Graduate School Course Outline General Information: Required Textbooks References

HO CHI MINH CITY OPEN UNIVERSITY
GRADUATE SCHOOL
COURSE OUTLINE
I. General information
1. Course title: ADVANCED METHODOLOGY FOR LANGUAGE TEACHING
2. Credits
Total Theory Practice Self – study
3 3 0 6
3. Lecturer
Name: BUI THI THUC QUYEN (Ph.D.)
Office: Room 503, 35-37 Ho Hao Hon Street, District 1, Ho Chi Minh City
Email: quyen.btt@ou.edu.vn
Telephone: 38386606
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, Task based Language
Teaching (TBLT), Content Based Instruction (CBI) & Content Language Integrated Learning (CLIL).
2. Materials and textbooks
5.1. Required textbooks
Ur, P. (2012). A course in language teaching: practice and theory. (2nd ed.). Cambridge: CUP.
5.2. References
Brown, H.D. (2007). Teaching by principles: An interactive approach to language pedagogy. (2nd ed.). New York:
Longman.
Carter, R. & Nunan, D. (Eds.). (2001). The Cambridge guide to teaching English to speakers of other languages.
Cambridge: CUP.
Doff, A. (1988). Teach English. Cambridge: CUP.
Harmer, J. (2007). The practice of English language teaching. (4th ed.). Harlow: Longman.
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. Cambridge: CUP.
Richards, J.C. & Rodgers, T.S. (2001). Approaches and methods in language teaching. (2nd ed.). Cambridge: CUP.
5.3. Websites/ Softwares
https://academic.oup.com/eltj
https://onlinelibrary.wiley.com/journal/15457249
https://apastyle.apa.org
3. Assessment
Components Assessment forms Schedule Learning outcomes Percentage %
6.1 Class participation , discussion During the course vd: CLO1, 3 10%
and presentation
Mid-term test(s) 6.2 Demonstration of techniques During the course 20%
6.3 Personal reflection on Week 6
20%
approaches and methods
Final test 6.4 Final Project: Report Week 12 50%
Total 100%
4. Course contents
1
Session Content Course learning Materials and references
outcomes
1 Principles of language teaching Harmer (2015) Chs. 1 & 5
Brown, H. D., & Lee, H. (2015) Ch.
4
2 Historical overview of language Richards & Rogers (2001) Jigsaw
teaching methods Reading: Chs. 1, 2, 4, 5, 6, 7, 8
Ur (2012) Ch. 1
Harmer (2007) Chs. 3 & 4
Richards & Rodgers (2001) Ch. 14
Richards & Renandya (2002) Chs. 1 &
2
3 Communicative language teaching Richards, J. C. (2006) Chs 1-4, pp.
(CLT) 1-26
4 Task-based language teaching Nunan, D. (2006) Ch. 1

(TBLT) Ellis, R. (2009)
Chaudron et al. (2005). In M. H.
Long Ch. 8 pp. 225-261
5 Content-based instruction & CLIL Coyle, D., Hood, P., & Marsh, D.
(2010) Ch 3
Cenoz, J. (2015)
Slater, T., & Mohan, B. (2010)
6 Classroom assessment techniques Katz, A. (2014). In M. Celce-
and applications Murcia, D. M. Brinton, & M. A.
Snow Ch. 21
Brown, H. D. (2010) pp. 122-155
7 Classroom interaction Ur (2012) Chs. 16 & 7
Error correction
8 Teaching Listening and Speaking Ur (2012) Ch. 8 & 9
Harmer (2007) Chs. 16, 18 & 20
9 Teaching Reading & Writing Ur (2012) Ch. 10 & 11
Harmer (2007) Ch. 17 & 19
10 Teaching Vocabulary & Grammar Ur (2012) Ch. 5 & 6
Celce-Murcia, M. (2015). In MA
Christison, D. Christian, P. A. Duff,
& N. Spada Ch. 1
Zimmerman, C. B. (2014). In M.
Celce-Murcia, D. M. Brinton, & M.
A. Snow Ch. 19
Sonbul, S., & Schmitt, N. (2010)
11 Review N/A
5. Course regulations
8.1 Class participation and presentation:
- Class attendance is mandatory. If students fail to attend more than 3 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 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.
Assessment criteria for technique demonstration
Lesson logically planned 10%
2
Appropriate teaching techniques
Linguistic accuracy & Achievement of lesson objectives 5%
Classroom management 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
Building on your understanding of the topics covered in this course, this project task requires you to critically review,
analyse and synthesize 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
- Sumarize research-based articles (minimum 5 articles)
- 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 clearly explained, synthesis cogently made 25%
Presentation (logical flow) and organization (linked by a central theme and headings) of the report 15%
Mechanics, language and academic referencing 10%
TOTAL 50%
8.5 Assignment requirements:

 Written assigments need to be typed
 Font: Times New Roman
 Size: 12-13
 Spacing: 1.5 or double
 Referencing style: APA
 Use page numbering
 Check your work carefully for spelling and grammatical errors.
 Use standard margins.

Graduate School Course Outline General Information: Required Textbooks References

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HO CHI MINH CITY OPEN UNIVERSITY

II. Course specifications

4 Task-based language teaching Nunan, D. (2006) Ch. 1

Assessment criteria for technique demonstration

Lesson logically planned 10%

8.3 Personal reflection on approaches and methods

Length: 1,000 words (+/- 10%)

Assessment criteria for Personal reflection on approaches and methods

Demonstrated understanding of concepts 10%

8.4 Final Project: Report

Marking criteria for the final project

8.5 Assignment requirements:

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