CHỦ ĐỀ 3- NHÓM 10 Câu 1: In Vietnam, English is predominantly taught as a foreign language, and its importance is on the rise due to globalization and the need for international communication. Learner needs vary significantly, with motivations, age groups, and learning styles all influencing the learning process. In this essay, we will focus on a specific learner: a 12-year-old Vietnamese student with visual and kinaesthetic learning styles, limited interest in English, and a strong penchant for playing computer games. We will analyze how these characteristics might influence the way they learn English and how a teacher can effectively cater to their needs. Teenagers in Vietnam typically face a more structured English learning environment. They are often motivated by the need to excel academically, prepare for university entrance exams, and enhance future job prospects. However, the 12-year-old learner may not yet feel the same pressure as older teenagers. So, I will suggest two learning activities. The first is gamified language learning. Recognizing the student's love for computer games, integrating gamification into language lessons can be highly effective. Educational language apps and online games that teach English vocabulary and grammar through interactive challenges can make learning enjoyable and engaging. The second is storytelling and creative writing. Encourage the student to create short stories or narratives related to their gaming experiences. This taps into their kinaesthetic learning style by allowing them to visualize and express their ideas while also improving their English writing skills. As English language teachers, we all know that each student has different learning styles that affect their English learning effectiveness. My student follows visual, kinaesthetic, and individual learning styles. My student prefers to use visual imagery to process and absorb information. When information is presented graphically, like in charts, diagrams, symbols, and mind maps, he is more likely to remember it. Additionally, he can learn best by using his body. He absorbs information better through personal experience, practice, examples, or simulations. Besides, he learns best by working alone and prefers to study without interacting with other learners. Given his learning styles, I will let him set his own goals and tasks, as well as choose topics for vocabulary learning. Then, learning English vocabulary through the use of flashcards with a picture on one side and a new word on the other can be effective. Role-playing in class is also beneficial, allowing the student to act out scenarios 1 related to the vocabulary they are learning. For example, he can create a short roleplay of himself as a doctor or a patient for a medical topic. My student is not interested in English but enjoys playing computer games. I believe his lack of interest in learning English is the biggest challenge in teaching. However, his motivation for playing computer games can be leveraged to make English engaging. To address my student's lack of interest in English, it's essential to create relevance and show him the practical applications of the language. I can introduce topics that align with his interests, such as discussing computer games, technology, or movies (because he is a visual learner). I can incorporate elements of games into language learning platforms that combine language skills practice with the excitement of playing games, such as "Duolingo," "Quizlet," and "Criminal Case." This approach allows my student to see the practical applications of English in a context they find interesting. I can also organize games in class, such as spelling bees, grammar races, and vocabulary quizzes. Providing opportunities for my student to earn points, badges, and other rewards can make the learning experience more interactive and stimulating. It is important to remember that motivation can evolve over time. As my student starts to experience success and see the progress he is making in English, his motivation may increase. Therefore, I should provide regular feedback, celebrate achievements, and encourage him to set realistic and achievable goals. In conclusion, teaching English to a 12-year-old Vietnamese student with visual and kinaesthetic learning styles, limited interest in English, and a love for computer games requires a creative and tailored approach. By incorporating their interests, utilizing visual and kinaesthetic learning methods, and making lessons relevant, teachers can motivate and effectively support his language learning journey. Câu 2: Developing speaking skills in a second language is a multifaceted task that requires a combination of language acquisition theories and effective learning strategies. We will explore three key strategies for learners seeking to enhance their speaking abilities, drawing from theories of second language acquisition (SLA) and learning strategies. These strategies encompass exposure to language, interaction, and a focus on form. Strategy 1: Exposure to Language Exposure to the target language is fundamental for improving speaking skills. This approach aligns with the SLA theory that emphasizes the importance of immersion and regular contact with the language. Exposure can take various forms, and learners should consider the following methods: 2 a. Listening Comprehension: To speak fluently, one must first be able to understand spoken language. Engaging in regular listening exercises, such as podcasts, audio books, or watching movies in the target language, can significantly improve one's ability to comprehend and subsequently speak the language. This aligns with cognitive learning strategies by enhancing language input. b. Reading Aloud: Reading texts in the target language and subsequently reading them aloud can help learners practice pronunciation and intonation. It serves as a metacognitive strategy as learners monitor their own speech and adjust accordingly based on their reading. Strategy 2: Interaction Interacting with others in the target language is a cornerstone of developing speaking skills. This strategy is rooted in SLA theories that stress the importance of communication as a means of language acquisition. Here are some ways learners can harness the power of interaction: a. Conversational Practice: Engaging in regular conversations with native speakers or fellow learners is essential for improving speaking skills. This approach not only provides practical exposure to the language but also promotes metacognitive reflection as learners evaluate their conversational performance and identify areas for improvement. b. Language Learning Communities: Joining language learning communities, both inperson and online, can facilitate interaction with like-minded individuals. These communities offer opportunities for group discussions, debates, and language-focused activities that enhance speaking abilities while fostering a supportive learning environment. c. Peer Feedback: Encouraging peers or conversation partners to provide constructive feedback on pronunciation, grammar, and vocabulary use is a metacognitive strategy that promotes self-awareness and improvement. It allows learners to focus on specific areas that require attention and refinement. Strategy 3: Focus on Form While immersion and interaction are essential, learners should also incorporate a focus on the form of the language. This approach is consistent with SLA theories emphasizing the role of explicit knowledge in language acquisition. Here's how learners can effectively focus on form: a. Grammar and Vocabulary Study: Dedicate time to studying grammar rules and expanding vocabulary. This cognitive strategy provides learners with the necessary tools to construct meaningful sentences and express themselves accurately. b. Error Analysis: Regularly review and analyze errors made during speaking practice. This metacognitive approach allows learners to identify recurring mistakes and work 3 on rectifying them. Seeking guidance from teachers or language resources can be invaluable in this process. c. Pronunciation Practice: Pay attention to the correct pronunciation of words and practice phonetic patterns. Metacognitive strategies, such as recording and selfassessment of pronunciation, can help learners refine their speaking skills. In conclusion, developing speaking skills in a second language requires a holistic approach that combines exposure to the language, interaction, and a focus on form. By incorporating these strategies, learners can create a well-rounded language learning experience that aligns with both second language acquisition theories and effective learning strategies. Remember that consistent practice, patience, and a growth mindset are key elements in achieving proficiency in speaking a second language. 4 BẢNG MỨC ĐỘ HOÀN THÀNH VÀ ĐIỂM NHÓM DÀNH CHO THÀNH VIÊN Họ và tên Nhiệm vụ Mức độ hoàn thành Điểm 1. Chu Khánh Linh - Analyse the learning context in Vietnam: English is taught as a foreign language and the learner’s needs. 100% 1 100% 1 100% 1 ( trưởng nhóm) Analyse the influence of each age group on learning Young learners (< 12 years old) Suggest learning activities suitable to the above characteristic. - Câu 2 cùng làm. 2. Vũ Thị Ánh - Analyse the influence of learning styles on learning +Visual +Kinaesthetic +Individual Suggest learning activities suitable to the above characteristics. - Câu 2 cùng làm. 3. Trương Thị Hương - Analyse the influence of motivation on learning + Not interested in English +Like playing computer games Suggest learning activities suitable to the above characteristic. - Câu 2 cùng làm. 5
