• Hometown: Ben Tre

• Education: MA TESOL (Minnesota, USA) Ph

D Candidate in Linguistics
• Scholarship, Award & Recognition:
- Fulbrighter 2009-2011
- SEA Grant Awardee, 2011
• Teaching: IELTS, TOEFL, TOEIC, APTIS, Writing,
Conversational English, Teaching Skills, & Linguistics
• Research: CALL, Grammatical Transfer Error Analysis
• Publication: CALL papers, English-Vietnamese Dict.,
English-English-Vietnamese Dictionaries.
• Marital status: Married
• Hobby: Table tennis
• Email: nhontienganh@gmail.com
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• Find an interesting person you’d like to ask and

share about your information, hobbies/interest,
experience as an EFL/ESL learner and teacher (if
you currently are), characteristics of a good
learner/ teacher, and reasons for taking the
TESOL module/course.
3
WHAT IS MEANT BY A GOOD TEACHER?
WHAT ARE THE CHARACTERISTICS OF GOOD
LANGUAGE TEACHERS?
WHAT IS A GOOD ENGLISH LEARNER?
 A Good Learner of English is
• willing to experiment
• willing to listen
• willing to ask questions
• willing to think about how to learn
• independent/responsible

TERMS IN TESOL

ESL—an abbreviation for English as a second language such as in

Singapore
EFL— an abbreviation for English as a foreign language such as Japan
TESOL—an acronym for teaching English to speakers of other
languages, used, particularly in the USA, to describe the teaching of
English in situations where it is either a second language or a foreign
language.
TEFL—an acronym for teaching English as a foreign language, used
to describe the teaching of English in situations where it is a foreign
language.
TESL—an acronym for teaching English as a second language, used
either to describe the teaching of English in situations where it is a
second language or to refer to any situation where English is taught
to speakers of other languages.
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Teaching method Teaching Methodology Approach Techniques

strategy
- A way something is -A plan of -The general -Your own Skills for
done- how you use action research personal completing a
to achieve your goal - designed to strategy that philosophy of specific task.
Lecturing, Asking, achieve an outlines the teaching (activities or
memorizing, overall aim way in which (What’s the devices used in
(=method; research is to role of the class)
Discussing, Interacting,
tactic) - be undertaken - teacher, the A classroom
Learning by doing? -
Includes all Principles or students, the becomes
What teaching
aspects theoretical admin, the distracted, a
practices &
(content, tasks analysis of the parents in the teacher may
procedures of do you
analysis, methods process of use the
prefer & come most
objectives, teaching and technique of
naturally to you -A learning?)
teacher has strategies attitudes, silent reading
to adopt any teaching interest, to try to rope
methods: direct, needs,..) them in again
audio-lingual,
TPR, CA, CLT

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 CognitivePrinciples
 AffectivePrinciples
 LinguisticPrinciples

 Cognitive Principles
 Automaticity
 Sub-conscious processing of language with peripheral
attention to language forms
 Meaningful Learning
 This can be contrasted to Rote Learning, and is thought
to lead to better long term retention
 Anticipation of Rewards
 Learners are driven to act by the anticipation of
rewards, tangible or intangible
 Intrinsic Motivation
 The most potent learning "rewards" are intrinsically
motivated within the learner
 Strategic Investment
 The time and learning strategies learners invest into the
language learning process.
 Affective Principles
Language Ego
Learning
a new language involves developing a
new mode of thinking - a new language "ego"
 Self-Confidence
Success in learning something can be equated to
the belief in learners that they can learn it
Risk-Taking
Taking risks and experimenting "beyond" what is
certain creates better long-term retention
Language-Culture Connection
Linguistic Principles
Native Language Effect
A learner's native language creates both facilitating and
interfering effects on learning;
Interlanguage
Atleast some of the learner's development in a new
language can be seen as systematic;
Communicative Competence
Fluency and use are just as important as accuracy and
usage
• instruction needs to be aimed at organizational,
pragmatic and strategic competence as well as
psychomotor skills.

BEHAVIORISMTHEORY
AND ITS RELATION TO INSTRUCTIONAL DESIGN
 OVERVIEW
 History of Behaviorism
 Behaviorism Theorists
 Definition of Behaviorism
 Examples of Application
 Strengths and Weaknesses
 Summary

1
4
BEHAVIORISMTHEORISTS
Ivan Pavlov
-Founder of classical conditioning; unconditioned
stimulus causes unconditioned response

John B.Watson
-Coined the term “behaviorism” => formally founded
-Studied how a certain stimuli led organisms to make
responses
-Believed psychology was only an objective observation
of behavior

B.F. Skinner
-Radical Behaviorism: proposed that all action is
determined
-Operant Response: behavior that controls the rate at
which specific consequences occur
DEFINITION OF BEHAVIORISM
 Behaviorism equates learning with behaviors that
can be observed and measured.
 Reinforcement is key to successful transfer
through behavioristic learning.
 Strong emphasis on the stimulus, the response
and the relationship between them.

1
7
 Behavioristic
Stimulus Learning =
(Habit formation)

Response Repetition
The Behaviorist approach to language learning grew
out of the belief that students could learn a second
language by being taught to producethe
correct“response”to the appropriatestimulus.The
students would then receive either instant positive or
negative “reinforcement” in the shape of either
correction or praise from theteacher.
• According to behaviorism, the environment is crucial
because it is the source of the linguistic stimuli that learners need in
order to form associations between the words they hear and the
objects and events they represent, but also because it provides
feedback on learners’ performance. Behaviorists claimed that when
learners correctly produce language that approximates what they are
exposed to in the input, and these efforts receive positive
reinforcement, habits are formed (Skinner, 1957)
• However, Chomsky (1968) questioned the notion that children learn
their first language by repeating what they hear in the surrounding
environment. He argued that children produce novel and creative
utterances – ones that they would NEVER have heard in their
environment;
• The L1 habits that learners had already established would interfere
with the formation of new habits in the L2. The contrastive
analysis hypothesis (CA) was proposed to account for the role of the
L1 in L2 learning. CA predicted that where similarities existed
between L1 and L2 structures, there would be no difficulty for
L2 learning. Where there were differences, however, the L2
learner would experience problems (Lado, 1964).
• CA failed to predict errors that L2 learners were
observed to make, and it predicted some errors that
did not occur.
• In the 1970s and 1980s: very little L1 influence in
second language acquisition (Dulay, Burt and Krashen,
1982)
• Later research has tended to re-establish the
importance of L1 influence, but it has also shown that
the influence is complex and that it changes as the
learner’s competence in the second language develops
(Kellerman and Sharwood Smith, 1986; Odlin, 1989)

EXAMPLE OF APPLICATION(1)
Ateacher provides a substantial list
of practice problems for students to
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1
 Learning
Stimulus Response •The repetition
•The practice •Correct causes the student
problems (lack of solution to to learn Vocabulary
vocab about a the problem
certain topic)

help them learn Vocabulary.

Strength

• Observable (behavior)

• Straight forward, comprehensive, and

precisely defined

• Testable & research-supported in

changing bad behaviors in both children
and adults
Criticism

1.Not account for all kinds of learning, since it

disregards the activities of the mind;

2.Certain behaviors are HARD to form/

condition;

3.Much work done with animals, NOT people

since humans have more complex systems of
thoughts and actions.
4.Unconscious, automatic repetition/learning
 SUMMARY

 One of the three primary learning theories.

 The primary goal of behaviorism is to form a

relationship between a stimulus and a response.

 Formally founded by John B.Watson in 1913.

2
6
Cognitive Theory
 1. How can you explain different “FROM” and similar
“TO” to your students?

2. Which is countable and which is not? How can you

explain?
car traffic water chair furniture
What is the Cognitivist Theory?
 A cognitive theory of learning sees second
language acquisition as a CONSCIOUSand
reasoned thinking process, involving the
deliberate use of learning strategies. Learning
strategies are special ways of processing
 information that enhance comprehension,
learning or retention of information.

 This explanation of language learning contrasts

strongly with the behaviourist account of language
learning, which sees language learning as an
unconscious, automatic process.
 Cognitive theory assumes that responses are also
the result of insight and intentionalpatterning.
• Cognitivism hypothesizes that second language
acquisition, like other learning, requires the learner’s
attention and effort – whether or not the learner
is fully aware of what is being attended to.

• Like other skilled activity, first acquired through

intentional learning of what is called ‘declarative
knowledge’ and that, through practice,the
declarative knowledge can become ‘proceduralized’
and, with further practice, it can become
‘automatic’ (De Keyser, 2003)
• Through repeated practice, learning occurs when declarative
knowledge becomes automatic. For further practice,
‘restructuring’ may result in learners making some sudden
changes in their interlanguage systems rather than gradually
increasing the speed with which they use constructions that
were already present. Restructuring is a cognitive process in
which previously acquired information that has been somehow
stored in separate categories is integrated and this
integration
expands the learner’s competence (McLaughlin, 1990;
McLaughlin & Heredia, 1996).
• Sometimes the restructuring can lead learners to make
errors that had not previously been present. Do you know
 what the children are doing? vs *Do you know what are the
children doing?.
• In order for some language feature to be acquired, it is not
enough for the learner to be exposed to it through
comprehensible input. They must actually notice what it is in
that input that makes the meaning.
BEHAVIORISM VS COGNITIVISM
 BEHAVIORISM
 The theory originates from the works of Ivan Pavlov’s, classical
conditioning, Watson, official theory forming, and Skinner’s,
operant conditioning.
 Classical Conditioning is when an unconditioned stimulus and
response is manipulated with a conditioned stimulus to create a
conditioned response.
 Operant Conditioning is a controlled response with a reward/
punishment system according to the behavior.
 Reinforcement is key to successful transfer through
behavioristic learning. Strong emphasis on the stimulus, the
response and the relationship between them.

Behavioristic
Stimulus Learning =
(Habit formation)

Response Repetition
4
 1

COGNITIVISM
• Information Processing looks at how information is retrieved and stored.
• This theory focuses on how to store and retrieve information.
• Learning is attained through rehearsal and consistent use of the information.
• Retention strategies such as breaking down information and comparing
the information to long term storage are great techniques.
Comparison between Behaviorist
Theory and Cognitivist Theory

 Behaviorism is a theory that its perspective may

be defined as a change of behavior as a
result of experience, which can bemeasured.
 Cognitivist theory is that its perspective is a
change in mental representations and
associations brought about byexperiences.
Comparison between Behaviorist
Theory and Cognitivist Theory
 In Behaviorist theory exposure is necessary, but in
alinguistically controlled way.

 In Cognitivist theory exposure is plenty and necessary and

itis basedonthe innatecapacityof alearnerandit isnecessary.
 In Behaviorist theory practice is necessary. Constant
repetition is necessary.

 While in Cognitivist theory practice isimportant but rote

learning and meaningless repetition isOUT.
 REFERENCES

• Brown. H. D. (2007) Principles of Language

Learning and Teaching. Prentice Hall Regents.
• Celce-Murcia, M. (2012) Teaching English as a
Second or Foreign Language. H&H
• Nunan, D. (1995). Second Language Teaching &
Learning. H& H
• Richards, J. & Rodgers, T. Approaches and Methods
in Language Teaching. Cambridge University Press.

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• Schmitt, N. (2010) An introduction to applied
linguistics. Hodder Education.