Quy cách làm câu hỏi trọng tâm môn Phương pháp là

Nhắc tới cái gì đều phải giải thích định nghĩa, xong phân tích, cho ví dụ, giải pháp thực tế và phải viết
thành 1 essay.

Quy cách làm câu hỏi lý thuyết môn Phương pháp là

Thầy có nói là lý thuyết thì phải đúng và có cơ sở, ai nói ra. Nhưng nên đưa ra vd chứng minh đc càng
nhiều thì càng tốt

CÂU HỎI ÔN TẬP THI LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC TIẾNG ANH NĂM 2022

PHẦN A: CÂU HỎI LÝ THUYẾT

1. What is the difference between acquisition and learning? Give examples.
Little efforts

In the field of language teaching, acquisition and learning are two distinct approaches that involve
different teaching strategies.

Acquisition involves a natural process of exposure to a new language, in which learners gradually
acquire linguistic competence through immersion. This is similar to the way that children learn their
first language, and it is based on the idea that language is acquired subconsciously. In this approach,
the focus is on providing rich input, creating a communicative and interactive environment, and
allowing learners to absorb the language naturally.

Learning, on the other hand, is a conscious process that involves formal instruction and explicit rules.
It is based on the idea that language can be learned by focusing on specific structures, vocabulary, and
grammar rules. In this approach, the focus is on explaining the language, modeling correct usage,
providing feedback, and giving learners opportunities to practice the language.

In language teaching, the distinction between acquisition and learning is often reflected in the
difference between communicative approaches and more traditional grammar-based approaches.
Communicative approaches emphasize meaningful communication, interaction, and natural language
use, while grammar-based approaches emphasize explicit instruction, drills, and exercises.

For example, a teacher using an acquisition-based approach might encourage learners to engage in
free conversation, provide authentic materials, and facilitate activities that reflect real-life situations.
A teacher using a learning-based approach might teach grammar rules explicitly, use textbook
exercises, and provide structured drills and repetitions.

In summary, acquisition and learning in language teaching represent two different approaches with
different teaching strategies, goals, and outcomes. While both approaches can be effective, they offer
different strengths and weaknesses depending on the context and goals of the language program.

2. Can EFL teachers create an “acquisition” learning environment? Why yes or

no?/What activities can teachers design to make learning more acquisition?
OUTLINE
Thầy hướng dẫn: Design acquire (communcative and meaningful) activities/tasks , make english become
a tool for communication (role play as a tour guide, in class use some posters or pictures to make eng
surround ss, QR code scanning in korea)

Here are some activities that teachers can design to make learning more acquisition-oriented:
1. Inquiry-based learning: Teachers can design activities that encourage students to ask questions,
explore and investigate, and discover new information on their own.
2. Authentic tasks: Teachers can create activities that involve real-world problems or situations that
require students to apply their knowledge and skills in meaningful ways.
3. Collaborative learning: Teachers can design activities that require students to work together in
groups or pairs to solve problems or complete tasks.
4. Project-based learning: Teachers can design activities that require students to create a product or
solution that addresses a real-world problem.
5. Experiential learning: Teachers can design activities that allow students to learn through hands-on
experiences or simulations.
6. Technology-enhanced learning: Teachers can incorporate technology into their lessons to make
learning more interactive and engaging.
7. Differentiated instruction: Teachers can design activities that cater to the different learning styles
and abilities of their students.
Overall, the key to making learning more acquisition-oriented is to engage students in meaningful and
relevant activities that allow them to discover, apply, and reflect on new knowledge and skills.

ESSAY
For many years, language teachers have faced the challenge of how to help their students acquire new
languages. In order to solve this problem, teachers can create an “acquisition” learning
environment which emphasizes immersion and natural language use over explicit instruction and
grammar rules. To make language learning more acquisition-based, teachers can design activities that
encourage immersion and natural language use.

One of the most important activities that teachers can design to promote acquisition-based language
learning is to provide authentic materials. This includes books, newspapers, or magazines written for
native speakers of the target language. Authentic reading materials expose learners to real-life
language use, new vocabulary, and idiomatic expressions that are often not taught in textbooks.
Authentic materials can also help learners develop critical thinking skills as they engage with topics
beyond the textbook content.

Another activity that teachers can use is watching videos or movies in the target language without
subtitles. This provides an opportunity for learners to simply immerse themselves in the language,
without focusing on understanding every word. By doing this, learners develop listening skills,
intonation and accent, and improve their comprehension ability. Teachers can also create
opportunities for learners to watch TV shows, listen to radio broadcasts, or podcasts to improve their
listening skills.

Engaging in conversation is another way to promote acquisition-based language learning. Encourage

learners to engage in free conversations with each other using the target language, without the fear of
making mistakes. Provide feedback only for essential errors so as not to disturb the natural flow of
conversation. For example, teachers can send students to a tourist attraction and have students
discover this destination by role-play, interacting with each other using the target language. This
allows learners to practice speaking and listening in a natural, spontaneous way, and to learn new
vocabulary and expressions from their peers.

Playing language games can also help learners practice using the target language creatively and
spontaneously. Design games that require learners to use the target language in a practical setting
such as guessing games or role-playing activities. These games enable learners to use language in a
natural way while having fun.

Using multimedia resources such as music, audiobooks, or podcasts in the target language can also be
very helpful for learners. This will help them get accustomed to the sounds, rhythms, and intonations
of the language, and improve their overall comprehension.

Lastly, providing social opportunities such as joining a language exchange group or visiting a cultural
event can immerse learners in the language and provide opportunities for authentic communication.
Encouraging learners to participate in social activities where the target language is spoken allows
them to practice using the language in real-life situations.

In conclusion, there are many activities that teachers can design to make learning more
acquisition-based. Providing authentic materials, watching videos in the target language, engaging in
conversation, playing language games, using multimedia resources, and providing social opportunities
are some of the strategies teachers can use to create an acquisition-based language learning
environment. By creating these types of opportunities, teachers can help learners acquire new
languages naturally through immersion and natural language use.

3. What are the pedagogical implications of Krashen’s Input Hypothesis?

1. Providing comprehensible input: Teachers should use language that is understandable to students,
but that also challenges them. They can do this by using visuals, gestures, and other supports to help
students understand.
2. Gradually increasing the level of difficulty: Teachers should start with simple language and
gradually increase the level of difficulty to ensure that students are always challenged but not
overwhelmed.
3. Encouraging interaction: Teachers should encourage students to interact with each other and with
the teacher, as this will provide them with more exposure to the language and help them acquire it
more quickly.
4. Focusing on meaning: Teachers should focus on the meaning of the language being taught, rather
than just on grammar and vocabulary. This will help students to better understand and use the
language in a meaningful way.
ESSAY:
The Input hypothesis is about how the learner acquires a second language. It is only concerned
with 'acquisition', not 'learning'. According to this hypothesis, the learner improves and progresses
along the 'natural order' when he/she receives second language 'input' that is one step beyond
his/her current stage of linguistic competence. For example, if a learner is at a stage 'i', then
acquisition takes place when he/she is exposed to 'Comprehensible Input' that belongs to level 'i + 1'.
There are several pedagogical implications of Krashen's Input Hypothesis.
Firstly, teachers should provide comprehensible input. It means that the teachers should use
language that is understandable to students, but that also challenges them. For example, they can do
this by using visuals, gestures, and other supports to help students understand.
Secondly, the level of difficulty should be increased gradually. According to Krashen, if the
input is too easy, the students may feel bored as they think there is nothing new to explore. However,
if the input is too difficult, they may be discouraged. Therefore, the teachers should start with simple
language and gradually increase the level of difficulty to ensure that students are always challenged
but not overwhelmed.
Thirdly, the students should be encouraged to interact with each other and with the teacher, as
this will provide them with more exposure to the language and help them acquire it more quickly. The
teachers may create some interactive activities in class such as discussion, interview or presentation.
These activities may help to boost the interaction between the students with their classmates so they
can have a great chance to communicate in the target language.
Last but not least, teachers should focus on the meaning of the language being taught, rather
than just on grammar and vocabulary. According to Krashen, the most basic way for people to acquire
language is to understand and comprehend language input which is an essential condition for
language acquisition. Comprehensibility does not refer to the understanding of form, but to the
understanding of meaning. This will help students to better understand and use the language in a
meaningful way. To do this, teachers can design some interesting activities or games that are related
to the lessons so that students can join and practice the target language. For instance, when students
learn about the topic “food and drinks”, they can take turns to play the role of a salesman and a
customer.
In conclusion, Krashen's Input hypothesis has several pedagogical implications, including
providing comprehensible input, gradually increasing the level of difficulty, encouraging interaction and
focusing on meaning.
4. What is the Monitor Hypothesis about?
According to Krashen, the learning system performs the role of the “monitor” or “editor” which serves
as a planning, editing and correcting function. Besides, the hypothesis includes 3 specific conditions
for monitor use: sufficient time at their disposal, the concentration on form or accuracy and
embedded rules in learners’ mind.
Krashen also suggested that there are 3 types of learners with regard to “monitor” use:
 - over-users: those who tend to correct themselves with barely fluency to speak, because
they use the monitor all the time.
- under-users: those who don’t self –correct if they don’t feel an error during their
utterances
optimal-users: those who have a balanced self-correction, ensuring both accuracy and fluency to be
achieved.
ESSAY
The Monitor Hypothesis of Krashen is a theory within second language acquisition that
proposes that learners utilize their knowledge of grammar rules to monitor and correct their own
language production. In this hypothesis, language is acquired through a natural process of exposure
and interaction rather than through explicit instruction.
According to the Monitor Hypothesis, learners use their knowledge of grammar rules to
monitor their own speech and writing, checking for errors and making corrections as necessary. This
process is thought to be most effective when learners are given ample opportunities to practice using
the language in real-life situations, as well as when they receive feedback and correction from more
advanced speakers. This hypothesis includes 3 specific conditions for monitor use: sufficient time at
their disposal, the concentration on form or accuracy and embedded rules in learners’ minds.
Krashen also suggested that there are 3 types of learners with regard to “monitor” use. The
first ones are over-users who tend to correct themselves with barely fluency to speak, because they
use the monitor all the time. It is easy to recognize these language learners as they tend to make many
pauses, repetitions and speech repair while communicating. The second type of learner is the
under-users who don’t self- –correct themselves if they don’t feel an error during their utterances. The
last one is optimal-users who have a balanced self-correction, ensuring both accuracy and fluency to
be achieved.These learners are able to correct errors and mistakes in their own language
performance. They also know the rules and use them when they communicate.
In conclusion, the Monitor Hypothesis of Krashen highlights the importance of grammar rules
in language acquisition. Learning the rules is not enough, learners must also internalize them and use
them to monitor and correct their own language production.

5. What are the pedagogical implications of Krashen’s Monitor Hypothesis?

The Monitor Hypothesis states that the learning process, which is the conscious study of
language rules and grammar, is used to monitor and correct language production. This means that
language learners use their learned knowledge to correct errors in their language production. There
are several pedagogical implications of Krashen's Monitor Hypothesis.
Firstly, language teachers should focus on meaning. According to the Monitor Hypothesis,
language acquisition occurs through understanding the meaning of messages, not through explicit
grammar instruction. Therefore, teachers should focus on creating meaningful communication
situations for their students in the classroom.
Secondly, teachers should minimize error correction. Krashen believed that error correction
should be minimized since it can have negative effects on language development. Instead, teachers
should provide opportunities for students to use language in a communicative context, and offer
feedback that focuses on the content of the message, rather than on grammatical accuracy.
Thirdly, providing comprehensible input is one of the important implications of teaching.
Krashen claimed that second language acquisition occurs when learners receive input that is slightly
beyond their current level of competence (i+1). Therefore, teachers should provide input that is
understandable but also challenging, and scaffold their students' learning by using visual aids,
gestures, and other resources.
Last but not least, students should be encouraged to use language. The Monitor Hypothesis
suggests that learners need to use the language they are learning in order to develop their
communicative abilities. Teachers should provide opportunities for students to use the language in
meaningful ways, such as role-plays, discussions, and collaborative projects.
In conclusion, Krashen's Monitor Hypothesis has several pedagogical implications, including
focusing on meaning, minimizing error correction, providing comprehensible input, and encouraging
language use.
6. Of the five hypotheses proposed by Krashen, which one is the most significant to
you?
In Krashen's theory of second language acquisition, the Input Hypothesis is one of the most
important components. The Input Hypothesis states that language acquisition occurs when a person
is exposed to language input that is just beyond their current level of competence, or their "i + 1" level.
The Input Hypothesis is important in Krashen's theory because it emphasizes the importance
of comprehensible input in language learning. Comprehensible input refers to language input that is
understandable to the learner, even if they don't understand every single word. This input provides
the necessary linguistic input that is necessary for language acquisition.
Furthermore, the Input Hypothesis highlights the importance of language input that is both
interesting and relevant to the learner. Krashen argues that learners are more likely to acquire
language when they are motivated and engaged by the language input they receive.
Overall, the Input Hypothesis plays a crucial role in Krashen's theory because it emphasizes the
importance of language input that is just beyond the learner's current level of competence,
comprehensible, interesting, and relevant.

7. How can teachers help learners internalize language inputs?

Language input refers to everything that learners hear or read in a target language. Without
input, a person cannot learn language. There are many ways that teachers can help learners
internalize language inputs.
Firstly, teachers are suggested to create a communicative classroom environment. That means
teachers can encourage students to engage in conversation and to use the language in meaningful
ways. This can be done through pair work, group work, role-playing, games, and other interactive
activities.
Secondly, teachers can present new language in a meaningful context that is relevant to
learners' interests and needs. This can be done through stories, videos, real-life situations, and other
authentic materials.
Thirdly, teachers can also help students internalize language inputs by repeating them in
different contexts and by recycling them over time. This can be done through review activities,
quizzes, and other forms of practice.
Besides, teachers can help students become more aware of the language inputs they are
receiving by encouraging them to notice patterns and structures in the language. This can be done
through guided discovery activities, error correction, and other forms of feedback.
Last but not least, teachers can create a supportive and positive environment in which students
feel comfortable taking risks and making mistakes. This can be done through praise, encouragement,
and by creating a safe space for learning.
In conclusion, teachers can help learners internalize language inputs by several ways, including
creating a communicative classroom environment, putting input in context, using repetition and
recycling, encouraging noticing and reflection, and fostering a positive affective environment.
PHẦN B: CÂU HỎI TRỌNG TÂM
1. How important is it to create a language environment in English teaching and
learning?/the role of input?
Language-rich Enviroment: Sign-Up Twinkl.
Cung cấp gì cho người học
Mục đích cúi cùng của việc học -> communicative
How can use authentic materials (inputs) effective? Authentic materials chính là input—> Define
input là —> gắn với input mà input quá cao thì k hiểu —> modify materials dựa vào level người học
(i+1)
Define language environment: the setting in which linguistic inputs (structures) are provided.
Learners try to comprehend and act on to develop their internal grammar of the target language and
its rules. —> it is explicable that interactions and inputs which enable English learning can be
provides through language environment.
How important
- have a chance to gain exposure to target language items. Ex: the child is surrounded by plenty of
language input —> be familiar with the language + ability to use, đứa bé bị bỏ trong rừng → không nói
được tiếng người nhưng nói chiện đc dí động vật
- The environment gives students the input which is all forms of language in the type of speaking and
written form. Without input, learners cannot acquire the target language. Therefore, the language
environment has an important role to play in how students learn the language. For example, people
in different places in the US use different types of “English”. People who live in Texas tend to use slang
and informal language while people who live in Boston, in which numerous prestigious universities
are located, perform the language in a formal way. Creating a language-rich environment supports
students’ natural linguistic development, provides them with opportunities for language learning
and challenges them to use language in everyday life.
How to create language environment
- providing a good environment means: caretaker talk, foreigner talk and interlanguage talk —>
develop both productive and receptive skills. Ex: more and more language centers are trying to get
attendance of foreigners or native speakers to help their students.
- necessary stimuli are provided. Ex: enable intrinsic motivations, which means come close to the
lesson with the purpose of real practice not for conventional styles of learning.
- ...

2. Why is it important to create a fun and stress-free learning atmosphere?

(AFFECTIVE FILTER)
Define fun and stress free learning atmosphere: an educational setting in which learners are
engaged in a range of activities. → NOT under the pressure + NOT transmission of knowledge. This
means students are not forced to sit in straight rows, face forwards and simultaneously follow the
assigned content.
- ideal atmosphere for inputs to pass freely through the affective filter. Ex: with games kids feel easy
and enjoyable —> stimulating memory with a higher level of retention
- enhance interactions and comprehensible inputs (i+1). Ex: through games, chants, songs and story,
children can use target language to connect with their friends and teacher; mặt không quạo
- enforce intrinsic motivations. Ex: learners come to the classroom without pressure —> have
enjoyment during the process of learning. Be careful because they may solely desire to join in games
3. When and how do EFL teachers correct learners' mistakes or errors?
Define mistakes vs errors
- Errors are defined as deviations from the norms of the target language. Learners make errors
when they lack knowledge of the target language or competence (referring to systematic errors).
Meanwhile, learners make mistakes when they have processing problems (i.e., performance)
(referring to unsystematic errors). The problem of determining what is a learner's mistake and
what's a learner's error is one of some difficulties.
When
Firstly, the type of error will indicate when you may wish to correct it. On-target errors, which are
errors with the stuff you’re trying to teach them, should be corrected as soon as possible. It may
be worth stopping an activity to ensure that all students are aware of the correction (otherwise,
students may continue practising incorrectly!). Next, off-target errors which are high-frequency
errors (not about stuff you’re trying to teach, but things they should know, and it’s happening way too
often to overlook) should be corrected as soon as is convenient, especially if many students are
making this error. It’s probably not worth interrupting a fluency task to do so, however. If it’s just
one or two students making the error, you may wish to notify them at a different quiet time sometime
later in the class. Lastly, off-target errors that are low frequency you may wish to notify students
individually, later, or ignore for the moment. As with all of these, use your common sense. Don’t
overload the students, but also don’t let their English errors fossilize.
How
Ideally, the student that made the error should correct themselves. By asking a question, they may
be made to realize what they did wrong and make the appropriate adjustment. If not, getting another
student through partner activities or small group activities to correct can be a great way to correct an
error (assuming learners are familiar with each other and not afraid of losing face). The last choice is
an explicit correction from you, the teacher. One more important thing I would like to mention is
that teacher can either say something (verbal) to indicate that the student has made an error, or use
a non-verbal signal. I love using non-verbal correction for on-the-spot self-corrections and saving
verbal error correction for after an activity has finished.

4. To what extent does CLT contribute to learners' development of communicative

competence?
● Define: CLT + C.C (4 cái competence)

Communicative language teaching (CLT) is an approach to language teaching that emphasizes

interaction as both the means and the ultimate goal of study. In the CLT method, learners use
communication to learn and practice the target language by interactions with their classmates and
their teacher. Their materials are “authentic texts” (newspapers, magazines, tiktok, films, and movies)
which are written in the target language for other purposes than language learning. CLT offers a
number of advantages for the communicative competence of students. Firstly, it gives students a
chance to use the target language as much as possible in the class through some activities such as
games, role-plays, and problem-solving tasks. This encourages them to communicate and improve the
target language. Secondly, with this method, learners can learn with authentic materials. Therefore,
they can use what they learn in class like grammar, vocabulary, and sentence structures in different
real-life contexts. It promotes the desire to learn the target language (intrinsic motivation) in
students since they feel they are learning to do something useful. For example, teachers may ask their
students to share about the most interesting video that they watched on Youtube last week. Students
may be easily attracted to these activities as they are curious about what their friends watch and also
eager to share their videos. Finally, learners usually work in small groups and they are the center of
this method, so each of them can have a chance to express their ideas and communicate within the
maximum amount of time allotted. → discourse For instance, they can discuss with their friends
some outstanding issues. Through the discussion, students may get deeper insights into social
problems and have a more well-rounded perspective of life → sociolinguistic competence. In
conclusion, CLT provides learners opportunities to practice and actually use the target language in
real contexts and arouse learners' interest in that language.

5. To which learner population and to what types of contents can TPR be used?
The principles of TPR, or Total Physical Response, are based on the way that children learn their first
language. When communicating with a baby, their parents usually use body language with them and
the child physically responds to this. For example, if the parent says “Smile” or “Clap your hands”
while doing these actions, her child will imitate such actions. From that, the baby can acquire the
language naturally. TPR can be applied when teaching young learners and sometimes it can be used
for adults. With low-level learners as children, they do not have much knowledge about the target
language, so using TPR in class can help the teacher make sure that students can understand clearly
the meaning of new words without using their mother tongue. Moreover, because children are very
active and they easily lose concentration when they sit still, TPR gives them a chance to move their
hands and legs while mimicking the teacher. Therefore, it can increase students' interest in the lesson,
help them focus more and be more enjoyable to learn a foreign language. TPR can also be used for
adults sometimes although they are not always interested in activities as children. → create stress-free
language environment. Teachers can use TPR when teaching some simple phrases such as “ sit down”
or “ stand up”. This method can be applied in teaching nouns, verbs, classroom language,
imperatives, instructions and also telling stories. However, TPR should not be used much with shy
students as well as advanced students. Teachers also should not use TPR in teaching abstract
words as it can be misunderstood.

PHẦN C: CÂU HỎI THÊM

6. What are your pedagogical implications of the Affective Filter in teaching English?
The Affective Filter hypothesis embodies Krashen's view that a number of 'affective variables' play a
facilitative, but non-causal, role in second language acquisition. These variables include: motivation,
self-confidence, anxiety and personality traits. Krashen claims that learners with high motivation,
self-confidence, a good self-image, a low level of anxiety and extroversion are better equipped for
success in second language acquisition. Low motivation, low self-esteem, anxiety, introversion and
inhibition can raise the affective filter and form a 'mental block' that prevents comprehensible input
from being used for acquisition. In other words, when the filter is 'up' it impedes language acquisition. On
the other hand, positive effect is necessary, but not sufficient on its own, for acquisition to take place.
The affective filter is a metaphor that describes a learner's attitudes that affect the relative success of
second language acquisition. When feelings or emotions such as anxiety, fear, or embarrassment are
elevated, it becomes difficult for language acquisition to occur. The affective filter has commonly been
described as an imaginary wall that rises in the mind and prevents input, thus blocking cognition. In
opposition, when the affective filter is lowered, the feeling of safety is high, and language acquisition
occurs. Students with a high affective filter can be unconfident and nervous when learning, and it
makes them reluctant to take part in classroom activities. Therefore, it may negatively affect students’
improvement. In contrast, students with a low affective filter may have the desire to learn, be more
confident and also may not be afraid of making mistakes. It is clear to see that teachers have an
important role to play in this theory. Teachers’ pedagogical implications of this theory are trying to
lower their students’ affective filter in order to help them enjoy the learning experiences as well
as motivate students to learn more and take risks. To do this, educators can try to be friendly in
the classroom so that students may feel comfortable when communicating with them. For example,
teachers should remember all the names of their students and whenever the students answer
correctly in class, the teachers should compliment them. When students have some incorrect answers,
teachers should not criticize them. Instead of that, they need to be more patient and help students to
realize their mistakes. Besides, they can also create more engaging activities in class for learners
to join in order to help them be more confident. For example, when teaching teenagers, teachers can
let them interview their classmates and then present this information in front of the classroom. It can
help students understand more about their friends and also improve students' public speaking skills.
Moreover, teachers also need to avoid overcorrection in class as it may make their learners feel
uncomfortable → language ego. Last but not least, the classroom atmosphere should be fun.
Teachers should try to create interesting lessons so that they can keep students engaged. For instance,
for young learners, teachers can create some games or use songs, stories and chants in class for
students to take part in to help them build the target language in a fun way.

7. What are the cognitive principles in English teaching?

EXAMPLES HOẶC IMPLICATIONS
Cognitive principles in English teaching, relating mainly to mental and intellectual functions,
comprise five core principles namely automaticity, meaningful learning, the anticipation of
reward, intrinsic motivation, and strategic investment. Automaticity, the first principle, is the
ability to do things without occupying the mind with the low-level details required, allowing it to
become an automatic response pattern or habit. Automaticity is often the result of learning,
repetition, and practice, such as walking or cycling. Example: fast response to simple questions (what’s
your name? How old are you?). The second principle being meaningful learning refers to a learning
way where the new knowledge to acquire is related to the previous knowledge. Besides, teachers have
the responsibility of providing meaningful and clear aims for the long-term learning process. Teachers
can power meaningful learning by appealing to students' interests, academic goals, and career goals,
or trying to get them to associate newly introduced topics with what they have already known, while
avoiding the pitfalls of rote learning. Example: teachers provide meaningful tasks (why to give group
work, why to ask students a particular question). The third principle, the anticipation of reward,
states that human beings are universally driven to act, or behave, by the predictions of what learners
are going to have or achieve in the future (tangible or intangible, short-term or long-term) (Ex: học để
giành học bổng, học để mở rộng cơ hội nghề nghịp, học để có thể giao tiếp được). Intrinsic motivation is
known as the fourth principle of cognitive principles in English teaching, referring to motivation that
comes from inside an individual rather than from any external or outside rewards, such as money or
grades. A learner performs a task due to its fun, interest, usefulness, or challenge, and not because he
anticipates some cognitive or affective rewards from the teacher (Ex: thích giáo viên, thích văn hoá, đạt
được mục tiêu thể sau khi học). Concerning the last principle, strategic investment supposes that the
investment of time, effort, and finance can contribute to the successful mastery of a second language.
Example, students who spend more time and put more effort in learning will have more exposure to
language and therefore, achieve high language proficiency.
8. What are the affective principles in English teaching?
Affective principles in English teaching are characterized by a large proportion of emotional
involvement, consisting of three smaller elements namely language ego, self-confidence,
risk-taking, and the language-culture connection. The first principle mentioned is language ego,
which creates within the learners a sense of fragility, defensiveness, and a raising of inhibitions. All
second language learners need to be treated with affectionate, tender, and loving care so that they will
be fine even if they do not understand all the lessons. Take adult learners as a typical example for this.
They usually feel insecure to let people know about their errors, compared to children.
Self-confidence, the second principle, claims that learners’ belief in their capacity of accomplishing a
task is one of the factors contributing to their eventual success in attaining the task. ( tin vào sức mạnh
nội tại) The third principle is risk-taking saying that a successful language learner must be willing to
become a “gambler” in the game of language, to attempt to produce and interpret language that is a bit
beyond their absolute certainty. (students volunteer to present their ideas in front of the class no matter
they make mistakes). Concerning the final principle of affective principles in English teaching, the
language-culture connection explains that when a teacher teaches a language, he also teaches a
complex system of cultural customs, values, and ways of thinking, feeling, and acting. He should
emphasize that cross-cultural understanding is an important facet of learning a language, teaching his
students the cultural connotations, especially the sociolinguistics, of language. (The current English
curriculum includes a “Communication and Culture” section to help learners have deeper insight into the
culture of English-speaking countries, which sharpens the target language.)

9. Why is the CLT popular?

Communicative Language Teaching or CLT has been wisely recognized across language
classrooms globally as a highly applicable and effective teaching and learning approach. The first
reason is that it has a clear and definable purpose. Students become competent communicators, able
to use the right grammar, vocabulary, and sentence structure in different real-life contexts, and are
flexible enough to adapt as circumstances dictate. CLT, therefore, typically places emphasis on fluency
rather than accuracy, enabling learners to quickly gain confidence when interacting with other people,
which helps them enjoy using their new-found language skills. In addition, the CLT approach tends to
be a more student-centered and situation-oriented language teaching practice. In a language
classroom, learners engage in learning activities in a cooperative rather than individualistic manner,
building effective conversations and completing pair or group tasks. Teachers, therefore, have more
scope to be creative in the classroom, developing more diversified and inspired activities that go
beyond the traditional repetition and the memorization of sentences and grammatical patterns. As
such, the CLT approach usually increases the students’ engagement and enjoyment of their lessons.
Finally and perhaps most importantly, CLT is a powerful teaching approach to encourage the
development of the four macro skills in language learning (speaking, listening, reading, and writing),
since active communication integrates different skills. The use of authentic or real teaching materials
(brochures, leaflets, timetables, menus, and magazines) also helps ensure that students develop
relevant grammar and vocabulary. To sum up, thanks to the advantages in terms of learning with a
clear purpose, fostering a student-centered approach, increasing student engagement,
promoting lesson variability and creativity, and developing all core language skills, the CLT is
becoming more and more popular and widely adopted.
11. Why do you want to follow the Master program in teaching English at Can Tho
University?
Having graduated from Can Tho University with a Bachelor’s Degree in English Teacher
Education and having the desire to deepen my knowledge in English teaching, I found that the
Master's Program in teaching English at Can Tho University suits me best. One of the reasons for my
choice is that Can Tho University is widely recognized as a premier university in the Mekong
Delta of Vietnam. The training quality meets international standards along with the credit
system training method - an advanced training method in the field of education of many countries
around the world. Teachers and professors create more opportunities for students to approach
advanced and high-quality programs as well as international cooperation and exchanges. In addition,
modern facilities and diverse learning materials contribute to the teaching and learning process
as well. Another element worth considering is that CTU's staff and lecturers are trained from many
advanced countries and regions in the world. Experienced faculty with the professor, associate
professor, and doctorate qualifications will ensure the quality of teaching and meet the needs of
learners. After four years of studying a bachelor's program at Can Tho University, I found that the
lecturers, with advanced and modern teaching methods, are very enthusiastic to help students
complete their study programs. In particular, the teachers in the English teaching department have
many years of experience in training students who study this major. Therefore, I have a strong belief
that I will gain invaluable knowledge in the field of English teaching.

12. How to promote students' self confidence, intrinsic motivation and communicative
competence in English lessons?

- Students’ self confidence in English learning is known as the students’ belief in their
abilities to be successful in learning. Teachers should be aware of their role in boosting
students’ self confidence. That means teachers should play positive roles ( i.g facilitators,
models, psychologists,...) in English teaching. Teachers can be the partners to facilitate
learning, support and encourage students in participating in classroom activities. Then
teachers can be the models of self confidence because modeling and imitating are the fastest
ways for students to acquire a language. Teachers can also be psychologists who understand
and tactically deal with complex and delicate psychology of different students. What is more,
teachers cannot deny the importance of correction is promoting students’ self confidence. It is
crucial for teachers to know when to give feedback and how to comment properly because
focusing too much on correction may lead to the lack of self confidence of students.
+ thêm ý: teachers should give compliments; if students don’t want to speak → have them
work in small groups, correct before speaking out.

- Intrinsic motivation is the learner’s interest in classroom activities. “Interest” is defined

as a positive response to stimuli based on existing cognitive structures in such a way
that learners’ curiosity is aroused and sustained. For example, students are intrinsically
motivated to learn a language because they love the language itself, or they love the teacher
teaching the language, not because they want to please their parents, or get recognition from
their parents. There are 4 components to promote students’ intrinsic motivation. They are
interest, relatedness, pressure, perceived competence.
The first component is interest. That is students’ interest in lessons. In order to make
students interested in learning, teachers should carefully choose appropriate topics for the
 lesson, design relevant activities for these topics, and ensure opportunities for interaction
among students . For example, if students are interested in tourist attractions, teachers can
design lessons related to that topic and provide students with a variety of tasks like designing a
brochure about a tourist destination in your hometown. After that, having students present
their products to encourage them to produce the language after the exposure to the input.
The second component is the relatedness between teacher and students, students
and students, and students and stakeholders like bicycles. These relatedness have a great
impact on student’s learning. In particular, if students like their English teacher, they tend to
attend the class regularly and stay focused during the lesson. The same way also applies for the
relationship between students and students. Take another example of students-stakeholders
relatedness. The stakeholders can be the bicycle keepers where they learn. When the bicycle
keepers are unfriendly or annoying, that will prevent students from fully participating in the
lessons, and intrinsic motivation is therefore reduced.
Pressure is another component that is thought to boost students’ intrinsic motivation.
That means, in learning students have to complete assignments. When teachers set the
deadline for these assignments, students suffer a particular pressure. Then, teachers should
consider the degree of students’ pressure, the meaning behind it and the appropriate
time to have an assignment done.
Last but not least, perceived competence is the fourth element in promoting students’
motivation intrinsically. Perceived competence in language teaching refers to a learner's
belief or subjective evaluation of their ability to use the language they are learning. It
relates to their confidence in using the language in different contexts and situations, their
belief in their own language learning capabilities, and their motivation to continue learning
and improving their language skills. Teachers can help to enhance learners' perceived
competence by providing opportunities for successful language use, by providing
constructive feedback, and by encouraging learners to set achievable goals for themselves.
Besides that, the tasks given to students should be suitable, neither too challenging nor too
easy, in order to boost students’ confidence.

- Communicative competence in ESL learning is defined as the ability to use the target
language accurately, appropriately and flexibly.
1. Linguistic competence is the vocabulary, grammar of the target language. The use of
authentic materials, such as songs, videos, and news articles, can help students develop their
linguistic competence. These materials expose learners to new vocabulary and structures, and
can spark conversations and debates.
​ 2. Sociolinguistic competence is the ability to use proper language in different social contexts.
Teachers can focus on teaching students functional language that they can use in real-life
situations. For example, they can teach students how to order food in a restaurant, how to
make small talk, how to ask for directions or express their opinions.
3. Discourse competence is the order in which students produce the language. For example,
when students are forced to borrow money, they have to order their discourse, or sentences,
onto what to say first and what to say next to achieve the aim of borrowing money.
4. Strategic competence is the ability to use non-verbal language, and equivalent words in
speaking. For example, in delivering a presentation in front of class, students can use their
body language to make their presentation more vivid and thus it is easy for the audience to
understand the content. Besides, students should use synonyms to avoid repeating when
 speaking.
→ to improve C.C, teachers should:
- note that grammatical explanations or drills or exercises are only part of a lesson or
curriculum, give grammar some attention, but don't neglect functional, sociolinguistic,
psychomotor and strategic components of CC
- make sure your lesson aim to teach pragmatic (functional and sociolinguistic) aspects of
language
- intonation and psychomotor (pronunciation) are important components for teaching
functional and sociolinguistic aspects of language.
- make sure your students have opportunities to gain some fluency in English without having
to be constantly wary of little mistakes
- try to keep every technique that you use as authentic as possible
- make sure you are preparing them to be independent learners and manipulators of language,
because some day your students

Câu hỏi ôn tập ngày 16.4

1. Why is language environment creating is important?

Language-rich Enviroment: Sign-Up Twinkl.

The environment gives students the input which is all forms of language in the type of speaking and
written form. Without input, learners cannot acquire the target language. Therefore, the language
environment has an important role to play in how students learn the language. For example, people
in different places in the US use different types of “English”. People who live in Texas tend to use slang
and informal language while people who live in Boston, in which numerous prestigious universities
are located, perform the language in a formal way. Creating a language-rich environment supports
students’ natural linguistic development, provides them with opportunities for language learning
and challenges them to use language in everyday life.

2. How can teachers use Authentic materials effectively?

Authentic materials chính là input—> Define input là gì —> gắn với input mà input quá cao thì k hiểu
—> modify materials dựa vào level người học (i+1)

3. Distinguish Acquisition & Learning

Acquisition: subconscious - pick up the language from spoken context

Learning: conscious - EFL contexts
—> teachers need to create a sequence of steps to help learners acquire language
Example: gửi đi New Zealand, get married
4. What activities can teachers design to make learning more "acquisition"?/Can EFL teachers
create an “acquisition” learning environment? Why yes or no?

Design acquire (communicative and meaningful) activities/tasks, make english become a tool for
communication (“projects", invite foreigners, EMI - English as a Medium of Instruction, ESC, role play
as a tour guide, in class use some posters or pictures to make eng surround, QR code scanning in
korea)

By GPT:
An acquisition learning environment is important because it allows learners to acquire knowledge
and skills through hands-on experience and active participation, rather than just passively receiving
information. This type of environment is more engaging and effective for learners, as it helps them
connect new information with prior knowledge, and apply what they have learned in real-world
situations.
To create an acquisition learning environment, consider the following tips:
1. Provide opportunities for learners to engage in active learning, such as group discussions,
problem-solving activities, and hands-on projects.
2. Use a variety of teaching methods and resources, such as videos, podcasts, online resources, and
interactive simulations.
3. Encourage learners to take ownership of their learning by setting goals and tracking their
progress.
4. Provide frequent feedback and opportunities for reflection, so learners can see their progress and
identify areas for improvement.
5. Foster a positive and supportive learning environment, where learners feel comfortable asking
questions and sharing their ideas.
By creating an acquisition learning environment, you can help learners develop the knowledge and
skills they need to succeed in their studies and careers.

5. What should teachers do to lower the Affective filter in English lessons?

- Teacher's interactions (feedback, error, correction…)

→ the good in the not good

By GPT:
There are several strategies that teachers can use to lower the affective filter in English lessons:
1. Create a positive and safe learning environment where students feel comfortable expressing
themselves in English without fear of making mistakes.
2. Use engaging and relevant materials that capture students’ interest and motivate them to learn
English.
3. Break down lessons into manageable and digestible chunks, allowing students to gradually build
their language skills and confidence.
4. Provide opportunities for students to practice speaking English in pairs or small groups, as this
can help to lower anxiety levels and build confidence.
5. Use a variety of teaching methods and techniques, including games, role-plays, and songs to make
learning English fun and enjoyable.
6. Provide constructive feedback and encouragement to help students feel confident in their English
abilities.
7. Celebrate students’ successes and progress in learning English, no matter how small.

6. What kinds of teacher’s feedback is beneficial to student’s learning?

- constructive/engaging feedback
- self-correction
- sandwich construction of feedback delivery
- không khen quá mức

More ideas from GPT:

There are several types of feedback that are beneficial to a student's learning:
1. Specific feedback: Feedback that is specific to the student's work, highlighting what they did well
and what areas they need to improve on.
2. Constructive feedback: Feedback that offers suggestions for improvement, rather than just
pointing out mistakes.
3. Timely feedback: Feedback that is given in a timely manner, allowing the student to immediately
apply the feedback to their work.
4. Positive feedback: Feedback that emphasizes the student's strengths and encourages them to
continue working hard.
5. Personalized feedback: Feedback that is tailored to the individual student's needs, taking into
account their strengths, weaknesses, and learning style.
By giving feedback that incorporates these elements, teachers can provide students with the support
they need to improve and succeed in their learning.

7. What should teacher do to support the over-use or under-use of the monitor?

- the way of feedback delivering to prevent fossilized errors

By GPT:
1. Provide opportunities for practice: Students need ample opportunities to practice speaking or
writing in the target language. Encourage them to use the monitor to check their own work for
errors.
2. Focus on meaning: Krashen suggests that the monitor is most effective when used to check for
accuracy, but not when used for generating language. Therefore, teachers should prioritize activities
that encourage students to focus on meaning rather than grammar rules.
3. Encourage self-reflection: Encourage students to think about their own language production and
identify areas where they need improvement. This can help them use the monitor effectively.
4. Provide corrective feedback: Teachers can provide corrective feedback to help students
understand where they went wrong and how to improve. However, it's important to strike a balance
between correction and fluency.
5. Use visual aids: Visual aids such as posters or diagrams can help students understand the monitor
hypothesis and how to use it effectively.

8. What are some pedagogical implications from Krashen’s theory of SLA?

- define 5 thuyết
- mỗi thuyết có 1 implication chính
- mỗi implication cho ví dụ
1. the input hypothesis: create lang environment → solutions to create lang envisronment (ex:
em bé bị bỏ trong rừng → học tiếng đười ươi) [a feral child raised in the African jungle by the
Mangani great apes]
2. the acquisition - learning hypothesis: create “acquisition" environment → ways to create
“acquisition" environment (Ex:...)
3. the natural order hypothesis: create appropriate sequence for acquiring language → ways
(Ex:...)
4. the affective filter hypothesis: introduce the input (not fast pace); filter is lowered; time
allowance; practice → Ex: một lớp học nếu thầy giáo chỉ show-off language competence →
nhanh → hs không hiểu và vận dụng được kiến thức → tiết học không hiệu quả)
5. the monitor hypothesis: student's self-correction is the best; comprehensible input
(i+1);identify students' learning variables (age, motivation, language level,...) (Ex: …)
Stephen Krashen's Theory of Second Language Acquisition

Câu hỏi phụ

9. Which activities you can do to move from L1 to target language?
There are several activities that can be done in class to move from L1 to the target language. Here are
some ideas:
1. Total physical response (TPR): This is a method where students respond to commands given by
the teacher in the target language through physical actions. For example, the teacher could say "stand
up" in the target language and students would stand up.
2. Picture dictation: The teacher shows a picture to the students and describes it in the target
language. The students then draw the picture based on the description.
3. Role plays: Students act out scenarios in the target language, such as ordering food in a restaurant
or buying a ticket for a movie.
4. Listening comprehension exercises: The teacher plays an audio recording in the target language
and asks students to answer questions based on what they heard.
5. Short writing assignments: Students write short paragraphs or sentences in the target language
based on prompts given by the teacher.
6. Vocabulary games: The teacher could use vocabulary games such as flashcards, bingo, or memory
to help students learn new words in the target language.
7. Partner or group discussions: Students have discussions in the target language with their
classmates to practice speaking and listening skills.
These activities can help students practice using the target language in different ways and build their
confidence in speaking and understanding it.

10. What should we do between input and intake?

→ filter is lowered; time allowance; practice

1. Create a positive and supportive learning environment that encourages participation,
collaboration, and risk-taking.
2. Use materials and activities that are engaging, relevant, and meaningful to the learners.
3. Provide clear instructions and feedback on the learners' performance.
4. Acknowledge and address any anxiety or discomfort that learners may experience.
5. Encourage learners to use the language in authentic and meaningful contexts.
6. Use visuals, gestures, and other nonverbal cues to facilitate understanding.
7. Break down complex concepts and language structures into smaller, more manageable parts.

11. Which activities should the teacher do to enhance communicative

competence/automaticity/intrinsic motivation/self-confidence?

Câu hỏi tổng kết thầy gửi trên group zalo:

1. Krashen' s theory of SLA: What is it? What are its implications for teaching and learning?
Krashen's theory of SLA (Second Language Acquisition) suggests that language acquisition is a
process that is separate from language learning. According to Krashen, language acquisition is a
subconscious process that occurs through exposure to authentic language input in meaningful
contexts, while language learning is a conscious process that involves the study of grammar rules and
vocabulary.
Krashen's theory has several implications for teaching and learning. Firstly, language learners need
to be exposed to authentic language input in meaningful contexts in order to acquire language
naturally. This means that teachers should provide opportunities for students to engage in
communicative activities that promote language use rather than simply rote memorization of
grammar rules and vocabulary.
Secondly, Krashen's theory suggests that learners can benefit from being in environments where the
target language is spoken by native speakers. This can help learners to pick up on the natural
rhythms and intonation of the language, as well as improve their listening comprehension skills.
Finally, Krashen's theory emphasizes the importance of a low-anxiety learning environment. Since
language acquisition is a subconscious process, learners need to feel comfortable and relaxed in
order to absorb new language input. Teachers should therefore create a positive and supportive
classroom atmosphere that encourages risk-taking and experimentation with the target language.
By Chat GPT

2. Brown' s teaching principles: What are they? How can they be realized in English classes?

3. Teaching methods: Grammar- Translation; Direct Method; ALM; CLT and TBLT
What are their contributions to achieving....?
Grammar-Translation Method: This traditional method focuses on learning grammar rules and
vocabulary through translation exercises. It can contribute to achieving communicative competence
by providing learners with a strong foundation in the target language's grammar and vocabulary.
However, it may not develop learners' speaking and listening skills.
Direct Method: This method emphasizes oral communication and immersion in the target language.
It can contribute to achieving communicative competence by providing learners with opportunities
to practice speaking, listening, and reading in the target language. However, it may not provide a
sufficient focus on grammar and vocabulary.
Audio-Lingual Method (ALM): This method emphasizes repetition and drilling of language patterns.
It can contribute to achieving communicative competence by helping learners develop automaticity
in using the target language. However, it may not focus on developing learners' communicative
abilities in real-life situations.
Communicative Language Teaching (CLT): This method focuses on developing learners' ability to
communicate effectively in real-life situations. It can contribute to achieving communicative
competence by providing learners with opportunities to practice using the target language for real
communication. However, it may not provide a sufficient focus on grammar and vocabulary.
Task-Based Language Teaching (TBLT) is an approach to language instruction that places a strong
emphasis on the practical application of language. It is designed to help learners develop their
communication skills in authentic, real-life situations. TBLT often involves learners working
collaboratively on tasks that require them to use the language in context, and instructors provide
feedback and guidance as needed.

4. Teaching context: Where? How? What could be improved and how?

ĐỀ CÁC NĂM
Câu 1: What pedagogical implicators for English instruction could be drawn from Khashen 's
Affective Filter Hypothesis? (Câu 6C)
The affective filter is a metaphor that describes a learner's attitudes that affect the relative success of
second language acquisition. When feelings or emotions such as anxiety, fear, or embarrassment are
elevated, it becomes difficult for language acquisition to occur. The affective filter has commonly been
described as an imaginary wall that rises in the mind and prevents input, thus blocking cognition. In
opposition, when the affective filter is lowered, the feeling of safety is high, and language acquisition
occurs. Students with a high affective filter can be unconfident and nervous when learning, and it
makes them reluctant to take part in classroom activities. Therefore, it may negatively affect students’
improvement. In contrast, students with a low affective filter may have the desire to learn, be more
confident and also may not be afraid of making mistakes. It is clear to see that teachers have an
important role to play in this theory. Teachers’ pedagogical implications of this theory are trying to
lower their students’ affective filter in order to help them enjoy the learning experiences as well
as motivate students to learn more and take risks. To do this, educators can try to be friendly in
the classroom so that students may feel comfortable when communicating with them. For example,
teachers should remember all the names of their students and whenever the students answer
correctly in class, the teachers should compliment them. When students have some incorrect answers,
teachers should not criticize them. Instead of that, they need to be more patient and help students to
realize their mistakes. Besides, they can also create more engaging activities in class for learners
to join in order to help them be more confident. For example, when teaching teenagers, teachers can
let them interview their classmates and then present this information in front of the classroom. It can
help students understand more about their friends and also improve students' public speaking skills.
Moreover, teachers also need to avoid overcorrection in class as it may make their learners feel
uncomfortable → language ego. Last but not least, the classroom atmosphere should be fun.
Teachers should try to create interesting lessons so that they can keep students engaged. For instance,
for young learners, teachers can create some games or use songs, stories and chants in class for
students to take part in to help them build the target language in a fun way.

Câu 2: Risk taking gains a lot of concern in English teaching. Why is it important in English
teaching and learning? In what ways is it used in English teaching and learning?
● Risk-taking is important in English teaching and learning because it encourages students to
step out of their comfort zones and practice using the language in new and unfamiliar ways.
By taking risks, students can develop their confidence in using English and become more
comfortable expressing themselves in the language.
● Some ways that risk-taking can be used in English teaching and learning include:
● 1. Encouraging students to ask questions, even if they are unsure of the answer.
● 2. Creating a safe and supportive classroom environment where students feel comfortable
making mistakes and taking risks.
● 3. Providing opportunities for students to practice speaking English in real-life situations,
such as role-plays and simulations.
● 4. Assigning open-ended tasks that require students to use critical thinking and
problem-solving skills.
● 5. Using games and other interactive activities to make learning English fun and engaging.
● Overall, risk-taking in English teaching and learning can help students to develop their
language skills, build their confidence, and become more effective communicators in English.

Câu 3: The ultimate goal of English learning is communicative competence. How does
Communicative Teaching contribute in learners' communicative competence? (Câu 4B)
● Define: CLT + C.C (4 cái competence)

Communicative language teaching (CLT) is an approach to language teaching that emphasizes

interaction as both the means and the ultimate goal of study. In the CLT method, learners use
communication to learn and practice the target language by interactions with their classmates and
their teacher. Their materials are “authentic texts” (newspapers, magazines, tiktok, films, and movies)
which are written in the target language for other purposes than language learning. CLT offers a
number of advantages for the communicative competence of students. Firstly, it gives students a
chance to use the target language as much as possible in the class through some activities such as
games, role-plays, and problem-solving tasks. This encourages them to communicate and improve the
target language. Secondly, with this method, learners can learn with authentic materials. Therefore,
they can use what they learn in class like grammar, vocabulary, and sentence structures in different
real-life contexts. It promotes the desire to learn the target language (intrinsic motivation) in
students since they feel they are learning to do something useful. For example, teachers may ask their
students to share about the most interesting video that they watched on Youtube last week. Students
may be easily attracted to these activities as they are curious about what their friends watch and also
eager to share their videos. Finally, learners usually work in small groups and they are the center of
this method, so each of them can have a chance to express their ideas and communicate within the
maximum amount of time allotted. → discourse For instance, they can discuss with their friends
some outstanding issues. Through the discussion, students may get deeper insights into social
problems and have a more well-rounded perspective of life → sociolinguistic competence. In
conclusion, CLT provides learners opportunities to practice and actually use the target language in
real contexts and arouse learners' interest in that language.

Câu 4: Propose at least 3 activities for further developing teaching competences.

1. Attend professional development workshops or conferences. These events provide opportunities
to learn from experts in the field, engage with peers, and gain new perspectives and insights.
2. Join a teacher mentorship program. Working with an experienced teacher as a mentor can help
you develop new skills and strategies, and gain valuable feedback and support.
3. Participate in peer observation and feedback. Collaborating with colleagues to observe each
other's teaching, provide feedback, and share best practices can be an effective way to improve your
own teaching.
4. Engage in self-reflection and evaluation. Regularly reflecting on your teaching practices, setting
goals, and evaluating your progress can help you identify areas for improvement and make
purposeful changes.
5. Utilize online resources and professional learning communities. There are many online resources
available for teachers that can help you stay up-to-date on the latest research, trends, and best
practices. Joining online communities of other educators can also provide opportunities to
collaborate, share resources, and provide or receive feedback.

Câu 5: Regarding English language teaching methods, which areas do you think teachers of
English in the Mekong Delta should focus on to make English language learning and teaching
effective?

● There are several areas that English language teachers in the Mekong Delta can focus on to
make English language learning and teaching effective:
1. Speaking and Listening Skills: Teachers should focus on developing students' speaking and
listening skills, as these are the most essential skills for effective communication in English.
2. Grammar: While students must develop their conversational skills, it is equally important that they
have a good foundation in grammar to correctly use the language. Teachers should focus on teaching
grammar in an engaging way, giving students opportunities to practice it in different contexts.
3. Vocabulary: Teachers should focus on increasing students' vocabulary by exposing them to a range
of words and phrases. Teachers can incorporate vocabulary building activities and games that make
learning fun and engaging.
4. Pronunciation: Teachers should focus on teaching correct pronunciation as it is crucial for effective
communication. Activities, such as tongue twisters, can be used to help students improve their
pronunciation.
5. Cultural Understanding: Teachers should focus on developing students' cultural understanding of
English-speaking countries. This can be achieved through authentic materials, such as TV shows,
movies, and literature, that provide students with insight into the culture and the use of language in
different contexts.
→ By focusing on these areas, English language teachers in the Mekong Delta can make English
language learning and teaching effective and engaging for their students.
 QUỐC TẾ LAO ĐỘNG
1. Describe each of the 5 hypotheses by Krashen. Which one is most significant to English
teaching and learning, to you? Why?
The acquisition-learning hypothesis, the monitor hypothesis, natural order hypothesis,
the input hypothesis, and the affective filter hypothesis are five hypotheses theorized by
Krashen that have been influential in the field of second language teaching and learning.
The acquisition-learning hypothesis involves a natural process of exposure to a new
language, in which learners gradually acquire linguistic competence through immersion. This is
similar to the way that children learn their first language, and it is based on the idea that language is
acquired subconsciously. In this approach, the focus is on providing rich input, creating a
communicative and interactive environment, and allowing learners to absorb the language naturally.

The Monitor Hypothesis of Krashen is a theory within second language acquisition that
proposes that learners utilize their knowledge of grammar rules to monitor and correct their
own language production. In this hypothesis, language is acquired through a natural process of
exposure and interaction rather than through explicit instruction. This hypothesis includes 3 specific
conditions for monitor use: sufficient time at their disposal, the concentration on form or
accuracy and embedded rules in learners’ minds. Krashen also suggested that there are 3 types of
learners with regard to “monitor” use such as over-users, under-users and optimal-users .
Natural Order Hypothesis that suggests that language is acquired in a predictable and
meaningful order. According to the hypothesis, learners acquire grammatical structures and rules in a
specific order, regardless of the language they are learning. This order is determined by the inherent
complexity of the structures and the degree to which they differ from the learner's first language.

The Input hypothesis is about how the learner acquires a second language. All forms of
language in the type of speaking or written form are called “input”. Input gives the language
environment around us. Therefore, without input, learners cannot learn the language. It is only
concerned with 'acquisition', not 'learning'. According to this hypothesis, the learner improves and
progresses along the 'natural order' when he/she receives second language 'input' that is one step
beyond his/her current stage of linguistic competence. For example, if a learner is at a stage 'i', then
acquisition takes place when he/she is exposed to 'comprehensible input' that belongs to level 'i + 1'.
The Affective Filter hypothesis embodies Krashen's view that a number of 'affective
variables' play a facilitative, but non-causal, role in second language acquisition. These variables
include: motivation, self-confidence, anxiety and personality traits. Krashen claims that learners
with high motivation, self-confidence, a good self-image, a low level of anxiety and extroversion are
better equipped for success in second language acquisition. Low motivation, low self-esteem, anxiety,
introversion and inhibition can raise the affective filter and form a 'mental block' that prevents
comprehensible input from being used for acquisition. In other words, when the filter is 'up' it
impedes language acquisition. On the other hand, the positive effect is necessary, but not sufficient on
its own, for acquisition to take place.
From my perspective, the Input hypothesis has an important role to play in language teaching
and learning. Firstly, the input hypothesis emphasizes the importance of creating a language-rich
environment for learners. This means exposing learners to as much authentic language input as
possible, through listening and reading activities, in order to help them internalize the patterns and
structures of the language. Without input, learners may struggle to acquire the language.
Furthermore, this hypothesis also mentions about the 'comprehensible input’ that significantly
affects the learners’ language competence. When teachers or language tutors provide input that is too
difficult or too easy for learners, it can be demotivating and hinder their language acquisition. By
providing input that is just right for the learner's current level of proficiency (just one level higher
than learners’ level), teachers can help them engage with the language and make progress in their
language learning journey. Overall, the input hypothesis is an important concept to consider when
teaching and learning a language, as it can help teachers and learners optimize the language learning
process and achieve better outcomes.

2 Describe each of the teaching principles by Brown. What instructional activities or techniques
can be used to realize the principle?
Canh chua khoai môn iu nè

Principle Description Teaching implications

1. Automaticity The ability to use language - focus on functional purposes

without conscious effort or of language
planning. - advoid overt attention to
language systems
- grammatical explanations and
exercises have a place in the
adult classroom, not for kids
- exercise patience with
students

2. Meaningful learning - A type of learning that - appeal to students' interests,

involves making connections
between new information and
existing knowledge, beliefs, and
experiences.
- It is often contrasted with rote
learning, which relies on
memorization without a deeper
understanding of the material.
academic goals and career
goals
- attempt to anchor a new topic
or concept in students' existing
knowledge and background
- avoid the pitfalls of rote
learning:
+ too much grammar
explanations
+ too many abstract
principles and theories
+ too much drilling and/or
memorization
+ activities without clear
purpose
+ activities without
contribution to accomplishing
the goals of the lesson
+ techniques that are
mechanical or tricky that lead
students not to the language or
meaning.
3. The Anticipation of Rewards
4. Intrinsic motivation
5. Strategic Investment
6. Language Ego
Predicion of what ss are going
to have or achieve in the future
Intrinsic motivation refers to
the internal drive or desire to
engage in an activity or
behavior for its own sake,
rather than for external
rewards or pressures.
The allocation of time, effort
and finance into learning
activities that are most effective
for achieving language learning
goals.
The identity or self-image that
learners attach to their ability
to use a language.
- provide an optimal degree of
immediate verbal praise or
encouragement (short-term
reward)
- encourage students to reward
each other with compliments
and supportive actions
- gold stars, stickers, progress
charts help students percieve
their development
- display enthusiasm and
excitement in the classroom
- point out the long-term
reward to the students (job,
life...)
- consider carefully the intrinsic
motives of students and then
design classroom tasks that
feed into those intrinsic drives
- the importance of recognizing
and dealing with the wide
variety of styles and strategies
that learners successfully bring
to the learning process
- the need for attention to each
separate individual in the
classroom
- overtly display a supportive to
the students, patience and
empathy need to be openly and
clearly communicated
- lesson-planning level, choice
of techniques and sequences of
techniques needs to be
cognitively challenging but not
overwhelming
- help the students understand
that the confusion of
developing the second self in
the second culture is a normal
and natural process
- find out students' language
ego states help you:
+ who to call on
+ who to ask volunteer
information
+ when to correct students"

7. Self-confidence The belief in one's own ability
to use the language effectively.
8. Risk-taking The willingness to take chances
and make mistakes when using
the language.
9. The Language-Culture - The relationship between
Connection language and the culture in
which it is used.
- Whenever you teach a
language, you also teach a
complex system of cultural
customs, values, and ways of
thinking, feeling, and acting.
error
+ how much to explain
something
+ how structured and
planned an activity should be
+ who to place in which
small groups or pairs
+ how "tough" you can be
with a student
- give ample verbal and
nonverbal assurances to
students => it helps a student
to hear a teacher affirm a belief
in the student's ability
- sequence techniques from
easier to more difficult =>
students can establish their
sense of accomplishment that
catapults them to the next,
more difficult, step
- create an atmosphere that
encourage students to try out
language, to venture a
response, and not to wait for
someone else to volunteer
language
- provide reasonable challenges
in you techniques - make them
neither too easy nor too
difficult
- help your students
understand what calculated
risk-taking is
- respond to students' risky
attempts with positive
affirmation, praising at the
same time warmly but firmly
attending to their language
- discuss cross-culture
differences with your students
- include among activities and
materials that illustrate the
connection between language
and culture
- teach cultural connotations,
especially the sociolinguistic
aspects of language
- screen your techniques for
material that may be culturally

10. The Native Language Effect
11. Interlanguage
The influence of the learner's
first language on the learning
and use of subsequent
languages.
The language system that a
learner constructs as they
progress towards fluency in a
new language.
offensive
- make explicit to your students
what you may take for granted
in your own culture
- help students to be aware of
acculturation and its stages
- emphasize the importance of
the second language as a
powerful tool for adjustment in
the new culture
- be sensitive to any students
who appear to be discouraged,
then do what you can to assist
them
- regard learners' errors as
important windows to their
underlying system and provide
appropriate feedback
- help students understand that
not everything about their
native language system cause
error -> hold on the facilitating
effects and discard the
interference
- coax students into thinking in
the second language instead of
resorting to translation as they
comprehend and produce
language
- distinguish between a
student's systematic
interlanguage errors and other
errors
- exercise some tolerance for
certain interlanguage forms
that may arise out of a
student's logical developmental
process
- don't make students feel
stupid because of an
interlanguage errors => quietly
point out the logic of the
erroneous form
- classroom feedback to
students should give them the
message that mistakes are not
bad but they are good
indicators that innate language
acquisition abilities are alive
and well
 - try to get students to
self-correct selected errors
- make sure that you provide
ample affective feedback -
verbal or nonverbal - to
encourage them to speak
- make judicious selection of
which errors to treat with
kindness and empathy so that
the student will not feel
thwarted in future attempts to
speak

12. Communicative - The ability to use language - note that grammatical

Competence effectively in real-life situations,
including both linguistic and
pragmatic aspects of the target
language.
- 4 components: linguistic
competence, sociolinguistic
competence, discourse
competence and strategic
competence
→ Communicative competence
is the goal of a language
classroom, instruction needs to
point toward all its components
explanations or drills or
exercises are only part of a
lesson or curriculum, give
grammar some attention, but
don't neglect functional,
sociolinguistic, psychomotor
and strategic components of CC
- make sure your lesson aim to
teach pragmatic (functional
and sociolinguistic) aspects of
language
- intonation and psychomotor
(pronunciation) are important
components for teaching
functional and sociolinguistic
aspects of language.
- make sure your students have
opportunities to gain some
fluency in English without
having to be constantly wary of
little mistakes
- try to keep every technique
that you use as authentic as
possible
- make sure you are preparing
them to be independent
learners and manipulators of
language, because some day
your students will no longer be
in your classroom

3. No size fits all, and it holds true to teaching methods. Therefore, many teachers use an
eclectic method in their English classes. What is your opinion about that choice made by many
English teachers?
No one particular teaching method could work for all types of students or their proficiency
levels, so an eclectic method was born. The eclectic method is a teaching approach that combines
different methodologies and techniques to create a more diverse and engaging learning experience
for students. This approach is often used by English teachers as it allows them to cater to the
individual needs of each student and create a more inclusive classroom environment. However, as
with any teaching method, there are both advantages and disadvantages to the eclectic approach.
One of the main advantages of the eclectic method is that it allows teachers to draw from a
wide range of sources and techniques, which can improve the overall quality of instruction. By
combining different approaches, teachers can create a more dynamic and engaging classroom
environment that is better suited to the needs of individual students. For instance, a teacher might
use audio-visual materials for visual learners, group activities for students who prefer a more
interactive approach, and grammar drills for those who need more practice. In some cases, this can
also help students to develop a deeper appreciation for the English language and its associated
literature. There is no doubt that it is considered the most effective teaching method.
However, there are still some disadvantages to the eclectic method. For example, it can be
difficult for teachers to maintain a consistent and coherent instructional approach when using a
variety of different techniques and methodologies. This can lead to confusion and frustration among
students and may ultimately undermine the effectiveness of the instruction.
Another potential disadvantage of the eclectic method is that it can be time-consuming and
difficult to implement. Teachers may need to spend a significant amount of time researching and
developing new teaching strategies, which can be challenging in a busy classroom environment.
In conclusion, while the eclectic method has many advantages in terms of providing a diverse
and inclusive classroom environment, it is important for teachers to carefully consider the potential
drawbacks before adopting this approach. Ultimately, the success of the eclectic approach depends
on the teacher's ability to effectively integrate and balance the different methods.
4. The English Language Teachers Competency Framework consists of 5 domains. What are
they? Describe them. Do you want to add any other domains into the framework? Why or why
not? Which domain(s) should English teachers in the Mekong Delta work harder on?
Vietnam’s English Teacher Competency Framework, which is created by Dr. Diana
Dudzik – a senior English Language fellow scholar from the United States, is a product of National
Foreign Language 2020 Project. The framework consists of five domains which work to address the
question of what Vietnamese teachers of English need to know and be able to do in the 21st century.

First of all, the initial competency is knowledge of subject. This domain refers to the
teacher's understanding and mastery of the English language, including grammar, vocabulary,
pronunciation, and usage. It also includes knowledge of literature and culture related to the English
language. Knowledge of teaching is the next component in the framework. This domain
encompasses the teacher's understanding of effective teaching methodologies, including lesson
planning, classroom management, assessment, and feedback. It also includes knowledge of teaching
technologies and resources. Besides, knowledge of learner is considered as the third factor to
decide whether a teacher is qualified. This domain refers to the teacher's understanding of the
diverse needs and characteristics of learners, including their backgrounds, motivations, and learning
styles. It also includes knowledge of the impact of culture, language, and identity on learning. Values
and connection to practice is one of the requirements for a Vietnamese English language teacher.
This domain encompasses the teacher's beliefs, attitudes, and values related to teaching, as well as
their commitment to ongoing professional development and reflection on their practice. It also
includes the teacher's ability to collaborate with colleagues and engage in continuous learning.
Lastly, context is a critical factor for English teachers in Vietnam to contemplate. This domain refers
to the teacher's understanding of the broader social, cultural, and political context in which they
teach, including the role of English language teaching in society, education policy, and cultural norms.
It also includes knowledge of the specific context in which they teach, such as the school
environment, curriculum, and student population. From this significant framework, Vietnamese
teachers should not work as a teaching machine, but as professionals with adaptive skills in
order to be effectively operational in different teaching contexts in and outside their country

From my perspective, intercultural competence is also an important aspect of teaching

English as a second or foreign language, especially in today's globalized world where people from
different cultures interact with each other. Adding intercultural competence into the English
Teachers Competency Framework can benefit teachers and students in many ways. This can
enhance cultural sensitivity. Intercultural competence enables teachers to understand and
appreciate different cultures, thereby developing their cultural sensitivity. This can help them create
an inclusive and welcoming learning environment for students from diverse cultural backgrounds.
Improved communication is the next point I want to make. English language teachers with
intercultural competence can effectively communicate with students from different cultures,
understand their perspectives, and tailor their teaching methods to meet their needs. Nowadays,
promoting global citizenship has become a hot issue in the general public. Intercultural
competence promotes global citizenship by helping teachers and students understand the
interconnectedness of the world and appreciate the diversity of cultures. Last but not least, teacher
can gain enhanced teaching effectiveness by cutural insights. Teachers with intercultural
competence can better relate to their students and understand their cultural context, which can
improve their teaching effectiveness and lead to better learning outcomes. In summary, integrating
intercultural competence into the English Teachers Competency Framework can help create a more
inclusive and effective learning environment for students from diverse cultural backgrounds.
In term of English teaching in Mekong Delta area, English teachers should focus on
improving their knowledge of subject, especially English proficiency, for a number of reasons.
Firstly, as English is an international language, it is important that teachers have a strong command
of the language in order to effectively teach students. Teachers are not only responsible for teaching
the grammar and vocabulary of the language, but they must also be able to provide guidance on
pronunciation and intonation. Secondly, having a high level of English proficiency will enable
teachers to access a wider range of resources and materials, which they can use to enhance their
lessons and make them more engaging and effective. Finally, English teachers who are proficient in
the language will be viewed as role models by their students, encouraging them to improve their own
language skills and helping them to become more confident in their ability to communicate in
English. Therefore, it is essential that English teachers in the Mekong Delta work hard to improve
their English proficiency so that they can provide the best possible education for their students.