CLT in thai binh university of medicine and pharmacy

TOPIC: My selected teaching approach/method: Communicative Language Teaching (CLT) at Thai Binh University of Medicine and Pharmacy ABSTRACT The objective of the writing is to prove Communicative Language Teaching (CLT) the most relevant method in teaching English in Thai Binh University of Medicine and Pharmacy Many aspects including current situation of CLT application in Vietnam and Thai Binh University of Medicine and Pharmacy (TBUMP), main characteristics of this method etc are discussed The findings unveiled that the application of CLT by a majority of the foreign language (FL) lecturers in Thai Binh University of Medicine and Pharmacy shows its relatively high effectiveness INTRODUCTION (300 WORDS) For recent years English teaching method renovation has been a centre of discussion about in Vietnam In spite of increasing need in applying different teaching methodologies like communicative language teaching (CLT), task-based teaching (TBT), audiolingualism, direct method, presentation – practice – production (PPP) etc teachers still use traditinal methods Le (2011, p 16) confirmed that traditional grammar translation teaching methods still prevail despite the increasing demand for communicative English skills suited to employment in the fast developing context of Vietnam and government policies stating the will to enhance delivery of English language within the education system At the same time, Hoang (2011, pp 9,10) concerned about the quick process of regional and international integration, the stronger external force for English language teaching and learning in Vietnam which has made it difficult to keep the existing and admittedly low standards in its teaching Increasingly, it was being realized in decision-makers that without major changes and sizeable inputs in its curricula and courses, methodology and materials, English teaching in Vietnam would soon ceased to effectively serve the demands being made on it This has resulted in the current situation of English language teaching in Vietnam According to Ngọc (2015), the education sector is urgently implementing innovative educational content, method transfer from assessing content (what students learn) to assessing the capacity of learners (students through learning), the center of student and teacher, teachers play an important role in implementing measures to change it (Xuân Hoà, 2014; Xuân Trung, 2014) - The resolution No 29 NQ/TW of complete revolution on education and training reassured the importance of changing the teaching methodology with more IT application For higher education, focused training of highly qualified, fostering talents, qualities and skills development of self-study, self-enrichment of the knowledge and creativity of students Improving network of institutions of higher education, career structure and training levels consistent with planned national human development; which, with some schools and training programs across regional and international Diversification of training facilities in accordance with the needs and technological development sectors, occupations; require construction, national defense and international integration The need to change the new/innovative teaching method [why need change?](MOET, 2008) About Project 2020 In 2008 Vietnam issued Government Decision 1400, the goal of which is: “To renovate thoroughly the tasks of teaching and learning foreign languages within the national educational system.” MoET’s National Foreign Language 2020 Project, or Project 2020 for short, was created in 2010 to implement this national renovation Among the objectives of the project is establishing regional foreign language centers as a major strategy to address teacher development and language teaching quality throughout the country Five such facilities were officially launched in January this year at the University of Languages and International Studies/VNU – Hanoi, Thai Nguyen University, Hue University College of Foreign Languages, the University of Foreign Languages – Da Nang City, and the Ho Chi Minh City University of Education Under Project 2020 Vietnam wants most of its students to be able to use a foreign language, especially English, confidently in their study, daily communication, and work by 2020 Reason to change: coming from learners (Tomlinson & Dat, 2004) The article reviews the literature on learner cultures and perceptions in language education and on the contributions that learners have made and could make to decisions about classroom methodology It also reports the conduct and the results of the survey and uses this to discuss implications for L2 classrooms in Vietnam and elsewhere, and to suggest pedagogic interventions that could help to facilitate learner contributions and cater for learner needs and wants The survey indicates that the teachers (as reported in other similar studies) were largely unaware of what their students felt and thought about the methodology of their courses, and that the learners would welcome changes to the culture of their classrooms Reason to change: coming from teachers (Toan, 2013) Argue: new/innovative method: not always welcome – why? Đỗ (2015) Selected method [why? To be explained below] MY TEACHING CONTEXT Workplace: school/university where I am working now - Thai Binh University of Medicine and Pharmacy What I know about my school - It trains mostly general doctors and pharmacist for 47 years of delopments My peer teachers/colleagues (pedagogical beliefs; qualifications; teaching practice/preferences; my observation of my colleagues’ teaching methods; relationship; use of L1; ICT skills; interests;) - University: They are friendly, Department: all of young teachers got MA degree Mainly grammar-translation Relationship: good relationship but not share Use of L1: too often ICT skills: poor The grammar-translation method is my preferred methodology for reasons too numerous to list I will address a few of these reasons below as I discuss the universally preferred modern method of teaching English – the communicative language teaching method, which is used today in all English-as-a-Foreign/Second-Language classes My students (age, gender: more females than males; interests; where they come from; financial condition; living on campus or off campus; use of L1;) Here is a brief report of the training program of English subject in my university General assessment of English training Types of students + General medical students – six years (study English for the first three years) + Preventive medical students – years (study English for the first three years) + Pharmacy Students – years (for the first two years) + Nursery undergraduate students – years (for the first two years) + Public health undergraduate students – years + Postgraduate learners, the first and second level specilists, doctor degree Beside Chinese and French language, TBUMP implement the English teaching and learning practice complying with the framed program of the Ministry of Education and Training (MOET) For each type of students, a certain program is applied For instance, for the general medical students, the program lasts 225 periods separated by four semesters, of which the students learn basic English at pre-intermediate level in the first three semesters (of 108 periods, each semester includes 36 periods) and the 4th semester students learn English for Medicine - Age: 18, 19, 20 More Females than males Interests: football, music, dancing, voluntary clubs Come from: Nghe An, Thanh Hoa, Quang Binh, Lai Chau, Son La, Lang Son, Yen Bai, Lao Cai, Cao Bang, Bac Kan… - Financial condition: millions per month - Some live on campus - Use more L1 Syllabus [MOET – school - department] - MOET: reduce the number of credits - MOH: - School: - Department: old textbook Teaching materials – main textbooks + supplementary materials (printed books + web-based materials + mp3 + mp4 + digital documents ) - Teaching materials: Main textbooks: streamline english Supplementary materials Printed books: photocopy books Web-based materials: rarely use Mp3: yes Mp4: some Digital documents: some Facilities/equipment/language labs/CD players/Internet - Facilities: two labs - Equipments: projector for recent years Language labs: 01 and 01 is waiting CD players: no Internet: Wifi is weak Leadership support: teaching-learning-use of L1/L2/ICT policy; incentives; rewards; verbal support vs actual support; - Mainly use L1 L2 is encouraged ICT is encouraged MAIN CHARACTERISTICS OF METHOD A (BODY: 1000-1500 WORDS) These alternatives were promoted under such titles as Silent Way, Suggestopedia,Community Language Learning, and Total Physical Response In the 1980s, with theevolution of more interactive views of language teaching, these methods gotovershadowed by Communicative Language Teaching (CLT) approach The basis of this approach was a broad set of principles which advocated that: Learners learn a language by communicating in it The goal of classroom activities should be to encourage authentic and meaningfulcommunication An important dimension of communication is fluency Different language skills should be integrated within the communication Learning is a process of creative construction and therefore, involves trial and error With the development of modern technology, multimedia has been applied to teaching widely, however, as for English teaching, the traditional way has been shocked, multimedia teaching has been applied to English teaching class gradually, which reformed the teaching method, concept and form of teaching materials, class structure, ideology and theory An impeccable and mature multimedia network English teaching system is being formed among many colleges, which adds vitality to the reformation of college English class and makes various image teaching method, breaking the traditional mode and broadening the horizon of students, also, it improves the efficiency on the class We should comprehend and understand the advantage and disadvantage between multimedia teaching and traditional teaching, combining which to achieve the efficient and high-quality effect The Advantage and Disadvantage of Multimedia Teaching The communicative language teaching method, also known as CLT, is a method of teaching a language, in this case English, which teaches the functions of a language instead of the grammar and vocabulary This means that you are taught how to get by in specific real-life situations Functions of the language that you may learn are things like agreeing with another person, inviting someone to a party, shopping, getting on a bus and paying for a ticket, or ordering a dinner at a restaurant The teacher will teach you some vocabulary you can use in the context of the language function For example, in the context of ordering dinner at a restaurant, the teacher will teach you the vocabulary you need to order food at a restaurant, such as the names of different food dishes and typical headings on dinner menus The teacher will also pick some grammatical elements that may occur in the context of ordering a dinner, such as the conditional form of “to want,” as in “I would like…” Then the teacher will have the students use the vocabulary and the selected grammar structures in the class, most often in groups with other students That is the communicative language teaching method in a nutshell The communicative language teaching method was devised as a backlash against the focus on grammar and the linguistic approach to language-learning It is a teaching method that is based on the assumption that adults can learn a second language in the same way that they learned their first language as a baby – by exposure to and interaction with the language Main characteristics Advantages • Students get more practice speaking the language • The classes present situations which the student may encounter in real life • Increased fluency • Students have increased confidence when interacting in the language Through my own personal reflection, however, I have only found two pros to this teaching method: • This method may work quite well for socially active people who not like to study grammar and vocabulary or who may find grammar and linguistic concepts too difficult • I think this method may be quite good for teaching pre-adolescent children, because, unlike adults, children actually are still able to learn a new language similarly to the way they learned their first language Plus, children lack the mental capacity to grasp grammar concepts that we, as adults, are able to use to speak and write correctly in a new language Disadvantages In my opinion, plenty Probably more than you will want to read about here I will begin by stating my opinion about a few of the purported pros of communicative language teaching: • Students get more practice speaking the language Most of that speaking practice is with peer students who can neither teach the language nor provide a native example, therefore, instead of improving and learning the language, all students reinforce and internalize mistakes in all areas of the language • Increased fluency The student’s chances of becoming fluent are quite slim, because in the CLT method, accuracy in the use of the language is not deemed important and because the student interacts mostly with other peer students who not know the language Fluency by definition means “Able to express oneself readily and effortlessly.” The CLT method assumes that practice and confidence in speaking is the only criterion for becoming fluent, when, in fact, all factors – grammar, appropriate use of vocabulary and correct pronunciation – all play a foundational role in a person’s ability to speak a foreign language fluently, or to “express him or herself readily and effortlessly.” • Students have increased confidence when interacting in the language I disagree with the claim that practicing speaking the language with peers promotes confidence in students I believe that the students who are already generally confident in themselves will be confident when speaking, and students who are generally insecure in themselves will continue to feel insecure and self-conscious when speaking the language Proponents of the CLT method claim that a lack of confidence is produced in students when a main focus of teaching is on grammar and correcting students’ language use However, I believe that lack of confidence in language learning and in language use is caused by a weak foundation of the cornerstones of language, which are grammar and vocabulary, as well as pronunciation when speaking Lack of confidence in the student can be remedied by laying a solid foundation and understanding for grammar and gradually increasing creative use of vocabulary with correct application of grammar – not by skimming through grammar points to coddle students because, for some reason, the language-teaching community has decided that language-learning, unlike math or any “real” subject, has to be fun Other cons of CLT: In addition to the points I made above, I’d like to add a few more key disadvantages that I find in the CLT method used in EFL and ESL classes: • People with any form of social anxiety or moderate to severe shyness will not only not learn the language in a CLT classroom, they may come to dread going to class • The notion that adults can learn a second language in the same way that they learned their first language, which is the whole the basis for the CLT method, is incorrect, to say the least • CLT classes tend to neglect almost all other aspects of a language other than speaking Grammar is neglected, pronunciation is neglected, vocabulary is neglected, reading is neglected, writing is neglected The worst situation has resulted from the overwhelming neglect of grammar in CLT classes As someone who has shared a classroom with other hopeful EFL teachers, I can state as a fact that the lax approach to grammar that is promoted by the communicative language teaching method is producing English teachers who are so bad in English grammar and spelling that their students, who are supposed to be learning from them, are correcting them Many of the students who were taking my TEFL certification course, including our teacher who has taught EFL for some 20 years (and who is German), should have been taking EFL classes themselves, and certainly not teaching them • Give a man a fish, feed him for a day, teach a man to fish, feed him for a lifetime As if traumatizing students suffering from severe social anxiety in EFL classes and incompetent English teachers weren’t enough reason to avoid CLT, this is probably the biggest argument against communicative language teaching I can find I am a linguist I can speak and/or understand, to varying degrees, six languages besides English In addition to those six languages, I have studied and/or learned about countless other languages, including Old Norse, Chinese, Arabic and Russian As any linguist knows, human languages all strive to express the same kinds of experiences, and thus are all very similar to one another As a linguist with a greater understanding of human languages, I know that the approach of communicative language teaching robs the student of his or her power to use his or her own mind to put together sentences in any context or situation imaginable In CLT, the critical information about grammar that is withheld from the student makes the student permanently dependent upon a teacher If you teach a student what to say in one situation, you teach the student how to get by in that one situation and force that student to ask a teacher every time he or she is faced with a new situation that was not covered in class If you focus on teaching a student the grammar and vocabulary of the language, you teach that student how to use the language in every situation imaginable You give the student the foundational tools to write poetry in that language, a love letter, a business letter, a dissertation, to improvise a speech, to ask for help in any situation, to participate in spontaneous conversations, to express any thought or feeling he or she may want to express MAIN ARGUEMENTS [whyis this approach/method the most relevant?] Among the eighth methods mention by (Harmer, 2009), CLT seems to be the most relevant teaching method in my university CONCLUSION (200-300 WORDS) REFERENCES Đỗ, T N (2015) Phương pháp dạy học vướng phải cản trở gì?, Giáo dục Việt Nam Retrieved from http://giaoduc.net.vn/Giao-duc-24h/Phuong-phap-day-hoc-moi-dang-vuong-phai-can-trogi-post154350.gd Harmer, J (2009) The practice of English language teaching (4th edition ed.) London: Longman ELT Hoang, V V (2011) The current situation and issues of the teaching of English in Vietnam 立立立立立立立立立, 22(1) Le, T S (2011) Teaching English in Vietnam: Improving the provision in the private sector Victoria University MOET (2008) The 14th draft strategy for education development of Vietnam for the period 2009-2020 Hanoi: MOET Retrieved from http://vanban.moet.gov.vn/? page=1.15&script=viewdoc&view=856&opt=brpage Ngọc, Đ T (2015) Phương pháp dạy học vướng phải cản trở gì? Retrieved 15/3, 2015, from http://www.giaoducvietnam.vn/Giao-duc-24h/Phuong-phap-day-hoc-moi-dang-vuong-phai-cantro-gi-post154350.gd Toan, V (2013) English teaching in Vietnam: Teacher "re-educatio" Retrieved March 27 http://tuoitrenews.vn/education/8231/english-teaching-in-vietnam-teacher-reeducation Tomlinson, B., & Dat, B (2004) The contributions of Vietnamese learners of English to ELT methodology Language teaching research, 8(2), 199-222 doi: 10.1191/1362168804lr140oa Xuân Hoà (2014) Nghị 29 đổi giáo dục: Chúng ta làm gì?, Giáo Dục Việt Nam Retrieved from http://giaoduc.net.vn/Giao-duc-24h/Nghi-quyet-29-ve-doi-moi-giao-ducChung-ta-da-lam-duoc-nhung-gi-post151790.gd Xuân Trung (2014) Ban hành nghị đổi bản, toàn diện giáo dục đào tạo, Giáo Dục Việt Nam Retrieved from http://giaoduc.net.vn/Giao-duc-24h/Ban-hanh-Nghi-quyet-ve-doi-moican-ban-toan-dien-giao-duc-va-dao-tao-post131359.gd ... therefore, instead of improving and learning the language, all students reinforce and internalize mistakes in all areas of the language • Increased fluency The student’s chances of becoming fluent... the University of Languages and International Studies/VNU – Hanoi, Thai Nguyen University, Hue University College of Foreign Languages, the University of Foreign Languages – Da Nang City, and. .. than males; interests; where they come from; financial condition; living on campus or off campus; use of L1;) Here is a brief report of the training program of English subject in my university