Luận văn thạc sĩ VNU ULIS an evaluation of the speaking tasks in the textbook tieng anh 11 in relation to their implementation at an upper secondary school in son la province

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES ****************** NGUYỄN THỊ BÍCH HẠNH AN EVALUATION OF THE SPEAKING TASKS IN THE TEXTBOOK “TIENG ANH 11” IN RELATION TO THEIR IMPLEMENTATION AT AN UPPER-SECONDARY SCHOOL IN SON LA PROVINCE Nghiên cứu đánh giá nhiệm vụ Nói sách giáo khoa “Tiếng Anh 11” với việc thực chúng trường THPT tỉnh Sơn La M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 HANOI – 2017 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES ****************** NGUYỄN THỊ BÍCH HẠNH AN EVALUATION OF THE SPEAKING TASKS IN THE TEXTBOOK “TIENG ANH 11” IN RELATION TO THEIR IMPLEMENTATION AT AN UPPER-SECONDARY SCHOOL IN SON LA PROVINCE Nghiên cứu đánh giá nhiệm vụ Nói sách giáo khoa “Tiếng Anh 11” với việc thực chúng trường THPT tỉnh Sơn La M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Dr Hoàng Thị Xuân Hoa HANOI – 2017 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com CANDIDATE’S STATEMENT I certify my authority of the minor thesis entitled: “An evaluation of the Speaking Tasks in the textbook „Tieng Anh 11‟ in relation to their implementation at an Upper-Secondary school in Son La province” in fulfillment of the requirements of the degree Master of Arts Hanoi, 2017 Nguyễn Thị Bích Hạnh i LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ACKNOWLEDGEMENTS On the completion of this minor thesis, I wish to express my deepest gratitude to my supervisor, Dr Hoàng Thị Xuân Hoa, who made valuable suggestions and comments which helped me complete the study Besides, I would like to give my special thanks to the teachers and students at Tong Lenh Upper-Secondary School in Son La for their help in completing my survey as well as their willingness to share their ideas on the accomplishment of the research I also wish to acknowledge the assistance and encouragement of all the lecturers of the Faculty of Postgraduate Studies, University of Languages and International Studies, Vietnam National University My sincere thanks go to a number of my colleagues and friends who helped me a lot in gathering data for the study Finally, my gratefulness is to my family members who have constantly supported and encouraged me to carry out this thesis ii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ABSTRACT This study was conducted at an upper-secondary school in remote and mountainous Son La province Its general objective was to evaluate the appropriateness of the speaking tasks in the textbook “Tiếng Anh 11” to grade 11 students at the school in terms of aims, content and methodology Specifically, it examined the suitability of those tasks to the course‟s objectives for speaking skills and explored how they were appropriate to the students‟ levels and interests, from which the ineffective factors of the speaking tasks were identified To achieve this purpose, document analysis, survey questionnaire for students and interview for teachers were employed to collect data for the evaluation The findings of the study revealed that the speaking tasks were not fully suitable to the course‟s objectives for speaking skills due to the fact that some elements in the speaking tasks were inappropriate to the target students, suggesting for some task adaptation techniques to make them better fit this specific learning context iii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com TABLE OF CONTENTS CANDIDATE‟S STATEMENT i ACKNOWLEDGEMENTS i ABSTRACT iii TABLE OF CONTENTS iv LIST OF TABLES .vii LIST OF CHARTS AND FIGURES viii PART A: INTRODUCTION 1 Rationale Objectives of the study 3 Research questions Scope of the study Significant of the study Design of the paper PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Chapter introduction 1.2 Language learning tasks 1.2.1 Definition of tasks 1.2.2 Task classification 1.2.3 Task components 1.3 Material evaluation 1.3.1 Types of material evaluation 1.3.2 Models of material evaluation 1.3.3 Criteria of material evaluation 11 1.3.4 Material adaptation 12 1.4 Teaching and learning speaking skills in EFL classrooms 13 1.4.1 The vital role of speaking skills in developing communicative competence 13 1.4.2 Problems in teaching and learning speaking skills in EFL classrooms 13 1.5 Previous studies on evaluation of speaking tasks in English textbooks 14 1.5 Chapter summary 17 CHAPTER 2: METHODOLOGY 18 2.1 The setting of the study 18 2.1.1 English teaching and learning context 18 2.1.2 An overview of the ELT course for grade 11 and the textbook “Tiếng Anh 11” ………………………………………………………………………………18 iv LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 2.1.3 Description of the speaking tasks in the textbook “Tiếng Anh 11” 19 2.2 The informants of the study 20 2.2.1 The teachers 20 2.2.2 The students 20 2.3 Data collection instruments & procedures 21 2.3.1 Document analysis 21 2.3.2 Survey questionnaire 21 2.3.3 Semi-structured interview 22 2.3.4 Procedures of the study 23 2.4 Modes of data analysis 24 2.5 Chapter summary 24 CHAPTER 3: RESULTS AND DISCUSSION 25 3.1 Document analysis 25 3.2 Surveys‟ results 30 3.2.1 Questionnaires‟ results 30 3.2.2 Interviews‟ results 40 3.3 Major findings 41 3.3.1 The appropriateness of the speaking tasks to the course‟s objectives for speaking skills 41 3.3.2 The appropriateness of the speaking tasks to the level and interests of grade 11 students at Tong Lenh Upper-Secondary School 42 3.3.3 Teachers and students‟ suggestions for the adaptation of the speaking tasks 43 3.4 Chapter summary 44 PART C: CONCLUSION 45 Summary 45 Suggestions for adaptation 46 Conclusion 47 Limitations of the study & suggestions for further research 47 REFERENCES 49 APPENDICES I APPENDIX I APPENDIX III APPENDIX VIII APPENDIX XIII APPENDIX XIV APPENDIX XV v LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com LIST OF ABBREVIATIONS CLT Communicative Language Teaching EFL English as a Foreign Language ELT English Language Teaching MOET Ministry of Education and Training vi LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com LIST OF TABLES Table 3.1: Curriculum for Secondary Education – English 11 in term of speaking 26 Table 3.2: Description of the objectives of the speaking tasks in the textbook “Tiếng Anh 11” .27 Table 3.3: The students‟ ability to ask and answer about the topics covered in the book 30 Table 3.4: Students‟ ability to perform some basic language functions in speaking 31 Table 3.5: Students‟ opinions on the difficulty of the task topics 32 Table 3.6: Students‟ opinions on the difficulty of the task instructions 33 Table 3.7: Students‟ judgment on the effectiveness of the interaction patterns .34 Table 3.8: Students‟ interests on the task topics .36 Table 3.9: Students‟ interests on the task instructions 37 Table 3.10: Students‟ interests on interaction patterns .37 Table 3.11: Barriers for students when implementing speaking tasks 38 Table 3.12: Students‟ comments on the speaking tasks .39 vii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com LIST OF CHARTS AND FIGURES Figure 1.1: The material evaluation model of Hutchinson and Waters (1987: 97) 10 Chart 3.1: Students‟ opinions on the effectiveness of the given suggestions in the tasks 35 Chart 3.2: Teachers‟ methods in speaking lessons 39 viii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com APPENDIX QUESTIONNAIRE FOR STUDENTS In an attempt to evaluate the speaking tasks in the textbook “Tiếng Anh 11”, I would greatly appreciate if you could respond to the questions below Your opinions are very important to this evaluation and the information given will be assured to be used only for this study I am grateful for your cooperation in truthfully completing the survey Thank you very much! To answer the questions, please tick as many boxes/ cells as appropriate PART 1: The appropriateness of the speaking tasks to the course’s objectives for speaking skills How you rate your ability to ask and answer about the following topics? Topics Very poor (1) Poor (2) Fair (3) Good (4) Very good (5) Friendship Personal experiences Parties Volunteer work Illiteracy Competitions Population Celebrations Postal and telecommunication services Nature in danger Sources of energy The Asian Games Hobbies Entertainment Space conquest The wonders of the world How you rate your ability to perform the following language functions? Communicative functions Very poor (1) Poor Fair Good (2) (3) (4) Very good (5) Describing people Talking about cause and results III LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Making plans Asking for and giving information Expressing likes and dislikes Talking about problems and offering solutions Making requests Talking about advantages and disadvantages Expressing agreements and disagreements Distingushing facts and opinions PART 2: The appropriateness of the speaking tasks to the students’ level How did you find the following speaking topics? Topics Very difficult (1) Difficult Neutral (2) (3) Easy (4) Very easy (5) Friendship Personal experiences Parties Volunteer work Illiteracy Competitions Population Celebrations Postal and telecommunication services Nature in danger Sources of energy The Asian Games Hobbies Entertainment Space conquest The wonders of the world How did you find the following task instructions? Tasks‟ instructions Very difficult (1) Difficult Neutral Easy (2) (3) (4) Very easy (5) Describing on pictures Ordering dialogue then practising Matching sentences then practising Practising dialogues Making conversation with suggestions IV LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Asking and answering on given information Role-playing Discussing on specific situations Expressing ideas How did you find the following interaction patterns? Interaction patterns Not effective at all (1) Slightly Somewhat Very Extremely effective effective effective effective (2) (3) (4) (5) Individual work Pair work Group work How did you find the suggestions given in the speaking tasks? �Not effective at all (1) �Slightly effective (2) �Somewhat effective (3) �Very effective (4) �Extremely effective (5) PART 3: The appropriateness of the speaking tasks to the students’ interests What you think about the following topics? Topics Very boring (1) Boring Neutral Interesting (2) (3) (4) Very interesting (5) Friendship Personal experiences Parties Volunteer work Illiteracy Competitions Population Celebrations Postal and telecommunication services Nature in danger Sources of energy The Asian Games Hobbies V LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Entertainment Space conquest The wonders of the world How much you like the following task instructions? Task instructions Very dislike (1) Dislike Neutral Like (2) (3) (4) Very like (5) Describing on pictures Ordering dialogue then practising Matching sentences then practising Practising dialogues Making conversation with suggestions Asking and answering on given information Role-playing Discussing on specific situations Expressing ideas How much you like the following interaction patterns? Interaction patterns Very dislike (1) Dislike Neutral Like Very like (2) (3) (4) (5) Individual work Pair work Group work PART 4: The learning conditions and teaching methods 10 What you think of the following issues when doing speaking tasks? Issues Not a barrier (1) Slight barrier (2) Somewhat Moderate of a barrier barrier (4) (3) Extreme barrier (5) Not enough time to complete all the speaking tasks as required A lack of confidence in interaction Ineffective interaction in pair/ group work Teachers‟ ineffective instructions VI LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 11 In speaking lessons, your teachers used to … �Explain new words and instruct (1) �Instruct and give examples (2) �Explain new words, instruct and interact with students (3) �Instruct, give examples and interact with students (4) �Explain new words, instruct, give examples and interact with students (5) PART 5: Students’ comments on the speaking tasks 12 What you think about the number of four speaking tasks in a Unit? �Far too little (1) �Too little (2) �About right (3) �Too much (4) �Far too much (5) 13 What you think about the number of given examples/ suggestions in speaking tasks? �Far too little (1) �Too little (2) �About right (3) �Too much (4) �Far too much (5) 14 What you think about a number of new words in speaking tasks? �Far too little (1) �Too little (2) �About right (3) �Too much (4) �Far too much (5) 15 If you have more ideas of the design of the speaking tasks in the book, please specify here ……………………………………………………………………………………… ……………………………………………………………………………………… Thank you for your cooperation! VII LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com APPENDIX Phiếu lấy ý kiến học sinh nhiệm vụ Nói sách giáo khoa Tiếng Anh 11 Các em học sinh thân mến, Hiện nay, thực nghiên cứu đánh giá nhiệm vụ Nói sách Tiếng Anh 11, cần ý kiến em cho nội dung Ý kiến em quan trọng cho cơng trình nghiên cứu đảm bảo sử dụng phục vụ cho việc nghiên cứu Vì thế, mong hợp tác trả lời trung thực em Để trả lời câu hỏi, em đánh dấu (√) vào ô tương ứng với ý kiến em PHẦN 1: Sự phù hợp nhiệm vụ Nói với mục tiêu kĩ Nói chương trình học lớp 11 Em đánh giá khả hỏi đáp chủ đề tiếng Anh? Chủ đề Hồn tồn khơng tốt Khơng tốt Trung bình Tốt Rất tốt Tình bạn Trải nghiệm thân Bữa tiệc Cơng việc tình nguyện Nạn mù chữ Các thi đấu Dân số Các ngày lễ Dịch vụ bưu viễn thơng Thiên nhiên bị đe dọa Các nguồn lượng Thế vận hội Châu Á Sở thích Các hoạt động giải trí Chinh phục khơng gian Các kì quan giới Em đánh giá khả thể chức giao tiếp tiếng Anh? VIII LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Chức giao tiếp Hồn tồn khơng tốt Khơng tốt Trung bình Tốt Rất tốt Miêu tả người Nói nguyên nhân hậu Nói kế hoạch Hỏi đưa thơng tin Bày tỏ hài lịng khơng hài lịng Nói vấn đề đưa giải pháp Đưa yêu cấu Nói thuận lợi khó khăn Bày tỏ đồng ý không đồng ý Phân biệt kiện thực tế ý kiến cá nhân PHẦN 2: Sự phù hợp nhiệm vụ Nói với trình độ học sinh Em đánh giá chủ đề đây? Chủ đề Q khó Khó Bình thường Dễ Quá dễ Dễ Quá dễ Tình bạn Trải nghiệm thân Bữa tiệc Cơng việc tình nguyện Nạn mù chữ Các thi đấu Dân số Các ngày lễ Dịch vụ bưu viễn thơng Thiên nhiên bị đe dọa Các nguồn lượng Thế vận hội Châu Á Sở thích Các hoạt động giải trí Chinh phục khơng gian Các kì quan giới Em đánh giá hoạt động Nói đây? Hoạt động Nói Q khó Khó Bình thường Miêu tả dựa vào tranh từ gợi ý Sắp xếp đoạn hội thoại thực hành IX LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Nối câu thực hành Thực hành đọc hội thoại Tạo hội thoại dựa vào gợi ý Hỏi trả lời dựa vào thông tin cho sẵn Thực hành nói theo tình đưa Thảo luận theo tình Trình bày ý kiến, quan điểm Em đánh giá cách thức triển khai hoạt động Nói đây? Cách thức hoạt động Nói Hồn tồn khơng hiệu Có chút hiệu Tương đối hiệu Rất hiệu Tuyệt đối hiệu Cá nhân Theo cặp Theo nhóm Em đánh giá cấu trúc mẫu từ ngữ gợi ý kèm nhiệm vụ Nói? ��Hồn tồn ko hiệu �Có chút hiệu �Tương đối hiệu �Rất hiệu �Tuyệt đối hiệu PHẦN 3: Sự phù hợp nhiệm vụ Nói với hứng thú học sinh Em nghĩ chủ đề đây? Chủ đề Rất nhàm chán Nhàm chán Bình thường Hay Rất hay Tình bạn Trải nghiệm thân Bữa tiệc Cơng việc tình nguyện Nạn mù chữ Các thi đấu Dân số Các ngày lễ Dịch vụ bưu viễn thông Thiên nhiên bị đe dọa Các nguồn lượng X LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Thế vận hội Châu Á Sở thích Các hoạt động giải trí Chinh phục khơng gian Các kì quan giới Em cảm thấy hoạt động Nói đây? Hoạt động Nói Hồn tồn khơng thích Khơng thích Trung lập Thích Rất thích Miêu tả dựa vào tranh từ gợi ý Sắp xếp đoạn hội thoại thực hành Nối câu thực hành Thực hành đọc hội thoại Tạo hội thoại dựa vào gợi ý Hỏi trả lời dựa vào thông tin cho sẵn Thực hành nói theo tình đưa Thảo luận theo tình Trình bày ý kiến, quan điểm Em cảm thấy hình thức triển khai hoạt động Nói? Hình thức hoạt động Nói Hồn tồn khơng thích Khơng thích Trung lập Thích Rất thích Hay gây trở ngại Tuyệt đối gây trở ngại Cá nhân Theo cặp Theo nhóm PHẦN 4: Điều kiện học phương pháp giảng dạy 10 Em nghĩ vấn đề đây? Vấn đề Hoàn tồn khơng gây trở ngại Đơi gây trở ngại Tương đối gây trở ngại Khơng đủ thời gian hồn thành nhiệm vụ yêu cầu tiết học Ngại tương tác với bạn khác XI LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Không nhận tương tác từ bạn khác hoạt động cặp, nhóm Giáo viên hướng dẫn khơng hiệu 11 Trong học Nói, giáo viên em thường … �Giải thích từ hướng dẫn hoạt động �Làm mẫu hướng dẫn hoạt động �Giải thích từ mới, hướng dẫn hoạt động tương tác học sinh �Làm mẫu, hướng dẫn hoạt động tương tác học sinh �Giải thích từ mới, hướng dẫn hoạt động, làm mẫu tương tác học sinh PHẦN 5: Kiến nghị học sinh nhiệm vụ Nói 12 Em nghĩ số lượng nhiệm vụ Nói phải hồn thành đơn vị học? �Quá �Hơi �Vừa �Tương đối nhiều �Quá nhiều 13 Em nghĩ số lượng phân bố cấu trúc mẫu từ ngữ gợi ý kèm nhiệm vụ Nói? �Q �Hơi �Vừa �Tương đối nhiều �Quá nhiều 14 Em nghĩ số lượng từ nhiệm vụ Nói? �Quá �Hơi �Vừa �Tương đối nhiều �Quá nhiều 15 Em có ý kiến thêm cho thay đổi thiết kế nhiệm vụ Nói sách “Tiếng Anh 11” không? ………………………………………………………………………………… ………………………………………………………………………………… Rất cảm ơn hợp tác em! XII LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com APPENDIX CÂU HỎI PHỎNG VẤN GIÁO VIÊN Anh (chị) thấy nhiệm vụ Nói sách giáo khoa phù hợp với mục tiêu phát triển lực giao tiếp cho học sinh lớp 11 nào? Tại sao? Anh (chị) nghĩ khả trình bày, hỏi-đáp học sinh chủ đề học SGK nào? Tại sao? Anh (chị) nghĩ khả thực hành học sinh số chức giao tiếp học „bày tỏ thích-khơng thích, bày tỏ đồng ý-không đồng ý …‟ nào? Tại sao? Anh (chị) thấy độ khó nhiệm vụ Nói đợn vị học sách xếp nào? Tại sao? Anh (chị) thấy khả hoàn thành nhiệm vụ Nói đợn vị học tiết học học sinh nào? Tại sao? Anh (chị) thấy hứng thú học sinh với chủ đề Nói nào? Tại sao? Anh (chị) thấy tham gia học sinh vào hoạt động Nói nào? Tại sao? Anh (chị) thấy hiệu hình thức làm việc theo cặp, nhóm, cá nhân việc thực hồn thành nhiệm vụ Nói học sinh nào? Tại sao? Anh (chị) thấy hiệu ví dụ gợi ý kèm nhiệm vụ Nói việc thực hoàn thành nhiệm vụ học sinh nào? Tại sao? 10 Anh (chị) có đề xuất cho việc thiết kế lại nhiệm vụ Nói sách để phù hợp với học sinh khơng? Như sao? XIII LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com APPENDIX TEACHERS‟ VIEWS AS STATED IN THE INTERVIEWS √: positive answers X: negative answers Items The appropriateness of the speaking tasks to the communicative aims of ELT secondary education The students‟ ability to ask and answer about the topics in the speaking tasks The students‟ ability to perform the basic language functions that they learnt from the speaking tasks The sequence of the speaking tasks in a unit The students‟ ability to finish the speaking tasks required The students‟ interests in the speaking topics The students‟ involvement in speaking activities The effectiveness of working in groups, in pairs and by individuals Teacher A Teacher B Teacher C Teacher D √ √ √ √ √ X √ √ √ X √ √ From easier From to more easier to difficult more difficult √: guided √ tasks X: free tasks From easier to more difficult From easier to more difficult √ X √ X √ X √ √ √: in pairs/ in groups X: by individuals √: in pairs/ in groups √: in pairs/ in groups √: in pairs/ in groups X: by individuals X: by individuals X: by individuals √ √ √ The effectiveness and necessity of the given examples and √ suggestions in speaking tasks No ideas Teachers‟ suggestions of adapting the speaking tasks Add more language guidance √ √: guided tasks X: free tasks Add more language guidance XIV LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com APPENDIX TABLE OF CHECKLIST FOR EVALUATION (adapted from Hutchinson and Waters‟s checklist (1987)) SUBJECTIVE ANALYSIS OBJECTIVE ANALYSIS AIMS What are the aims of your course? What are the aims of the materials? Note: check that the aims are actually what they are said to be, by looking carefully at the material itself.) CONTENT What language points should be covered? What language points the materials (i.e What particular structures, functions, cover? vocabulary areas ect.) What micro-skills you need? (e.g deducing the unfamiliar words) What micro-skills the materials cover? What is/are the subject-matter areas, assumed level of knowledge, and types of topics in the materials? What subject-matter is/are required? (e.g medicine, biology ect.) What level of knowledge should be assumed? (e.g secondary school, first year college/ university, post-graduate ect.)? What types of topics are needed? (e.g in medicine, hospital organisation, medical technology ect.) What treatment are the topics given? What treatment should the topics be given? (e.g straightforward, factual, taking into account issues, controversy, ect.) How is the content organised throughout the materials? How should the content be organised throughout the course? - around language points? - by subject-matter? - by some other means (e.g study skills)? - by a combination of means? How is the content organised within the units? How should the content be organised within the course units? - By a set pattern of components? - By a variety of partterns? - By some other means? - To allow a clear focus on (e.g certain skill areas, a communicative task ect.)? How is the content sequenced throughout the materials? XV LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com How should the content be sequenced thoughout the course? e.g – from easier to more difficult? - to create variety? - by other criteria? Should there be no obvious sequence? How is the content sequenced within a unit? How should the content be sequenced within a unit? e.g – from guided to free? - from comprehension to production? - accuracy to fluency? - by some other means? Should there be no obvious sequence? METHODOLOGY What aspects of the learners‟ attitudes to What learners‟ attitudes to learning English learning English should the course take into are the materials based on? account? What kinds of exercises/ tasks are included in the materials? What kinds of exercises/ tasks are needed? e.g - guided free - comprehension language/ skills use? - language/ skills practice many possible right answers? - whole class group individual? - language-/skill-based content-based - mechanical problem-solving? - role-play, simulation, drama, games? - ones involving visuals? - self-study? - some other kinds? What teaching-learning techniques are to be used? e.g - lockstep? - pair-work? - small-group work? - student presentations? - work involving technical subject-matter? - other kinds? What teaching-learning techniques can be used with the materials? What guidance the materials provide? What guidance/ support from teaching the course will be needed? e.g XVI LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com - list of vocabulary and language-skills points? - language guidance? - methodological directions or hints? - suggestion for further work? - tests? How flexible the materials need to be? In what ways are the materials flexible? e.g - can they begun at different points? - can the units be used in different orders? - can they be linked to other materials? XVII LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ... CANDIDATE’S STATEMENT I certify my authority of the minor thesis entitled: ? ?An evaluation of the Speaking Tasks in the textbook ? ?Tieng Anh 11? ?? in relation to their implementation at an Upper- Secondary. .. Education – English 11 in term of speaking, the Syllabus for teaching speaking at grade 11, and the description of the Speaking tasks in the textbook The topics of the speaking tasks in the book... Education – English 11 in term of speaking, the Syllabus for teaching speaking at grade 11, and the Speaking tasks in the textbook “Tiếng Anh 11? ??, so as to find out if the speaking tasks met the