ENGLISH LEARNING

METHODOLOGY
Class: DHAV17
Lecturer: Nguyen Thi Thu Hang, M.A
 INDUCTION
1. Course Learning Outcome
2. Content
3. Tests and Assessment
4. Class regulations
 I. COURSE LEARNING OUTCOMES:

Learners understand how to learn a language

and get the knowledge of language materials and
language skills.
Learners understand and apply the ways of
mastering language materials and skills.
Learners improve their self -study skills in
learning English.
 II. CONTENT
1. Chapter 1: How do people learn languages?
2. Chapter 2: How to learn Vocabulary
3. Chapter 3: How to learn Grammar
4. Chapter 4: How to learn Pronunciation
5. Chapter 5: How to learn Listening
6. Chapter 6: How to learn Reading
7. Chapter 7: How to learn Speaking
8. Chapter 8: How to learn Writing
 III. TESTS AND ASSESSMENT
Number of periods: 30 Multiple choice –LMS
Regular tests : 2
Self study

Midterm test : 1 (Group Project+ Presentation)( 5 members)

Final Test : 1 ( Multiple Choice- LMS)
 IV. CLASS REGULATIONS:

1. Be present at the class at least 80 % (

no absence more than 6 periods = 2
classes)
2. Turn on your camera during the class
3. If no replies after 3 times of being
called= absent
 CHAPTER 1: HOW DO PEOPLE LEARN
LANGUAGES?

I. How do people learn languages?

II. What is students’ responsibility for their own
learning?
III. Englishes
IV. Your tasks
 I. HOW DO PEOPLE LEARN LANGUAGES?

Learning a language is a process after which

learners would be able to use the language to
communicate with accuracy of grammar.

Learning vs acquisition
learn vs Acquire
 HOW DO PEOPLE LEARN LANGUAGES?

Produced by the
at the right level learners
Provided in class
How long does it
take to learn a
language?
“If we are able to put in 10 hours a
day to learn a language, then basic
fluency in the easy languages
should take 48 days, and for difficult
languages 72 days. Accounting for
days off, this equates to two months
or three months time. If you only put
in five hours a day, it will take twice
as long.”
WHAT FACTORS EFFECT THE RESULT OF LEARNING?
(B.Kumaravadivelu, 2006, p30)
Individual
factors

Environmen Negotiation
-tal factors factors

Result
Knowledge Tactical
factors factors

Affective
factors
 Age

Individual
factors
Anxiety
 Interaction

Negotiation
factors

Interpretation
 Learning
strategies

Tactical
factors
Communication
strategies
 What is your learning style?

http://www.educationplanner.org/students/self-
assessments/learning-styles-quiz.shtml

fidget (v) /ˈfɪdʒ.ɪt/:

to make continuous, small movements, especially if they do not have
a particular purpose and you make them without meaning to,
for example because you are nervous or bored.
talk up a storm: to talk with a lot of energy and often skill
Hyper (adj.) /ˈhaɪ.pər/= extremely excited or nervous
Tactile (adj.) /ˈtæk.taɪl/ /ˈtæk.təl/ related to the sense of touch
https://www.menti.com/z9nmeymvny
Auditory
If you are an auditory learner, you learn by hearing and listening. You
understand and remember things you have heard. You store information
by the way it sounds, and you have an easier time understanding spoken
instructions than written ones. You often learn by reading out loud because
you have to hear it or speak it in order to know it.
As an auditory learner, you probably hum or talk to yourself or others if you
become bored. People may think you are not paying attention, even
though you may be hearing and understanding everything being said.
Here are some things that auditory learners like you can do to learn better.
•Sit where you can hear.
•Have your hearing checked on a regular basis.
•Use flashcards to learn new words; read them out loud.
•Read stories, assignments, or directions out loud.
•Record yourself spelling words and then listen to the recording.
•Have test questions read to you out loud.
If you are a visual learner, you learn by reading or seeing pictures. You understand and
remember things by sight. You can picture what you are learning in your head, and you
learn best by using methods that are primarily visual. You like to see what you are
learning.
As a visual learner, you are usually neat and clean. You often close your eyes to
visualize or remember something, and you will find something to watch if you become
bored. You may have difficulty with spoken directions and may be easily distracted by
sounds. You are attracted to color and to spoken language (like stories) that is rich in
imagery.
Here are some things that visual learners like you can do to learn better:
•Sit near the front of the classroom. (It won't mean you're the teacher's pet!)
•Have your eyesight checked on a regular basis.
•Use flashcards to learn new words.
•Try to visualize things that you hear or things that are read to you.
•Write down key words, ideas, or instructions.
•Draw pictures to help explain new concepts and then explain the pictures.
•Color code things.
•Avoid distractions during study times.
If you are a tactile learner, you learn by touching and doing. You understand and remember things through
physical movement. You are a "hands-on" learner who prefers to touch, move, build, or draw what you
learn, and you tend to learn better when some type of physical activity is involved. You need to be active
and take frequent breaks, you often speak with your hands and with gestures, and you may have difficulty
sitting still.
As a tactile learner, you like to take things apart and put things together, and you tend to find reasons to
tinker or move around when you become bored. You may be very well coordinated and have good athletic
ability. You can easily remember things that were done but may have difficulty remembering what you saw
or heard in the process. You often communicate by touching, and you appreciate physically expressed
forms of encouragement, such as a pat on the back.
Here are some things that tactile learners like you can do to learn better:
•Participate in activities that involve touching, building, moving, or drawing.
•Do lots of hands-on activities like completing art projects, taking walks, or acting out stories.
•It's OK to chew gum, walk around, or rock in a chair while reading or studying.
•Use flashcards and arrange them in groups to show relationships between ideas.
•Trace words with your finger to learn spelling (finger spelling).
•Take frequent breaks during reading or studying periods (frequent, but not long).
•It's OK to tap a pencil, shake your foot, or hold on to something while learning.
•Use a computer to reinforce learning through the sense of touch.
Remember that you learn best by doing, not just by reading, seeing, or hearing.
attitudes

Affective
factors
motivation
Language
knowledge

knowledge
factors

Metalanguage
knowledge
Social context

environmental
factors

Educational
context
 III. WHAT IS STUDENTS’ RESPONSIBILITY FOR THEIR
OWN LEARNING?
Paul Nation (2014)

1. Think about your purpose of learning the language and learn what is most
useful for you
2. Spend the equal time amount on the 4 skills ( Listening, Reading, Speaking
and Writing), on the language materials ( grammar, pronunciation, lexis) and
on developing fluency
3. Apply the conditions that help learning such as varied meeting, repetition,
deliberate attention…
4. Keep motivated and work hard- do what needs to be done.
Think about your purpose of learning the language and learn what
is most useful for you.
 ASSIGNMENT 1:

Think about your purpose when learning English:

And what are your aims? What level do you want to reach in
English?
I want to learn English in order to…….…….
Think about how you can achieve these goals
I’m going to practice listening for 30 minutes a day. / I’m going
to write my diary in English to practice writing…
 III. WHAT IS STUDENTS’ RESPONSIBILITY FOR THEIR
OWN LEARNING?
2. Spend the equal time amount on the 4 skills ( Listening, Reading, Speaking
and Writing), on the language materials ( grammar, pronunciation, lexis) and
on developing fluency
 III. WHAT IS STUDENTS’ RESPONSIBILITY FOR THEIR
OWN LEARNING?
Paul Nation (2014)

1. Think about your purpose of learning the language and learn what is most
useful for you
2. Spend the equal time amount on the 4 skills ( Listening, Reading, Speaking
and Writing), on the language materials ( grammar, pronunciation, lexis) and
on developing fluency
3. Apply the conditions that help learning such as varied meeting, varied use,
repetition, deliberate attention…
4. Keep motivated and work hard- do what needs to be done.
ENGLISHES
Which English should I
learn?

Many people believe that in order to

success in learning English, learners
should choose to learn “ British
English” or “American English”? Do
you agree with this view? Explain
your choice.
BE AE

“Don’t worry about it lah!”

I’m not kidding, this place has the
best laksa. You die die must try.
 WHICH ENGLISH SHOULD I LEARN?

Englishes remain remarkably similar in their “standard”

forms – the form used by educated speakers in each of
their contexts.
Choosing a particular English as a model to be learnt and
used : unnecessary unless the aim of learning English is to
come and live in the community that uses that type of
English. For ex; you do not need to learn American
 HOMEWORK: IDENTIFY YOUR
VOCABULARY SIZE

https://my.vocabularysize.com/select/test