TESOL METHODOLOGY
Instructor:
Vũ Thị Thanh Nhã
The Faculty of Graduate Studies
University of Languages & International Studies, VNU.
Contact detail:
nhavtt@vnu.edu.vn
Credit Numbers:
03
The course aims to enable students to achieve their career goals by developing their relevant
knowledge base and critical thinking skills and to develop a context-based pedagogy for their
own students. The course input includes the most current issues in the field of English language
teaching such as the interaction between language, culture and identity and how this interaction
is reflected in English language teaching methodology. Other issues include English as an
international language and the impact of this paradigmatic change on English language teaching
methodology. Finally, students will have an opportunity to explore the possibilities of using new
developments as well as new perspectives on second language acquisition theories in designing
more learner-centered and usage-based language pedagogy.
I.
EXPECTED LEARNING OUTCOMES
By the end of the course, students in this course will be expected to demonstrate their ability to:
1. Explain the development of language teaching methodologies
2. Understand the development of ELT as a discipline and show critical awareness of areas of
conflict and congruence between competing theories of ELT and Applied Linguistics and ELT
practice.
3. Provide a professional review of foreign or second language materials in light of current trends
in teaching methodologies that can be used for initial textbook adoption, guidance in the use of
materials, or the adaptation of materials.
4. Explore and critique intellectual issues and analytical methods in ELT research and, where
relevant, Applied Linguistics.
5. Convey to others a coherent and well-articulated, theory-based teaching philosophy grounded
in empirically tested research.
6. use the rationale behind current methods and teaching practices to inform their teaching
practice.
II.
COURSE INPUT (TENTATIVE)
Session Module
1
Course introduction
Module 1: Introduction: Linguistic theories (structural, transformational-generative,
1
functional and cognitive linguistics) and second language teaching methodology
2
Module 2: Current theories of second language acquisition: From behaviourism to
sociocognitivism
3
Module 3: Approaches and methods in second language teaching
4
-
Approaches and methods in SLT
-
Grammar-translation method
-
Audiolingual method
-
Total physical response
Module 3: Approaches and methods in second language teaching (cont.)
-
Communicative language teaching
-
Task-based learning & Content-based instruction / CLIL
-
Competence-based language teaching
-
Post-method pedagogy
5
Module 4: The second language learner
6
Module 5: Instruction & practice in second language learning
7
Module 6: Teaching language skills: Listening & Reading
8
Module 7: Teaching language skills: Speaking & Writing, and the Integrated
approach
9
Module 8: English as an international language
10
Module 9: Values and ideologies in English language teaching
11
Course review
III.
COURSE READINGS & MATERIALS
Core readings:
Richards, J. C., & Rodgers, T. S. (20022). Approaches and Methods in Language
Teaching (3rd ed.). Cambridge University Press.
2
Recommended readings:
1. Akbari, R. (2008). Postmethod discourse and practice. TESOL Quarterly, 42(4), 641–
652. https://doi.org/10.1002/j.1545-7249.2008.tb00145.x
2. Alexandra, J., & Aguilar, M. (2012). Blended learning and the language teacher: A
literature review. Colombian Applied Linguistics Journal, 14(2), 163–180.
https://doi.org/10.14483/udistrital.jour.calj.2012.2.a08
3. Auerbach, E. R. (1993). Reexamining English only in the ESL classroom. TESOL
Quarterly, 27(1), 9–32. https://doi.org/10.2307/3586949
4. Bax, S. (2003). The end of CLT: A context approach to language teaching. ELT Journal,
57(3), 278–287. https://doi.org/10.1093/elt/57.3.278
5. Bell, D. M. (2003). Method and postmethod: Are they so incompatible? TESOL
Quarterly, 37(2), 325–336. https://doi.org/10.2307/3588507
6. Benegas, D. L. (2014). Integrating content and language in English language teaching in
secondary education: Models, benefits, and challenges. Studies in Second Language
Learning and Teaching, 2(1), 111–136. https://doi.org/10.14746/ssllt.2014.4.2.2
7. Brindley, G. (2001). Outcomes-based assessment in practice: Some examples and
emerging insights. Language Testing, 18(4), 393–407.
https://doi.org/10.1177/026553220101800402
8. Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). Longman.
9. Cameron, L. (2003). Challenges for ELT from the expansion of teaching children. ELT
Journal, 57(2), 105–112. https://doi.org/10.1093/elt/57.2.105
10. Canagarajah, A. S. (2006). TESOL at forty: What are the issues? TESOL Quarterly,
40(1), 9–34. https://doi.org/10.2307/40264509
11. Canagarajah, S. (2016). TESOL as a professional community: A half-century of
pedagogy, research, and theory. TESOL Quarterly, 50(1), 7–41.
https://doi.org/10.1002/tesq.275
12. Celik, M. (2003). Teaching vocabulary through code-mixing. ELT Journal, 57(4), 361–
369. https://doi.org/10.1093/elt/57.4.361
13. Cenoz, J., Genesee, F., & Gorter, D. (2014). Critical analysis of CLIL: Taking stock and
looking forward. Applied Linguistics, 35(3), 243–262.
https://doi.org/10.1093/applin/amt011
14. Copland, F., & Garton, S. (2014). Key themes and future directions in teaching English to
young learners: Introduction to the special issue. ELT Journal, 68(3), 223–230.
https://doi.org/10.1093/elt/ccu030
15. Copland, F., Garton, S., & Burns, A. (2014). Challenges in teaching English to young
learners: Global perspectives and local realities. TESOL Quarterly, 48(4), 738–762.
https://doi.org/10.1002/tesq.148
16. Davison, C., & Leung, C. (2009). Current issues in English language teacher-based
assessment. TESOL Quarterly, 43(3), 393–415. https://doi.org/10.1002/j.15457249.2009.tb00242.x
17. Dewey, M. (2007). English as a lingua franca and globalization: An interconnected
perspective. International Journal of Applied Linguistics, 17(3), 332–354.
https://doi.org/10.1111/j.1473-4192.2007.00177.x
18. Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge
University Press.
3
19. Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL
Quarterly, 40(1), 83–107. https://doi.org/10.2307/40264512
20. Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford University
Press.
21. Freeman, D. (2017). The case for teachers’ classroom English proficiency. RELC
Journal, 48(1), 31–52. https://doi.org/10.1177/0033688217691073
22. Gardner, R. C. (2010). Motivation and second language acquisition: The socioeducational model. Peter Lang.
23. Grabe, W. (2002). Dilemmas for the development of second language reading abilities. In
J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An
anthology of current practice (pp. 276–286). Cambridge University Press.
24. Harmer, J. (2007a). How to teach English. Pearson Longman.
25. Harmer, J. (2007b). The practice of English language teaching (4th ed.). Longman.
26. Hinkel, E. (2006). Current perspectives on teaching the four skills. TESOL Quarterly,
40(1), 109–131. https://doi.org/10.2307/40264513
27. Hinkelman, D., & Sapporo Gakuin, S. (2012). Power within blended language learning
programs in Japan. Language Learning & Technology, 16(2), 46–64.
https://doi.org/10.1016/j.system.2012.09.001
28. Holme, R. (2012). Cognitive linguistics and the second language classroom. TESOL
Quarterly, 46(1), 6–29. https://doi.org/10.1002/tesq.2
29. Howatt, A. P. R., & Widdowson, H. G. (2004). A history of English language teaching
(2nd ed.). Oxford University Press.
30. Jenkins, J. (2015). Repositioning English and multilingualism in English as a lingua
franca. Englishes in Practice, 2(3), 49–85. https://doi.org/10.1515/eip-2015-0003
31. Konig, J., Blomeke, S., Paine, L., Schmidt, W. H., & Hsieh, F. J. (2016). Teachers’
professional knowledge for teaching English as a foreign language: Assessing the
outcomes of teacher education. Journal of Teacher Education, 67(4), 1–18.
https://doi.org/10.1177/0022487116644956
32. Kumaravadivelu, B. (2006). TESOL methods: Changing tracks, challenging trends.
TESOL Quarterly, 40(1), 59–81. https://doi.org/10.2307/40264511
33. Larsen-Freeman, D., & Cameron, L. (2008). Complex systems and applied linguistics.
Oxford University Press.
34. Lasagabaster, D., & Sierra, J. M. (2010). Immersion and CLIL in English: More
differences than similarities. ELT Journal, 64(4), 367–375.
https://doi.org/10.1093/elt/ccp082
35. Lei, J., & Hu, G. (2014). Is English-medium instruction effective in improving Chinese
undergraduate students’ English competence? International Review of Applied
Linguistics in Language Teaching, 52(2), 99–126. https://doi.org/10.1515/iral-2014-0005
36. Lightbown, P. M., & Spada, N. (2013). How languages are learned (4th ed.). Oxford
University Press.
37. Lin, A. M. Y. (2015). Conceptualising the potential role of L1 in CLIL. Language,
Culture and Curriculum, 28(1), 74–89. https://doi.org/10.1080/07908318.2014.1000926
38. Nation, P. (2011). Research into practice: Vocabulary. Language Teaching, 44(4), 529–
539. https://doi.org/10.1017/S0261444811000267
39. Nha, T. T. V., & Burns, A. (2014). English as a medium of instruction: Challenges for
Vietnamese tertiary lecturers. The Journal of Asia TEFL, 11(3), 1–31.
4
40. Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL
Quarterly, 29(1), 9–31. https://doi.org/10.2307/3587803
41. Pennycook, A. (1994). The cultural politics of English as an international language.
Longman.
42. Richards, J. C., & Renandya, W. A. (Eds.). (2002). Methodology in language teaching:
An anthology of current practice. Cambridge University Press.
43. Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching
Research, 12(3), 329–363. https://doi.org/10.1177/1362168808089921
44. Scrivener, J. (2011). Learning teaching (3rd ed.). MacMillan.
45. Skehan, P. (1996). A framework for the implementation of task-based instruction.
Applied Linguistics, 17(1), 38–62. https://doi.org/10.1093/applin/17.1.38
46. Skehan, P. (1998). A cognitive approach to language learning. Oxford University Press.
47. Spada, N., & Lightbown, P. M. (2008). Form-focused instruction: Isolated or integrated?
TESOL Quarterly, 42(2), 181–207. https://doi.org/10.1002/j.1545-7249.2008.tb00115.x
48. Suzuki, Y., Yokosawa, H., & Sakai, H. (2019). Optimizing second language practice in
the classroom: Perspectives from cognitive psychology. Modern Language Journal,
103(3), 551–561. https://doi.org/10.1111/modl.12572
IV.
ASSESSMENT
1. Attendance and Participation: 10%
2. Weekly Quizzes: 30%
3. ELT Project: 60%
This assessment aims to assess students’ ability to explore different theories in language teaching
and learning and apply their understanding into the planning and delivery of a lesson for a
specific group of learners.
Assessment requirements:
In 10 pairs or groups, complete the tasks below:
Tasks
Tasking
Weight
1.
A 20-to-25 minute presentation on part of the lecture
assigned beforehand – see below
Group
(once)
20%
2.
A 10-to-15-minute micro-teaching session to illustrate
the ideas in the lecture followed by a 5-minute
analysis
Group
(once)
20%
3.
Contribution of ideas etc. to your classmates’ project
Individual
(weekly)
10%
4.
A final report (including a two-page course reflection
and evidence of completion of Tasks 1-3 above)
Individual
(once)
10%
5
Chapter allocation:
Group Session Chapter
Contents
Suggested ideas for microteaching
(Part of) A lesson in which the
constructivist approach to language
learning and teaching is clearly
demonstrated
(Part of) A lesson in which the postmethod pedagogy clearly demonstrated
1
2
2
Constructivism
2
4
3
3
5
4
4
6
5
5
6
5
6
7
6
Competence-based
approach & Postmethod pedagogy
Attitude & Motivation (Part of) A lesson in a class with
students having low motivation for
learning English
Kinds of instruction
(Part of) A lesson using different kinds
(Explicit vs. Implicit, & medium of instruction
Focus on forms vs.
Focus on form
instruction) &
Medium of instruction
Practice in second
(Part of) A lesson using different kinds
language teaching
of practice
Teaching speaking
(Part of) An EFL speaking lesson
7
8
7
Teaching writing
(Part of) An EFL writing lesson
8
8
7
9
9
8
(Part of) An EFL lesson using the
integrated approach
(Part of) An EFL lesson promoting EIL
10
10
9
The Integrated
approach
Englishes and the
implications of EIL
for English language
teaching
Criticisms against EIL
(Part of) An EFL lesson taking the
criticism against EIL into consideration
Evaluation Criteria of Group Presentation
Criteria
Score
Content (accurate, comprehensive and inclusive)
5
Delivery (easy to understand, interactive, creative & fun)
3
Presentation / visuals (clear & appealing)
2
* Time management: 10% of the final score will be deducted for every 5 minutes exceeded.
6
Evaluation of Micro-teaching
Criteria
Score
1. Lesson Plan:
- The lesson plan (including objectives, contents, practice …) is relevant to the
theories discussed in the lecture.
- The lesson plan is clearly presented.
2. Teaching Skills:
• Describe, explain, and give instructions clearly and appropriately, considering
the learners' age and developmental characteristics.
• Encourage learners to express their ideas and opinions.
• Listen actively and provide reasonable feedback to learners' responses.
• Use teaching aids effectively, ensuring they align with the lesson content and
the learners' needs.
2
3
3. Language Use:
2
• Use language that is appropriate to the age and proficiency level of the
students.
• Use an appropriate tone of voice (in terms of volume, accuracy, etc.).
• Effectively use body language and non-verbal interactions (such as gestures,
eye contact) to enhance communication.
4. Analysis:
3
• Provide relevant and critical analysis to both the micro-teaching and the
theories provided in the lecture
• Provide the analysis in a comprehensible and vivid manner.
* A copy of the lesson plan should be provided to the lecturer and every student.
* Time management: 10% of the final score will be deducted for every 5 minutes exceeded.
Evaluation Criteria of Peer Contribution:
Assessment
Scores
Quotas
No contribution
0
(Unlimited)
Limited contribution
1-4 points
(Unlimited)
Fair contribution
5-7 points
(Unlimited)
Good contribution
8-9 points
0-50% the class
Excellent/best contribution
10 points
0-2 students
7
Evaluation Criteria of Final report:
Criteria
Depth and Constructiveness
• Feedback highlights strengths and areas for improvement in specific terms.
• Suggestions for improvement are practical and well-supported.
Relevance and Engagement
• Entries are directly relevant to the course contents.
• They demonstrate active engagement with the contents.
Language and Communication Skills
• Entries are presented in clear, concise, and error-free English.
• Tone is respectful and professional.
Scores
5
3
2
8