Luận văn thạc sĩ VNU ULIS teaching speaking skills through problem solving activities to second year non english major students at hanoi university of business and technology

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES ĐẶNG QUỲNH LIÊN TEACHING SPEAKING SKILLS THROUGH PROBLEM-SOLVING ACTIVITIES TO SECOND-YEAR NON-ENGLISH MAJOR STUDENTS AT HANOI UNIVERSITY OF BUSINESS AND TECHNOLOGY Dạy nói thơng qua hoạt động giải vấn đề cho sinh viên năm thứ hai không chuyên Tiếng Anh Trường Đại học Kinh doanh Công nghệ Hà Nội M.A MINOR THESIS Field : ENGLISH TEACHING METHODOLOGY Code : 60.14.10 HANOI, 2012 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES ĐẶNG QUỲNH LIÊN TEACHING SPEAKING SKILLS THROUGH PROBLEM-SOLVING ACTIVITIES TO SECOND-YEAR NON-ENGLISH MAJOR STUDENTS AT HANOI UNIVERSITY OF BUSINESS AND TECHNOLOGY Dạy nói thơng qua hoạt động giải vấn đề cho sinh viên năm thứ hai không chuyên Tiếng Anh Trường Đại học Kinh doanh Công nghệ Hà Nội M.A MINOR THESIS Field : ENGLISH TEACHING METHODOLOGY Code : 60.14.10 Supervisor: NGUYỄN THỤY PHƯƠNG LAN, M.A HANOI, 2012 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com TABLE OF CONTENTS Declaration……………………………………………………………… …………i Acknowledgements…… …………………………………………………… ……ii Abstract…………… …………………………………………………… …… iii Appendices………………………………………………………………… ………vii List of abbreviations…………………………………………………… …… … viii List of tables and charts…………………………………………………… .…… viii PART A: INTRODUCTION……………………………………………… … ….1 Rationale of the study…………………………………………… .… … ……….1 Aims and research questions of the study……………………………… …….3 Scope of the study……………………………………………………….…… Significance of the study……………………………………………… … ….3 Methods of the study………………………………………………….… ….… Design of the study………………………………………………… … ……….4 PART B: DEVELOPMENT…………………………………………… Chapter 1: LITERATURE REVIEW…………………………… … … …5 1.1 Communicative language teaching and Collaborative learning….… .… 1.1.1 Communicative language teaching (CLT)………………………………… 1.1.2 Collaborative learning (CL)…………………………………………… … .7 1.2 An overview of speaking skill………………………………… ……… … .8 1.2.1 Definition of speaking skill…………………………………… ….…… … 1.2.2 Components of speaking……………………………………… … ……… 1.2.3 Characteristics of a successful speaking activity…………… …… … 10 1.3 Problem-solving activities in teaching speaking…………….…… …… 11 1.3.1 What is the problem-solving activity? ……………………… … … … 11 1.3.2 Benefits of using problem solving activities in teaching speaking… … …12 1.3.3 Types of problem-solving and procedures of problem-solving activity in speaking lesson……………………………………………………………… ….…15 a Types of problem-solving activities…………………………… .…………….….15 b Problem-solving activity procedure………………………………… .……… …16 CHAPTER 2: METHODOLOGY………………………………………….……18 2.1 Setting of the study…………………………….………………….….…….18 2.2 The learning materials…………………………….…………… …… ……19 2.3 The participants………………………………….………… … … … … 19 2.3.1 The students……………………………………….…………… …….….…19 iv LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 2.3.2 The teachers…………………………………… …….…………….…….…20 2.4 Action research procedure…………………………….…… ……….….… 20 2.4.1 Problem identification………………………………….…………… …….21 2.4.2 Preliminary Investigation……………………………………….…… ……21 2.4.3 Plan of action………………………………………………….… ……… 22 2.5 Evaluating students‟ speaking proficiency………………….… ………… 25 2.6 Methods of data collection……………………………….…………… .…25 2.6.1 Interview………………………………………………….………… …… 25 2.6.2 The teacher‟s classroom observations…………………… …… … …….25 2.6.3 English speaking tests……………………………………….………… .25 2.6.4 Questionnaire………………………………………….………… .………26 2.7 Data collection procedure………………………………………….… .….26 CHAPTER 3: DATA ANALYSIS and Discussions……………… …… .28 3.1 Research question 1: How would problem-solving activities improve students‟ speaking English skill? .28 3.2 Research question 2: What are students‟ attitudes towards problem-solving activities in speaking lessons? 31 a Students‟ attitude towards speaking skills……………………………… ………31 b Students‟ attitude towards problem-solving activities in speking lessons… … 33 c Factors of problem-solving activities affect on students‟ interest in speaking English………………………………………………………………… .… …… 37 Part C: Conclusion……………………………………… …… ………40 Conclusion……………………………………………………… … …………40 Limitations and suggestions for further study…………………… ……… ….40 REFERENCES……………………………………………………… …… ……42 APPENDICES…………… ………………………………………… ……… vii v LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com APPENDICES Appendices page Speaking criteria and marking sheet I Record of Students‟ scores in pre- and post-tests II Marking sheet for oral test Module III Marking sheet for oral test Module IV Speaking Communicative observation form V Interview Questions for students VII Post-intervention survey questionnaire (English version) VIII Post-intervention survey questionnaire (Vietnamese version) XI Sample oral progress test A2 XIV Sample oral progress test A3 XVI Sample oral progress test A4 XVIII vi LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com LIST OF ABBREVIATIONs HUBT: Hanoi University of Business and Technology CLT: Communicative language teaching CL: Collaborative learning ESL/ EFL: English as a second or foreign language List of tables and charts List of tables page Table 1: Participants‟ characteristics 20 Table 2: Data collection instruments 28 Table 3: The tendency of the test scores 30 Table 4: Number of students Number of students increased their score in each component 30 in post-test Table 5: Students‟ comment on the difficulty of speaking skill 34 Table 6: Students‟ self-assessment in their speaking English performance 35 Table 7: Students‟ comment on teachers‟ problem-solving activities 36 List of charts Chart 1: Student‟s score of pre-oral test and post-test 29 Chart 2: Students‟ performance in speaking lesson 31 Chart Student‟s attitude towards speaking skills 32 Chart 4: Students‟ feeling about speaking activities 33 Chart 5: Students‟ evaluation of the improvement in their speaking skill 34 Chart 6: Students‟ evaluation on problem-solving activities given in their speaking lessons 37 Chart 7: Factors affect students‟ interest in speaking English 38 vii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Part A: Introduction This chapter is to introduce the rationale and the way she identified the problem facing her students’ English speaking skills Besides, the scope, the objectives, and the research questions as well as the methods and design of the study are also stated clearly Rationale of the study With the globalization of trade and economy and the continuing increase of international communication in various fields, English has become the most essential language in the world and it is used by most people from many countries for international communication That entitled English as a required language for schools in many countries around the world in general, and in Asia in particular In a country like Vietnam where English is used as a foreign language and up to 98% Vietnamese students choose to study English (among English, Russian, Chinese, French) as a foreign language subject (Do, 2000 quoted in Canh, 2007), Vietnamese educators and administrators are putting big concern in how to improve the quality of English learning and teaching Moreover, English language teaching focuses on not only in linguistic competence of the language learners but also in the development of their communicative ability In this context, Hanoi University of Business and Technology (HUBT), where thousands of students graduate to become businesspeople, knows that English plays an essential role in their future job as business; hence; with good English knowledge, students are more likely to have better opportunities as well as a good job after their graduation However, only a few of them can speak in English well after graduation Most of them said that speaking is an important skill and they worries about their slow improvement in their speaking ability, but they not pay much attention to speaking lessons They are often not interested and engage in speaking activities The reasons may be due to both teachers and learners The teachers teach the students traditionally The activities given for speaking may not be interesting enough to get students involved in, and offer them few opportunities to practice with target language To students, in learning speaking skill, they often LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com find several problems The most frequently found problem is the influence of their native language Other obstacles are the lack of motivation, vocabulary, enjoyment to practice the foreign language They are also too shy and afraid to take part in conversations These require teachers to find and apply more effective speaking activities that in developing learners‟ communicative competence and help students get more involved in speaking lessons To deal with these problems, many learner-learner interactive activities are paid more attention One of them is problem-solving activities Problem-solving is a form of discussion has received a lot of supports from scholars, educators, teachers for many years According to Nunan (1989), communicative problem-solving tasks which learners undertake in small groups can facilitate language acquisition Besides, the communication skill is also improved via talking together to find out a solution for a problem or task given that stimulate the interaction between the student- student and student-teacher Actually, problemsolving works well in creating situation and atmosphere for students to practice, Klippel (1984) claimed that in general, students will have to make suggestions, give reasons, and accept, modify or reject suggestions and reasons given by others in problem-solving activities Other advantage of problem solving is that the ability to communicate and the self-confidence of students increase when they share their information and opinion to reach the solution to a problem In problem-solving activities in which students use target language as a mean to solve a problem also increase their motivation, participation and the use of the L2 The reason for this high interest and involvement lies in the fact that students have to use their cognitive skills and logic to arrive at solutions to problems relevant to their own lives Students learn and acquire the target language by using it for critical thinking and problem solving For these above reasons, the researcher has decided to conduct an action research on “Teaching speaking skills through problem-solving activities to second-year nonEnglish major students at Hanoi University of Business and Technology” with the aim to investigate if the activities help learners to improve speaking skills LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Aims and research questions of the study This research is carried out in order to examine the use of problem-solving activities to develop the 2nd- year non- English major students‟ English speaking ability at Hanoi University of Business and Technology Additionally, it is planned to explore students‟ attitude towards problem-solving activities applied in speaking lessons To reach the aims of the study, the two research questions are raised as follows: (1) How would problem-solving activities improve the students‟ speaking skills? (2) What are the students‟ attitudes towards problem-solving activities in speaking lessons? Scope of the study To improve speaking skill, the teacher can apply diversified methods and techniques However, this study was limited to the application of problem-solving activities group work to enhance English speaking skill for the second-year students who were studying English as a minor subject at Hanoi University of Business and Technology In addition, this researcher also attempts to find students‟ attitudes towards problem-solving activities after the six-week implementation 10 Significance of the study The study is carried out with the intention to provide teachers of English at HUBT with a deeper understanding of using problem-solving activities in teaching speaking skills In addition, it is expected that this study will serve as a source of references for teachers of English on the teaching of speaking skills, especially for those who are searching alternative activities to help their students develop speaking skill and not get bored in speaking lessons 11 Methods of the study As mentioned above, this research adopts an action research in an attempt to improve students‟ speaking skill and teaching speaking in the teacher – researcher‟s own class In so doing, the method including interview, questionnaires and class observation sheets, oral tests were employed during the process of data collection LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 12 Design of the study The study is divided into three main parts as follow: Part A- Introduction: This part presents the rationale, the aims and the research questions, the scope, significance as well as the methods and design of the study Part B- Development: This part consists of three chapters Chapter – Literature review: In this chapter, relevant literature regarding speaking skill and problem-solving activities are reviewed Chapter – Methodology: In this part, the context of the study is introduced, the problem is identified, the plan of action is presented, and explanations are given to instruments of collection, as well as data and data collection procedure Chapter – Data analysis and discussions: the data is interpreted, research questions are answered and major finding are discussed in this section Part C– Conclusion: In this part, the finding is summarized The limitation of the research and recommendations are also presented in this part Besides, the list of references and the appendixes are also parts of this study LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Speaking Communicative observation form (adapted to Elli, 2003) Name of lesson:………………………………………………………………… Date:………………………………………………………………………………… Observer:…………………………………………………………………………… Performance 1 Learner is active to use English while solving problems Learner enjoys doing activities Learner is self-confident to make conversations between their friends Learner provides ideas in classroom Learner asks some questions about the task Learner tried to interact during the task Learner uses sentences while using language The speed of learner‟s speed seems to be slightly affected by language problems Learner uses appropriate vocabulary to make conversations 10 Learner pronounces clear pronunciation V LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Students Performance 10 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 VI LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Interview Questions for students (Before the intervention) How important is the speaking skill to you? Do you like your speaking lessons you are having? Why? Why not? What you think about English speaking activities given by your teacher now? What are the reasons for the difficulties you are facing in speaking class? Interview Questions for students (After the intervention) What you think about the speaking lessons using problem-solving activities recently? What you think are the benefits of using problem-solving activities affect your interest in speaking in English? What types of problem-solving activities you like? Why? Which your components of oral communication skills have been improved? VII LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com POST-INTERVENTION SURVEY QUESTIONNAIRE (English version) Teaching speaking skills through problem-solving activities for second-year non-English majors at Hanoi University of Business and Technology Dear students, My name is Dang Quynh Lien I am currently doing my MA thesis on “Teaching speaking through problem-solving activities for the second-year non-English majors at Hanoi University of Business and Technology” This questionnaire is designed to get information about your attitudes towards speaking lessons and problem-solving activities after they had been applied I would be grateful if you could spend some time completing this questionnaire survey You can be confident that you will not be identified in any discussion of the data Thanks for your cooperation! Choose the answer by circling the alternative in part I and ticking in the options in part II and III I STUDENTS’ ATTITUDE TOWARDS SPEAKING SKILL Your level of interest in learning speaking skill after the intervention A Extremely interested B Very interested C Interested D Uninterested How you find the speaking activities your teacher used recently? A Extremely excited B Very excited C Excited D Unexcited How you find speaking skill in terms of difficulty? A Too easy B Easy C Normal D Difficult E Too difficult VIII LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com II Students’ attitude towards problem-solving activities in speaking lessons In your opinion, how much does learning speaking through problem-solving activities help you improve your speaking English? (Please evaluate your improvement in speaking skill through problem-solving activities by circling one number in the following scale) Level of improvement Not at all Little Enough Much Very much 5 Which of the following aspects you feel have been improved through problem-solving activities? (You can choose more than one option) A Grammar B C D E Vocabulary Fluency Pronunciation Interactive skills in communication F Critical thinking and decision making Others……………………………………………………………………… Indicate the degree of your interest in each kind of problem-solving activities in your speaking lessons (tick ( √ ) in the box that best indicates your opinion) Types of problem-solving Strongly dislike Dislike Not sure Like Strongly like Making decision Prioritizing a list Listing steps Making plans Planning campaigns/advertisement IX LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com In the following table please indicate your evaluation of problem solving activities that have been introduced in your speaking lessons (tick ( √ ) in the box that best indicates your opinion) Criteria Strongly agree Agree Normal Disagree Strongly disagree a Suitability for students‟ linguistic level b Suitability for students‟ interest c Offering the amount of time for participation d Providing opportunities for learning with peer e Increasing language practice opportunities II Factors of problem-solving activities affect students’ interest in speaking English? To what extent problem-solving activities affect your interest in speaking English? (Please put a tick () where you think appropriate) Items Interesting problems Challenged problems Working in group A lot of interaction Strongly Agree agree Not sure Disagree Strongly agree with friends Arguing during solving problems Teacher‟s attitude X LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com BẢN CÂU HỎI SAU KẾ HOẠCH HÀNH ĐỘNG (Phiên Tiếng Việt) Dạy kỹ nói thơng qua “các hoạt động giải vấn đề” cho sinh viên năm thứ hai không chuyên Tiếng Anh Trường Đại học Kinh Doanh Công Nghệ Hà Nội Các em học sinh thân mến, Tôi Đặng Quỳnh Liên Hiện làm luận văn thạc sỹ với đề tài : Dạy kỹ nói thơng qua “các hoạt động giải vấn đề” cho sinh viên năm thứ hai không chuyên Tiếng Anh Trường Đại học Kinh Doanh Công Nghệ Hà Nội Bảng câu hỏi nhằm mục đích tìm hiểu thái độ em học nói hoạt động giải vấn đề sau áp dụng học nói Mong em hồn thành phiếu điều tra tin tưởng thông tin cá nhân em bảo mật q trình phân tích số liệu Cảm ơn hợp tác em ! Hãy khoanh tròn câu trả lời em phần I đánh dấu tích vào câu trả lời phần II III I THÁI ĐỘ CỦA SINH VIÊN ĐỐI VỚI KỸ NĂNG NĨI Mức độ thích em kỹ nói sau sử dụng hoạt động giải vấn đề A Vơ thích C Thích Em thấy hoạt động nói mà giáo viên sử dụng gần nào? A Vô sôi C Sơi Em thấy độ khó kỹ nói nào? A Rất dễ B Dễ C Bình thường D Khó B Rất thích D Khơng thích B Rất sơi D Khơng sơi E Rất khó II THÁI ĐỘ CỦA SINH VIÊN ĐỐI VỚI CÁC HOẠT ĐỘNG GIẢI QUYẾT VẤN ĐỀ ÁP DỤNG TRONG CÁC GIỜ HỌC NĨI THEO EM THÌ VIệC HọC Kỹ NĂNG NĨI THƠNG QUA CÁC HOạT ĐộNG GIảI QUYếT VấN Đề GIÚP EM CảI THIệN Kỹ NĂNG NÓI NHƯ THế NÀO? ( HÃY ĐÁNH GIÁ Sự CảI THIệN TRONG Kỹ NĂNG NÓI CủA XI LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com em thông qua hoạt động giải vấn đề việc khoanh tròn số thang đánh giá sau) Mức độ cải thiện Khơng cải thiện Một chút Bình thường Nhiều Rất nhiều 5 Theo em thơng qua hoạt động giải vấn đề, khía cạnh việc học ngoại ngữ mà em thấy cải thiện? ( Em chọn nhiều phương án) A Ngữ pháp B Từ vựng C Sự lưu loát D E F Cách phát âm Kỹ tương tác giao tiếp Sự phản biện đưa định Khía cạnh khác:………………………………………………………………… Hãy mức độ thích em loại hoạt động giả vấn đề sau sử dụng học nói (tích vào thích hợp thể ý kiến em) Hoạt động giả vấn đề Rất khơng thích Khơng thích Khơng Thích Rất thích Đưa định Chọn hoạt động/cơng việc thích hành Lên bước tiến Xây dựng kế hoạch Lên kế họach cho chiến dịch/ quảng cáo Hãy mức độ đánh giá bạn hoạt động giải vấn đề mà sử dụng học nói vừa qua? Mục Rất đồng ý Đồng ý Bình Khơng Rất khơng thường đồng ý đồng ý Phù hợp với mức độ ngôn ngữ sinh viên Phù hợp với sở thích sinh viên XII LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Có nhiều thời gian tham gia Có nhiều hội học với sinh viên khác Tăng hội thưc hành ngôn ngữ III CÁC YẾU TỐ NÀO CỦA HOẠT ĐỘNG GIẢI QUYẾT VẤN ĐỀ ẢNH HƯỞNG ĐẾN SỰ THÍCH NĨI TIẾNG ANH Khía cạnh hoạt động giải vấn đề ảnh hưởng đến thích nói Tiếng Anh em? Mục Rất đồng ý Đồng ý Không Không đồng ý Rất không đồng ý Vấn đề hay Vấn đề mang tính thách thức Thảo luận nhóm Có nhiều tương tác với bạn nhóm Sự tranh cãi trình giả vấn đề Thái độ giáo viên XIII LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ORAL PROGRESS TEST A2 STUDENT A You have 05 minutes to prepare together Part 1: Work with your partner to read aloud the following dialogue: A: Could I ask you a favour? B: Yeah, go ahead A: I was wondering if you could phone these people in Spain for me My Spainish is not good B: No problem Just tell me what you want me to say A: Shall I write it down for you? B: Yes Otherwise I‟ll forget! When you want me to phone them? A: Tomorrow B: Well, I am afraid I can‟t tomorrow I‟m not coming in to the office A: Well, could you possibly it the day after tomorrow? B: Sure I‟ll it first thing Part 2: Situation You are the marketing manager of an IT company You are meeting with the general manager of your company about a new staff, Julia Make a conversation using these prompts  Tell the boss that Julia doesn‟t like the work in marketing department ( going to work late, rarely attending to meetings, no qualification in marketing)  Make suggestions (fire her to transfer her to another department)  Agree on a solution  Say thanks and good bye XIV LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ORAL PROGRESS TEST A2 STUDENT B You have 05 minutes to prepare together Part 1: Work with your partner to read aloud the following dialogue: A: Could I ask you a favour? B: Yeah, go ahead A: I was wondering if you could phone these people in Spain for me My Spainish is not good B: No problem Just tell me what you want me to say A: Shall I write it down for you? B: Yes Otherwise I‟ll forget! When you want me to phone them? A: Tomorrow B: Well, I am afraid I can‟t tomorrow I‟m not coming in to the office A: Well, could you possibly it the day after tomorrow? B: Sure I‟ll it first thing Part 2: Situation You are the general manager of an IT company The marketing manager comes to your office with a problem Make a conversation using these prompts  Express that you don‟t want to fire Julia (be good at number, fluent in Japanese, and beautiful)  Suggest transfering her to sales department (this department is busy now)  Say that you will have a talk with Julia about the transfer next week  Say good bye XV LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ORAL PROGRESS TEST A3 STUDENT A You have 05 minutes to prepare together Part 1: Work with your partner to read aloud the following dialogue: A: I‟d like some information about your microwave ovens B: Of course What would you like to know? A: What‟s your most popular model? B: Well, our most popular model is the R215 Let me show it to you A: What‟s the target market? B: It‟s for people with small kitchens A: I see What about colors? B: It‟s available in four colors – black, white, blue and silver A: Does it have any special features? And is it difficult to use? B: Well, it has an unusual design It looks different from other microwaves, and it‟s easy to use A: It looks nice I think I like this design And how much is it? B: The trade price is $95 A: That‟s not bad One final question, what about delivery? B: We can deliver within three days A: OK Thanks very much I‟ll get back to you Part 2: Situation You are a sales representative for a computer company You ask the sales manager for a new company car You want an expensive car Try to persuade your manager to let you have the car  You were the top salesperson last year  You travel thousand of km each year  An expensive car makes the company look good  Your competitors often call you to offer you a job at higher salary, but you always refuse XVI LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ORAL PROGRESS TEST A3 STUDENT B You have 05 minutes to prepare together Part 1: Work with your partner to read aloud the following dialogue: A: I‟d like some information about your microwave ovens B: Of course What would you like to know? A: What‟s your most popular model? B: Well, our most popular model is the R215 Let me show it to you A: What‟s the target market? B: It‟s for people with small kitchens A: I see What about colors? B: It‟s available in four colors – black, white, blue and silver A: Does it have any special features? And is it difficult to use? B: Well, it has an unusual design It looks different from other microwaves, and it‟s easy to use A: It looks nice I think I like this design And how much is it? B: The trade price is $95 A: That‟s not bad One final question, what about delivery? B: We can deliver within three days A: OK Thanks very much I‟ll get back to you Part 2: Situation You are a sales manager of a computer company You not want to give the salesperson a new car at the moment Try to persuade him or her to wait until next year  No other salesperson in the team has a new car this year  The company needs to save money this year  You want to spend any extra money on bonuses  You don‟t want this salesperson to leave the company XVII LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ORAL PROGRESS TEST A4 STUDENT A You have 05 minutes to prepare together Part 1: Work with your partner to read aloud the following dialogue: A: How many jobs have you had since leaving university? B: I‟ve worked for five companies A: Why have you changed jobs so often? B: I wanted to earn more money A: What have you done that shows your leadership? B: Well, I lead the sales team I am also chairperson of local business association A: In what ways has your job changed since you joined the company? B: I now have more responsibility and work long hours A: Have you ever worked with a difficult person? B: Well, the boss in my last company wasn‟t easy to work with Part 2: Situation You are the Director of Sun-Silk Company You meet the Director of Sunshine Company to negotiate the details of a possible selling online joint venture You want: Length of contract - Three years Destinations - Only focus on European holidays which you are offering Customers - Aim at the 30-50 age group Management - Sun-Silk because of greater experience in offering holidays Discus with the Director of Sunshine Company to reach the following agreement: a three-year contract, European holidays, all age group, both company but each for different parts The following are some steps that should be included in your conversation: - Greeting - Negotiating (making concessions, rejecting suggestions, focusing the discussion…) - Agreeing on the given information XVIII LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ORAL PROGRESS TEST A4 STUDENT B You have 05 minutes to prepare together Part 1: Work with your partner to read aloud the following dialogue: A: How many jobs have you had since leaving university? B: I‟ve worked for five companies A: Why have you changed jobs so often? B: I wanted to earn more money A: What have you done that shows your leadership? B: Well, I lead the sales team I am also chairperson of local business association A: In what ways has your job changed since you joined the company? B: I now have more responsibility and work long hours A: Have you ever worked with a difficult person? B: Well, the boss in my last company wasn‟t easy to work with Part 2: Situation You are the Director of Sunshine Company You meet the Director of Sun-Silk Company to negotiate the details of a possible selling online joint venture You want: Length of contract - Five years Destinations Customers Management - Offer all the holidays in both companies‟ catalogues - Aim at all age group - Sunshine because of greater experience of selling online Discus with the Director of Sun-Silk Company to reach the following agreement: a three-year contract, European holidays, all age group, both company but each for different parts The following are some steps that should be included in your conversation: - Greeting - Negotiating (making concessions, discussion…) - rejecting suggestions, focusing the Agreeing on the given information XIX LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ... on ? ?Teaching speaking skills through problem- solving activities to second- year nonEnglish major students at Hanoi University of Business and Technology? ?? with the aim to investigate if the activities. .. problem- solving activities to develop the 2nd- year non- English major students? ?? English speaking ability at Hanoi University of Business and Technology Additionally, it is planned to explore students? ??... aim to find out students? ?? attitude towards speaking skills and problem- solving activities that form as communicative activities, factors that affected students? ?? interest in speaking English At