++INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

FACULTY OF FOREIGN LANGUAGE

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THEORIES OF FOREIGN LANGUAGE TEACHING METHODOLOGIES

Lý luận giảng dạy ngoại ngữ-42030012110_
PROGRESS TEST 1
(submitted on September 5, 2024)

GROUP 5 :
Members:
1.
2.
3.
4.
5. ….
Instructor: Phan Thi Bich Ngoc, M.A.
Topic: Each group is assigned to read materials and write an assignment to compare and contrast
the following teaching method/approach:
- Grammar-Translation Method
- Audio-Lingual Method
- Communicative Language Teaching Approach
- Total Physical Response Method
- Task-based Learning Method

Gramma Audio- Communicati Total Task-based

r- Lingual ve Language Physical Learning
Translati Method Teaching Response Method
on Approach Method
Method
1. Teachers’ goals  Goals: To develop oral -The goal of Teachers will no Teachers’ goals
and features Develop fluency and language teaching longer teach by and features: -
reading and accurate and develop reading – Focus on
translation pronunciation procedures for the translating – facilitating
skills, through habit teaching of the four copying. communication
focusing on formation. language skills that Learn new through tasks that
literature and acknowledge the vocabulary and promote real-world
written texts interdependence of sentences through language use. -
in the target language and listening and Create a student-
language. communication. repeating centered
 Features: -The provision of combined with environment where
 Grammar opportunities for action. tasks mimic
rules are learners to focus, authentic
taught not only on situations.
deductively, language but also
using the on the learning
students' management
native process.
language for -An emphasis on
explanations. learning to
communicate
through interaction
in the target
language.
-The introduction of
authentic texts into
the learning
situation.
-An attempt to link
classroom language
learning with
language activities
outside the
classroom.

2. Roles of The teacher A drill master who -Monitor the pairs a teacher who -Facilitator of
teachers is the presents dialogues or group work. teaches and guides learning rather than
authority in and leads students -Facilitator students to learn a direct instructor.
the through repetition -Advisor vocabulary -Guide students
classroom, exercises. -Co-communicator combined with through tasks,
providing -Less dominant than actions to describe providing
explanations teacher- centered. that vocabulary. necessary support
of grammar and scaffolding.
rules,
translations
of texts, and
corrections.
The teacher
leads the
class and
directs all
activities

3. Roles of  Students Active participants -Active and is the person who Active participants
student are passive who imitate cooperative. absorbs who collaborate,
recipients of dialogues and -Negotiator knowledge and communicate, and
 information, respond to cues. -Communicator. understands what solve
expected to Contributor - the teacher is problems to
memorize Independent describing complete
rules, learner. tasks.
vocabulary,
and translate
texts
accurately

4. Teacher’s Immediate Immediate and Toleration. The teacher will Supportive and
response to correction of corrective, give feedback and encouraging,
student errors errors to focusing on gently explain to focusing on
ensure accuracy. the students with meaning and
accuracy in more detailed communication
grammar and actions. rather than
translation grammatical
accuracy.

5. Language Focus is on Grammatical Speaking and English mixed It focuses on the

Focus grammar, structures and listening mainly, with a little use of authentic
vocabulary, pronunciation. but also writing and Vietnamese language. Focus on
and reading. specific language
translation. structure, students
Speaking and practice a particular
listening are structure and can
often give feedback on
neglected accuracy.

6. Teaching- The process Highly structured Real -Introduction: -Relies heavily on

Learning Process is highly and teacher- communication, guess the topic to learners actively
structured centered, simulation, and by be learned today. experimenting with
and teacher- emphasizing doing. The subjects Show slides or their prior
centered. pattern practice of the classes must stick flashcards. knowledge and
Students are and repetition. be related to aspects -Practice familiar language.
given texts to of the student’s pronunciation: -Motivation for
translate and daily life. Focus on pronounce clearly communication and
grammatical the teaching and and let the whole completing the
rules to learning process. class read along. tasks becomes
apply. -Combine words primary,
into actions: read emphasizing
aloud the phrase communicative
containing the fluency.
word you just -Assessment is
 learned, combine primarily based on
the action. task outcome.

7. Some typical Translation Dialogues, drills Functional vocabulary Use vocabulary,

techniques of literary (e.g., substitution, communication translation, action sentence structure,
texts, transformation, activities in which description, and grammar.
learning chain drills), communication is pronunciation,
grammar pattern practice, involved, and social notes.
rules by rote, and audiolingual interaction activities
vocabulary recordings. such as:
lists, and conversation and
written discussion sessions,
exercises. dialogues and role
plays.

8. Advantages - Advantages -Advantages : Can Advantages: - Advantages: the -Avantages is

and : Helps in be effective for -Students help each atmosphere is applicable and
Disadvantages understandin developing other finish the task. more lively and suitable for students
g complex pronunciation and -Comfortable in students are of all ages and
literary texts, grammatical small groups interested in the background.
develops accuracy. because students lesson. - Students will have a
strong -Disadvantages: teach one another Disadvantages: much more varied
grammar Can be mechanical and explain material some vocabulary exposure to
skills, and is and boring, and in their own words. cannot be language.
useful for may not promote -Allow teachers to described with -Disavantages
translation meaningful pull individual or actions, it can There is no
work. communication. group ability cause disorder and acquisition of new
- because teacher is too noisy. grammar or
Disadvantage monitoring them vocabulary
s :Lacks during cooperative features.
focus on learning. Everything is left to
speaking and -Sharing session the teacher. Not all
listening makes all students students are or will
skills, can be understand the task. be motivated.
boring, and Disadvantages:
does not -The classroom will
prepare be noisy.
students for -No grammar rules
real-life are presented.
communicati -It is difficult for
on. the teachers to be
sure that the groups
are discuss long the
academic content
rather than
something else.
-Lesson planning
and preparation can
take longer.