Watch Recording
Zoom 2 Workshops (60 minutes)
Oct 16, 2020 09:25 AM - Aug 31, 2021 10:25 AM(Asia/Ho_Chi_Minh)
20201016T0925 20201016T1025 Asia/Ho_Chi_Minh Integrated Skills Approach in ELT Classrooms: Its Principles, Implication and Practice at Secondary Level

Vietnam's national curriculum has positioned English as a prerequisite subject in education for all students nationwide from primary level onward (MOET, 2008), and the integrated-skills approach which incorporates two or more language skills (Honeyfield, 1988) within a single activity has been required to implement in order to develop learners' accuracy, fluency and communicative competence. However, due to the predomination of the traditional grammar-translation and segregated approaches in which the four language skills have been taught in isolation for instructional purposes and the formulaic practice of one single skill have turned students into those with poor communicative competence. As contrasted with this approach, skills taught in integration enable language learners to 'arrive at ease in communication' (Hersan, 1998: 22) for learners are exposed to real content, authentic language (Oxford, 2001) and real interactions (Lightbown & Spada, 1993; Long & Porter, 1985). In the integrative approach, the ultimate goal of language classroom is communication and the learners are treated as the center of classroom activities via cooperative work, brainstorming, hands-on experience and problem-solving tasks. This workshop aims at highlighting the need and advantages of integrated approach in language teaching by outlining its major characteristics and principles of its practice. It ends by shedding light on how to implement this approach for suitability in terms of interest, level of difficulty and appropriateness to the learners.

Zoom 2 VietTESOL International Convention 2021 convention@viettesol.org

Vietnam's national curriculum has positioned English as a prerequisite subject in education for all students nationwide from primary level onward (MOET, 2008), and the integrated-skills approach which incorporates two or more language skills (Honeyfield, 1988) within a single activity has been required to implement in order to develop learners' accuracy, fluency and communicative competence. However, due to the predomination of the traditional grammar-translation and segregated approaches in which the four language skills have been taught in isolation for instructional purposes and the formulaic practice of one single skill have turned students into those with poor communicative competence. As contrasted with this approach, skills taught in integration enable language learners to 'arrive at ease in communication' (Hersan, 1998: 22) for learners are exposed to real content, authentic language (Oxford, 2001) and real interactions (Lightbown & Spada, 1993; Long & Porter, 1985). In the integrative approach, the ultimate goal of language classroom is communication and the learners are treated as the center of classroom activities via cooperative work, brainstorming, hands-on experience and problem-solving tasks. This workshop aims at highlighting the need and advantages of integrated approach in language teaching by outlining its major characteristics and principles of its practice. It ends by shedding light on how to implement this approach for suitability in terms of interest, level of difficulty and appropriateness to the learners.

Lecturer
,
Tay Bac University
Lecturer
,
University of Languages and International Studies, VNU Hanoi
Lecturer
,
University of Foreign Language Studies - The University of Danang
Ms. Ngoc Nguyen
Lecturer
,
Posts and Telecommunications Institute of Technology
Mrs. Loan  Pham
Lecturer
,
Thuongmai University, Hanoi, Vietnam
Special Programs Manager
,
SEAMEO RETRAC
Teacher
,
Phan Chu Trinh High School
Ms. Ha Tran
English Lecturer
,
Van Lang University
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