BỘ CÔNG THƯƠNG

TRƯỜNG ĐẠI HỌC CÔNG NGHIỆP TP. HỒ CHÍ MINH

KHOA NGOẠI NGỮ
--------

THOEORIES OF FOREIGN LANGUAGE TEACHING

METHODOLOGIES

Lớp học phần: DHAV16N -420300121126

Nhóm: Angles of Death

S
T HỌ VÀ TÊN MSSV
T

1 Lê Thị Tuyết Trâm 20108541

2 Nguyễn Thị Hồng Nhi 20111221

3 Trần Thị Khánh Trình 20109931

4 Trần Mai Thảo 20108971

5 Huỳnh Mai phương

Thành phố Hồ Chí Minh, tháng 04 năm

2021
Teaching Teacher’s Role of Role of Teacher’s response to Teaching -learning Some typical Language
Methodologies goal teacher student students errors process techniques focus
The grammar-
Translation
method
The Audio- -Able to use the “ORCHESTR -“STUDENTS Students listening to -Pattern practice can -Dialogue -Target
A LEADER" be based on material memorization language
Lingual target language IMITATORS” model dialogues with
Directing and taken from the -Repetition drill
Method communicativel Following the repetition and drilling dialogue. -Chain drill
controlling the
- Mimicking can -Single-slot
y teacher's but with little or no
language practice the dialogue substitution drill
-Learn to use direction and teacher explanation. itself. -Transformation
behavior of
- Performance of the drill
language respond acurately
students dialogue in front of -Complete the
automatically and as rapidly as class and at the seats
dialogue
with the students
without stopping Possible
changing roles and
to think partners from time to
time.
-Using this
-Dialogue can be
method, students
adapted.
are supposed to
form new habits
in target
language
Communicativ -To -Teachers -Learners take -Teachers should work -Everything is mostly Brainstorming, -Students
e Language communicate: facilitate active roles in with what the done with information gap, are allowed
form, function, leaner has produced in a communicative intent to respond
Teaching learners’ English learning. role plays, group
meaning. non-threatening way. -Student use the in
English as -They participate -Teachers can use to language through work, interview, the
communicative language,
much as they in correct errors in some problem- solving
activities such as their n
can abundant communicative ways: Give them a game and role-plays task, language,
-Communication is mixture of
communication activities. model, give student competitions, ...
purposeful the two.
opportunities understandable -Activities are often -Let st
induce
in class. feedback,.... out by students in
discover
small group grammar
rules

Total Physical To make student The teacher Learner plays a Expected, teacher’s -Review: teacher -Thiving
Response enjoy plays an active listener and tolerance (major error gives a summary of commands by the
experience. and direct role performer, listen only), unobtrusively. the last lesson, side of the
To reduce in Total attentively and Minor error when -New commands: teacher, and
amount of Physical respond students are advanced. giving the student should to
students’ stress Response. physically to commands, 3 those commands.
by encouraging Teacher who commands given commands at a time, -Usage of
decides what to by the teacher , varying the sequence pictures and
teach, who Learners are of commands. objects.
models and required to -Role reversal:
 presents the respond both Students
new materials, individual and commanding their
and selects collectively. teacher and
supporting classmates.
material for -Reading and writing:
classroom use. Teacher write new
items on the
blackboard.
Task - Based - Teachers - The teacher - Learners are - If students are - There are 3 stages: - There are three - The use of
emphasize as mediator of problem-solving in + Pre-Task stage main categories of authentic
Learning typically task: information -
learning to the students’ groups, errors in (before performing language to
communicate language described as communication become tasks) gap, reasoning - complete
through development, evident to the whole gap, and opinion - meaningful
 The teacher
active agents gap:
interaction in contributing to group (peer-correction), introduces the tasks in the
+ Information -
target language the who, through the and the teacher task to the gap activity, which target
- Teacher effectiveness (functioning as a students and involves a transfer language.
performance of
introduction of TBLT as a language resource) can gets them of given
authentic text on pedagogical tasks, develop be asked to supply the motivated to information from
learning approach to necessary language, solve it. Once one person to
implicit and
situations second giving “the right everyone is another – or from
- Teachers language explicit second information to the right engaged, the one form to
provide education people at the right teacher should another, or from
language one place to
opportunities for - The teacher time.” explain what
learners focus, as a key figure knowledge and - It’s a good idea to let is expected for another –
not just on the in the generally calling
gradually students evaluate each the task.
for the decoding or
language, but implementation  Verbal encoding of
also on the of TBLT, and become more other’s work and only explanations
learning process thus as a proficient in offer a teacher review can be information from
itself change agent in supported by or into language.
comprehending of frequently-made + Reasoning - gap
- TBLT is the innovation an example
of second and producing errors during the task. from the activity, which
defined as a involves deriving
language teacher or by
the target Peer correction could be some new
“learner-centred education showing a
information from
- The teacher language for carried out in the form previous given information
approach to
student’s through processes
as researcher, meaningful of comments, feedback
language work. The of inference,
and thus as an purposes discussions, or a teacher can deduction,
teaching,” which
then give practical
active checklist with
can be opposed further reasoning, or a
contributor to additional room for free instructions if perception of
to more relationships or
needed and
the commentary. patterns.
traditional, offer advice
development on how to + Opinion - gap
“teacher- activity, which
approach the
and further involves
dominated” task.
identifying and
refinement of + Task Cycle stage articulating a
approaches
(perform tasks) personal
TBLT as a
 This is the preference,
researched main stage of feeling, or attitude
pedagogy task-based in response to a
learning, given situation.
where students
start working
on the task,
usually in
groups or
pairs. This
stage is done
 in the target
language so
that students
feel the need
to use the
language they
want to learn
in order to
solve the task.
 The teacher
doesn’t
usually join in
the work
process.
Instead, he or
she will
monitor the
students and
offer hints if
students really
need support.
+ Post-Task stage
(after performing
tasks)
 The students
have
completed the
task and have
something to
present.
 The review
stage offers
students the
opportunity to
reflect on their
work and
analyze it in
order to
improve their
skills for the
future.