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HANOI NATIONAL UNIVERSITY OF EDUCATION
FACULTY OF ENGLISH
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Theoretical Background to ELT Methodology

I. GENERAL COURSE INFORMATION
- Course code: ENGL246
- Course title: Theoretical Background to ELT Methodology
- Contact hours: 45 class hours; three class hours each week
- Course description: Theoretical Background to ELT Methodology provides a deep insight
into the components incorporating English learning and teaching: the English language, the
teacher, and the student from methodological perspective. The course also provides some
background issues that contribute to better understanding of the nature of language teaching
and learning. It provides the knowledge and awareness of the changing of different
approaches to language teaching and learning.
II. COURSE OBJECTIVES
At the end of the course students will be able to:
- Distinguish general learning theories and some the key language-learning concepts.
(TC3.1.2)
- Describe some key approaches and methods for English language teaching. (TC3.1.2,
TC3.1.3, TC3.1.2.5, TC4.2.2)
- Explain the characteristics of some main approaches to language teaching and learning and
apply them in lesson plans and classroom practice. (TC3.1.2, TC3.1.3, TC3.1.2.5, TC4.2.2)
- Identify some learning styles, multiple intelligences, affect and differences in types of
learners and teaching contexts. (TC3.1.2, TC3.1.4)
- Analyse what and how teachers do in their classes with analytical and critical thinking using
ELT theories and concepts, and students learning. (TC3.1.2)
III. COURSE STRUCTURE
There are 3 major components of this course:
● Core course
● Independent work
● Group work
* Core course: The core course is divided into seven modules on the following themes:
1. Overview of language teaching and learning theories.
● Language teaching methodology defined
● Common assumptions of language teaching
2. Second language acquisition theory
● Theoretical approaches to explaining second language acquisition
1
● Second language acquisition theory – Krashen’s five hypotheses
3. Common approaches to language teaching
● Grammar-Translation Approach
● Audio-lingual Approach
● Communicative Language Teaching Approach
4. The learner
● Language learning and the language learner
● Learner styles and multiple intelligences
● Motivation in language learning
5. The teacher
● What makes a good teacher
● The role of a teacher
Appendix 1: Course schedule

* Independent work:
Each student is required to read related materials on their own before the lesson or do the
tasks assigned by the lecturer.
* Group work:
Students are divided into groups of 3 or 4 to complete the tasks assigned by the lecturer.
IV. ASSESSMENT
Summary:
- 10% attendance
- 30 % on-going assessment (presentation + mid-term test)
- 60% end-of-term test
Details:
1. Attendance:
Students are required to attend no less than 80% of the class hours.
2. On-going assessment:
a. In-class presentation
- AT HOME students are required to prepare for the lesson, which means before each class
they will do the tasks assigned by the instructor.
- IN THE CLASS, they are expected to actively participate in class activities. At the end of
each session, some students are randomly chosen to show their understanding of the topic
being discussed.
b. Mid-term test
In week 8, all students are given a paper test.
2
3. End-of-term test:
Students are asked to complete a number of tasks on what they have learnt throughout the
course.
V. COURSE MATERIALS
Textbook
Nguyen Thi Mai Huong. 2021. Theoretical Background to ELT Methodology (3rd ed.).
HNUE Publishing House.
References
Harmer, J. (2007) The practice of English language teaching (4th Edition). Longman
Handbooks for Language Teachers, Pearson Longman. (Chapters 3, 4, 5, 6, 7)
Lightbown, P. M. & Spanda, N. (2013) How languages are learned (4th edition). Oxford
University Press.
Richards. J.C. & Rodgers, T. S. (2014) Approaches and methods in language teaching.
Cambridge University Press.
VI. COURSE SCHEDULE

SESSI TOPIC CONTENT READINGS
ON
1-2 Course introduction -Language teaching methodology Nguyen (2021)
Module 1 defined Module 1: p5-18
Overview of language -Common assumptions of
teaching and learning language teaching
theories
3-5 -The Acquisition-Learning Nguyen (2021)
Module 2 Hypothesis Module 2.2: pp 20-33
Second language - The Natural Order Hypothesis Module 2.3: pp 34-52
acquisition theory - The Monitor Hypothesis
- The Input Hypothesis
- The Affective Filter
6-7 - The Grammar-Translation Nguyen (2021):
Module 3 Common Approach Module 3.1
8-9 approaches to language - The Audio-lingual Approach Nguyen (2021):
teaching Module 3.2
10-11 - The Communicative Approach Nguyen (2021):
Module 3.3
12 MID-TERM TEST
13 - Learner Styles Nguyen (2021)
Module 6 - Theory of multiple intelligences Module 4 pp106-134
14 The learners - Motivation in language learning Nguyen (2021)
Module 4 pp106-134
15 Module 7 - What makes a good teacher? Nguyen (2021)
The teachers - The roles of a teacher Module 4 pp135-148
3
4

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HANOI NATIONAL UNIVERSITY OF EDUCATION

Theoretical Background to ELT Methodology

● Language teaching methodology defined

● Common assumptions of language teaching

2. Second language acquisition theory

● Theoretical approaches to explaining second language acquisition

3. Common approaches to language teaching

● Communicative Language Teaching Approach

● Language learning and the language learner

● Learner styles and multiple intelligences

● Motivation in language learning

● What makes a good teacher

● The role of a teacher

Appendix 1: Course schedule

VI. COURSE SCHEDULE

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