HCMC UNIVERSITY OF INFORMATION

TECHNOLOGY

Teaching Methodology
Assoc. Prof. Dr. Tung Thanh Nguyen
DEd (TESOL) (Uni of Melbourne, Australia)
PhD (Linguistics) (HCMC USSH, Vietnam)

Monday, October 27-28, 2014

Outline
1. The link among theories, principles and techniques
2. An overview of main teaching methods
3. The teaching of language components
4. The teaching of language skills
3Hs
3Hs
Linking 3Hs
Linking 3Hs
Theories, principles and techniques:
The link

We behave according to what we believe. What we believe

is based on our thoughts . . . So, if you want to act
different, first you have to think different. (Rachel, n.d.)
Link in language teaching
Goals:
1. Language teaching method: a coherent set of links
between actions (techniques) and thoughts (principles)
in language teaching
2. To uncover thoughts that guide your actions as a teacher
3. To introduce a variety of techniques
An overview of teaching methods

1. GTM
2. DM
3. ALM
4. CLT
Ten questions
1 Goals 6 View of L/Cult

2 Role of T/Ss 7 Language areas/skills

3 Characteristics of 8 L1
teaching/learning process

4 Nature of interaction 9 Evaluation

5 Ss’ feelings 10 Errors

GTM
Reading:
- Each S is called on to read a few lines & translate
them into L1
- T helps Ss with new vocab. items
- When Ss have finished reading & translating, T asks
them in L1 if they have any questions
- T answers questions in L1
- T asks Ss to write answers to comprehension questions
 Vocabulary:
- Ss are instructed to give the L1 word for each of
the words in a list.
- Ss are directed to find the opposites of the words
given in the passage.

Grammar:
- Rule examples application to different
examples
DM
Reading:
- Ss are called on one by one to read a sentence from the

reading passage.

- T points to part of map the sentence describes.

- Ss are asked if they have any questions.

- T answers by drawing or giving an example.

Question and answer exercise:
- T asks questions; Ss answer in full sentences
- T invites Ss to ask questions; class answers
Conversation practice:
- T asks questions about Ss in classroom; Ss answer
- Ss make up their own questions; other Ss answer
Grammar:
- T asks Ss to turn to an exercise in the lesson which asks
them to fill in the blanks
Dictation:
- T gives Ss a dictation
ALM
Presentation:
- T presents a new dialogue twice; Ss listen
- T has Ss repeat each line several times.
- T helps Ss memorize the dialogue:
a. T says A’s lines; Ss adopt the role of B
T & class switch roles
b. T divides class in half; two halves switch roles
c. T asks several pairs
- T conducts a chain drill.
 Practice:
● A single-slot substitution drill

● A multi-slot substitution drill

● A transformation drill

● A question-and-answer drill

Production:

● Act out the dialogue at home

CLT
Presentation:
- T asks Ss to read a sports column from a recent
newspaper & underline the predictions
- T gives instructions in L2
- Ss read what they have underlined; T writes the
predictions on BB.
- T & Ss discuss the certainty of these predictions
- T asks Ss to tell the class another way to express the same
prediction
 Practice:
● Unscramble sentences
● Game
● Ss’ feelings about predictions
● A picture strip story
● Role play
Production:
- T asks Ss to listen to the debate b/w two candidates on
radio or watch it on TV that night & then write predictions
1. Goals To be able to read
literature To learn about
gram rules & vocab

2. Role of T/Ss T: authority

Ss: do as T says
3. Characte- Translation
ristics Deductive grammar
Word lists

4. Interaction T S(s)
S initiation: Little
S – S: Little
5. Feelings No

6. View of Literary language

L/Cult Cult: literature & fine arts
7. Language Vocab and grammar
areas / skills R&W
8. L1 Mostly used

9. Evaluation Translation
Qs about Cult & gram
10. Errors Correct: important
T supplies correct answer
1. Goals To be able to read To communicate in L2
literature To learn about To think in L2
gram rules & vocab
2. Role of T/Ss T: authority T directs activities
Ss: do as T says Ss: less passive, more
like partners
3. Characte- Translation Comm. in L2
ristics Deductive grammar Inductive gram
Word lists Vocab in sentences
4. Interaction T S(s) T Ss
S initiation: Little S T
S – S: Little S S
5. Feelings No No
6. View of Literary language L: primarily spoken
L/Cult Cult: literature & fine arts Cult: history, geography,
daily lives
7. Language Vocab and grammar 4 skills; oral comm:
areas / skills R&W basic; Pronun: attention
Vocab over gram
8. L1 Mostly used Not used
9. Evaluation Translation Ss asked to used lang
Qs about Cult & gram
10. Errors Correct: important Self-correction
1. Goals To be able to read To communicate in L2 To use L2 comm. To
literature To learn about To think in L2 overlearn / use automat.
gram rules & vocab w/o stopping to think
2. Role of T/Ss T: authority T directs activities T directs, controls,
Ss: do as T says Ss: less passive, more provides model
like partners Ss follow model
3. Characte- Translation Comm. in L2 Dialog: imitation &
ristics Deductive grammar Inductive gram repetition drills
Word lists Vocab in sentences Inductive gram
4. Interaction T S(s) T Ss T S (T initiates)
S initiation: Little S T S – S (chain drill: T-
S – S: Little S S directed)
5. Feelings No No No
6. View of Literary language L: primarily spoken L: of different levels
L/Cult Cult: literature & fine arts Cult: history, geography, Cult: everyday behaviour
daily lives & lifestyle
7. Language Vocab and grammar 4 skills; oral comm:
areas / skills R&W basic; Pronun: attention L S R W
Vocab over gram
8. L1 Mostly used Not used Not used
9. Evaluation Translation Ss asked to use lang Discrete-point test
Qs about Cult & gram
10. Errors Correct: important Self-correction Avoided at all costs
 Method GTM DM ALM CLT
Question

1. Goals

2. Role of T/Ss

3. Characteristics
of Tea./Lear.
process

4. Interaction

5. Feelings

6. View of L/Cult

7. Language areas
/ skills

8. L1

9. Evaluation

10. Errors
 Method GTM DM ALM CLT
Question

1. Goals To be able to read literature To communicate in L2 To use L2 comm. To To communicate: form,

To learn about gram To think in L2 overlearn / use automat. function, appropriacy
rules & vocab w/o stopping to think

2. Role of T/Ss T: authority T directs activities T directs, controls, T facilitates comm.

Ss: do as T says Ss: less passive, more like provides model (facili, adviser, co-comm.)
partners Ss follow model Ss: communicators

3. Characteristics Translation Comm. in L2 Dialog: imitation & - Comm. intent: comm.

of Tea./Lear. Deductive grammar Inductive gram repetition drills activities (3 features) +
process Word lists Vocab in sentences Inductive gram authentic

4. Interaction T S(s) T Ss T S (T initiates) T: facilitator of comm.

S initiation: Little S T S – S (chain drill: T- Ss interact (pairs, triads,
S – S: Little S S directed) small groups, whole gro.)

5. Feelings No No No Yes

6. View of L/Cult Literary language L: primarily spoken L: of different levels L: for comm form,
Cult: literature & fine arts Cult: history, geography, Cult: everyday behaviour function, appropriacy
daily lives & lifestyle C: everyday lifestyle

7. Language areas Vocab and grammar 4 skills; oral comm: basic Function over form
/ skills R&W Pronun: attention L S R W Discourse level
Vocab over gram Four skills

8. L1 Mostly used Not use Not used Judicious use

9. Evaluation Translation Ss asked to use lang Discrete-point test Integrative test

Qs about Cult & gram

10. Errors Correct: important Self-correction Avoided at all costs Errors: tolerated during
T supplies correct answer fluency-based activities
 Method
GTM DM ALM CLT
Technique

1 Translation of a literary Reading aloud

passage

2 Reading comprehension Question & answer

questions exercise

3 Antonyms/synonyms Getting students to self-

correct

4 Cognates Conversation practice

5 Deduction application Fill-in-the-blank

of rule exercise

6 Fill-in-the-blanks Dictation

7 Memorisation Map drawing

8 Use words in sentences Paragraph writing

9 Composition

10

11
 Method
GTM DM ALM CLT
Technique

1 Translation of a literary Reading aloud Dialogue memorisation

passage

2 Reading comprehension Question & answer Backward build-up drill

questions exercise

3 Antonyms/synonyms Getting students to self- Repetition drill

correct

4 Cognates Conversation practice Chain drill

5 Deduction application Fill-in-the-blank Single-slot substitution drill

of rule exercise

6 Fill-in-the-blanks Dictation Multi-slot substitution drill

7 Memorisation Map drawing Transformation drill

8 Use words in sentences Paragraph writing Question & answer drill

9 Composition Use of minimal pairs

10 Complete the dialogue

11 Grammar game
 Method
GTM DM ALM CLT
Technique

1 Translation of a literary Reading aloud Dialogue memorisation Authentic materials

passage

2 Reading comprehension Question & answer Backward build-up drill Scrambled sentences
questions exercise

3 Antonyms/synonyms Getting students to self- Repetition drill Language games

correct

4 Cognates Conversation practice Chain drill Picture strip story

5 Deduction application Fill-in-the-blank Single-slot substitution drill Role play

of rule exercise

6 Fill-in-the-blanks Dictation Multi-slot substitution drill

7 Memorisation Map drawing Transformation drill

8 Use words in sentences Paragraph writing Question & answer drill

9 Composition Use of minimal pairs

10 Complete the dialogue

11 Grammar game
The teaching of language areas

1. Pronunciation

2. Vocabulary

3. Grammar
Pronunciation
Presentation:
- Say the sound clearly in isolation
- Say it in one or two words
- Students repeat the sound, in chorus & individually
- Describe how it is pronounced if Ss have difficulty
- Contrast two similar sounds if Ss confuse them
Practice:
A) Aural drill
1. One/two drill
2. Same/different drill
3. One/two/three drill
4. Odd one out
B) Oral practice (chorally & individually)
- Say the sound alone
- Say the sound in words of different positions
- Say the sound in phrases
- Say the sound in sentences
 Production (high level)(5 -15’)
Aim: to help Ss to be able to communicate in real life.
• Guided practice
• Communicative practice
Guided practice
Fill in the blanks by saying words containing certain
sounds.
/eI/
Complete the sentences.

a. Children love to ………. games.

b. Black and white ………. gray.
c. After April comes …………….
d. Hurry up. Don't be ……… for
school.
Make up sentences

Ss practise in a meaningful context.

Communicative practice
e.g.:
Class survey
1- /Sthree
• Ask / &classmates
/tS/ this Q:
How much do you enjoy the things below?
playing chess – watching TV – washing up –
cooking chips – lying in the sunshine – shopping

• Now tell the rest of the class what you found:

Nam doesn’t like watching TV much, Thu & Nga like
shopping but they don’t like washing up.
 Vocabulary
Procedure:
- Select new word
- Choose appropriate technique to show meaning
- Say the word aloud
- [Conduct repetition if necessary]
- write it on BB
- Show form (key transcription + stress + word class)
- Write meaning: an explanation + e.g.
- (passive item: present it quickly with an example;
active vocabulary: expand it with family words,
collocation and ask a question for SS to use it.)
- [Conduct repetition of all words presented]
Grammar
Presenting a structure: Steps
1. Draw the picture and give the example.
2. Give a model and ask the class to repeat.
3. Ask individual to repeat the sentence.
4. Write the sentence on the board.
5. Explain how the sentence is formed.
6. Ask the class to copy the sentence.
7. Give other situations and examples.
The teaching of language skills

1. Listening

2. Speaking

3. Reading

4. Writing
Listening
Pre-listening:
1. Introduce the text

2. Present vocabulary

3. Giving guiding question(s)

While-listening:
- Appropriate tasks given to check major points

Post-listening:
- T directs text-related tasks
+ for language practice (not much time left)
+ for developing other skills (S/W) (20’-40’)
 Speaking
1. Controlled speaking
Repetition drill
Chain drill
Single-slot substitution drill
Multi-slot substitution drill
Transformation drill
Question-and-answer drill
Pattern practice
Complete the dialogue
Practising short dialogues
Reading a text & answering
questions
Grammar exercises
Grammar games
2. Guided speaking:
Pre-speaking:
1. Introduce the topic and state the objectives of the
activity
2. Suggest language and ideas to help learners with the
activity
While-speaking:
- T sets the task in motion & monitors the task.
Post-speaking:
- Reporting on findings
- Recording mistakes
Reading
Pre-reading:
- Give a brief introduction to the text
- Present some of the new words which will appear in
the text
- Give one or two ‘guiding’ questions (orally or on BB)
for Ss to think about as they read
While-reading:
1. Checking comprehension
a. Completing a table
b. Comprehension questions
2. Learning new language
- T uses definition questions, not asking “What does …
mean?”
Post-reading:
- Ss produce texts: the texts are used as a basis for
language practice
Writing
Pre-writing:
- T leads into the lesson.
- T introduces the topic & give clear instructions.
- T presents language input (vocab, structures, ideas) for
the task by giving cues, helping Ss brainstorm for
ideas, giving a model text or doing oral preparation.
While-writing:
- Ss write in groups in class or individually at home.
Post-writing:
- T marks Ss’ papers & gives comments
- T gives feedback: pointing out good points & common
mistakes
L
P
 References
Rachel. (n.d.). What’s dissatisfying you? Retrieved from
http://www.tridelta.org/thecenter/learn/whatsdissatisfying
you
THE END