HO CHI MINH CITY OPEN UNIVERSITY

GRADUATE SCHOOL
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COURSE OUTLINE

I. General information
1. Course title: ADVANCED METHODOLOGY FOR LANGUAGE TEACHING
2. Course Code: ENG701
3. Knowledge / Skills:
 Foundation  Professional knowledge ☐ Basic knowledge
4. Credits
Total Theory Practice Self – study
3 3 0 6
5. Trimester: 1 ☐2 ☐3
6. Academic year: 2021-2022
7. Mode of delivery:
8. Language of instruction: English
9. Lecturer
Name: Do Thi Hoai Thu, Ph.D
Office: Room 113, 97 Vo Văn Tan Street, District 3, Ho Chi Minh City
Email: [email protected]
Telephone: +84-28-3909952382

II. Course specifications

1. Course overview
This course presents language teaching approaches and methods both historically and
currently. The theoretical underpinnings and methodological principles of second/foreign
language teaching are discussed and evaluated. Students in the course demonstrate their
understanding of the principles behind how we learn language by designing a plan for a
unit of work which integrates content knowledge, contextual fit and language skills. This
course engages students in a discussion of the cultural and social contexts of language
learning and teaching. It focuses on the different current methods of language teaching
including Communicative Language Teaching (CLT), Task based Language Teaching
(TBLT), Content Based Instruction (CBI) & Content Language Integrated Learning
(CLIL).

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2. Requirement course
Prerequisites: None
Prior-course: Theories of language learning and teaching
Co-requisites: None
3. Course objectives
Program
Course
Description learning
objectives
outcomes
Knowledge
Develop an understanding of the key concepts and
CO1 terminology in the field of language teaching ELO1.1
methodology
Achieve important insights into the different
CO2 teaching approaches/ methods, learning and teaching ELO1.1
of the language skills in different teaching contexts
Skills
Design optimal learning activities that engage
CO3 learners through integrating content, language and ELO2.1
culture
Incorporate key methodological principles
CO4 associated with the various teaching approaches into ELO2.3
lesson planning
Sefl-reflection and responsibility
Develop a range of effective workplace skills
CO5 including problem-solving, team work, presentation ELO7.1, ELO7.3
and self-study

4. Course learning outcomes

At the end of the course, learners will achieve:
Course
Course learning outcomes
objectives
CLO1 Understand key concepts in language teaching methodology
CO1
CLO2 Understand key terminology in language teaching methodology
CLO3 Know different teaching methods
CO2
CLO4 Know teaching techniques of different language areas and skills
CO3 CLO5 Design learning activities for language areas

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 Course
Course learning outcomes
objectives
CLO6 Design learning activities for receptive skills
CLO7 Design learning activities for productive skills
CO4 CLO8 Plan a lesson properly and appropriately
CO5 CLO9 Present effectively
CLO10 Self-study effectively

The matrix integrates the learning outcomes of the course (CLO) and the learning
outcomes of the curriculum (ELO).
ELO1 ELO2 ELO3 ELO4 ELO5 ELO6 ELO7
CLO1 X
CLO2 X
CLO3 X
CLO4 X
CLO5 X
CLO6 X
CLO7 X
CLO8 X
CLO9 X
CLO10 X

: Không có trong chương trình đào tạo

: Có trong chương trình đào tạo

5. Materials and textbooks

Brown, H.D. (2015). Teaching by principles: An interactive approach to language
pedagogy. (4th ed.). New York: Longman.
Harmer, J. (2007a). The practice of English language teaching (4th ed.). Essex, UK: Pearson
Longman

5.1. References
Carter, R. & Nunan, D. (Eds.). (2001). The Cambridge guide to teaching English to
speakers of other languages. Cambridge: CUP.
Harmer, J. (2007b). How to teach English. Essex: Pearson Education Limited.

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Nunan, D. (2015). Teaching English to speakers of other languages: An introduction.
New York: Routledge.
Prabhu, N.S. (1990). There is no best method – why? TESOL Quarterly, 24, 2, 161-176.
Richards, J.C. & Renandya, W.A. (Eds.). (2002). Methodology in Language Teaching:
An Anthology of current practice. Cambridge: CUP.
Richards, J.C. & Rodgers, T.S. (2001). Approaches and methods in language teaching.
(2nd ed.). Cambridge: CUP.

5.2. Websites/ Softwares

https://academic.oup.com/eltj
https://onlinelibrary.wiley.com/journal/15457249
https://apastyle.apa.org

6. Assessment
Schedule Learning Percentage
Components Assessment forms
outcomes %
6.1 Class participation , During the vd: CLO1, 3 10%
discussion and course
presentation
6.2 Personal reflection on Week 6
Mid-term
approaches and 20%
test(s)
methods
6.3 Demonstration of Week 10
techniques (Lesson 20%
plan)
Week 13
Final test 6.4 Final Project: Report 50%

Total 100%

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7. Course contents

Session Content Course Materials and references

learning
outcomes
1 Principles of language ▪ Brown, H. D. (2015) Chapters 1, 4, 5
Week 1 teaching
(Nov 21, 2021)

2 Historical overview of ▪ Brown, H. D. (2015) Chapter 2

Week 2 language teaching
▪ Richards & Rogers (2001) Part 1, 2
(Nov 28, 2021) methods
▪ Richards & Renandya (2002) Chapters 1, 2

3 Communicative language ▪ Brown, H. D. (2015) page 30-34

Week 3 teaching (CLT)
▪ Harmer (2007a), pages 69-70
(Dec 5, 2021)
▪ Richards & Rogers (2001) Pages 153-177

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 Session Content Course Materials and references
learning
outcomes

4 Task-based language ▪ Brown, H. D. (2015) Pages 242-244

Week 4 teaching
▪ Harmer (2007a) pages 71-73
(Dec 12, 2021) (TBLT)
▪ Richards & Rogers (2001) pages 223-243
▪ Richards & Renandya (2002) Chapter 9
▪ Moore (2018)
▪ Hismanoglu & Hismanoglu (2011)
5 Content-based instruction ▪ Brown, H. D. (2015) pages 57
Week 5 & CLIL
▪ Richards & Rogers (2001) pages 204-222
(Dec 19, 2021) ▪ Richards & Renandya (2002) Chapter 10

6 Classroom assessment ▪ Brown, H. D. (2015) Chapters 20, 21

Week 6 techniques and
▪ Harmer (2007a) Chapters 7, 9, 10
applications
(Dec 26, 2021) ▪ Richards & Renandya (2002) Chapters 5, 6

Assignment 1 Due (Personal reflection on approaches and methods)

7 Classroom interaction ▪ Brown, H. D. (2015) Chapters 13

Week 7 Error correction ▪ Hammer (2007a) Chapters 8, 9
(Jan 2, 2022) ▪ Richards & Renandya (2002) Chapter 4

8 Teaching Listening and ▪ Brown, H. D. (2015) Chapters 15, 16

Week 8 Speaking
▪ Harmer (2007a) Chapters 18, 20
(Jan 9, 2022) ▪ Richards & Renandya (2002) Chapters 18-23

9 Teaching Reading & ▪ Brown, H. D. (2015) Chapters 17, 18

Week 9 Writing
▪ Harmer (2007a) Chapters 17, 19
(Jan 16, 2022) ▪ Richards & Renandya (2002) Chapters 26-32

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 Session Content Course Materials and references
learning
outcomes

10 Teaching Vocabulary & ▪ Brown, H. D. (2015) Chapter 19

Week 10 Grammar
▪ Harmer (2007a) Chapters 13-14
(Jan 23, 2022) ▪ Richards & Renandya (2002) Chapters 13, 14,
15, 24, 25

Assignment 2 Due (Lesson plan)

11 Prepare for the Final Project

Week 11
(Jan 30, 2022)

12 Final Project Due

Week 12
(Feb 12, 2022)

8. Course regulations
8.1 Class participation and presentation:
- Class attendance is mandatory. If students fail to attend more than 03 class
sessions, they are not eligible for the final project.
- Class presentations will be assigned by the instructor in particular class sessions.
8.2 Demonstration of techniques
- Students demonstrate their understanding and ability of using various teaching
techniques for language areas and skills after learning about them in class.
- This is an individual task and will be done right after the introduction of teaching
techniques in relevant sessions.
- There will be some discussion and guidance on this task in class.

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 ❖ Assessment criteria for lesson plan

Lesson logically planned 10%

Appropriate teaching techniques
Linguistic accuracy & achievement of lesson objectives 5%

Classroom management demonstrations 5%

TOTAL 20%

8.3 Personal reflection on approaches and methods

Length: 1,000 words (+/- 10%)
Review the principles, methods and approaches in class sessions and from other relevant
sources. Draw out ideas/ lessons/implications that you would like to use, or have already
successfully used, in your language teaching. Make this a statement of your personal
“philosophy of teaching.”

❖ Assessment criteria for personal reflection on approaches and methods

Demonstrated understanding of concepts 10%

Quality and depth of reflection 5%
Coherence and appropriate academic style and conventions 5%

TOTAL 20%

8.4 Final Project: Report

Length: 1,500 words (+/- 10%)
Building on your understanding of the topics covered in this course, this project task
requires you to critically review, analyse and synthesise literature of your chosen area
across TESOL and second/foreign language pedagogy. You will report research findings
in the synthesis paper following the steps:
- Select one potential research topic concerning the current issues in language
teaching and learning
- Conduct the literature review closely related to your chosen topic
- Summarise research-based articles (minimum 6 articles)

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 - Analyse and comment on how this research area can be applied to your teaching
- Conclude your findings with a synthesis on the trends, pedagogical implications,
and gaps in the reviewed articles

❖ Marking criteria for the final project

Articles adequately summarized, commentary on teaching 25%
clearly explained, synthesis cogently made
Presentation (logical flow) and organization (linked by a 15%
central theme and headings) of the report
Mechanics, language and academic referencing 10%

TOTAL 50%

8.5 Assignment requirements:

- Cover page with the selected topic under investigation, your full name and student
ID number
- Written assignments need to be typed
- Font: Times New Roman
- Size: 12
- Spacing: 1.5 or double
- Referencing style: APA 7th ed.
- Use page numbering
- Check your work carefully for spelling and grammatical errors.
- Use standard margins.

Head of Graduate School Lecturer

Do Thi Hoai Thu, Ph.D.