Sincc CLT Wâs inUodua'd, the teacher's roles hnve boi'n tnken into consideration... CLT requires teachers to be en g ag ed seriously in teaching a language.[r]
Trang 1VNU Ịciurnal o f Science, l-oreign Languages 24 (2008)167-174
Imperialism of communicative language teaching and possible resistance against it from teachers in Vietnam as an
English foreign languages context
K h o a A n h V i e t ’
D q > a r t m c u l o f ■ A t i i e r i c i ỉ i i L a n ^ n a ‘^ e a n d C u l t u r e , C o l l e ị Ị i ' o f Fcrt'iị^}ì L a n ^ a g e s ,
V i e t n a m N i i t i o n a l U i n v c r ĩ i t i / , H t v w i , P h a r n V a n D o n '; ; S t r e e t , C a u C i i i y , H m w i , V i e t n a m
Received 08 M(ry 2008
A b s tr a c t T h is p a p e r dcMÌs w i t h Ih c d o m in iỉtio n o f c tim m u n ic a iiv c la n g u a g e to a c h in g (C L T ) w h ic h
h ỏ s b e c o m e p o p u l a r in te a c h in g fo ro ig n la n g u a g e s H o w e v e r , I h e a p p lic a tio n o f C L T h a s c a u s c d
díííícu itics for stu iio n ỉs, Ic n ch crs iitui a d m i n i s t r a t o r s W ith in th e scopv o f this p a p e r , only teac h ers
aro m o n tu m e d so thilt we can S01.‘ n p o r t of te a c h in g is s u e s when C L T is intr<HÌua*d rho paper a ls o
m o r e r e s e a r c h s h o u ld c o n d u c t e d b a s e d u p o n th e fa c to rs o f s t u d e n i s a n d a d m in is tr a to r s
m o r d e r th a t vve c n n ta k e p r o p e r s t e p s in I n n g u a g c t r a i n i n g in t h e c o u n tr y
1 In tro d u c tio n
English, Iindcniabiy lias boco m e a
p l u 'n o m L * n o n i n I h o w o r l d lU id i t is i r r e s i s t i b l e
L in g U tig o I t s p r e a d s t h e f i s o c o n t i n c n L s l i k e a
mngic p ow er A ccording to C ry stal (as citod
i n \^ r W :^ y |1 Ị ) , «pv«*rAl m i j o r w h i r h
I g n i l o the s p re a d of English arc colonialism ,
spoil kiT m igration, nnd new technology
created in E nglish-speaking counlrics H e
c l ^ i i m s t h a t o t h e r i n t e l l e c t u a l , e c o n o m i c , c in d
cultural factors also play som e roles in ihis
flow of English influence on o th e r co u n trie s
cKross th e globo T h e re are ap p ro x im a te ly 70
co u n trie s w h ic h con sid er English nn official
language T h e totn! esUmatưd n u m b e r of
[inglish s p e a k e rs roaches 580,OCX),000, n o t to
m e n h o n o ih e r countries w h ic h chcx)se
i-:nj>lish Ihcir foreign lan g u ag e w ith an
osHmated 750,000,000 spcMkers
• T d : 84*4-8337325
E -m a il: k h o a a n h v ie ti? > ’a h o o ,c o m
In o rd e r Ì 0 m aintain its strong sp read , a certain system involving m eth o d o lo g y an d teaching staff will have to take the responsibility Looking back Ihe history of lan g u ag e toaching, w e h av e experienced differenl approache.s, n am ely the G r a m m a r Tmn'^lAtion A p p m n rh t h r nin*rt M pthnd, thp
A u d iolingualism , an d m ost recently
C o m m u n ica tiv e L an guage T eaching (CLT) CLT ow es its populiirily to the s p re a d of English and it is s u p p o rte d to be a d o m in a n t
ap p ro a c h in English L an guage Teaching (ELT) This issue will b e fu rther dealt w ith in
th e section of im purialism of CLT
2 Body
2 2 VV7ini is lin ^ u i^ tic im p eria lism ?
The po w erfu l spread of English re m in d s
u s of a linguistic im perialism Phillipson (as cited in P en nycook (2001) Ị2Ị, defines English
167
Trang 2168 Khoiì Anh Vieí / Ws/ti líyurnal o f Sàeĩìce, íorviịỊĩi Latigungcs 24 (2()(ÌS) Ì67-Ĩ74
linguistic im perialism in the w a y th a t "[t]he
d o m in a n c e of English is a s se rte d and
m ain ta in e d by Ihc ostabM shmenỉ and
c o n tin u o u s reconstiỉulion of s tr u c tu r a l and
cultural inequalities betw een English and
o th e r languages'' To illustrate th is view,
C r y s t a l ( a s c i t e d i n M c K a y , 2 0 0 2 ) s t a t e s t h a t
there a r e 12,500 international org an izaiio n s,
85 % of w hich consider English an official
use A pp ro x im ate ly 85 % of ih e w o r ld film
m a rk e ts are controlled by the U n ite d States of
A m erica 99% of the p o p g r o u p s in English
a r c listed in the enc>xlopedia o f m usic The
w o r l d 's electronic in form ation in English
acc o u n ts for ab out 80% English is u s e d in
schools in m an y countries To s u m up,
English penetrates into d iffe ren t area s of
politics, economics, culturc, a n d society
2.2 V ie imperialism o f communicative lantỊuage
teachhỉịỊ
To b egin with, I w o u ld like to focus on
th e d e v e lo p m e n t of CLT C o m m u n ic a tiv e
lan g u ag e leaching can be r e g a rd e d as a
p h e n o m e n o n and a Rreat achievpm pnt in thp
search for better approaches, S a v ig n o n (1991)
[3] attrib u te s th e increasing n u m b e r of
im m ig ra n ts an d w orkers in E urope, th e neo-
F irthian system, w ritings of Ju rg en H a b e rm a s
(1970, 1971), H y m es (1971), C andlin,
Edelhoff, a n d Picpho (1978), H a llid a y (1978),
to the b irlh of CLT CLT is also b ased o n the
M o n ito r Model, an "inf]uentìal m o d e l of
learn in g in the second la n g u a g e literatu re"
by K rashen (S.M Gass an d L Selinkcr (2001)
[4]) McKay (2002) stales that C L T gains its
popularity as a contrast to audiolingualism
totally basing on behaviorisl view of language
learning an d focusmg on form of language
rather than its meaning CLT is a
com m unicatìve approach an d its ultim ate goal
is to develop to communicative competence
CommunicaHvc competencx’ includes grammatical comfx?tencc, discoursi' competence, s(x:iolinguistic competence, and discourse compctcnce (Hymcs ÍÌS citcd in Siivignon, 1997 [5])
A ccording to Tollefson (1991) J6], the
s p re a d of English is related Ì 0 'm o d e rn iz a tio n iheory' w h ich claim s ih a i "W eslcrn socielie.s
p ro v id e the m o st effective m o d e l for 'u n d e r d e v e lo p e d ' societies a tte m p tin g to rep ro d u ce the ach ievem en ts of 'in d u strializ atio n ' H olliday (as cited in McKay^ 2002) argu es that th e s p re a d of CLT
i s a v i v i d p r o o f o f m o d e r n i z a t i o n t h e o r y
McKay (2002, p 109) states, " English has
s p read becau se of the tre m e n d o u s interest in learning the language, so too in m a n y eases CLT has s p re a d not only becau se of thi‘
p ro m o tio n o f the ap p ro a c h by western specialists b u t also bccause e d u c a to rs in these
co u ntries h av e advocated its a d o p tio n " Ho also a d d s that CLT p ro m o tio n h a s been stren g th en ed by ''the tend en cy to ex tend the
a s su m p tio n s of Inner Circle (countries whero English is a d o m in an t language] ab out English to o th er countries" (p 118) a n d bv a large in d u stry of textbook thal is in favour of
co m m u n icativ e approaches S av ig n on (2003) [7Ị ho ld s thal CLT is b eing «ipplied and
a p p la u d e d bv a n u m b e r of countries, namely Japan^ H o n g Costa Rica, Taiw an, the* European U nion, not to m e n tio n countries
w h e re English is re g ard ed as the first language a n d second language Some rescarchers ev en view CLT as an even ỉ of
“pedagogical im perialism "
2.3, Possible resistance fro m teachers agaitĩSt C LT
hi Vietnam as an EFL context
Vietnam is not an exception from the spread of English an d CLT Since the intro du ctio n of dot moi (renovation)
Trang 3Khcuĩ Anh Viet! VNU loumaì of Science, Foreign Lan^^uages 24 (2008) Ĩ67‘ Ì74 169
im plem ented th ro u g h the op en-d oo r policy,
English has gain ed its priority over other
foreign languages, n am ely Russian, French,
a n d Chinese, becau se the Vietnam ese Party
a n d State realise its significant role in
m o d ernisation a n d industrialisation At the
C e n t r a l P a r t y C o m m i t t e e o n e d u c a t i o n i n
D ecem ber 1996; English w as officially
regarded as the first foreign lang u ag e to be
ta u g h t in schools In ad d itio n, m o re people
both y o u n g a n d old learn English for several
reasons, n a m e ly job-seeking, travelling, and
further education In brief, English can bring
them a better life an d b rig h t future
In the field of English teaching, Vietnam
has experienced a g ra d u a l shift from the old
trndition w a y of teach in g to m o re up-to-date
ones C o m m u n ic a tiv e L an g u ag e Teaching is
in the list of n e w w a y s of teaching, Many
s ch o o l s a n d u n i v e r s i t i e s nre a t t e m p t i n g to
em p lo y CLT into syllabus design;
oxamintitions, a n d teaching- H ow ever, these
atlom pts face resistance from language
policy-makers, resedrchcrs, teachers and
lonrnors, W ithin the scope of the paper, I
iigtiinsl CLT from UMchers in Vietnamese as
nn EFL conlexl 1 will deiil w ith ỉhe teachers'
misconception of CLT, their m ethodology,
th e r e l a t i o n s h i p a m o n g t h e m , t he r e l a t io ns h ip
b e t w e e n t e a c h e r s a n d l ear ner s, tc ac hc rs '
training p ro g ra m , an d th eir salary
Since th e b irth of CLT, com m unicative
com petonce h a s been fu rth er discussed by
S a v i g n o n , C e l c e - M u r c i a et al ( i n s p i r e d f r o m
Canale an d Swain), Bachm an, an d Brown Il
is in terp reted in different perspectives Salo
& Kteinsasscr (1999) (8] state that different
in terp retatio n s of CU T are originated from
Ihese d iffe re n t perspectives, Therefore,
m isc o n ce p tio n of CLT is inevitable
A cco rd in g to T h o m p so n (1996) [9]^ the
m isc o n ce p tio n is that CLT m ean s not teach in g g r a m m a r, teaching only speaking;
co m p letin g p airw o rk , a n d expecting too
m u c h fro m teachers To som e exỉent, it is also
t h e c a s e w i t h s e v e r a l t c a c h e r s i n t h e E n g l i s h
D e p a rtm e n t o f V N U - CFL (Vietnam N ational University, H a n o i - College of Foreign Languages) Before CLT w as introd u ced ,
g r a m m a r h a d b e e n t h e m a i n d i s c u s s i o n i n t h e
classroom T e achers tau g h t g r a m m a r and learners le a rn e d English th ro u g h g ra m m a r However^ w h e n th e D ep artm en t c h a n g e d its policy o f l a n g u a g e teaching, CLT w as g iven top priority All the teachers in the
D e p a rtm e n t h a d to and still have to adjust
th em selves to th e n ew tendency G r a m m a r is
n o m o r e t r e a t e d a s a n i m p o r t a n t p a r t in t he
classroom W h a t the teachers are trying to do
is increase th e s tu d e n ts ' talking time A m o n g
n ew a n d o ld -fa sh io n ed teachers, there is a big challenge b e c a u s e thev actually d o not k now
w h a t exactly CLT m eans or they only h av e som e g e n e ra l idea aboui Cl-T O n e of m y
i u l l e a g u e s :><iyí5 i t i:> b e l i e V L 'd " l l i c m j i n
function 0Í la n g u a g e is to c o m m u n icak ' an d the m a in p u r p o s e of language teaching is to
h elp s tu d e n t s c o m m u n ica te in English'' an d
in practice it focuses on "language? skills ralhcr th a n on language know ledge;
co m m u n ic a tio n tasks." A n o th e r o n e says CLT m eans:
Teaching ìart‘Ịua<ịe u sin ^ the approaches so that stu d en ts w ill be able to use the language in
teachin<^ xvith fo c u s on ìatiịpỉage fu n c tio n s rather than the gram m ar, using more sim ulations, role pỉays, and games.
A n o th e r o p in io n is that
method w hich sees the aim o f language teaching
Trang 4170 Khoa Anh Viet / VNU jonruitl o/Sàeiice, PoreÌỊỊH Languages 24 (2008) Ì67-174
as fo r the purpose o f m eaningful communication,
and language as the means fo r that puryose The
language in use w ith all the 's t u f f that go "with if
like ìinỊ^uisiic Ờ $ocioiinguistic knơioìeàge,
com m unication sirateịỊÌe$, etc rather than on the
language hy itself.
Traditionally, teachers are c o n sid e red to
b e the m o st po w erful p e rso n and the centre
in the classroom This v ie w p o in t is
in flucnccd b y Con fu d a n ideology Le (1999)
(10) states the e n v iro n m e n t of English
learn in g in V ietnam can b e c o m p a re d to "a
cu ltu ra l islan d w h e re the teach er is expected
to b e the sole p ro v id e r of experience in the
target la ng u ag e" H all (1998) [11] states:
"Teachers w h o v iew them selves as
lead ers of c o m m u n ities of inquiry, w h o view
s t u d e n t s a s a c t i v e a g e n t s i n t h e l e a r n i n g
process a n d th u s take their in v olv em en t
seriously, are m o re likely to en g ag e their
s tu d e n ts in intellectually challenging
interactions Teachers w h o perceive
th em selv es as authorities o f k n o w le d g e an d
s h j H p n U a s r p r i p i p n u o f t h p i r
k n o w le d g e are m ore likely to use the
s ta n d a r d I-R-E (I: T eacher iniiiates; R:
S tu d e n ts response; E: Teacher evaluate!^]''
U n d en iab ly , the m odel of I'R-E is still so
p o p u l a r in th e majority of Vietnam ese
teachers In o th e r w ords, th e teacher-centcred
a p p r o a c h still plays a key role in language
teaching M eanw h ile, CLT (Savignon, 2003)
by d efinitio n reg ard s learners as th e center in
th e classroom Therefore, there exists a
p otential conflict b etw e e n I-R-E a n d CLT
H a rg re a v e s (1992) [12] claims, "teachers
d o n o t d e v e lo p their strategies a n d styles of
teach in g entirely alone O v e r the years
these co lleagues dev elo p w a y s of doing
things, a lo n g w ith w h o le n e lw o rk of
associated ed u catio nal beliefs a n d v a lu e s in response to ihc characteristic a n d recurrent
p roblem s an d circum stances they face in their w ork"
(1992, p 217) defines as "beliefs, values, habits a n d assu m ed w ay s of d o in g things
a m o n g th e c o m m u n ities of teachers" has a
po w erful effect on teachers CLT is n o t really
a p o p u la r thing for old teachors w h o have still ap p lie d the G r a m m a r Translation
m e th o d a n d those w h o b egin s leach in g and are e a g e r to ap p ly n e w th in g s in to their teaching m a y face resistance In o th e r w ords, there is clearly a p ed ag o gical conflict
b etw een tcachcrs u sin g tra d itio n al m eth o d s
a n d those a p p ly in g n e w m ethods Paradoxically, the old e x p erien ce d teachers
h av e a v e ry po w erfu l influence on th e new inexperienced ones
From m y observation, the id ea of sharing teaching m aterials a n d ex perience am ong teachers is still not taken into serious consideration Several ex p la n atio n s can be
m ade Possibly, V ietnam ese tcachers are living in th e w o rld of co m petition They w an t
to be the best teachers a n d reg ard w h a t they
k now ab o u t lan g u ag e a n d teaching as a secret O r n o preced en t of s h a rin g a m o n g teachers h as b een created It is also likely ihữỉ
sh a rin g is not really im p o rta n ỉ in the teachers' mind
W orse still, teachers feel uncom foriable or reluctant w h e n their colleagues atten d Iheir class Teachers only let o thers to attend their lessons w h e n ih c y are d o s e frie n d s or w h en they h a v e to sit for exa m in atio n s or w h en they are inspected by ed u ca tio n a l officials, CLT (Savignon, 1997) requires teachers and stu d e n ts to b u ild a c o m m u n ity of learning
a n d teaching w h e re there is no iear of failure
an d w h e re s h arin g is for co ư ưn o n interests
Trang 5Khoa Auh Viei / V N U journal of Sãetice, Foreign Languages 24 (2008) 167-Ỉ74 171
In th e classroom , teachers a n d students
interact so Uiat teaching a n d learning can
ttiko pUico T eachers h av e to deal with
different iy p cs of stu d en ts T h e m ain d u ty of
teachers is to d esign activities Ì 0 cater their
stu d en ts' different levels of proficiency,
needs, an d inlercsb Sincc CLT Wâs
inUodua'd, the teacher's roles hnve boi'n tnken
into consideration Brec‘n and Candlin (citcd in
Richards <ind Rodgers (1986) |13]) claim:
'T h e U\ichor hos t w o m ain roles: the first
role is to fiicilitatL* ihv co m m u n ic atio n proccss
betw een nil piirticipnnts in the classroom,
nnd betw een these p artic ip a n ts and ihc
various activities a n d texts T h e St'cond role is
to act as tin in d e p c n d o n t particip a ni within
iho Ictirning-leachinj; g r o u p A third role
for the* iciichcr is thiit of researcher an d
lenrner, w ith m u c h lo co n trib u te in term s of
ap p ro p ria te k n o w le d g e and abilities, actual
and ob serv ed exporieticu of the n a tu re of
learning a n d org an i/iilional ccipcicitios."
(.L* (1999) slates:
"In general, s tu d e n ts of t n g l i s h in
V ietnam fill! into ihree m ajor cMtogories in
ỉ c r r i ì b OÍ n o c d ? > b c n t u * VJL'W L n | ; l i ^ l i d li K)l
tor m ure tittr^icHvc an d lucrativ e em p lo ym ent
npportunilic's; o thers noed c\ S()('d kn o w led g e
of English Ì 0 s tu d y furihor at univorsiUcs or
^'olloges Till* m ajority of stu den ts, however,
These stu d o n ỉs d o not have an
o b v ious co m m u nic.iỉiv c need All ihey need
is a sufficiently good k n o w le d g e of g ra m m a r
an d v o cab u lary of the tiirget lan g u ag e to pass
ihc nation^il g ram m n r-b a so d «ind norm-
r c f c r c n c o d e x i ^ m i n a t i o n s "
The p r o b le m that CLT teachers often face
is w h e n I heir learn ers have no
co m m u n ic a tiv e needs CLT (Savignon, 1997)
is a c o m m u n ic a tiv c ap p ro a c h w hich aim s at
d ev e lo p in g c o m m u n ica tiv e com petence
(inc lu din g g ram m atical com pctence, sociocultural com petcncc, d isco u rse com pctence, a n d strategic com petencc) My colleagues w h o arc so in favour of CLT often com plain that their s tu d e n ts te n d to treat
co m m u n icativ c activities as g a m e s a n d from ihis point of view ỉhey d o nol seem to learn
a n y th in g in o r d e r to pass Ihe exam inations-
U n d e r this pressure, m any teachers resort to traditional m ethodology They p ro v id e
s tu d e n ts vviỉh k n o w led g e of g r a m m a r a n d
g r a m m a r exercises d om in ate the classroom
en v iro n m e n t
CLT can also be described as a learner- centered a p p ro ach and W cim er (2002) [14)
a rg u ed that whL'n app ly in g this a p pro ach , teachers m a y face resistance from stu d e n ts
T ake my case ciS an exam ple I h av e been teaching English at the College of Foreign
L an gu ag es - Vietnam N ational University,
H anoi far nearly 6 years T he college's m a in function is tra in in g tciichcrs iind inierpreters Once, 1 a p p lied the technique “Let yo u r studcftts teach ilicir class" p ro p o sed by O g a w a and Wilkinson (1997) (15] in the class of 24
i l l W e l l a 1 us ,Ì c i i ỉ 9 t u iv n c v v a i t i i
Iciiming en v iro n m en t [.atcT on, Ĩ held both positive nnd negative feedback Belter slu d o n ts said ỉhcy loved the <ictivity bcciiuse
it g av e them a chancc to p ro v e them selves Others complnined that they had m ore w ork and difficullies in carrying out the activity and ihey were even frightened of it
Usually; teachcrs' training p r o g ra m s are held M different levels of ed u catio n al institutions, nam ely schools, universities,
m u n icip al/p ro v in cial D e p a rtm e n t of
E d u a itio n a n d Training, and M inistry of Education a n d Training Besides, th ere are several foreign-funded ed u c atio n al org an izations su c h as UNESCO, British
Trang 6172 KIuhĩ /Aíf!r Viet / V N U lo u rtta ỉ of Sàetice, h’oreigti Ijin g u a g e fi 24 (2 0 0 8 ) Ĩ 6 7 - Ì 7 4
Council, IDP, w hich also offer seminars,
w o rk sh o p s, conforences, an d teaching
m aterials In g e n e r a l VN’hcn they take p a rt in
these program s, CLT is n o t only the issue
that is discussed Rather, a siructural
cu rric u lu m still ho lds its irreplaceable role
Even w h e n CLT receives attention, it is not
d e a r l y expressed It can b e said lhat Ihore
h a v e b een no large-scale discussio n s on CLT
This situation is just the sam e as that of
A u stralia w h e re Sato an d Kleinsasser (1999)
co n d u c te d Iheir survey into the practical
u n d e r s ta n d in g of CLT They claim, 'T e a c h e rs
w h o atte n d ed a teacher d e v e lo p m e n t course
gain ed so m e idens about CLT b u t did not
seem to h av e very th o ro u g h explanations of
w h a t C L T m e a n r (p.511)
- Teachers' salary
Salary for teachers is a b ig issue in
V ietnam Even th o u g h th eir salary ranks the
sccond in the list after m ilitary officers
H o w ev er, the salary is not e n o u g h for their
living, lei alone their teaching career
Tcachers' salary varies from the elem entary
level to tertiary level, O n av e ra g e each
t p a r h e r A f r o m V N O 1 ,0 0 0 ,0 0 0
to V N D 4,000,000 Because they h av e to w ork
extra tim e or extra job to c*irn m o re m oney,
they d o not s p e n d sufficient time on thcir
lesson plan, scientific research, a n d olher
tra in in g program s This p ro ble m is sh ared by
P h a m (2006) |16) w h o claim s th a i he has to
e a rn extra m oney as a freelance translator
because o f ihe m o d e st salary as full-time
lecturer al the university, w hich leaves him
little tim e to carry o u t rcse<irch CLT requires
teachers to be en g ag ed seriously in teaching a
language Tcachers not only p re p a re lessons
before th e classroom, teach d u r in g the lesson,
b u ỉ also g et contact w ith learn ers outsid e the
classroom To m a k e the m a tte r worse, CLT
teachers h av e to rep ro d u ce the activities
w h ic h d o not carry an y co m m unicative
p u r p o s e s in th e book- G lisan & D resch c r (as ciled in Kloinsasser (1996) Ị17Ị claims:
d esp ite to d a y 's w id e sp rea d accep tance of teaching la n g u ag e io r oral
co m m u n ic a tio n , cu rren t textbook g r a m m a r is still d reflection of classical g ram m a tica l rules
b a s e d o n f o r m a l , w r i t t e n l a n g u a g e "
In brief, within their inadequate salar>' teachers will find it a big challenge to apply CLT
3 C o n c lu s io n
So far I h ave a rg u ed th a t CLT is an event
of p ed ago g ical im perialism H o w ev er, it faces resistance from ỉeachers in V ietnam as
a n EFL context becau se of their
m isco n c e p tio n s of CLT, their m ethodology,
th e relatio n sh ip a m o n g tcachcrs a n d betw een teachers a n d students^ th eir train in g pro g ram
a n d salary
This p a p e r hopefully gives language
p o licy -m ak e rs food for th o u g h ỉ in Vietnam before th e v in tro d u ce th e co m m unicative
c u rric u lu m inlo langua)je classroom They should pay d u e attention \o the prcscni situation o f teachers The u n an sw ered question
is w h a t sho u ld be do n e to increase the quality
of loachers' profession an d their life T h e paper also helps raise teachers' aw areness of applying CLT T here are slill risks they have to facc
inside a n d ou tside the classroom
The p a p e r also s u g g ests th a t future rcscarch cs sh o u ld b e co n d u c te d into the possible resistance against CLT from
la n g u a g e policy-m akers, researchers, and learn ers s o th a i a c o m p reh e n siv e v iew of CLT will b e fo rm ed Tho fu tu re of language teachin g in V ietnam will experience
tr e m e n d o u s ch anges in the flow of
m e th o d o lo g y CLT globally can be
c o n s id e re d a iashion H o w ev er, w h e n it is
Trang 7Kỉìon Aỉỉlỉ Vicí / VhỉU joitrnai of Sãetĩce, Foreign ÌMỉỉịỊuagcs 24 (200S) ĩ 67'174 173
placed in lo a local context of a specific
country, m u c h still needs to b e done
U ndeniably, w h e th e r o r not a n y ap p ro a c h
proves effective d e p e n d s so m u c h on a
h arm o n io u s com bination of policy-m akors,
researchers, teachers m d learn ers in a
s p e c i f i c c o n i e x t
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Trang 8Sự bành trướng của phương pháp dạy học theo đường hướng giao tiếp và những khả năng chông lại từ phía giáo viên Việt Nam trong bôi cảnh tiêhg Anh là một ngoại ngữ
174 Khoa Aỉìh Vict ỉ V N U lounĩal of Sàence, Foreign ỈMỉĩịịunỊỊes 24 (2008) ỉ 67'174
K h o a A n h V i ộ t
Khoa Ngôn n g ữ và Vđn hoá A n h ‘ M ỷ , T rư ờ ng Dại học Ngoại ngữ,
D ại học Q uôcgia H à Nội, Đ ường Phạm Văn ĐônịỊ, Câu Giâĩ/, Hà Nói, Việl N am
Bài viê't này đ ể cậ p tới s ự th ố n g trị cúa việc g iả n g d ạ y n g o ại n g ữ theo d ư ò n g h ư ớ n g g iao tiếp (CLT) Đ ây là m ộ t trong n h ử n g xu thé p h ổ biên ữ o n g việc d ạ y ngoại n g ữ hiện nay T u y nhiên việc á p d ụ n g đ ư ờ n g h ư ớ n g n à y g ặ p phái n h ữ n g k h ó k h ả n x u ấ t p h á ỉ từ p hía g iáo viên, sin h vién,
v à ng ư ờ i q u à n lí T ro ng k h u ỏ n k h ồ bài viết này, y ế u tô g iá o viên sẽ đ ư ợ c bàn đ ế n đ ế c h ú n g ta
th â y m ộ t p h ẩ n c ủ a bứ c tra n h g iá n g d ạy khi á p d ụ n g đ ư ờ n g h ư ớ n g này Bài vic't cOng gọi ỷ
n h ữ n g n ghién cứ u tiếp th eo liên q u a n đ ến s in h viên v à n g ư ò i q u ả n lý đ ế c h ú n g ta sẽ có n h ữ n g
b ư ó c đ i đ ủ n g đ ắ n tro n g việc đ à o tạo ngoại n g ữ tro n g nưỏc