(Skkn 2023) the application of task based approach in teaching speaking lessons in english 10 (new textbook)

SÁNG KIẾN KINH NGHIỆM The application of task based approach in teaching speaking lessons in English 10 (new textbook) LĨNH VỰC: TIẾNG ANH SỞ GIÁO DỤC & ĐÀO TẠO NGHỆ AN TRƯỜNG THPT NGHI LỘC - - - - -  - - - - - SÁNG KIẾN KINH NGHIỆM The application of task based approach in teaching speaking lessons in English 10 (new textbook) LĨNH VỰC: TIẾNG ANH Giáo viên : Nguyễn Thị Hà Ân Bùi Lan Anh Tổ chuyên môn : Tiếng Anh Số điện thoại : 0973.263.580 - 0385.770.828 Năm học: 2022 - 2023 MỤC LỤC PART A: INTRODUCTION 1 Reasons for choosing the study Objectives of the study Significance of the study Scope of the study: Methods of the study New features in the study‟s result PART B: CONTENT CHAPTER 1: LITERATURE REVIEW Speaking skill 1.1 Communicative competence 1.2 Teaching and learning speaking 1.3 Types of speaking activities 1.4 Difficulties in teaching speaking 1.4.1 Problems with speaking 1.4.2 Problems with speaking activities Task-based approach 2.1 Definition of task 2.2 Characteristics of tasks 2.3 Principles of tasks 2.4 Definitions of task based approach 2.5 Frame of the task-based approach 2.6 The roles of teachers and learners in the task based approach 10 2.7 Factors making the application of TBA effective in English speaking classes 11 2.7.1 Time 12 2.7.2 Immersive speaking activities 12 2.7.3 Engaging, relevant topics 12 2.7.4 Positive peer interaction 12 2.7.5 Supportive feedback 13 2.8 Problems teachers may encouter in a TBA activity 13 2.8.1 Teachers‟ difficulties in shifting from a traditional method classroom to a task-based classroom 13 2.8.2 Teachers‟ typical difficulties teachers in conducting a task-based speaking class 14 CHAPTER 2: .17 PRACTICAL REVIEW 17 An overview of Nghi Loc High School 17 Current situation of applying TBA in teaching speaking skill 17 Research context 18 Setting and participants 19 CHAPTER 3: Solutions to Teaching English Language Speaking Skills with TBA 19 Teachers‟ solutions to multi-level classes 22 Solutions to students‟ low motivation in learning 22 Solutions to students‟ use of Vietnamese during groups work or pair work 23 Teachers solutions to students‟ low English proficiency 24 Teachers‟ solutions to students‟ passive learning style 24 Teachers‟ solutions to unadequate tasks from textbook 25 CHAPTER SAMPLE LESSON PLAN IN A REAL SPEAKING LESSON 26 CHAPTER METHODOLOGY 34 Research methodolgy 34 Participants 34 Data collecting procedures 34 3.1 Questionnaire 34 3.2 Data analysis 34 CHAPTER FINDING ANS AND DISCUSSION 35 Finding 35 1.1 Teachers‟ implementation of TBA in teaching speaking skills 35 1.2 The attitudes toward applying TBA in speaking lessons 35 1.3 The interactions patterns in speaking class 37 1.4 What should be done to promote teaching English speaking with TBA 37 Discussions 38 CHAPTER RESULTS GAINED AFTER APPLYING THE RESEARCH IN TEACHING SPEAKING .40 Students‟ feeback 40 Teachers‟ feedback 40 CHAPTER SURVEY OF EMERGENCY AND FEATIBILITY OF PROPOSED SOLUTIONS 42 Survey purpose 42 Survey content and methods 42 2.1 Survey content 42 2.2 Survey method and rating scale 42 Survey results on the urgency and feasibility of the proposed solutions 42 3.1 The urgency of the proposed solutions 42 3.2 The feasibility of the proposed solutions 43 PART C: CONCLUSION AND IMPLICATIONS 44 Conclusion 44 Implications of the research 44 2.1 Implications for teaching 44 2.2 For textbook designers 45 Limitations of the research 45 Further research 46 REFERENCES 47 SAMPLE ACTIVITIES IN REAL SPEAKING LESSONS APPENDICES PART A: INTRODUCTION Reasons for choosing the study In today‟s global world, the importance of English can‟t be denied English is the greatest common language spoken universally English is used for socialising, entertainment as well as work In learning English, we should master both language skills and language components Language skill consists of two divisions that are receptive skill and productive skill Receptive skill consists of listening and reading skill while productive skill consists of speaking and writing skill With the demand and the necessity of communicating English, four language skills including listening, speaking, reading, writing have been given balanced weight in the national syllabus of English teaching for high school students Among these skills, both teachers and learners find it hard to use an effective way in teaching and learning speaking skill Every lesson contains five parts: reading, speaking, listening, writing and language focus - the aim is to develop the students‟ language skills totally In reality, most teachers, specially in rural area mainly concentrate on grammar and students not care much about other skills because their examinations require the skills of grammar- no motivation for them to speak In some schools, the teachers are teaching speaking skills, however they usually follow traditional ways or Present- Practice- Produce approach As a result, most students graduated from high schools could not communicate in English effectively Touching this pedagogical context, this study emphasizes on investigation into the application of task- based approach in speaking skills to the 10th students at Nghi Loc high school in Nghe An province By applying task based learning, the educators can create a course around communicative tasks to encourage students to their real- world activities For all above mentioned reasons, we carries out the study entitled “The application of task based approach in teaching speaking lessons in English 10” Hopefully, the results could serve as a useful source of references for teachers and students Objectives of the study With the above reasons, we have decided to carry out the thesis with the purpose of: - Helping students realize the importance of speaking skill - Evaluating the effectiveness of the task based approach in teaching English speaking skill at Nghi Loc High school - Suggesting some solutions and implications to promote English speaking teaching based on the task-based approach at Nghi Loc High school - Helping foreign language teachers have more suggestions in teaching speaking Significance of the study Teaching English speaking skills is a challenge for teachers in non-native English speaking countries In reality, language learners often neglect to join English-speaking activities Moreover, they tend to focus on grammar, not meaning To deal with this problem, English teachers can take advantage of the task-based approach (TBA) for their speaking classes In fact, TBA is considered a useful approach to help learners improve speaking skills effectively It is also called the learner-centered approach, which emphasizes the roles of learners‟ roles during the learning process Scope of the study: The topic studies the application of task based approach in teaching speaking lessons in English 10 at Nghi Loc High School Methods of the study - Study of theories - Observation of real situation - Analysis and evaluation New features in the study’s result In our innovation, this approach is suitable for all levels of students, influence the class environment and help students enjoy studying speaking Moreover, the teachers can use and adapt the approach flexibly in their teaching process PART B: CONTENT CHAPTER 1: LITERATURE REVIEW Speaking skill 1.1 Communicative competence It is obvious that speaking is the key to human communication It is usually considered the most important goal in language learning Up to now, there have been many definitions of speaking Chaney states that speaking is “the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts” (Chaney, 1998: p13) With the same point of view, Byrne (1976:8) confirms: “speaking is a two-way process between the speaker(s) and the listener(s) involving the productive skill of speaking and the receptive skill of understanding.” Both the listener and the speaker engage in the speech The speaker transmits the information and the listener has to receive or understand that information That we call it is the process of encode massage (speaker) and decode message (listener) The message contains a great deal of information that the listener needs And at the same time, the listener is helped by the speakers‟ prosodic features such as stress and intonation which accompany the spoken utterances and form part of its meaning, and also by his facial and body movements Brown (1983) also states that “speaking is an interactive process of constructing meaning that involves producing, receiving and processing information.” One more, he confirms the interaction between speaker and listener in speaking However, its form and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experiences, the physical environment, and the purposes for speaking In short, speaking can be seen as the way people interact and share information It is the ability in using oral language to explore ideas, intentions, thoughts and feelings to other people as a way to make the message clearly delivered and well understood by the hearer It can be confirmed that the major purpose of teaching speaking is to train the learner oral fluency, the ability to express oneself intelligibly, accurately 1.2 Teaching and learning speaking It is obvious that speaking is the key to human communication It is usually considered the most important goal in language learning Up to now, there have been many definitions of speaking Chaney states that speaking is “the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts” (Chaney, 1998: p13) With the same point of view, Byrne (1976:8) confirms: “speaking is a two-way process between the speaker(s) and the listener(s) involving the productive skill of speaking and the receptive skill of understanding.” Both the listener and the speaker engage in the speech The speaker transmits the information and the listener has to receive or understand that information That we call it is the process of encode massage (speaker) and decode message (listener) The message contains a great deal of information that the listener needs And at the same time, the listener is helped by the speakers‟ prosodic features such as stress and intonation which accompany the spoken utterances and form part of its meaning, and also by his facial and body movements Brown (1983) also states that “speaking is an interactive process of constructing meaning that involves producing, receiving and processing information.” One more, he confirms the interaction between speaker and listener in speaking However, its form and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experiences, the physical environment, and the purposes for speaking In short, speaking can be seen as the way people interact and share information It is the ability in using oral language to explore ideas, intentions, thoughts and feelings to other people as a way to make the message clearly delivered and well understood by the hearer It can be confirmed that the major purpose of teaching speaking is to train the learner oral fluency, the ability to express oneself intelligibly, accurately 1.3 Types of speaking activities According to Brown (2001),there are two types of oral language: monologue and dialogue a Monologue In Brown and Yule‟s opinion (1983), a monologue involves one speaker using spoken language for any length of time It is the ability to give an uninterrupted oral presentation, such as speaking in public, reading news in radio or television programs, giving a formal lecture, announcing the instruction or changes in the airport, etc In this type of oral language there is no reaction or response from listener It is usually used when the speaker would like to talk with a large number of listeners about the same issue The speech of speaker may be planned or unplanned The planned speech usually manifests little redundancy and it is therefore more difficult for the listeners to comprehend than the unplanned speech b Dialogue A dialogue, conversely, involves two or more speakers to promote the social relationship (transactional) and propositional or factual information (interactional) There are turn takings to change the roles of speakers and listeners in this type In this case the participants may have a good deal of sharing knowledge If the participants are familiar the conversation could contain more assumptions even other meaning hidden lines In constrast, with the unfamiliar interlocutors the speech must be more explicit to assure the effective comprehension Byrne (1986) also said: “Dialogues seem to be best suited to the teaching of the spoken language” 1.4 Difficulties in teaching speaking 1.4.1 Problems with Speaking Speaking skill is considered to be similar to oral communication skill Brown (2000) states that some characteristics of spoken language can make oral performance easy as well as, in some cases, difficult Clustering To make speech fluently, the speaker usually use phrases, not word by word that can prevent learners from making fluent conversation Redundancy Depending on unplanned or planned speech, the speaker could make redundancy of language and have opportunities to explicit the information However, this also causes confusing to the learners when they use target language Reduced Forms Teaching spoken language sometimes faces with problems of contractions, elisions, reduced vowels, etc., This makes students make a stilted, bookish quality of speaking Performance Variables This allows learners to show a certain number of performance such as hesitations, pauses, backtracking, and corrections It is considered one of the advantages of spoken language However, learners should actually be taught how to pause and hesitate, the way of using fillers such as uh, well, you know, I mean, like, etc., to make their conversations smoothly The hesitation phenomena can differ the native and nonnative speakers of a language Colloquial Language In learning language students have to be familiar with words, idioms, and phrases of colloquial language which are often in oral communication skill and they have chance to practice these forms Rate of delivery This is a characteristic of fluency, when teaching speaking the teacher should help students know how to accept speed as well as other attributes of fluency Stress, rhythm, and intonation Pronunciation with its characteristics: stress, rhythm, intonation is one of the important part in speaking It contributes to make the message clearly and in the concrete situations the speaker may use different form of these characteristics therefore it sometimes make the hearer have difficulty APPENDICES Appendix 1: Questionnaire for Teachers QUESTIONNNAIRE This questionnaire is designed to seek for the information to serve the research “Applying task-based approach in teaching speaking skills to10th graders at Nghi Loc High school” The answer will be used as important data for the research not for any other purposes The answer, therefore, should be frank and accurate to your own ideas and teaching context Thank you very much for your cooperation! Please put a tick (√) on the answer you choose In your opinion, speaking skill is… a very important b important c not quite important d not important What are reasons a Speaking skill helps student communicate better b Speaking skill is not include in many tests or exams c Speaking skill is too difficult for High school students to learn Others : (students have no interest, the curricula are too difficult, you not have enough skills to teach, and so on)………………………………………………… Which difficulties you often encounter in teaching an English speaking lesson?  Students‟ low motivation  Students use Vietnamese during pair or group work  Students‟ passive learning styles  Students‟ not participating in class  Students‟ low proficiency English  Lack of authentic teaching materials  Students‟ low motivation  Students‟ low motivation  Large classes and mixed ability  Lack of teaching facilities and teaching aids  Speaking tasks dissatisfy students‟ needs and levels  Time limitation for curriculum  Lack of experience in teaching speaking  Lack of background knowledge  Deficiency in strategic and sociolinguistic competence in English Do you use Task-based approach in teaching English speaking skills to the 10th graders at High school? Yes No How often you use Task-based approach in teaching English speaking skills to the 10th graders at High school? Often Sometimes Rarely Never The importance of applying TBA in teaching English speaking class Very important Important Rather important Not important Does the Task-based approach proves successful in your English speaking lessons ? Yes No If “ Yes”, in your opinion, How TBA work well in your speaking classes Less than 25% From 25 % to 50% From 50% to 75% Over 75% How are the English speaking classes with TBA ? Boring Tough Relaxing Effective Interesting 10 Are the students interested in Task-based English speaking lessons ? Yes No 11 Do you think TBA is a good choice in your English speaking classes ? Yes No 12 If “ Yes”, tick the following options that you think TBA is good choice for you (you can choose more than one) TBA activates students‟ needs and interests TBA pursues the development of interacted skills in the classroom TBA encourages students‟ intrinsic motivation TBA promotes students‟ academic progress The teacher is more flexible in TBA than in traditional method The students take a more active role in class The students have more chances to use the target language TBA enhances the interactions between the teacher and the students and among students in class The students are much more engaged in taks in pair work, group work, thus creating a collaborative learning environment in class 13 If you answer “No”, what is the reasons (you can choose more than one) TBA requires much preparation I have difficulty in assessing students‟ task- based performance Students are not used to task-based learning Large class size is an obstacle to use TBA TBA gives much psychological burden to me as a facilitator 14 What typical difficulties you have when moving from a traditional speaking class to a task- based speaking class? Students are used to the learning style of teacher-centered Students are passive and timid Students are not familiarized with a communicative classroom with tasks The teacher does grasp the underlying theories and principles of TBA Others:…………………………………………………………… 15 Which problems you suppose to have/ have when designing and using Task-based Approach in teaching English speaking skill for 10th graders? Limitation of time to prepare Limitation of time to apply in classroom Speaking activities in the textbooks are not communicative Class size is not suitable to use the communicative activities Students‟ lack of interest in tasks Lack of teaching facilities and teaching aids Other difficulties……………………………………………………………… 16 Which benefits of using TBA in teaching speaking skill Increasing students‟ motivation Developing students‟ language skills Providing communicative contexts Creating natural learning Other benefits……………………………………………………………… 17 Teacher’s solutions to multi-level classes Giving some prompts to the less able students Encouraging collaborative work from students Allocating easy questions to the less able students and more difficult ones the more able ones Praising weak students more often Giving open ended questions that allow weak students to give their answers Organizing pair work and group work including good and weak students 18 Teacher’s solutions to students’ low motivation in learning Creating interesting topics which are suitable for their level Giving encouraging and positive correction and feedback on students‟ mistakes Encouraging the students by giving the additional mark for their voluntary speaking Using authentic materials (songs, films, games,…) Doing brainstorming exercises so that they have something to talk about Getting them to speak by giving some prompts Explaining the importance of speaking in the classroom to the students 19 Teacher’s solutions to students’ use of Vietnamese during groups work or pair work Move around to observe students Encourage students to speak English Criticize the students when using Vietnamese 20 Teachers’ solutions to students’ low English proficiency Neglecting the students Dividing the students into pairs or groups including good and weak students to help the weaker students Giving students chances and allot time for preparation Moving around to observe and help the students 21 Teacher’s solutions to students’ passive learning style Create a variety of activities to have the students participate in Use praise when the students volunteer to speak Encourage the students to share their ideas with the teacher Organize group work or pair work Give the students assignments 22 Teacher’s solutions to students’ the lack of authentic materials Finding authentic teaching materials on the Internet, magazines, newspapers,…… Adjusting tasks to suit with level of students Asking students to prepare at home before going to class Omiting the difficult tasks 23 Which of the following things you think will help to make the application of TBA effective in your English speaking class (you can choose more than one) Make good preparation Teacher provides comprehensible input Good time management Encourage students Discuss and share the experience with colleagues Organize the class work appropriately through individual work, pair work, group work The teacher‟s adequate understanding of TBA Teacher‟s adequate instructions in language forms and functions for the task Other things………………………………………………………………… Appendix 2: Questionnaire for students (English version) QUESTIONNAIRES This questionnaire is designed to seek for the information to serve the research “Applying Task-based in Teaching Speaking Skills to10th Graders at Nghi Loc High School” Why you learn English (you can choose more than one )? It is a compulsory subject at school To pass the examinations To go abroad To well communicate with foreigners To listen and to understand English songs and watch movies in English To search information in English from the Internet To get a good job after graduating To get better understanding of other English speaking contries Other factors………………………………………………………… How you feel when you attend the activities in a speaking lesson? Confident Embarrassed and nervous Interested, motivated Bored Uncomfortable Are you interested in the speaking lessons you have at your school? Very much Yes Not much No If yes, which factor(s) activate(s) your interest in the lessons? Teacher‟s methods of teaching attract you You find communicative activities interesting to practice English You have opportunity to speak English more You can develop your speaking skill You meet your demand of using English to communicate No new structures Other factors………………………………………………………… If no, the reason(s) you not like the lessons is/are: You are not interested in English The topic is boring Teacher‟s method of teaching is dull and poor Your English is not sufficient There is much vocabulary and many new structures Your personal characteristics such as your shyness prevent you from speaking Teacher‟s instructions are not clear and motivating Other reasons:……………………………………………………………… In English speaking lessons, the difficulties you often have are: Your knowledge of English ( such as vocabulary, grammar, pronunciation, etc) is poor Your shyness Your fear of making mistakes Teacher does not encourage you much Other difficulties…………………………………………………………… Students’ interests in the speaking lessons with the use of tasks Yes, very much Yes Yes, a little No The changes of classroom after applying TBA Very clearly clearly not clearly No How you think about the tasks given by teacher during speaking lesson? Very suitable Suitable Normal Not suitable at all 10 Which problems students encountered in a task-based English speaking class Some of the teacher‟s instructions are not comprehensible enough The input language fed by the teacher is not accessible The teacher does not provide enough feedback Lack of teachers‟ adequate instruction Lack of supply of vocabulary, language structures and functions from the teacher Lack of supply of vocabulary, language structures and functions from the teacher Lack of teachers‟ adequate instruction Lack of supply of vocabulary, language structures and functions from the teacher Lack of time for practice Some of the requirements of the tasks go beyond the students‟ linguistic competence The class size is large 11 Which of the following activities does the teacher use in teaching English speaking skills at your school? Activities Always Often Sometimes Seldom Never Ordering/Sorting Role play Problem-solving Decision making Information -gap Jig-saw Listing Collecting information Opinion-exchange 12 What type of communicative activities above you like most? Please write down the name(s)? ……………………………………………………………………………………… …………………………………………………………………………………… 13 How often does your teacher make use of the following interactions in teaching speaking ? Interactions patterns Always Often Sometimes Seldom Never Individually Pair work Group work Full-class interaction 14 What you while doing the tasks ? Actively join the tasks Join the tasks only by being asked by the teacher Join the tasks when feeling interested Do nothing at all 15 How you feel when taking part in the tasks Confident Interested Uncomfortable Bored 16 What you benefit in the speaking lessons which applying Task-based Approach ? Increase your confidence, help you communicate in English fluently Have opportunity to communicate, perform your ideas Make you interested in learning English Develop your creative and imaginary ability Practice language in an appropriate context Help you be familiar with social situations in English in real communication 17 Students’ Expectations of applying TBA in teaching with TBA Suitable tasks A variety of tasks The role of the teacher as a facilotor Clear definition the goals and requirements of tasks Survey on the urgency and feasibility of the proposed solutions The urgency of the proposed solutions Solutions unnecessary less necessary necessary very necessary feasible very feasible Teachers‟ solutions to multi-level classes Solutions to students‟ low motivation in learning Solutions to students‟ use of Vietnamese during groups work or pair work Teachers solutions to students‟ low English proficiency Teachers‟ solutions to students‟ passive learning style Teachers‟ solutions to unadequate tasks from textbook Feasibility of the proposed solutions Solutions Teachers‟ solutions to multi-level classes Solutions to students‟ low motivation in learning Solutions to students‟ use of Vietnamese during groups work or pair work Teachers solutions to students‟ low English proficiency Teachers‟ solutions to students‟ passive learning style Teachers‟ solutions to unadequate tasks from textbook unfeasible less feasible