BÀI SOẠN LĨNH HỘI GIẢNG DẠY CUỐI HỌC KÌ 1/ 2023-2024
1. According to Canale and Swain’s model, communicative competence comprises
grammatical, sociolinguistic, discourse, and strategic competence. How do these
components contribute to effective communication? Can you provide examples
of each? How can language educators foster communicative competence in their
students?
In Canale and Swain's model of communicative competence, effective communication is
achieved through four components:
• Grammatical Competence: This involves using correct grammar, vocabulary, and
sentence structures to convey messages accurately (e.g: Correct use of verb tenses:
"I have studied English for three years" instead of "I studied English for three
years.)
• Sociolinguistic Competence: It entails understanding the social and cultural
aspects of language use, including appropriate language register and politeness
conventions in different contexts. (e.g: Using formal language in a professional
setting and informal language with friends)
• Discourse Competence: This refers to organizing and conveying information
coherently and effectively in different types of texts or conversations using
appropriate discourse markers, cohesive devices, and structures. (e.g: Using
appropriate transitional phrases like "however" or "on the other hand" to connect
contrasting ideas in an essay)
• Strategic Competence: It involves using communication strategies to overcome
breakdowns or limitations, such as compensating for gaps in knowledge or
clarifying misunderstandings (e.g: Using synonyms and clarification)
Language educators can foster communicative competence by providing meaningful and
authentic communication tasks, encouraging collaboration and interaction, exposing
students to diverse language registers and contexts, integrating grammar and discourse
instruction within meaningful contexts, providing constructive feedback, and promoting
learner autonomy and metacognitive awareness.
2. How does motivation impact the willingness of learners to engage in second
language acquisition? What role do attitudes towards the target language and its
speakers play in the learning process?
Motivation plays a significant role in the willingness of learners to engage in second
language acquisition. Intrinsic motivation, driven by personal interest and enjoyment, and
extrinsic motivation, influenced by external factors, both contribute to learners'
engagement and persistence in language learning.
Attitudes towards the target language and its speakers also impact the learning process.
Positive attitudes towards the target language, its culture, and the perceived usefulness of
the language promote motivation and engagement. Similarly, positive attitudes towards
native speakers foster a desire to communicate and connect, while negative attitudes can
create barriers.
By addressing motivation and attitudes, educators can enhance learners' willingness to
engage in second language a cquisition and create a positive and effective learning
experience.
3. Describe TWO key constructs of the theories in second language acquisitions and
explain how they impact L2 learning.
1. Input: Input refers to the language that learners are exposed to, either through
listening or reading. Interaction involves meaningful communication and
negotiation of meaning with others since it provides learners with opportunities to
hear and use the target language in authentic contexts. It also helps learners develop
comprehension skills, acquire new vocabulary and grammar, and refine their
language production abilities.
2. Individual Differences: Individual differences in learners, such as age, cognitive
abilities, personality traits, and prior language learning experiences, can impact L2
learning. For example, young children tend to acquire languages more easily and
naturally compared to adults. Learners with strong analytical abilities may excel in
grammar-focused tasks, while those with aural-visual learning preferences may
benefit from audiovisual materials. Acknowledging and addressing individual
differences in instructional approaches can optimize L2 learning outcomes.
4. What does Krashen’s Input Hypothesis propose regarding the role of the
comprehensible input in language acquisition? How can educators ensure that
input is both challenging and understandable for learners?
Krashen's Input Hypothesis proposes that language acquisition occurs when learners
are exposed to comprehensible input, which is slightly above the learner's current
proficiency level but still understandable with the help of context and non-linguistic
cues. Following Krashen’s theory, learners acquire language naturally and
unconsciously, which is known as implicit learning
Educators can ensure that input is both challenging and understandable by
incorporating scaffolding techniques, using visual and multimodal resources in
teaching In addition, they can adapt the language input which is just beyond their
current level, and encourage interaction among learners and with fluent speakers.
5. According to Vygotsky’s sociocultural theory, how does interaction with more
proficient speakers contribute to language development? In what ways does
interaction scaffold language learning?
According to Vygotsky's sociocultural theory, interaction with more proficient
speakers contributes to language development through a process called scaffolding.
Interaction with more proficient speakers allows for scaffolding, which refers to the
support and guidance provided to learners as they engage in challenging tasks.
Proficient speakers can adjust their language use, provide explanations, ask leading
questions, offer feedback, and provide examples to support learners in understanding
and using language in a meaningful way. This scaffolding helps learners bridge the
gap between their current abilities and the target language competence.
For example: a learner is trying to write a paragraph describing their favorite hobby
in English. The learner is struggling with organizing their thoughts and using
appropriate vocabulary and grammar. A more proficient speaker, such as a teacher or
a peer, provides scaffolding support to help the learner develop their paragraph
effectively. Firstly, the teacher breaks down the steps by asking them to brainstorm
the idea. Secondly, the teacher demonstrates how to write the paragraph by and
provide supporting details. Thirdly, the teacher helps the learner with vocabulary
selection and provides relevant vocabulary words or phrases related to hobbies. In the
next stage,the teacher provides sentence starters or frames to scaffold the learner's
writing., like "One of my favorite hobbies is..." or "I enjoy this hobby because..." to
help the learner structure their sentences and express their ideas more effectively.
Next, as the learner begins writing their paragraph, the proficient speaker offers
feedback and guidance. In the final stage, the teacher gradually reduces the level of
support if the students gain confidence.
6. How does age influence language learning? Are there specific advantages or
challenges associated with learning a second language at different stages of life?
Advantages of Learning a Second Language at a Young Age:
• Enhanced language acquisition abilities.
• Greater potential for acquiring a native-like accent.
• Cognitive benefits, such as improved problem-solving skills.
Challenges of Learning a Second Language at a Young Age:
• Limited exposure to the target language outside of structured learning
environments.
• Potential delays or difficulties in developing strong foundational language
skills in the first language.
Advantages of Learning a Second Language as an Adolescent or Adult:
• Developed metacognitive skills for conscious analysis and reflection on the
learning process.
• Existing knowledge and cognitive abilities to understand complex concepts
and grammar rules.
• Increased motivation driven by personal goals, career aspirations, or
cultural interests.
Challenges of Learning a Second Language as an Adolescent or Adult:
• Pronunciation and accent acquisition may be more challenging.
• Increased reliance on conscious effort for language learning compared to
natural acquisition in early childhood.
In summary, while young children have advantages in natural language acquisition, older
learners can benefit from their metacognitive skills, prior knowledge, and motivation.
However, challenges such as limited exposure and potential pronunciation difficulties
may be more pronounced for learners at different stages of life.
The Critical Period Hypothesis also suggests that there is a specific period in early
childhood during which individuals are most receptive to acquiring language compared
with other stages. However, motivation, exposure, and instructional approaches can
mitigate age-related challenges and support successful language learning across all stages
of life.
7. To what extent does motivation affect second language acquisition? How can
educators foster and sustain learners’ motivation throughout the language
learning journey?
Motivation plays a crucial role in second language acquisition, influencing learners'
effort, engagement, and persistence.
Intrinsic motivation (internal factors) and extrinsic motivation (external factors) both
contribute to learners' motivation.
To foster and sustain learners' motivation, educators can:
Create meaningful contexts by connecting language learning to learners' interests and
real-life situations.
Provide autonomy and choice in setting goals and selecting learning materials.
Offer varied and engaging activities, such as games and authentic materials.
Establish a supportive learning environment that values learners' efforts and provides
constructive feedback.
Cultivate cultural awareness by exposing learners to the target language culture.
Set realistic and attainable goals to provide a sense of progress and accomplishment.
Encourage social interaction with peers, native speakers, and language communities.
8. How does language anxiety impact language acquisition? Can you suggest
strategies to help learners cope with language-related anxiety in the classroom?
Language anxiety can negatively affect language acquisition by reducing learners'
confidence, impeding communication, and creating negative emotional associations with
language learning.
Strategies to help learners cope with language anxiety include:
• Creating a supportive environment where learners feel accepted and supported.
• Gradually exposing learners to language tasks and situations, starting with low-
anxiety activities.
• Teaching relaxation techniques to manage anxiety.
• Setting realistic goals and celebrating small successes.
• Providing clear instructions and constructive feedback.
• Encouraging positive self-talk and focusing on strengths.
• Incorporating supportive learning activities, such as pair work and group
discussions.
• Building cultural competence to reduce anxiety related to language and cultural
differences.
9. Describe two major theories (one of first language acquisition and the other of
second language acquisition) and explain how those theories affect your teaching
practice
1. Behaviorist Theory of First Language Acquisition:
The behaviorist theory, associated with B.F. Skinner, suggests that language
acquisition is primarily a result of environmental stimuli and reinforcement. It
emphasizes the role of imitation, repetition, and positive reinforcement in learning
language.
2. The Input Hypothesis, proposed by linguist Stephen Krashen, posits that
language acquisition occurs through exposure to comprehensible input, which
is language that is slightly beyond the learner's current level of proficiency.
According to this theory, learners acquire language naturally through
understanding and processing meaningful language input.
In my teaching practice, these theories influence my approach in the
following ways:
1. Behaviorist Theory: While recognizing the limitations of a purely behaviorist
approach, I incorporate elements of behaviorist principles by providing clear
models of correct language usage, offering repetition and reinforcement, and
using positive reinforcement techniques to motivate and encourage learners.
However, I also balance it with other approaches that emphasize meaning-
focused and communicative language learning.
2. Input Hypothesis: Using a range of real materials, context-rich exercises, and
scaffolding strategies, I strongly emphasize giving learners relevant and
understandable input. In order to facilitate natural language learning, I work to
establish a language-rich atmosphere where students are exposed to language
input that is both slightly difficult and within their grasp.
10. To what extent do you think affective factors, such as motivation and anxiety
impact the effectiveness of language learning? How can educators create a
supportive learning environment to minimize affective barriers?
Motivation:
Motivation significantly affects language learning by influencing learners' effort,
engagement, and persistence.
Strategies to foster motivation: include creating meaningful contexts, providing
autonomy and choice, offering varied and engaging activities, establishing a
supportive learning environment, cultivating cultural awareness, setting realistic
goals, and encouraging social interaction.
Anxiety:
Language anxiety hinders language learning by reducing learners' confidence,
fluency, and willingness to engage in language-related activities.
Strategies to help learners cope with anxiety: include creating a supportive
environment, gradual exposure, teaching relaxation techniques, setting realistic
goals, providing clear instructions and constructive feedback, encouraging positive
self-talk, incorporating supportive learning activities, and building cultural
competence.
Educators can cultivate positivity and inclusivity, build rapport with students, set clear
guidelines and a routine, encourage teamwork and peer support, provide constructive
criticism, give opportunities for introspection and self-evaluation, and support a growth
mindset in order to create a supportive learning environment.
11. Describe Monitor Theory
Monitor Theory, proposed by linguist Stephen Krashen, is a theory of second
language acquisition that explains how learners use a "monitor" to edit and correct
their language production. The theory suggests that language acquisition occurs
naturally through exposure to comprehensible input, while the learned system
(monitor) plays a limited role in language production.
According to the Monitor Theory, there are three key components:
Acquisition-Learning Hypothesis: Krashen distinguishes between language
acquisition and language learning. Language acquisition is the subconscious process
of internalizing a language through exposure to natural language input, while
language learning refers to the conscious study of rules and explicit knowledge about
the language. Krashen argues that acquisition is the primary way in which language
proficiency is developed, while learning has a limited effect on language production.
Monitor: The monitor represents the learned system, which learners can use to edit
and correct their language output. It involves conscious control over language
production, applying learned rules and knowledge to monitor and make adjustments.
The monitor function is more prevalent in situations where learners have time for
reflection, such as when writing or speaking in a formal setting.
Natural Order: The natural order hypothesis suggests that learners acquire
grammatical structures in a predictable sequence, regardless of explicit instruction.
Krashen proposes that learners will naturally progress through stages of language
development, with more basic structures acquired before more complex ones.
The Monitor Theory also introduces three conditions that affect the use of the
monitor:
a. Consciousness: Learners must be aware of the grammatical rules and structures in
order to apply the monitor effectively.
b. Focus on Form: Learners need to direct their attention to language form and
accuracy rather than solely focusing on meaning and communication.
c. Time Pressure: In situations where there is time for reflection and planning, such as
writing, learners are more likely to use the monitor to make conscious corrections.
However, in real-time communication, time constraints may limit the use of the
monitor.
Krashen suggests that an optimal language learner balances the use of the monitor
with natural, fluent language production. Over-reliance on the monitor can hinder
fluency and communication, while under-utilization may result in frequent errors.
12. In what situations might the Monitor Model be more applicable in language
learning?
Situations where the Monitor Model is more applicable in language learning:
Formal Writing or Editing: When learners engage in tasks that require careful and
accurate language use, such as formal writing or editing, they can consciously
activate their learned system to monitor and make corrections.
Focus on Accuracy: In situations where learners prioritize accuracy over fluency,
such as language proficiency exams or assessments, they may rely more on their
learned system to monitor their language output.
Slow and Deliberate Speech: When learners have sufficient time to formulate their
responses, such as in structured speaking activities or presentations that allow for
slower and more deliberate speech, the learned system can be employed to
monitor and ensure accuracy.
Another example:
In spoken communication:
Suppose the learner is engaged in a conversation with a native speaker or a
language partner. The learned system can be utilized as a monitoring tool to check
for grammatical accuracy and make corrections when necessary. The learner may
consciously apply grammar rules, vocabulary knowledge, and pronunciation
guidelines to produce more accurate language.
13. According to the Interaction Hypothesis, how does language production and
Interaction contribute to second language acquisition? Can you think of
examples where meaningful interaction has positively influenced language
learning?
According to the Interaction Hypothesis, proposed by Michael Long, language
production and meaningful interaction play a crucial role in second language
acquisition.
Language Production: Learners actively employ the language and put their
knowledge and skills to work when they produce it through speaking or writing.
Learning through language creation aids in the internalization of vocabulary and
linguistic structures, fluency development, and comprehension consolidation.
Meaningful Interaction: Communication that entails understanding one another's
goals, negotiating meaning, and exchanging information is referred to as meaningful
interaction. Learners become more engaged and use language actively in these kinds
of encounters because they are driven to understand others and make themselves
understood.
Examples of how meaningful interaction positively influences language learning
include:
Conversations with Native Speakers: Engaging in conversations with native
speakers provides learners with authentic language input and opportunities to practice
using the language in real-life contexts. Through these interactions, learners can
receive feedback, learn new vocabulary, improve pronunciation, and develop
conversational skills.
Collaborative Group Activities: Group activities that require collaboration and
active participation, such as discussions, debates, or problem-solving tasks, foster
meaningful interaction. Learners share ideas, negotiate meaning, and work together to
accomplish a task. These interactions promote language fluency, vocabulary
expansion, and the development of communication strategies.
14. How does the Noticing Hypothesis explain the importance of consciously noticing
linguistic features in language input ? How might this awareness impact
language development
The Noticing Hypothesis, proposed by Richard Schmidt, suggests that consciously
noticing linguistic features in language input is crucial for language development.
According to this hypothesis, learners need to actively pay attention to specific
aspects of the language they encounter in order to acquire and internalize those
features.
Noticing refers to the active attention and awareness of specific aspects of
language, such as grammar structures, vocabulary, and pronunciation patterns.
The Noticing Hypothesis explains the importance of consciously noticing
linguistic features and its impact on language development:
Attention and Awareness: Noticing refers to the conscious awareness of
linguistic elements in the language input. When learners actively attend to specific
features, such as grammar structures, vocabulary, or pronunciation patterns, they
become more aware of them and are more likely to process and remember them.
Input Processing: Noticing helps learners process and understand the language
input more effectively. By actively attending to linguistic features, learners can
identify patterns, make connections, and discern the regularities and rules of the
language..
Language Output: Noticing linguistic features can also impact language
production. Learners who consciously notice and internalize grammar rules,
vocabulary, and other language features are more likely to apply them accurately
in their own language production..
Language Awareness and Development: The awareness developed through
noticing contributes to language development. By actively attending to linguistic
features, learners become more sensitive to the language's structures, patterns, and
nuances. This heightened language awareness enables learners to recognize and
comprehend more complex language input, expand their vocabulary, and improve
their overall language proficiency.
Learning Opportunities: Consciously noticing linguistic features creates learning
opportunities. When learners actively engage with the language input and notice
specific elements, they can seek clarification, ask questions, and actively pursue
further understanding..
It's important to note that the Noticing Hypothesis emphasizes the significance of
learners' attention and awareness in language acquisition. By consciously noticing
linguistic features, learners enhance their ability to process and utilize the
language input, leading to improved language development and proficiency.
