MODULE 1: INTRODUCTION TO ELT METHO

MODULE 1: INTRODUCTION TO ELT METHODOLOGY
This introduction module is to help students get access to very basic notions related to ELT methodology. It is about to deal with some main aims. The first one is to help students aware of the common assumptions of language learning and teaching. Next, it intends to help the students understand and develop their own ideas about learning and teaching English as second language or as foreign language (ESL/ EFL). The last but not least purpose is to help students distinguish the terminologies which are normally used in the teaching methodology, such as “approach”, “method” or “technique”.
There are two main parts in the module:
• Part I: Common assumptions of language learning and the language learners.
• Part II: Common assumptions of language teaching and the language teachers.
• Part III: Nature of approaches and methods in ELT
Part I: Common Assumptions of Language Learning and the Language Learners.
Preparation: Tick the extent to which you would agree or disagree with the following statements. Give the reasons for your opinions (if possible).
Statements Agree Neutral Disagree
1. Languages are learnt mainly through imitation.
2. Parents usually correct young children when they make grammatical errors.
3. People with high IQ’s are good language learners.
4. The most important factor in second language acquisition success is motivation.
5. The earlier a second language is introduced in school programs, the greater the likelihood of success in learning.
6. Most of the mistakes which second language learners make are due to interference from their first language.
7. Teachers should present grammatical rules one at a time, and learners should practice examples of each one before going to another.
8. Teachers should teach simple language structures before complex ones.
9. Learners’ error should be corrected as soon as they are made in order to prevent the formation of bad habits.
10. Teachers should use materials that expose students only to language structures which they have already been taught.
11. When learners are allowed to interact freely (for example, in group or pair activities), they learn each other mistakes.
12. Students learn what they are taught.
As the matter of fact, there have been a great number of researches done and theories claimed in second language acquisition (SLA). It is very important for all the language learners to read and understand about these theories in order to decide which is the best for them to follow.
1. Languages are learnt mainly through imitation.
It is difficult to find support for the argument that languages are learnt mainly through imitation when one thinks of the countless examples of novel utterances that language learners produce. This is particularly evident with children who say things like: “I’m hiccing up and I can’t stop” and “it was upside down but I turned it upside right”. These examples and many others provide evidence that language learners create their own system of rules through the development of hypothesis about how language works. Language learning involves more than merely committing a set of examples to memory; it involves deducing a rule or principle that allows the learners to project the proper behavior and it requires a similar ability to extrapolate complicated generalizations from limited evidence.
Two simple arguments support this conclusion. First, we have seen that there are an infinite numbers of sentences in English (or in any other natural languages). Consequently, although your knowledge of language must take the form of a finite system based on a finite amount of experience, it must provide the resources for an infinite language. Memorization and imitation are not powerful enough to account for a learning task of this magnitude. Second, even at early stages of language development, and continuing on throughout life, language learners produce novel utterances. This creative aspect of language cannot be accounted for by imitation or any other model that depends on copying one’s verbal repertoire from the primary linguistic data.
This does not mean, however, that imitation has no role to play in language learning. Some learners, particularly, children learning their first language, imitate a great deal. Yet, their language does not develop faster than that of children who rarely imitate. Furthermore, children do not imitate everything they hear, but often selectively imitate certain words or structures which they are in the process of learning. This is also true of younger and older learners learning their second language in natural settings.
2. Parents usually correct young children when they make grammatical errors.
There is considerable variation in the extent to which parents correct their children’s speech. Nevertheless, the research based on extensive observations of parents and children shows that parents tend to focus on meaning rather than form when they correct their children’s speech. Thus, they may correct an incorrect word or an incorrect statement of the facts, but errors which do not interfere with successful communication are rarely corrected.
3. People with high IQ’s are good language learners.
In classroom settings where the emphasis is on learning about the language (for example, grammar rules and vocabulary items), learners with superior intelligence tend to do well – as they do in other academic subjects. However, in classrooms where language acquisition through interactive language use is emphasized, research has shown that learners with a wide variety of intellectual abilities can be successful language learners.
4. The most important factor in second language acquisition success is motivation.
Everyone agrees that learners who want to learn tend to do better than those who don’t. but we must guard against too strong an interpretation of this. There are several things to keep in mind:
i. There are differences in language learning aptitude, and sometimes even highly motivated learners encounter great difficulties in improving their mastery of the language. We know, for example, that learners who begin learning as adults rarely achieve the easy fluency and accuracy that child learner eventually achieve. This should not be taken as evidence that they do not want to learn the language.
ii. Research findings suggest a circular cause and effect relationship between motivation and success in second language learning. That is, the more one succeeds, the greater one’s motivation; the greater one’s motivation, the more one succeeds.
iii. Classroom teachers can develop positive motivation in their students by making the classroom itself an environment in which students experience success. This, in turn, can contribute to positive motivation, leading to still greater success.
5. The earlier a second language is introduced in school programs, the greater the likelihood of success in learning.
The decision about when to introduce second language instruction must depend on the objectives of the language program in the particular social context of the school. When the objective is native – like or near native – like performance in second language, then it is desirable to begin exposure to the language as early as possible.
In the case of children from minority language backgrounds or homes where language, literacy, and education are not well – developed, an early emphasis on the second language (the language of the majority) may lead to academic and personal problems. For these children, programs promoting the development of the first language at home and at school may be necessary.
When the objective is basic communicative ability for all students, in a context where there is a strong commitment to maintaining and developing the child’s native language, it may be more efficient to begin second language teaching later. Older children are able to catch up very quickly to those who began earlier.
Any school program should be based on realistic estimates of how long it takes to learn a second language. One or two hours a week – even for seven or eight years – will not produce very advanced second language speakers.
6. Most of the mistakes which second language learners make are due to interference from their first language.
There are many causes for errors in learning a language. The transfer of patterns from the native language is one cause, but more significant is overgeneralization of the target language rules. Learners from different language backgrounds make the same errors when learning a particular second language.
One thing which is very clear is that second language learning is not simply a process of putting second language words into first language sentences. Furthermore, aspects of the second language which are different from the first language will not necessarily be acquired later or with more difficulty than aspects which are similar.
7. Teachers should present grammatical rules one at a time, and learners should practice examples of each one before going to another.
Language learning is not linear [in lines, direct, rectilinear] in its development. Learners may use a particular form accurately at stage X in their development (suggesting that they have learned that form), fail to produce that form correctly at stage Y, and produce it accurately again at stage Z. This usually happens when learners are incorporating new information about the language into their own internal system of rules. An example of this would be when learners who have learnt the past tense form “went” as a memorial “chunk” learn to use the regular – ed inflection for past tense marking. At this point, they stop using “went” and produce “goed”. Once the learners become aware of the exceptions to the – ed past tense rule, they begin to use “went” correctly again. This reflects the fact that language development i

Kết quả (Việt) 1:

MODULE 1: GIỚI THIỆU VỀ PHƯƠNG PHÁP ELTHọc phần giới thiệu này là để giúp sinh viên có được quyền truy cập vào rất cơ bản khái niệm liên quan đến phương pháp ELT. Nó là đối phó với một số mục tiêu chính. Người đầu tiên là để giúp học sinh nhận thức của các giả định phổ biến của ngôn ngữ học tập và giảng dạy. Tiếp theo, nó dự định để giúp sinh viên hiểu và phát triển ý tưởng riêng của họ về học tập và giảng dạy tiếng Anh như ngôn ngữ thứ hai hay như ngoại ngữ (ESL / EFL). Mục đích cuối cùng nhưng không kém là để giúp sinh viên phân biệt ngữ thường được sử dụng trong phương pháp giảng dạy, chẳng hạn như "cách tiếp cận", "phương pháp" hoặc "kỹ thuật".Có hai phần chính trong module:• Phần I: phổ biến giả định của ngôn ngữ học và những người học ngôn ngữ. • Phần II: các giả định phổ biến của ngôn ngữ giảng dạy và giáo viên ngôn ngữ.• Phần III: bản chất của phương pháp tiếp cận và phương pháp trong ELTPhần I: phổ biến giả định của ngôn ngữ học và những người học ngôn ngữ.Chuẩn bị: Chọn mức độ mà bạn sẽ đồng ý hoặc không đồng ý với các điều khoản sau đây. Cung cấp cho những lý do cho ý kiến của bạn (nếu có thể).Báo cáo đồng ý không đồng ý trung lập1. ngôn ngữ được học được chủ yếu là thông qua giả. 2. cha mẹ thường chính xác trẻ em khi họ thực hiện lỗi ngữ Pháp. 3. những người có IQ cao là những người học ngôn ngữ tốt. 4. hầu hết các yếu tố quan trọng trong thành công việc mua lại ngôn ngữ thứ hai là động lực. 5. The earlier a second language is introduced in school programs, the greater the likelihood of success in learning. 6. Most of the mistakes which second language learners make are due to interference from their first language. 7. Teachers should present grammatical rules one at a time, and learners should practice examples of each one before going to another. 8. Teachers should teach simple language structures before complex ones. 9. Learners’ error should be corrected as soon as they are made in order to prevent the formation of bad habits. 10. Teachers should use materials that expose students only to language structures which they have already been taught. 11. When learners are allowed to interact freely (for example, in group or pair activities), they learn each other mistakes. 12. Students learn what they are taught. As the matter of fact, there have been a great number of researches done and theories claimed in second language acquisition (SLA). It is very important for all the language learners to read and understand about these theories in order to decide which is the best for them to follow. 1. Languages are learnt mainly through imitation. It is difficult to find support for the argument that languages are learnt mainly through imitation when one thinks of the countless examples of novel utterances that language learners produce. This is particularly evident with children who say things like: “I’m hiccing up and I can’t stop” and “it was upside down but I turned it upside right”. These examples and many others provide evidence that language learners create their own system of rules through the development of hypothesis about how language works. Language learning involves more than merely committing a set of examples to memory; it involves deducing a rule or principle that allows the learners to project the proper behavior and it requires a similar ability to extrapolate complicated generalizations from limited evidence. Two simple arguments support this conclusion. First, we have seen that there are an infinite numbers of sentences in English (or in any other natural languages). Consequently, although your knowledge of language must take the form of a finite system based on a finite amount of experience, it must provide the resources for an infinite language. Memorization and imitation are not powerful enough to account for a learning task of this magnitude. Second, even at early stages of language development, and continuing on throughout life, language learners produce novel utterances. This creative aspect of language cannot be accounted for by imitation or any other model that depends on copying one’s verbal repertoire from the primary linguistic data.
This does not mean, however, that imitation has no role to play in language learning. Some learners, particularly, children learning their first language, imitate a great deal. Yet, their language does not develop faster than that of children who rarely imitate. Furthermore, children do not imitate everything they hear, but often selectively imitate certain words or structures which they are in the process of learning. This is also true of younger and older learners learning their second language in natural settings.
2. Parents usually correct young children when they make grammatical errors.
There is considerable variation in the extent to which parents correct their children’s speech. Nevertheless, the research based on extensive observations of parents and children shows that parents tend to focus on meaning rather than form when they correct their children’s speech. Thus, they may correct an incorrect word or an incorrect statement of the facts, but errors which do not interfere with successful communication are rarely corrected.
3. People with high IQ’s are good language learners.
In classroom settings where the emphasis is on learning about the language (for example, grammar rules and vocabulary items), learners with superior intelligence tend to do well – as they do in other academic subjects. However, in classrooms where language acquisition through interactive language use is emphasized, research has shown that learners with a wide variety of intellectual abilities can be successful language learners.
4. The most important factor in second language acquisition success is motivation.
Everyone agrees that learners who want to learn tend to do better than those who don’t. but we must guard against too strong an interpretation of this. There are several things to keep in mind:
i. There are differences in language learning aptitude, and sometimes even highly motivated learners encounter great difficulties in improving their mastery of the language. We know, for example, that learners who begin learning as adults rarely achieve the easy fluency and accuracy that child learner eventually achieve. This should not be taken as evidence that they do not want to learn the language.
ii. Research findings suggest a circular cause and effect relationship between motivation and success in second language learning. That is, the more one succeeds, the greater one’s motivation; the greater one’s motivation, the more one succeeds.
iii. Classroom teachers can develop positive motivation in their students by making the classroom itself an environment in which students experience success. This, in turn, can contribute to positive motivation, leading to still greater success.
5. The earlier a second language is introduced in school programs, the greater the likelihood of success in learning.
The decision about when to introduce second language instruction must depend on the objectives of the language program in the particular social context of the school. When the objective is native – like or near native – like performance in second language, then it is desirable to begin exposure to the language as early as possible.
In the case of children from minority language backgrounds or homes where language, literacy, and education are not well – developed, an early emphasis on the second language (the language of the majority) may lead to academic and personal problems. For these children, programs promoting the development of the first language at home and at school may be necessary.
When the objective is basic communicative ability for all students, in a context where there is a strong commitment to maintaining and developing the child’s native language, it may be more efficient to begin second language teaching later. Older children are able to catch up very quickly to those who began earlier.
Any school program should be based on realistic estimates of how long it takes to learn a second language. One or two hours a week – even for seven or eight years – will not produce very advanced second language speakers.
6. Most of the mistakes which second language learners make are due to interference from their first language.
There are many causes for errors in learning a language. The transfer of patterns from the native language is one cause, but more significant is overgeneralization of the target language rules. Learners from different language backgrounds make the same errors when learning a particular second language.
One thing which is very clear is that second language learning is not simply a process of putting second language words into first language sentences. Furthermore, aspects of the second language which are different from the first language will not necessarily be acquired later or with more difficulty than aspects which are similar.
7. Teachers should present grammatical rules one at a time, and learners should practice examples of each one before going to another.
Language learning is not linear [in lines, direct, rectilinear] in its development. Learners may use a particular form accurately at stage X in their development (suggesting that they have learned that form), fail to produce that form correctly at stage Y, and produce it accurately again at stage Z. This usually happens when learners are incorporating new information about the language into their own internal system of rules. An example of this would be when learners who have learnt the past tense form “went” as a memorial “chunk” learn to use the regular – ed inflection for past tense marking. At this point, they stop using “went” and produce “goed”. Once the learners become aware of the exceptions to the – ed past tense rule, they begin to use “went” correctly again. This reflects the fact that language development i