.
- Link the different skills such as reading, listening, & speaking together, since they usually occur so in the real world + Clarification request
- Let students induce/discover grammar rules + Meta-linguistic feedback
+ Repetition (rising intonation, etc.)
CLT activities are unlimited w the use of authentic materials. + Elicitation (discovering another way)
Completing tasks involve negotiation of information & information sharing. + Explicit correction
Littlewood (1981) introduced "functional communicative activities" & "social interaction activities". + Recast (repeat with correct answer)
=> Develop accuracy, fluency, & appropriacy.
=> Pair work & group work.
Learner's roles
Managers of their own learning; Communicators.
Teacher's roles
Facilitator & monitor, conversation participant/co-communicator, needs analyst, counsellor, group process manager, advisor, etc.
Role of instructional materials
- Primary role of materials in promoting communicative language use.
- Types of materials:
+ Text-based
+ Task-based
+ Realia-based
+ Technology-supported
COMMUNICATIVE APPROACH
Strong ver. (Current) Weak ver. (Classic)
- Language is acquired thru communication. - Language is for communication.
- Learners use English to learn English. - Learners learn to use English.
Content-based Instruction (CBI) (England)
Content & Language Integrated Learning (CLIL) (Europe) Communicative Language Teaching (CLT)
Task-based approach

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CONTENT-BASED INSTRUCTION / CONTENT & LANGUAGE INTEGRATED LEARNING

APPROACH DESIGN PROCEDURE
Nature of language Objectives
Many assumptions: - To activate & develop existing English language skills
- Lexis is central - To acquire learning skills & strategies that could be applied in future language
- Grammar is a resource for communicating content development opportunities
- Language is text & discourse-based - To develop general academic skills applicable to university studies in all subject areas
- Language use = Integrated skills - To broaden student's understanding of English speaking people
- Language is meaningful & a medium thru which content
is conveyed => Learners master both language & content simultaneously.
Nature of language learning Syllabus model
Many assumptions: An example of a theme-based CBI syllabus by Davies, 2003:
- L2 learning = Content comprehension - Unit 1: Introduction to psychology
- Social nature of learning: negotiation of meaning - Unit 2: Types of learning
- Corrective feedback (6 types) - Unit 3: Advertising & psychological techniques
- Dialogic talk - Unit 4: Counselling
- Learners' prior knowledge - Unit 5: Psychological illnesses
- Scaffolded learning (involving teacher's support) - Unit 6: Project work
Learning & Teaching activities
- Authentic texts & specially designed materials
- Meaning presented thru visuals, realia, examples, students' previous experiences, etc.
- Activities that address both language & content
- Interaction & thinking skills

1. Dictogloss: listen twice to focus on main idea & details

2. Graphic Organizers: visual displays (mind map) => text organization
3. Language Experience Approach: students dictate their life stories to the teacher who
writes it down
4. Process writing: repeated writing & conferences w teachers - brainstorming, outlining,
drafting, getting feedback, editing & revising
5. Dialogue journals: regular writing to express learner's feelings, wishes, etc.
Learner's roles
Autonomous, engage actively w both content & language
Teacher's roles
- Cooperate, collab w other teachers on the design of the courses & materials
- Select & adapt authentic materials for use in class
- Scaffold the language needed for study of the content
- Analyse students' need => High level of motivation & commitment
Role of instructional materials
Materials play the central role in teaching & learning

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