Do you want to improve your writing? Try our new evaluation service and get detailed feedback.
Check Your Text it's free

Out of twelve teaching principles suggested by H. Douglas Brown (2000) in Teaching by Principles: An Interactive Approach to Language Pedagogy, select two principles and explain why and how Vietnamese teachers should apply them in the context of teaching English as an international language.

Out of twelve teaching principles suggested by H. Douglas Brown (2000) in Teaching by Principles: An Interactive Approach to Language Pedagogy, select two principles and explain why and how Vietnamese teachers should apply them in the context of teaching English as an international language. ygdog
EIL instruction is guided by the concept of EIL viewpoint or paradigm (Sharifian, 2009), which asserts that EIL “rejects the notion of a single variety of English which serves as the medium for international communication. English, with its pluralized forms, is a language of international and intercultural communication”. To put it another way, the EIL paradigm encourages variation and complexity in the language's form, user, and culture. Marlina (2014) elaborates on these assumptions by identifying three main aspects of EIL pedagogy: assisting learners in various contexts in gaining knowledge and awareness of the pluricentric nature of English, encouraging learners to have equal recognition and behavior toward all varieties of English, and developing their ability to negotiate and communicate effectively in intercultural encounters. In view of today's growth of language and culture, some experts argue that the change to EIL education is an irreversible need. It necessitates that English language instructors and teacher-educators reconsider and change their teaching style, instructional diversity and model, teaching resources, curriculum, and testing and evaluation to meet the requirements of their students, which may arise from teachers' educational ideas. First and foremost, risk-taking is an important characteristic of successful learning of a second language. Learners have to be able to gamble a bit, to be willing to try out hunches about the language and take the risk of being wrong (Brown 1994: 140). Risk-taking is not only one of the aspects of individual differences, but it is also an important component of the second language acquisition process; additionally, it is a language learning strategy for good language learners ready to take chances. And I believe that instructors should use this principle for the reasons listed below. It is, first and foremost, extremely beneficial to pupils. According to Educational Endeavors, after taking a risk and seeing it pay off, pupils' self-esteem rises. Even when risk-taking fails, learners can become more resilient if teachers create a supportive environment. Taking risks can result in the acquisition of new talents. Second, instructors may benefit greatly from these concepts. When teachers encourage their pupils to take chances, they are indeed taking risks, which can result in a more positive classroom environment. For illustration, if students make a mistake in class, teachers can call it out and explain how they plan to correct the problem to the rest of the class. To put it into practice to teaching English, Vietnamese teachers should encourage students to speak up boldly, do pronunciation, and provide more instances of words with similar sounds until they correct phonetics. They should also tell students not to be concerned about making mistakes because errors teach learners. Peer-based learning is a fantastic technique to inspire students to take risks in the classroom. Using “think-pair-share” models, students are encouraged to brainstorm individually, pair with a partner to discuss those ideas, and then share their ideas with the rest of the class. Furthermore, teachers should recognize and praise children who are able to answer questions and do well in class, progressing academically. With such learning settings, I feel they may take chances in a variety of scenarios, since students are now more comfortable and less hesitant to speak out and share their thoughts. As a consequence, pupils are unconsciously prepared to enter the classroom and perform well in English. Simultaneously, the second principle I mentioned is communicative competence. It is defined as both the understanding of linguistic and non-linguistic communication rules, as well as the ability to apply that information effectively and properly in real-life settings in order to achieve communicative purposes. Models that include multiple parts of "language organizational competence (grammatical and discourse); pragmatic competence (functional and sociolinguistic); strategic competence; psychomotor skills" have emerged as a significant objective for second and international language acquisition. In particular, I believe that the paradigm of communicative competence should be employed when teaching English as an international language. Vietnamese pupils do not acquire communication skills since they prefer to listen and take notes passively. Others are overly concerned with grammar and overlook the rest. Learners must comprehend all components of second language (ESL) communication, according to Dell Hymes. Besides, applying this approach helps students enhance their English-speaking abilities in a variety of scenarios; urge students to practice their English in real-life situations; stimulate students to communicate; and motivate students to fearlessly converse in English. Hence, it should be adopted in Vietnam since learners in Vietnam and many other countries struggle to achieve communicative competence in English as an international language. Teachers must realize that the classroom is the sole location where students may practice their English and gain exposure to it. Students should be encouraged to communicate in pairs and groups by their teachers. Language learning will be facilitated by increasing self-confidence and reducing language anxiety, as these two qualities are believed to be the major barriers to language acquisition (Krashen, 1981; Daly, Caughlin & Stafford, 1997; Park & Lee, 2005). Teachers should also speak with each and every student in their class and establish an environment that encourages them to engage with one another. Storytelling may be used as a classroom activity to teach students how to communicate. Educators invite students to read tales to their classmates and then narrate them. There are a variety of English programs, records, and videos available today to help students learn English and improve their conversational skills. Trainees will have opportunities for exposure to native English speakers that they will not have in their current setting if the teacher employs computers and modern technologies in the classroom. Use real-world language and realistic, not rote, techniques to communicating relevant information. Thus, learners' language proficiency and communication skills will increase. In conclusion, these are two key elements to remember while teaching English as an international language in Vietnam.
Possible spelling mistake found.
EIL
instruction
is guided
by the concept of
Possible spelling mistake found.
EIL
viewpoint or paradigm (
Possible spelling mistake found.
Sharifian
, 2009), which asserts that
Possible spelling mistake found.
EIL
“rejects the notion of a single
You use this word too often, consider replacing it with
variety
of English which serves as the medium for
You use this word too often, consider replacing it with
international
You use this word too often, consider replacing it with
communication
. English, with its pluralized forms, is a
You use this word too often, consider replacing it with
language
of
You use this word too often, consider replacing it with
international
and intercultural
You use this word too often, consider replacing it with
communication”
. To put it another way, the
Possible spelling mistake found.
EIL
paradigm
You use this word too often, consider replacing it with
encourages
variation and complexity in the language's form, user, and culture.
Possible spelling mistake found.
Marlina
(2014) elaborates on these assumptions by identifying three main aspects of
Possible spelling mistake found.
EIL
pedagogy: assisting
You use this word too often, consider replacing it with
learners
in various contexts in gaining knowledge and awareness of the
Possible spelling mistake found.
pluricentric
nature of English, encouraging
You use this word too often, consider replacing it with
learners
to have equal recognition and behavior toward all
You use this word too often, consider replacing it with
varieties
of English, and developing their ability to negotiate and
You use this word too often, consider replacing it with
communicate
effectively
in intercultural encounters. In view of
This phrase/word (depending on the context) can be potentially replaced with :
today
's growth of
You use this word too often, consider replacing it with
language
and culture,
This phrase/word is too simple and can be replaced with:
some
experts argue that the
This phrase/word (depending on the context) can be potentially replaced with :
change
to
Possible spelling mistake found.
EIL
education is an irreversible need. It necessitates that English
You use this word too often, consider replacing it with
language
instructors and teacher-educators reconsider and
This phrase/word (depending on the context) can be potentially replaced with :
change
their
You use this word too often, consider replacing it with
teaching
style, instructional diversity and model,
You use this word too often, consider replacing it with
teaching
resources, curriculum, and testing and evaluation to
This phrase/word (depending on the context) can be potentially replaced with :
meet
the requirements of their
You use this word too often, consider replacing it with
students
, which may arise from teachers' educational
This phrase/word (depending on the context) can be potentially replaced with :
ideas
.

First
and foremost,
This phrase/word (depending on the context) can be potentially replaced with :
risk
-taking is an
This phrase/word is too simple and can be replaced with:
important
characteristic of successful
You use this word too often, consider replacing it with
learning
of a second
You use this word too often, consider replacing it with
language
.
You use this word too often, consider replacing it with
Learners
This phrase/word is too simple and can be replaced with:
have to
be able to gamble a bit, to be willing to try out hunches about the
You use this word too often, consider replacing it with
language
and take the
You use this word too often, consider replacing it with
risk
of being
This phrase/word is too simple and can be replaced with:
wrong
(Brown 1994: 140).
This phrase/word (depending on the context) can be potentially replaced with :
Risk
-taking is not
This phrase/word (depending on the context) can be potentially replaced with :
only
one of the aspects of individual differences,
This phrase/word is too simple and can be replaced with:
but
it is
also
an
This phrase/word is too simple and can be replaced with:
important
component of the second
You use this word too often, consider replacing it with
language
acquisition process;
additionally
, it is a
You use this word too often, consider replacing it with
language
You use this word too often, consider replacing it with
learning
strategy for
This phrase/word (depending on the context) can be potentially replaced with :
good
You use this word too often, consider replacing it with
language
You use this word too often, consider replacing it with
learners
ready to take chances.

And I believe that instructors should
This phrase/word (depending on the context) can be potentially replaced with :
use
this principle for the reasons listed below. It is,
first
and foremost,
extremely
beneficial to
You use this word too often, consider replacing it with
pupils
. According to Educational Endeavors, after taking a
You use this word too often, consider replacing it with
risk
and seeing it pay off, pupils' self-esteem rises. Even when
This phrase/word (depending on the context) can be potentially replaced with :
risk
-taking fails,
You use this word too often, consider replacing it with
learners
can become more resilient if
You use this word too often, consider replacing it with
teachers
create a supportive environment. Taking
You use this word too often, consider replacing it with
risks
can result in the acquisition of new talents. Second, instructors may benefit
greatly
from these concepts. When
You use this word too often, consider replacing it with
teachers
You use this word too often, consider replacing it with
encourage
their
You use this word too often, consider replacing it with
pupils
to take chances, they are
indeed
taking
You use this word too often, consider replacing it with
risks
, which can result in a more
This phrase/word is too simple and can be replaced with:
positive
classroom environment. For illustration, if
You use this word too often, consider replacing it with
students
This phrase/word (depending on the context) can be potentially replaced with :
make
a mistake in
This phrase/word (depending on the context) can be potentially replaced with :
class
,
You use this word too often, consider replacing it with
teachers
can call it out and
This phrase/word (depending on the context) can be potentially replaced with :
explain
how they plan to correct the problem to the rest of the
This phrase/word (depending on the context) can be potentially replaced with :
class
.

To put it into practice to
You use this word too often, consider replacing it with
teaching
English, Vietnamese
You use this word too often, consider replacing it with
teachers
should
You use this word too often, consider replacing it with
encourage
You use this word too often, consider replacing it with
students
to speak up
boldly
, do pronunciation, and provide more instances of words with similar sounds until they correct phonetics. They should
also
This phrase/word (depending on the context) can be potentially replaced with :
tell
You use this word too often, consider replacing it with
students
not to
be concerned
about making mistakes
This phrase/word is too simple and can be replaced with:
because
errors teach
You use this word too often, consider replacing it with
learners
. Peer-based
You use this word too often, consider replacing it with
learning
is a fantastic technique to inspire
You use this word too often, consider replacing it with
students
to take
You use this word too often, consider replacing it with
risks
in the classroom. Using “
This phrase/word (depending on the context) can be potentially replaced with :
think
-pair-share” models,
You use this word too often, consider replacing it with
students
are encouraged
to brainstorm
individually
, pair with a partner to discuss those
This phrase/word (depending on the context) can be potentially replaced with :
ideas
, and then share their
This phrase/word (depending on the context) can be potentially replaced with :
ideas
with the rest of the
This phrase/word (depending on the context) can be potentially replaced with :
class
.
Furthermore
,
You use this word too often, consider replacing it with
teachers
should recognize and praise children who are able to answer questions and do well in
This phrase/word (depending on the context) can be potentially replaced with :
class
, progressing
academically
. With such
You use this word too often, consider replacing it with
learning
settings, I feel they may take chances in a
You use this word too often, consider replacing it with
variety
of scenarios, since
You use this word too often, consider replacing it with
students
are
This phrase/word (depending on the context) can be potentially replaced with :
now
more comfortable and less hesitant to speak out and share their thoughts. As a consequence,
You use this word too often, consider replacing it with
pupils
are
unconsciously
prepared to enter the classroom and perform well in English.

Simultaneously
, the second principle I mentioned is
You use this word too often, consider replacing it with
communicative
You use this word too often, consider replacing it with
competence
. It
is defined
as both the understanding of linguistic and non-linguistic
You use this word too often, consider replacing it with
communication
This phrase/word (depending on the context) can be potentially replaced with :
rules
,
as well
as the ability to apply that information
effectively
and
properly
in real-life settings in order to achieve
You use this word too often, consider replacing it with
communicative
purposes. Models that include multiple parts of
Use a smart opening quote here: "“".
"
language organizational
You use this word too often, consider replacing it with
competence
(grammatical and discourse); pragmatic
You use this word too often, consider replacing it with
competence
(functional and sociolinguistic); strategic
You use this word too often, consider replacing it with
competence
; psychomotor
This phrase/word (depending on the context) can be potentially replaced with :
skills
Use a smart closing quote here: "”".
"
have emerged as a significant objective for second and
You use this word too often, consider replacing it with
international
You use this word too often, consider replacing it with
language
acquisition.

In particular
, I believe that the paradigm of
You use this word too often, consider replacing it with
communicative
You use this word too often, consider replacing it with
competence
should
be employed
when
You use this word too often, consider replacing it with
teaching
English as an
You use this word too often, consider replacing it with
international
You use this word too often, consider replacing it with
language
. Vietnamese
You use this word too often, consider replacing it with
pupils
do not acquire
You use this word too often, consider replacing it with
communication
You use this word too often, consider replacing it with
skills
since they prefer to listen and take notes
passively
. Others are
overly
concerned with grammar and overlook the rest.
You use this word too often, consider replacing it with
Learners
This phrase/word (depending on the context) can be potentially replaced with :
must
comprehend all components of second
You use this word too often, consider replacing it with
language
(ESL)
You use this word too often, consider replacing it with
communication
, according to Dell
Possible spelling mistake found.
Hymes
.
Besides
, applying this approach
This phrase/word (depending on the context) can be potentially replaced with :
helps
You use this word too often, consider replacing it with
students
enhance their English-speaking abilities in a
You use this word too often, consider replacing it with
variety
of scenarios; urge
You use this word too often, consider replacing it with
students
to practice their English in real-life situations; stimulate
You use this word too often, consider replacing it with
students
to
You use this word too often, consider replacing it with
communicate
; and motivate
You use this word too often, consider replacing it with
students
to
fearlessly
converse in English.

Hence
, it should
be adopted
in Vietnam since
You use this word too often, consider replacing it with
learners
in Vietnam and
This phrase/word is too simple and can be replaced with:
many
other countries struggle to achieve
You use this word too often, consider replacing it with
communicative
You use this word too often, consider replacing it with
competence
in English as an
You use this word too often, consider replacing it with
international
You use this word too often, consider replacing it with
language
.
You use this word too often, consider replacing it with
Teachers
This phrase/word (depending on the context) can be potentially replaced with :
must
realize that the classroom is the sole location where
You use this word too often, consider replacing it with
students
may practice their English and gain exposure to it.
You use this word too often, consider replacing it with
Students
should
be encouraged
to
You use this word too often, consider replacing it with
communicate
in pairs and groups by their
You use this word too often, consider replacing it with
teachers
.
You use this word too often, consider replacing it with
Language
You use this word too often, consider replacing it with
learning
will
be facilitated
by increasing self-confidence and reducing
You use this word too often, consider replacing it with
language
anxiety, as these two qualities
are believed
to be the major barriers to
You use this word too often, consider replacing it with
language
acquisition (
Possible spelling mistake found.
Krashen
, 1981;
Possible spelling mistake found.
Daly
,
Possible spelling mistake found.
Caughlin
& Stafford, 1997; Park & Lee, 2005).
You use this word too often, consider replacing it with
Teachers
should
also
speak with each and every
You use this word too often, consider replacing it with
student
in their
This phrase/word (depending on the context) can be potentially replaced with :
class
and establish an environment that
You use this word too often, consider replacing it with
encourages
them to engage with one another. Storytelling may be
This phrase/word (depending on the context) can be potentially replaced with :
used
as a classroom activity to teach
You use this word too often, consider replacing it with
students
how to
You use this word too often, consider replacing it with
communicate
. Educators invite
You use this word too often, consider replacing it with
students
to read tales to their classmates and then narrate them. There are a
You use this word too often, consider replacing it with
variety
of English programs, records, and videos available
This phrase/word (depending on the context) can be potentially replaced with :
today
to
This phrase/word (depending on the context) can be potentially replaced with :
help
You use this word too often, consider replacing it with
students
learn English and
This phrase/word (depending on the context) can be potentially replaced with :
improve
their conversational
You use this word too often, consider replacing it with
skills
. Trainees will have opportunities for exposure to native English speakers that they will not have in their
This phrase/word (depending on the context) can be potentially replaced with :
current
setting if the
You use this word too often, consider replacing it with
teacher
employs computers and modern technologies in the classroom.
This phrase/word (depending on the context) can be potentially replaced with :
Use
real-world
You use this word too often, consider replacing it with
language
and realistic, not rote, techniques to communicating relevant information.
Thus
, learners'
You use this word too often, consider replacing it with
language
proficiency and
You use this word too often, consider replacing it with
communication
You use this word too often, consider replacing it with
skills
will increase.

In conclusion
, these are two key elements to remember while
You use this word too often, consider replacing it with
teaching
English as an
You use this word too often, consider replacing it with
international
You use this word too often, consider replacing it with
language
in Vietnam.
What do you think?
  • This is funny writingFunny
  • I love this writingLove
  • This writing has blown my mindWow
  • It made me angryAngry
  • It made me sadSad

IELTS essay Out of twelve teaching principles suggested by H. Douglas Brown (2000) in Teaching by Principles: An Interactive Approach to Language Pedagogy, select two principles and explain why and how Vietnamese teachers should apply them in the context of teaching English as an international language.

Essay
  American English
8 paragraphs
958 words
5.5
Overall Band Score
Coherence and Cohesion: 5.0
  • Structure your answers in logical paragraphs
  • ?
    One main idea per paragraph
  • Include an introduction and conclusion
  • Support main points with an explanation and then an example
  • Use cohesive linking words accurately and appropriately
  • Vary your linking phrases using synonyms
Lexical Resource: 5.0
  • Try to vary your vocabulary using accurate synonyms
  • Use less common question specific words that accurately convey meaning
  • Check your work for spelling and word formation mistakes
Grammatical Range: 6.5
  • Use a variety of complex and simple sentences
  • Check your writing for errors
Task Achievement: 5.0
  • Answer all parts of the question
  • ?
    Present relevant ideas
  • Fully explain these ideas
  • Support ideas with relevant, specific examples
Labels Descriptions
  • ?
    Currently is not available
  • Meet the criteria
  • Doesn't meet the criteria
Recent posts





Get more results for topic:
  • Out of twelve teaching principles suggested by H. Douglas Brown (2000) in Teaching by Principles: An Interactive Approach to Language Pedagogy, select two principles and explain why and how Vietnamese teachers should apply them in the context of teaching English as an international language.