LIST OF ABBREVIATIONS
TABLE OF CONTENTS
PART A: INTRODUCTION
1. Justification of the Study
2. The Scope, Objectives, Research questions, Method, Outline of the Study
2.1. The Scope of the Study
2.2. Objectives of the Study
2.3. Research questions
2.4. Methods of the Study
2.5. Outline of the Study
PART B: DEVELOPMENT
CHAPTER I: LITERATURE REVIEW
1. APPROACHES OF LANGUAGE TEACHING
1.1. The Grammar-Translation method
1.1.1. Overview
1.1.2. Advantage of the method
1.1.3. Disadvantage of the method
1.2. The Audio-lingual Method
1.2.1. Overview
1.2.2. Advantages of the method
1.2.3. Disadvantage of the method
2. COMMUNICATIVE LANUAGE TEACHING
2.1. Definition of CLT
2.2. Characteristics of CLT
2.3. Conditions of applying CLT
2.3.1. Authentic materials
2.3.2. Teachers
2.4. Communicative Competence
2.4.1. Overview
2.4.2. The five components of communicative competence
2.4.2.1. Rules of grammar
3. Applying CLT in Teaching Speaking
3.1. The nature of communication
3.2. Oral communication practice
3.3. Oral communicative activities
3.3.1. Role-play
3.3.2. Problems-solving tasks
3.3.3. Discussion
3.3.4. Cued story
3.3.5. Picture story
4. Previous study
CHAPTER II: METHODOLOGY
I. Background of the study
1. Description of English course in HaUI
2. Description of the physical setting
3. Description of objectives of the English course
4. Description of time allocation of the course
II. The subjects
1. Description of teachers in HaUI
2. Description of students in HaUI
II. Research Tools
1. Class observation
2. Questionnaire
2.1. Questionnaires for teachers
2.2. Questionnaires for students
3. Data Analysis
CHAPTER III: DATA PRESENTATION & ANALYSIS
I. Class Observation
II. Questionnaire
1. Questionnaire for the Teachers
2. Questionnaires for students
CHAPTER IV: RESULT DISCUSSION
I. DIFFICULTY
1. Difficulties from Teachers
1.1. Misconceptions about CLT in terms of grammar and teaching speaking.
1.2. Deficiency in Strategic and Sociolinguistic Competence
1.3. Little time and expertise for development of communicative materials
2. Difficulties from Students
2.1. Lack of motivation for Communicative competence
2.2. Resistance to participating in class
2.3. Using Vietnamese during group work
2.4. Low English proficiency
II. SOLUTIONS
1. For Teacher
2. For Students
PART C: CONCLUSION
1. Conclusions of the study
2. Limitations of the Study
3. Suggestions for further research
REFERENCES
APPENDIX