GROUP 7

1. Cao Thị Thùy Linh – 22639561

2. Nguyễn Văn Đại – 22634171
3. Nguyễn Anh Đào – 22633631

ASSIGNMENT 1
Topic: each group is assigned to read materials and write an assignment to compare and
contrast the following teaching method/ approach:
 Grammar- Translation Method
 Audio- Lingual Method
 Communicative Language Teaching Approach
 Total Physical Response Method
 Task- bassed Learning Method

The Grammar- The Audio- Communicative Total physical Task-Based

Translation Method Lingual Method Language Response Learning
Teaching
(Thùy Linh) (Thùy Linh) ( Văn Đại) (Anh Đào)
( Văn Đại)
1. Teaching students 1. Developing 1. Developing Total physical Task-based
to read and write in fluency and learners' response (TPR) is learning (TBL)
Objective the target language. accuracy in the communicative based on the is an approach in
target language competence, coordination of education and
2. Emphasising
through oral enabling them to language and language
grammar and
practice and habit use the target physical teaching that
vocabulary.
formation. language movement. In focuses on the
effectively in real- TPR, instructors use of
world situations. give commands to meaningful tasks
students in the as the central
target language unit of
with body instruction. The
movements, and idea is to engage
students respond students in real-
with whole-body life or realistic
actions. tasks that require
them to use the
target knowledge
or skills.
1. Emphasising 1. Using habit- TPR is a 1. Focus on
1. Emphasising on
teaching grammar formation drills. comprehension Meaningful
authentic language
rules and vocabulary. ( repetition- approach in Communication
use and
memorization ). language 2. Task-Based
2. Translating from meaningful
teaching, utilizing Structure
the target language 2. No teaching communication.
Features listening and 3. Student-
( L2) back to the first vocabulary. 2. Learner- responding to Centered
language ( L1) and centering
3. No explanation quickly recognize Learning
vice versa teacher approach.
about grammar meaning and 4. Integration of
always. rules. 3. Focusing on all passively learn Skills
4. Emphasizing the four language language 5. Focus on
“ form” not the “ skills: listening, structure, Problem-Solving
meaning”. speaking, reading, particularly 6. Feedback and
and writing. idiomatic terms Reflection
5. Emphasizing on like phrasal verbs, 7. Adaptability
the imitation- 4. Using real-
without explicit and Flexibility
memorization. world tasks and
grammar 8. Emphasis on
scenarios.
6. Pronunciation is teaching. Fluency
taught from the
beginning.
7. The skills are
sequenced in the
natural order:
listening, speaking,
reading and writing.
1. The teacher is like 1. The teacher is 1. Teachers - Teachers provide Teacher roles:
a leader, directing and like a leader, encourage indirect clear commands Play a
controlling the directing and feedback or and multifaceted
language behaviour controlling the conversational demonstrations. role, acting as
of students. A teacher language behaviour redirections, - Students respond facilitators,
is also a good model of students. A reforming faulty physically to instructors,
for imitation. teacher is also a grammar to commands. observers,
Teacher good model for provide clues for motivators, and
roles and imitation. further mediators. They
students 2. The students are conversation. guide and
2. The students are
roles imitators, follow the 2. Students in an support students
imitators, follow
teacher’s directions ESL classroom through the task
the teacher’s
and respond using the CLT process while
directions and
accurately and method practice providing
respond accurately
rapidly. English feedback and
and rapidly. conversation addressing
without fear of issues.
awkwardness or Student roles:
mistakes. Active
participants,
autonomous
learners, peer
reviewers, and
reflective
practitioners.
They engage
actively in
completing tasks,
collaborate with
peers, take
responsibility for
their learning,
and reflect on
their
performance.
This distribution
of roles supports
a student-
centered
approach that
emphasizes
practical
language use and
meaningful
communication.
1. Reading the texts. 1. Stimulusing Phase 1: Teachers Pre-Task phase:
[Link]:
( hear a dialogue). Teacher provides
2. Learning Start with an
model commands images, readings,
vocabulary 2. Repeating the activity that
and perform listening lessons,
dialogues captures interest.
3. Practing exercise actions with etc. to introduce
( response). [Link]:
grammar rules students. the topic and
3. Practicing Introduce language Phase 2: Students Task.
4. Translating the text through examples
substitutions is the Task Cycle
pattern drills and explanations. demonstrate phase: Teacher
( reinforcement). [Link]: understanding by gives Tasks to
Controlled practice
performing students (for
focusing on
commands example,
accuracy.
Teaching independently answering
steps [Link]: while the teacher questions from
Freer practice with observes. reading/listening
creative language articles). These
use. activities will
[Link]: focus on the
Provide feedback target language
on communication, for students to
focusing on perform Tasks
fluency and (for example,
effectiveness. students may be
asked to answer
questions about
vocabulary or
content related to
the reading to
learn
vocabulary/gram
mar). .
Post-Task
phase: The
teacher gives
students
exercises to
practice the
knowledge they
have just
learned. Students
will then apply
that knowledge
to a
speech/writing
on that topic.
1. Teaching Teachers use fun [Link]-Life
1. Memorizing 1. Role-play
vocabulary in the and varied Tasks: Create
dialogues
form of isolated word 2. Interviews commands to activities that
lists is a common 2. Imitating and avoid mimic everyday
3. Group work
practice. repeating memorization. situations, such
Techniqu 2. Providing Students take as planning a trip
3. Conducting drills 4. Information gap
es explanations of turns or writing a
grammar can be 4. Using minimal 5. Opinion sharing giving commands. letter.
helpful for learners. pairs [Link]
6. Scavenger hunt
5. Completing Practice speaking Gaps:
3. Paying little
dialogues. in real-life An activity
attention to the
situations. where students
content of a text and 6. Playing grammar
Use pictures to have different
treating it as an games.
tell pieces of
exercise in
stories and ask information and
grammatical analysis
questions. must
can limit students'
Create stories communicate to
understanding.
together and act complete a task
them out. or solve a
problem.
[Link]
Solving: Tasks
that require
students to use
language to find
solutions to a
given problem.
[Link]-Playing:
Have students
act out roles in
scenarios like job
interviews or
customer service
interactions.
[Link]-Based
Learning:
Long-term tasks
where students
work on a
project over an
extended period,
culminating in a
final product or
presentation.
[Link]
Teaching:
Students teach
each other or
share their
knowledge on a
specific topic.
7. Interactive
games:
Language
learning games
that involve
interaction and
communication
among students.
[Link]:
Correction:Provi
de feedback on
language use
after tasks to
address mistakes
and improve
skills.
Effective for learning [Link] students to 1. Prepares - Creates a fun - Engages
grammar and communicate learners for real- and engaging Learners
vocabulary. quickly. world language learning Actively
use. environment. - Promotes
2. Students becam
2. Encourages - Helps learners Practical -
good at pattern.
learner autonomy connect language Language Use
and engagement. with meaning. - Encourages
3. Promotes - Reduces anxiety Collaboration
Advantag critical thinking and stress. - Develops
es and problem- - Effective for Critical Thinking
solving skills. beginners and - Integrates
young learners. Language Skills
- Supports
Autonomous
Learning
[Link] emphasis 1. Turn students to -Neglect certain - May be limited - Requires
on oral communicate aspects of to basic language Effective -
communication. quickly. language (e.g. structures and Planning
[Link] be boring and 2. Boring and grammar, vocabulary. Potential for
mechanical. mindless vocabulary) - May not be Unequal
Disadvant - Requires effective for Participation
[Link] must spend
ages proficient teachers learners who - Focus on
a lot of time
with prefer a more Fluency over
practising.
communicative abstract approach Accuracy
skills. to learning. - May Be
-It can be Challenging for
challenging to Some Learners
implement in large - Requires
class sizes. Skilled
-Reliance on Facilitation
authentic materials - Possible
may be resource- Overemphasis on
intensive. Tasks
-Assessment
method may need
adaption.
While the Grammar- The Audio-Lingual Communicative TPR is a teaching Task-Based
Translation Method is Method is effective Language method that Learning (TBL)
effective for in developing Teaching prepares utilizes physical represents a
acquiring grammar listening and students for movement and dynamic and
rules and vocabulary, speaking skills, outside the language student-centered
its overemphasis on especially in the classroom by coordination, approach to
translation and early stages of developing particularly language
limited focus on language learning. communication effective for teaching,
communicative skills skills. Teachers teaching characterized by
Conclusio make it less suitable may feel there's imperative-based its emphasis on
n for developing insufficient focus languages and meaningful tasks
overall language on accuracy and [Link] and practical
proficiency in today's structure, but expressed through language use. By
communicative age. incorporating this actions. focusing on real-
approach and world activities
reevaluating tasks and student
will motivate and engagement,
engage students. TBL aims to
enhance
language
proficiency
through active
communication,
collaboration,
and problem-
solving.