Vietnam National University-Ho Chi Minh City

University of Social Sciences and Humanities

FACULTY OF ENGLISH LINGUISTICS & LITERATURE

COURSE SYLLABUS (ĐỀ CƯƠNG MÔN HỌC)

Major: TESOL (LÝ LUẬN VÀ PHƯƠNG PHÁP GIẢNG DẠY TIẾNG ANH)
Tên môn học: KỸ THUẬT DẠY TIẾNG
(Course title: TECHNIQUES IN TESOL )

1. Thông tin chung về môn học (General information of the course)

Mã số môn học/ Course

code:
Số tín chỉ/ Course credits: 2
Tổng số tiết/ Total no. of
periods: 60
- Môn học tiên quyết:
(Prerequite courses)
-Type of course:
- Others:
LT (Theory): 15 Tự học (Independent study):
TH (Practice): 30
LT (Theory): 15
TH (Practice): 30
- Major Orientation MS/ Course Code:
Thuộc khối kiến thức/kỹ năng:
Kiến thức chung (general knowledge)
Kiến thức cơ sở ngành (specialized knowledge)
Kiến thức khác (others)
Luận văn tốt nghiệp (Thesis)
Môn bắt buộc (Required) PT ứng dụng (Applied)
Môn tự chọn (Elective) PT định hướng nghiên cứu
(Research oriented)

2. Mục tiêu và nội dung tóm tắt của môn học (Course description and course
objectives)
Course description:

This course focuses on theories of language teaching and learning; beliefs and philosophy of
teaching and learning; issues in teaching and learning English in Vietnam today; learner
characteristics which influence teacher decisions; classroom techniques; guidance on managing
learning and practical teaching ideas.
Course objectives:
The course aims:
Provide learners with a stronger theoretical foundation of teaching and learning English;
Help learners in effectively applying the theory into practice of their teaching English in
Vietnamese setting;
Inculcate amongst the learners, who are themselves teachers of English, an awareness of the
need to motivate and inspire their students through their credibility and established rapport.

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3. Các hiểu biết,các kỹ năng cần đạt được sau khi học môn học: (Course
expected learning outcomes -CLOs)
Expected learning outcomes: (CLOs)

Upon successful completion of the course, the learners are expected to be able to:
1. apply the concepts, principles and practices related to teaching and learning a foreign
language, regarding teaching the integrated skills, pronunciation, grammar, vocabulary,
among others (CLO1);(P1.1,2,3)
2. apply the theories in planning their lessons and designing the supporting activities with
maximum efficiency and effectiveness (CLO2);(P 2.1,2,3)
3. Appreciate the importance of motivation and inspiration in teaching and learning (CLO
3).(P2.4), (P3.1,2,3)

Matrix of the link between Course expected learning outcomes (CLOs), Program expected learning
outcomes (PLOs), and Assessment tasks (A)

Course Assessment Nhóm kiến thức Nhóm kỹ năng Nhóm thái độ

learning tasks (Knowledge) (Skills) (Mức độ tự
outcomes (please specify chịu trách
and in alignment nhiệm)
with the grading PLO1 PLO2 PLO3 PLO4 PLO5 PLO6
scheme)
A 1…
CLO1 (Theoretical x x
foundations)
A 2, A3…
CLO2 (Group x x x x
presentation)
CLO3 A 4… x
CLO4 A 5, A6…

4. Tài liệu tham khảo chính (Required readings and references)

[1] Các giáo trình/ tài liệu chính (Required readings)

Brown, H. D. (2015). Teaching by principles –An interactive approach to language pedagogy.

Fouth edition. Longman.
Carter, Ronald & Nunan, David (Eds.) (2012). The Cambridge guide to Teaching English to
Speakers of Other Languages. Fifth edition. Cambridge: Cambridge University Press.
Larsen-Freeman, D. (2011). Techniques and principles in language teaching. Third edition.
Oxford University Press.

[2] Sách tham khảo khác (References)

Field, K. (Ed.) (2000). Issues in modern foreign languages teaching. London: Routledge
Falmer.
Harmer, J. (2016) The Practice of English Language Teaching. Fifth edition. Longman.
Hubbard, P., Jones, H., Thornton, B. & Wheeler, R. (1991) A Training Course for TEFL.
Oxford University Press.
Lewis, M. (1999). How to study foreign languages. London: Macmillan Press Ltd.

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Lim, C.P. & Chai, C.S. (2008) Rethinking classroom-oriented instructional development models
to mediate instructional planning in technology-enhanced learning environments. Teaching
and Teacher Education, Vol. 24. Science Direct.
Nunan, D. (1999). Second language teaching and learning. Boston: Heinle & Heinle Publishers.
Richards, J. C. & Renandya, W. A. (2002). Methodology in language teaching –An anthology of
current practice. Cambridge: Cambridge University Press.
Riding, Richard J. & Rayner, Stephen, G. (1998). Cognitive styles and learning strategies –
Understanding style differences in learning and behavior. London: David Fulton Publishers.
Ur, Penny (2012). A course in language teaching: practice and theory. Second revised edition.
Cambridge: Cambridge University Press.

[3] Nguồn tài liệu tham khảo trực tuyến (Online resources/ Websites)

E-Resources: ProQuest, Sciencedirect, Emerald Insights, ERIC, EBSCO, etc. (accessible from
the e-library resources of Vietnam National University –HCM central lib;
http://www.vnulib.edu.vn. Register is required).

5. Hướng dẫn cách học - chi tiết cách đánh giá môn học: (Teaching and
learning strategy and assessment criteria)
Teaching and Learning Strategies
The course is delivered in the form of lectures, group presentation, class discussion, and exchange
of thoughts and insights through in-class workshops where the learners’ individual proposals are
brought to open discussion and constructive critique. For group presentation, the class will be
divided into several small groups. Each group will be required to synthesize the suggested readings
on a certain topic and orally present their outputs.

The learners are expected to:

Read and comprehensively synthesize the required readings prior to each in-class session;
Do independent research into topics of their own interest;
Actively share their insights and participate in group work and class discussions;
Submit the required assignments bye the due date
……..

Assessment criteria and grading

The learners’ performance and the course grade will be computed according to:
Participation in group work, presentation, project and class discussion (reflection of personal
experiences, sharing their personal insights, etc.)
Clarity and good understanding of the assigned issues in oral presentations (as scheduled)
Insightful and critical comments on peer’s proposals (as assigned)
Quality of the individual research proposal (that should demonstrate a thorough understanding,
logical arguments and reasoning of the subject matter proposed)

Assessment Scores Weighting in final

Criteria course grade
Group presentation & participation 30 Midterm 50%
(on one assigned topic) scores
Group project (oral presentation) 20
Group project (written) 30
Comments for peer group 20

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100
Final project 100 Final scores 50%

100%
Passing grade: 55/100 (5.5/10)

ACADEMIC INTEGRITY

The projects in this class will benefit from intensive student collaboration and faculty
consultation; however, it is also necessary to assess individual attainment of knowledge and skills.
In an effort to maintain the highest standards of scholastic integrity, please be advised the
followings:
- Do not give or receive unauthorized help on any examination, paper, or assignment that
requires individual responsibility.
- Do not plagiarize. Specifically, in written assignments, do not submit as your own work
which contains [unreferenced] direct or paraphrased quotes from another source.
- Assignments must reflect the individual’s own work. Specifically, in the group project, there
should be an appendix which acknowledges individual contribution(s).
Any violation of the scholastic integrity will result in failure of the course and disciplinary actions
deemed necessary and appropriate by the faculty administration.

6. Dự kiến danh sách Cán bộ tham gia giảng dạy: (Professors/ Instructors)
TS. Lê Hoàng Dũng - Khoa Ngữ văn Anh /Trường Đại học Khoa học Xã hội và Nhân văn
TS. Nguyễn Hoàng Tuấn - Khoa Ngoại ngữ/ Trường Đại học Thủ Dầu Một

7. Nội dung chi tiết: (Detailed Schedule and course contents) \

Session Topic/Contents Activities Required Readings
1 Introduction and A short
discussion of the course presentation by
syllabus and the instructor
requirements
Students sharing personal Group and class
beliefs and philosophy of discussion
teaching and learning

Issues in teaching and
learning English in
Vietnam today
Some possible issues:
Application of IT in
teaching and learning
English in Vietnam
nowadays
Roles of the teachers
Learning outcomes
Learners’ cognitive styles
Learners’ attitude
Students’ motivation
Multiple intelligences
and their application in
Each group (5 Carter, Ronald & Nunan, David (Eds.)
students) chooses (2001/2012). The Cambridge guide to
an issue of Teaching English to Speakers of Other
interest, has a Languages. Cambridge: Cambridge
preliminary University Press.(Chapter 15, pp. 107-
discussion in 113)
groups, prepares a Davison, J. & Moss, J. (Eds.) (2000).
presentation (with Issues in English teaching. London:
recommendations RoutledgeFalmer. (pp. 99-237)
of possible Field, K. (Ed.) (2000). Issues in modern
solutions) and foreign languages teaching. London:
presents in the RoutledgeFalmer. (pp. 99-237)
following Lim, C.P. & Chai, C.S. (2008)
sessions. Each Rethinking classroom-oriented
presentation instructional development models to

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teaching English in VN should not exceed mediate instructional planning in

Issues related to 30 minutes. technology-enhanced learning
integration of skills environments. Teaching and Teacher
Teaching and learning of Education, Vol. 24. Science Direct.
English to high school
students
Factors affecting the
effectiveness of teaching
and learning
Assessment of students’
learning
How to improve the
students’
Etc.
2 Conceptual basis of Presentation by Harris, V. (2000). Towards
second language teaching Group 1 independence in language use and
and learning language learning. In Field, K. (2000).
(Humanistic education Issues in modern foreign language
and experimental Issue A: Group 2 teaching. London: RoutledgeFalmer.
learning (pp.220-236)
Communicative language Class discussion Nunan, D. (1999). Second Language
teaching Teaching and Learning. Boston: Heinle
Learner-centered & Heinle Publishers. (Chapter 1, pp. 3-
education 37)
Negotiated curricula
Task-based language
teaching )
3 Language, learners andPresentation by Carter, Ronald & Nunan, David (Eds.)
the learning process Group 3 (2001/2012). The Cambridge guide to
Cognitive styles, learning
Class discussion Teaching English to Speakers of Other
strategies and Languages. Cambridge: Cambridge
implications in teaching
Issue B: Group 4 University Press., (2001) (Chapter 24,
and learning English pp. 166-172)
Lewis, M. (1999). How to study foreign
languages. London: Macmillan Press
Ltd. (Chapters 3, 4; pp. 41-89)
Nunan, D. (1999). Second Language
Teaching and Learning. Boston: Heinle
& Heinle Publishers. (Chapters 4, 5 & 6,
pp. 93-194)
Riding, Richard J. & Rayner, Stephen,
G. (1998). Cognitive styles and learning
strategies –Understanding style
differences in learning and behavior.
London: David Fulton Publishers.
(chapters 2, 3, 4 & 7)
Skehan, P. (1998). A cognitive
Approach to language teaching. Oxford:
Oxford University Press. (pp. 237-282)
4 Methods of language Presentation by Brown, H. D. (2001/2015). Teaching by
teaching and learning Group 5 principles –An interactive approach to
Syllabus design Class discussion language pedagogy. Longman. (Chapter

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4, pp. 47-72)
Issue C: Group 6 Richards, J. C. & Renandya, W. A.
(2002). Methodology in language
teaching –An anthology of current
practice. Cambridge: Cambridge
University Press. (pp.5-26)
Skehan, P. (1998). A cognitive
Approach to language teaching. Oxford:
Oxford University Press. (pp. 75-92)
5 Classroom techniques Students work in Carter, Ronald & Nunan, David (Eds.)
Integration of language groups (all (2001/2012). The Cambridge guide to
skills (Listening, groups) to come Teaching English to Speakers of Other
Speaking, Reading and up with their own Languages. Cambridge: Cambridge
Writing), Grammar, ways and University Press. (Chapters 1, 2, 3, 4, 5,
Vocabulary and suggestions on 6, & 8; pp. 7-47, pp. 56-65)
Pronunciation how to Lewis, M. (1999). How to study foreign
accomplish languages. London: Macmillan Press
(Submission of one-page excellence in Ltd. (Chapters 7, 8, 9, 10, 11; pp. 123-
outline of individual teaching some set 196)
projects for suggestions) of skills and/or Nunan, D. (1999). Second Language
knowledge of the Teaching and Learning. Boston: Heinle
English language & Heinle Publishers. (Chapters 7,8, 9 &
system 10, pp. 197-299)
Exchange their Ur, Penny (1996/2012). A course in
suggestions with language teaching: practice and theory.
each other Cambridge: Cambridge University
Class discussion Press.
Issue D: Group 7
6 Classroom management Presentation by Brown, H. D. (2001/2015). Teaching by
Classroom interaction Group 8 principles –An interactive approach to
Classroom dynamics Class discussion language pedagogy. Longman. (pp.411-
Grouping techniques 424).
Giving feedback Harmer, J. (1991/2016) The Practice of
English Language Teaching. Longman.
Wrap-up (pp. 235-255)
Richards, J. C. & Renandya, W. A.
(2002). Methodology in language
teaching –An anthology of current
practice. Cambridge: Cambridge
University Press. (pp.49-64)
Ur, Penny (1996/2012). A course in
language teaching: practice and theory.
Cambridge: Cambridge University
Press. (Module 16, 17 & 18; pp. 227-
272)

Guidelines on
Group Each group (5 students) chooses an issue of interest, has a preliminary discussion
presentation in groups, prepares a presentation (with recommendations of possible
(if any) solutions) and presents in the following sessions. Each presentation should not

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exceed 30 minutes.

Guidelines on Students work in groups (all groups) to come up with their own ways and
Group Project suggestions on how to accomplish excellence in teaching some set of skills
(if any) and/or knowledge of the English language system.
Exchange their suggestions with each other.
Individual final Each student chooses a topic related to teaching and learning (with application
paper (if any) and/or reflection on their own practice of teaching and learning) to write a
research paper on it. By nature, this can be a library research paper, a mini
experiment, any qualitative study and/or quantitative one, etc.
This final project should follow a common format of a research paper, i.e.
consisting of (i) introduction/ background of the study/ research questions, (ii)
a review of related literature, (iii) methodology, (iv) suggestions,
recommendations and conclusion, and (v) references.
The final project should be written in an analytical and synthetic manner that
demonstrates the writer’s logical thinking. It should not exceed 20 pages of
1.5-line spacing, font size 12, and Times New Roman font style (excluding the
references).

8. Thông tin liên hệ:

+ Khoa Ngữ văn Anh (Phòng A112, 10-12 Đinh Tiên Hoàng, Quận 1, Tp. Hồ Chí Minh)
+ Lần cập nhật thứ 2: tháng 11/2014
+ Lần cập nhật thứ 3: tháng 9/2016
+ Lần cập nhật thứ 4: tháng 9/2017
+ Lần cập nhật thứ 5: tháng 3/2019

Approved by Approved by Prepared/ Updated by

Dean of EF Department Head

Le Hoang Dung, Ph.D. Nguyen Dang Nguyen, PhD Le Hoang Dung, Ph.D.
Nguyen Hoang Tuan, PhD
Tran Thi Minh Phuong, PhD

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