Câu hỏi ôn tập lý luận dạy tiếng anh

1. What are the main steps of a lesson following Grammar Translation approach to language teaching? Let’s imagine to experience a lesson of GTM, there is a passage that all is used in the classroom, each student is called on to read a few lines form the passage. After he has finished reading, he is asked to translate into Vietnamese the few lines that he has just read.

Câu hỏi ôn tập Lý Luận What are the main steps of a lesson following Grammar Translation approach to language teaching? Let’s imagine to experience a lesson of GTM, there is a passage that all is used in the classroom, each student is called on to read a few lines form the passage After he has finished reading, he is asked to translate into Vietnamese the few lines that he has just read The teacher helps him with new vocabulary items When the students have finished reading and translating the passage, the teacher asks them in Vietnamese if they have any questions At this stage, students can ask the meaning of an English word that s/he does not know The teacher then pick out the structures and explain After that the teacher supplies a list of vocabulary items that appeared in the passage The list is divided into two parts: the first contains words, and the second, idioms like “to give someone a cold shoulder” Next to each is a Vietnamese word or phrase In the following parts, the students will be asked to: Write out the translation of the reading passage into Vietnamese State the rule for the use of a direct object with two-word verbs, and apply it to other phrasal verbs Do the remaining exercises in the chapter that include practice with one set of irregular past participle forms The students will be asked to memorize the present tense, past tense, and past participle forms of this irregular paradigm Memorize the remaining vocabulary items and write sentences for each Take a quiz on the grammar and vocabulary of this chapter They will be asked to translate a Vietnamese paragraph about the content related to the reading passage into English What are the strong points of Suggestopedia? - Student feel relaxed and comfortable atmosphere - The students not only get the materials but also suggestions from the teacher - This method suggests to use full mental powers - The teacher can use native language if the students didn’t understand 3 What are major learners’ preferences in learning a second language? What are the conditions of learning of Suggestopedia? The person who developed this method was Lozonov According to him, learning will take place best under the appropriate conditions Ss should learn in a state of deep relaxation bordering on hypnosis Hypnosis could be treated through Yoga, rhythmic breath, and listening to the teacher’s reading, at the same time music is played What is the belief of the author of the TPRapproach? This method is generated by Asher from theory of the first language acquisition He follows the hypothesis that the child gets a vast amount of comprehensible input before beginning to speak and there is a lot of physical manipulation and action language accompanying early input The following points are emphasized: • We should stress comprehension rather than production at the beginning of 2nd language instruction • Obey the “here and now” principle • Provide input to the learners by getting them to carry out commands in imperative What is the necessary quality of the teacher who apply Community Language Learning? This method was first built up for homogeneous class in which teacher must be bilingual, learners are seated in a circle and the teacher is outside The counselor's role is to respond calmly and non- judgmentally, in a supportive manner, and help the client try to understand his or her problems better by applying order and analysis to them There is also room for actual counseling in Community Language Learning Explicit recognition is given to the psychological problems that may arise in learning a second language The teacher monitors learner utterances, providing assistance when requested The teacher's role is initially likened to that of a nurturing parent The student gradually "grows"' In ability, and the nature of the relationship changes so that the teacher's position becomes somewhat dependent upon the learner The teacher is responsible for providing a safe environment in which clients can learn and grow What are the main steps of a lesson adopting Silent Way approach to language teaching? - (1)The teacher points to five blocks of color without saying anything The block of color represent the sounds of five English vowels close to the five simple vowel of Vietnamese - (The teacher point again to the five blocks of color When the students say nothing, the teacher points to the first block of color and say /a/ Several ss says /e/, /i/, /o/, /u/ as the teacher points to the other four blocks - The teacher does not model the new sounds, but rather uses gestures to show the ss how to modify the Vietnamese sounds - Ss takes turns tapping out the sounds - The teacher works with gestures, and sometimes instructions in the students native language, to help ss to produce the target language sounds as accurately as possible - The ss learn the sounds of new blocks of color by tapping out the name of their classmates - The teacher points to a rod and then to three blocks of color on the sound-color chart The students respond, “Rod” - The teacher points to the words “a” and “rod” on the word chart - The teacher sits down at the table and is silent After a minute, a girl points to a rod and says, “A rod” - The teacher points to a particular rod and taps out “a blue rod” on the sound colour chart - The students have to respond “a blue rod’ if s/he utters “a pink rod” then s/he has problem and has to correct himself - The teacher locates errors made by ss but does not supply the correct language until all self-corrections have failed - The teacher says “Take the green rod’ only once Ss take turns issuing and complying with command to take a rod of a certain color - There is no homework assign What are features of Communicative Language Teaching according to Nunan (1991)? - An emphasis on learning to communicate through interaction in the target language - The introduction of authentic texts into the learning situation - The provision of opportunities for learners to focus, not only on language but also on the learning process itself - An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning - An attempt to link classroom language learning with language activities outside the classroom What are the four language skills and what can be considered as other micro-skill and relationship between them? The four language skills are related to each other in two ways: • the direction of communication (in or out) • the method of communication (spoken or written) Input is sometimes called "reception" and output is sometimes called "production" Spoken is also known as "oral" In fact there are other skills for language learning, such as Grammar and Pronunciation (often called "micro-skills") But the skills illustrated above are the main ones, and the ones that people usually mean when they refer to "language skills" 10 What are the weak points of Grammar Translation approach? - Students are passive in learning - Students feel bored, especially advanced student - Don’t improve speaking and listenings skill for student - They can’t use the target language to communicate in real life - No oral work takes place in the class room due to this method Only teacher speaks - The main focus remains only on the mother-tongue and the target language remains ignored - The students don't develop the power of thinking in the target language They become mentally lazy - It doesn't help the students to learn correct pronunciation of English Language of the target language - Main emphasis is given on the Rules of Grammar - Students try to everything by translating - This method doesn't involve the students mentally and it is just like story telling method 11 What is the best method that a teacher uses in his/her teaching profession? Briefly explain Teaching and learning are social and situational Learning never takes place in a vacuum, it is embedded in a larger social context Each school exists in a context which determines what one perceives It is important, therefore, to understand the context in which a particular school culture is developing, or in which an individual is trying to llive out his or her life In different schools, the challenge of motivation, of classroom management and discipline requires different levels of creativity from teachers and administrators An appropriate method of teaching is the one that fits with what the teacher is trying to achieve and it is appropriate to the learners and the context in which teaching and learning occur Appropriate methodology is emergent (Holliday 1994, Edge 1996) through the interaction between the teacher’s professional knowledge, knowledge of the classroom realities, his or her experience and values and the general education goals 12 What are common classroom of Communicative Language Teaching and critiques to CLT? Classroom activities used in CLT Example Activities Role Play Interviews Information Gap Games Language Exchanges Surveys Pair Work Learning by teaching However, not all courses that utilize the Communicative Language approach will restrict their activities solely to these Some courses will have the students take occasional grammar quizzes, or prepare at home using non-communicative drills, for instance Critiques of CLT One of the most famous attacks on Communicative Language teaching was offered by Michael Swan in 1985 in the English Language Teaching Journal (1985 39(1):2-12, and 1985 39(2):76-87) Henry Widdowson responded in defense of CLT, also in the ELT Journal (1985 39(3):158-161) More recently other writers (e.g Bax 2003) have critiqued CLT for paying insufficient attention to the context in which teaching and learning take place, though CLT has also been defended against this charge (e.g Harmer 2003) The Communicative Approach often seems to be interpreted as: if the teacher understands the student we have good communication What can happen though is that a teacher who is from the same region, understands the students when they make errors resulting from first language influence Problem with this is that regular speakers of the target language can have great difficulty understanding them This observation asks to rethink and adapt the communicative approach The adapted communicative approach should be a simulation where the teacher pretends to understand only that what any regular speaker of the target language would, and should react accordingly 13 What are the main steps of a lesson adopting Community Language Learning to language teaching? This method was first built up for homogeneous class in which teacher must be bilingual, learners are seated in a circle and the teacher is outside When one wants to speak something , he whispers to the teacher in L1 and the teacher will whisper to him in L2, this student then reads the sentence to the class, the process continues, and learners’ utterances are recorded on tape Then after a lesson, the whole class have a tape of many utterances They will try to analyze it as the basis of more formal language Gradually, Ss will work in groups and the keeps out of the way and allows learners to work autonomously (each group have a tape recorder) This method is very emotional oriented and could be led to dangerous directions It is very difficult for teacher to control and in somehow Ss may feel that they are not learning anything 14 What are the major differences between the two umbrella concepts: Notion and Function in language teaching? Give examples to illustrate your explanation In this model, a “notion” is a particular context in which people communicate, and a “function” is a specific purpose for a speaker in a given context As an example, the “notion” or context shopping requires numerous language functions including asking about prices or features of a product and bargaining Similarly, the notion party would require numerous functions like introductions and greetings and discussing interests and hobbies 15 What are the differences in the belief of proponents to Total Physical Response and Suggestopedia to language teaching? Total physical response (TPR) Suggestopedia This method is generated by Asher from The person who developed this method was theory of the first language acquisition He Lozonov According to him, learning will follows the hypothesis that the child gets a vast amount of comprehensible input before beginning to speak and there is a lot of physical manipulation and action language accompanying early input The following points are emphasized:  We should stress comprehension rather than production at the beginning of 2nd language instruction  Obey the “here and now” principle  Provide input to the learners by getting them to carry out commands in imperative take place best under the appropriate conditions Ss should learn in a state of deep relaxation bordering on hypnosis Hypnosis could be treated through Yoga, rhythmic breath, and listening to the teacher’s reading, at the same time music is played Researchers believe that Ss could learn huge amount of vocabulary It could be between 1,000 and 3,000 words per day 16 What are the main features of a lesson applying Audiolingual approach to language teaching? New material is presented in the form of a dialogue Based on the principle that language learning is habit formation, the method fosters dependence on mimicry, memorization of set phrases and over-learning Structures are sequenced and taught one at a time Structural patterns are taught using repetitive drills Little or no grammatical explanations are provided; grammar is taught inductively Skills are sequenced: Listening, speaking, reading and writing are developed in order Vocabulary is strictly limited and learned in context Teaching points are determined by contrastive analysis between L1 and L2 There is abundant use of language laboratories, tapes and visual aids There is an extended pre-reading period at the beginning of the course Great importance is given to precise native-like pronunciation Use of the mother tongue by the teacher is permitted, but discouraged among and by the students Successful responses are reinforced; great care is taken to prevent learner errors There is a tendency to focus on manipulation of the target language and to disregard content and meaning 17 What are the weak points of Audiolingualism? - Does not encourage student creativity: student repeat and memorize what they not understand - cause boredom with endless drills - Students have little control over what they learn -> passive in learning - It’s hard for students to three all skills equally 18 What are the weak points of Total Physical Response? - We can’t teach every words with TPR We can teach concrete words only - If we use TPR too much the lesson become the boring - It is not a very creative method Students are not given the opportunity to express their own views and thoughts on a creative way - It is limited, since everything can’t be axplained with this method It must be combined with other approaches - Study cannot be taken serious - Some students can find the activities for this method embarrassing - It is only suitable for beginner levels 19 What are the possible roles of an English language teacher? Monitor: seeing how well students a tesk/activity Controller: completely in charge of the class Organiser: telling students what they should Evaluator: walking round the class, observing how students are doing the task and making notes for feedback purpose Facilitator (Prompter, Helper): encoureging student to participate, helping with answer Advisor: a walking dictionary, grammar book, someone to give advice etc 20 What are the main steps of a lesson applying Total Physical Response to language teaching? Step The teacher says the commands as he himself performs the action Step The teacher says the command as both the teacher and the students then perform the action Step The teacher says the command but only students perform the action Step The teacher tells one student at a time to commands Step The roles of teacher and student are reversed Students give commands to teacher and to other students Step The teacher and student allow for command expansion or produces new sentences 21 What are beliefs and expectations of the proponents of Suggestopedia to language teaching? The person who developed this method was Lozonov According to him, learning will take place best under the appropriate conditions Ss should learn in a state of deep relaxation bordering on hypnosis Hypnosis could be treated through Yoga, rhythmic breath, and listening to the teacher’s reading, at the same time music is played Researchers believe that Ss could learn huge amount of vocabulary It could be between 1,000 and 3,000 words per day 22 What are the weak points of Communicative Language Teaching? - The approach gives priority to meanings and rules of use rather than to grammar and rules of structure In other words, it is felt that there is not enough emphasis on the correction of pronunciation and grammar error - The CLT approach focuses on fluency but not accuracy in grammar and pronunciation - The CLT approach is great for intermediate student and advanced students - CLT is sometimes difficult to be implemented in an classroom due to the lack of sources and equipments like authentic materials and native speaker teachers as well as large size of the classes - One major disadvantage might be that it is difficult for the teacher alone to check the language use of every student, especially in a big class The students are allowed to make mistakes but they need to be corrected – preferably not whilst in the middle of a conversation - by the teacher in order to improve and so as not to make the same mistake again and again Therefore it is not helpful if there’s only one teacher for one class - Another point concerning the teacher might be that it depends on the teacher how motivating or boring the lesson will be The teacher needs to prepare the material at home and needs to make it as motivating and creative as possible so that the students find the tasks meaningful and motivating, and are eager to communicate with each other 23 What are the differences between Field independent and Field dependent learners? Field independence Field dependence Impersonal orientation Personal orientation i.e reliance on internal frame of i.e reliance on external frame of reference in processing information reference in processing information Analytic Holistic i.e perceives a field in terms of its i.e perceives field as a whole; parts component parts; parts are are fused with background distinguished from background Independent Dependent i.e sense of separate identity i.e the self view is derived from others Not so socially aware Socially sensitive i.e less skilled in interpersonal/social i.e greater skill in interpersonal/social relationships relationships 24 What are the differences between Grammar Translation and CLT to language teaching? Grammar Tradition Approach (GTM) Learners memorize native language equivalents for the target language vocabulary The interaction is mostly from the teachers to the students => teachers are centered little students initiation Vocabulary and grammar are emphasise Communicative language teaching Students use the language through communicative activities Teacher is a facilitator => students are contered Students interact with one another The funtions are rentroduced and the more complex forms are learned Students work on all four skills Reading and writing are the primary skills ( listening, reading, writing, speaking) from beginning The students may note the barners error iff students make an error the teacher will and return to the learners activities supply them with the corect answer Focus on context and fluency Context and fluency are not focused 25 What are the good points of Grammar Translation approach? - Students can early remember, memmorize new words and understand the meaning of new words - Provides a detailed explanation of the grammar - Students translating skill through text translation - It’s convinient for teacher because it doesn’t require much preparation and teacher’s English completed 26 Which skills are emphasized in Audiolingualism? Explain Skills which are emphasized in Audiolingualism are Listening and Speaking skill Because: This method is based on the principles of behavior psychology It adapted many of the principles and procedures of the Direct Method, in part as a reaction to the lack of speaking skills of the Reading Approach New material is presented in the form of a dialogue Based on the principle that language learning is habit formation, the method fosters dependence on mimicry, memorization of set phrases and over-learning Structures are sequenced and taught one at a time Structural patterns are taught using repetitive drills Little or no grammatical explanations are provided; grammar is taught inductively Vocabulary is strictly limited and learned in context Teaching points are determined by contrastive analysis between L1 and L2 There is abundant use of language laboratories, tapes and visual aids There is an extended pre-reading period at the beginning of the course Great importance is given to precise native-like pronunciation Use of the mother tongue by the teacher is permitted, but discouraged among and by the students Successful responses are reinforced; great care is taken to prevent learner errors There is a tendency to focus on manipulation of the target language and to disregard content and meaning