Exploring the use of task based approach in teaching and learning the english speaking skill at college of arts hue university

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES - NGUYEN THI NGOC MINH EXPLORING THE USE OF TASK-BASED APPROACH IN TEACHING AND LEARNING THE ENGLISH SPEAKING SKILL AT COLLEGE OF ARTS, HUE UNIVERSITY MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60140111 SUPERVISOR: TRAN QUANG HAI, D.Ed HUE, 2013 i BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƢỜNG ĐẠI HỌC NGOẠI NGỮ - NGUYỄN THỊ NGỌC MINH KHẢO SÁT VIỆC ỨNG DỤNG ĐƢỜNG HƢỚNG LẤY NHIỆM VỤ LÀM TRỌNG TÂM ĐỂ DẠY VÀ HỌC KỸ NĂNG NÓI TIẾNG ANH TẠI TRƢỜNG ĐẠI HỌC NGHỆ THUẬT – ĐẠI HỌC HUẾ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƢƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60140111 NGƢỜI HƢỚNG DẪN KHOA HỌC: TS TRẦN QUANG HẢI HUẾ, 2013 ii STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is mine The data and findings discussed in the thesis are true and have not been published elsewhere Author Nguyen Thi Ngoc Minh iii ABSTRACT This thesis aims to explore the use of Task-based Approach in teaching and learning speaking skill at College of Arts, Hue University through the perceptions of teachers and students To obtain this, the questionnaires designed according to related items of the application of Task-based Approach in teaching and learning speaking skill at the College of Arts were utilized Ten English teachers from Hue University – College of Foreign Languages; College of Arts, Hue University and 150 first, second and third year students participated in the study The data were collected through questionnaires, interviews which were designed separately for teachers and students The data collected from the questionnaires were analyzed quantitatively according to statistical frequency and percentage presented in various tables and figures Moreover, the data of classroom observations and interviews were distributed to add more insightful information for qualitative analysis Results of the study indicate that the Task-based Approach should be applied in teaching and learning speaking skill at College of Arts, especially ESP classes The findings also reveal that some suggestions for designing task-based lesson plan to make the teaching and learning speaking skill at College of Arts more effective iv ACKNOWLEDGEMENTS I would like gratitude and people, without to express appreciation my to whose a heartfelt number support of and involvement, this thesis would not have been completed Above all, I am deeply indebted to Doctor Tran Quang Hai, my supervisor, for his wholehearted guidance development of at every this stage study, of the continuous support, encouragement and critical feedback Next, I am heartily grateful to English teachers at College of Arts and College of Foreign Arts Languages, for students their of precious College ideas of and enthusiastic participation in my study Finally, I own my deepest gratitude to my family, my colleagues and close friends whose love, support and encouragement helped me overcome all difficulties during the time I conducted this study v Hue, October 2013 Nguyen Thi Ngoc Minh v vi TABLE OF CONTENTS Contents Pages SUB COVER PAGE i,ii STATEMENT OF AUTHORSHIP iii ABSTRACT iv ACKNOWLEDGEMENTS v TABLE OF CONTENTS vi LIST OF ABBREVIATIONS x LIST OF TABLES xi LIST OF FIGURES xii CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Aims of the Research 1.3 Scope of the Research 1.4 Research Questions 1.5 Significance of the Study 1.6 Organization of the Thesis: CHAPTER 2: LITERATURE REVIEW 2.1 Definitions of Key Terms 2.1.1 Task-based Language Learning (TBLL) 2.1.2 Principles of Task-based Language Learning 2.1.3 Characteristics of Task-based Language Learning 2.2 Advantages and Disadvantages of Task-based Language Learning 11 2.2.1 Advantages of Task-based Language Learning 11 2.2.2 Disadvantages of Task-based Language Learning 11 2.3 Communicative Language Teaching 12 2.4 Definition of Tasks 13 vii 2.4.1 Varieties of Tasks 14 2.4.2 Characteristics of Tasks 15 2.5 Task-based Lesson Plans 15 2.5.1 Generality of Task-based Lesson Plan 15 2.5.2 Characteristics of Task-based Lesson Plans 16 2.5.3 Principles of Task-based Lesson Plans 17 2.6 Previous Studies 18 CHAPTER 3: METHODOLOGY 20 3.1 Research Methodology 20 3.2 Participants 21 3.2.1 Teachers 22 3.2.2 Students 22 3.3 Instruments of Data Collection 23 3.3.1.Questionnaires 23 3.3.1.1 Questionnaires for Teachers 24 3.3.1.2 Questionnaires for Students 24 3.3.2 Interviews 25 3.3.3 Classroom Observation: 26 3.4 Procedure of Data Collection 27 3.4.1 Questionnaires Collection 27 3.4.2 Classroom Observation 28 3.4.3 Interviews 28 3.4.3.1 Interviews with Teachers 28 3.4.3.2 Interviews with Students 28 3.5 Data Analysis 29 viii CHAPTER 4: FINDINGS AND DISCUSSION 30 4.1 Teachers‟ and Students‟ Attitudes toward the Use of Task-based Approach in Teaching and Learning Speaking Skill 30 4.1.1 Teachers‟ Attitudes towards the Use of Task-based Approach in Teaching the English Speaking Skill 30 4.1.2 Students‟ Attitudes towards the Use of Task-based Approach in Learning Speaking Skill 34 4.1.3 The Necessary of Applying Task-based Approach in Teaching and Learning Speaking Skill form the Teachers and Students‟ Views 36 4.2 The Advantages and Disadvantages of the Application of Task-based Approach in Teaching and Learning the English Speaking Skill at Hue College of Arts 39 4.2.1 Teachers‟ Views on Advantage and Disadvantage of the Application of Task-based Approach in Teaching Speaking Skill 39 4.2.2 Students‟ Perceptions on Advantages and Obstacles in Learning Speaking English with Tasks 42 4.3 Factors need to be considered to design an appropriate Task-based Lesson plan to motivate students in learning English Speaking Skill at College of Arts, Hue University 45 4.3.1 Teachers‟ Perceptions of Factors which need to be considered to design an appropriate Task-based Lesson plan to motivate students in learning English Speaking Skill 45 4.3.2 Students‟ Opinions of Factors which can make them learn Speaking Skill more effectively 50 4.4 Some Suggestions for designing Task-based Lesson plan to motivate students in learning Speaking Skill at HCOA 55 CHAPTER 5: CONCLUSION AND IMPLICATIONS 57 5.1 Summary of the Key findings 57 ix 5.1.1 Teachers‟ and Students‟ Attitudes towards the Use of Task-based Approach in Teaching and Learning English Speaking Skill 57 5.1.2 Advantages and Disadvantages of the Application of Task-based Approach in teaching English Speaking Skill at College of Arts, Hue University 58 5.1.3 Factors should be considered to design an appropriate Task-based Lesson plan to motivate students in learning English Speaking Skill at College of Arts, Hue University 58 5.2 Implications 59 5.2.1 Implications for Teachers 59 5.2.2 Implications for Students 60 5.2.3 For University 61 5.3 Contributions of the Study 61 5.4 Limitations 62 5.5 Suggestions for Further Research 62 5.6 Conclusion 62 REFERENCES 64 APPENDICES Appendix1: Questionnaire for Teachers Appendix2: Questionnaire for Students Appendix3: In-depth interview question sheet for Teachers Appendix4: In-depth interview question sheet for Students Appendix5: Classroom observation checklist Appendix6: Sample Task-based Lesson Plan x Dưới danh sách chủ đề sách tiếng Anh chuyên ngành dành cho sinh viên nghệ thuật Bạn vui lòng đánh dấu vào chủ đề mà bạn u thích Bạn có nhiều lựa chọn  Mỹ thuật hội họa Các yếu tố hội họa Nguyên vật liệu hội họa  Kỹ thuật hội họa  Hội họa  Điêu khắc  Thiết kế  Tranh tĩnh vật Theo bạn, chủ đề nghệ thuật sau nên thêm vào giáo trình tiếng Anh chun ngành để đưa hoạt động (nhiệm vụ) thú vị thu hút sinh viên nghệ thuật bày tỏ ý kiến lớp học nói tiếng Anh Anh (chị) có nhiều lựa chọn  Các tuyệt tác tiếng  Tiểu sử tác phẩm nghệ sĩ tiếng  Bản giới thiệu tác phẩm nghệ thuật sinh viên  Quy trình vẽ (phát thảo)  Quá trình sáng tạo (thiết kế)  Cách khơi nguồn cảm hứng  Đề xuất chủ đề khác: Hình thức học nói tiếng Anh sau mà bạn yêu thích nhất?  Độc lập  Theo cặp  Theo nhóm  Ý kiến khác: 81 Kỹ tiếng Anh sau nên kèm lớp học nói tiếng Anh? Nghe  Viết  Đọc 10 Bạn thích hình thức đánh giá (kiểm tra) lớp học nói?  Đóng vai  Trình bày độc lập  Thảo luận 82 APPENDIX III IN-DEPTH INTERVIEW QUESTION SHEET FOR TEACHERS Do you apply Task-based approach in English language teaching? If yes, you use it speaking period? If no, please tell the reason why Do you think applying Task-based approach is really necessary for teaching English speaking skill at College of Arts? Why you think so? How are the students‟ motivations and attitudes to Task-based learning in learning speaking skill? Are there any obstacles you have to deal with Task-based approach in teaching English speaking skill? How about the advantages? What are your suggestions to have an effective lesson plan for teaching the English speaking skill at College of Arts? Is there anything you want to change so that art students get most involved in learning English speaking skill? 83 PHIẾU CÂU HỎI PHỎNG VẤN DÀNH CHO GIÁO VIÊN Thầy (cơ) có ứng dụng đường hướng lấy nhiệm vụ làm trọng tâm việc giảng dạy tiếng Anh khơng? Nếu có, Thầy (cơ) có sử dụng dạy nói khơng? Nếu khơng, xin vui lịng cho biết lý Thầy (cơ) có nghĩ việc ứng dụng đường hướng lấy nhiệm vụ làm trọng tâm cần thiết việc dạy kỹ nói Trường Đại học Nghệ thuật khơng? Tại Thầy (cô) nghĩ vậy? Thái độ động sinh viên học kỹ nói với đường hướng lấy nhiệm vụ làm trọng tâm nào? Thầy (cơ) gặp thuận lợi khó khăn việc dạy kỹ nói với việc ứng dụng đường hướng lấy nhiệm vụ làm trọng tâm? Thầy (cơ) có đề xuất để có giáo án dạy nói hiệu để giảng dạy kỹ nói Trường Đại học Nghệ thuật? Thầy (cơ) có muốn thay đổi để làm cho sinh viên thêm tâm vào việc học kỹ nói khơng? 84 APPENDIX IV IN-DEPTH INTERVIEW QUESTION SHEET FOR STUDENTS In the four English skills, which skill you most focus on? Why? Do you like learning speaking with tasks? Can you describe a typical task of Task-based learning in your English speaking class? What you think about the tasks? What are your favorite activities (tasks) in speaking period? Why you like them? Do you have any obstacles in completing tasks in speaking period? Which factors need to be more concerned to help students learn speaking skill easily? What are your suggestions to the college, teachers to improve your English speaking learning process at College of Arts? 85 PHIẾU CÂU HỎI PHỎNG VẤN DÀNH CHO SINH VIÊN Trong bốn kỹ tiếng Anh (nghe, nói, đọc, viết) bạn thích học kỹ nhất? Tại sao? Bạn có thích học nói với nhiệm vụ (hoạt động) khơng? Bạn mơ tả nhiệm vụ (hoạt động) lớp học nói tiếng Anh trường bạn ko? Bạn nghĩ nhiệm vụ này? Bạn yêu thích nhiệm vụ (hoạt động) lớp học nói tiếng Anh? Tại bạn lại thích chúng? Bạn có khó khăn thực nhiệm vụ học nói tiếng Anh? Theo bạn, yếu tố cần quan tâm nhiều để giúp bạn học kỹ nói dễ dàng hơn? Bạn có đề xuất với nhà Trường, giáo viên nhằm nâng cao hiệu q trình học kỹ nói bạn Trường Đại học Nghệ thuật không? 86 APPENDIX V CLASSROOM OBSERVATION CHECKLIST The main purpose of this observation checklist is to assess the activities practiced in the classroom in relation to the implementation of Task-based approach in speaking class The activities will be marked in the category of “Yes/No” on the basis of whether they happen or not in the classroom General information Class: Lesson being observed: Number of students in the class: Male: N Female: Total: List of observation o A Classroom condition The class size is appropriate There is enough sitting space for all students The seats are movable There is enough space for movement between desks The classroom is equipped with necessary facilities B The teacher’s activities Teacher lectures most of the time Teacher uses posters, pictures, video clips to elicit before the tasks Teacher gives clear instructions for each task Teacher arranges the tasks in different ways Individual work Pair work 87 Yes No Yes No Group work Whole class work Teacher encourages students to become active participants Teacher is more active than students Teacher gives help and support students during the lesson Teacher uses update authentic teaching document Teacher gives clear definitions of key words C Students’ activities and responses to task-based learning Students listen passively to the teacher‟s lecture Students are interested in all tasks Students participate in simple tasks enthusiastically Students seem to be indifferent to most tasks Students share the tasks equally in groups Students understand and follow up the procedures of each task Students don‟t understand what to in some complicated tasks D Classroom evaluation Teacher uses mode of role play to check the speaking tasks of students Teacher asks each group to present in front of class and gives comment to each presentation Teacher asks some individuals to have presentation in front of class 88 Yes No Yes No COMMENTS STRENGTHS: ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… WEAKNESSES: ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… SUGGESTIONS FOR IMPROVEMENT: ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… 89 APPENDIX VI SAMPLE TASK-BASED LESSON PLAN SPEAKING: Painting technique Level: pre-intermediate Grammar focus: Adverbs of Sequence ( first, next ,then , after that, finally ) Aim: How to describe a process Preparation: Photocopies of materials which students can cut out Worksheets for handing out to students Listing the vocabulary on worksheet A movie to introduce the technique of painting Pre-task warmer: Hand out worksheet to students Pre-teach the vocabulary listed on the worksheet Students watch and answer questions Focus attention on words to describe a process, especially adverbs of Sequence ( first, next, then , after that, finally ) Task: Tell students they are going to describe a process of painting It will be a good idea to split the class into groups The groups should decide on the technique of painting they all like To motivate them promise some kind of reward for the best group Write these questions on the board  What materials are you going to need?  What color will you be using?  Which techniques will you use?  What are you going to first?  What will you next?  How long will each step take?  What you have to finally? • Planning: 90  Give each group a few minutes to brainstorm and assign steps in a process to various group members  Go round giving support where necessary Surely students will be asking lots of questions at this time Go around and provide more guidance to students • Executing task: Using the points jotted down students begin to write a detailed description on the process Reporting to the class: A spokesperson or group leader reports back to the class During this time students listen carefully to every group and later decide which one is best Post task: Make a class magazine and put complete projects into them At the end of the course you might make copies for students of put them in a class or school library 91 Unit 4: Techniques in painting Time allotted: 45 minutes Students‟ level: Pre-intermediate (Third year students) Class: Arts studients Objectives: By the end of the unit, students will be able to: Know more vocabulary about techniques in painting Introduce a short description of the technique of the own work Discuss and exchange ideas about techniques of paintings Learn how to talk about a process Assumed knowledge: Students have already known some vocabulary items related to the topic Teaching aids and materials: Art book, pictures, projector, computer Prerequisite: Third-year students: already passed the two general English courses Procedure: Time Procedure Aims -Show a video introducing a - Encouraging students to process of painting think of something related to Interaction T - Ss - Engaging Ss to express which techniques the author their own ideas uses - Ask Ss which techniques of painting they often use Ss – T Ss – T - Helping Ss to think of the possible new lesson and tell the reason 92 materials Material on Internet the new lesson - Ask students to guess Supported Warm-up - Leading to the new lesson (5’) T - Ss Teacher introduce the Ss – T lesson: TECHNIQUES IN PAINTING -Handing out worksheets Helping Ss gap the meaning listing the new words of new words and remember especially new words using them in their relating to the new lesson: presentation T – Ss Techniques of painting Prespeaking (10’) + Give some hints for Help students prepare some students to guess the useful words for speaking meaning of some new words: Watercolor: màu nước Oil painting: tranh sơn dầu Encaustic: tranh sáp Gouache: bột màu Ss – T Tone: tông màu Wax: sáp Pigment: sắc tố Emulsion: thuốc, sơn Solvent : chất dung môi stroke: đường nét Depict (v): khắc họa Shade (v): đánh bóng Dilute (v): pha loãng + Teacher read the new 93 Board words loudly in two times Helping Ss to pronounce and asks Ss to repeat new words correctly individually or chorally -Vocabulary checking: Rub out and remember Checking students‟ memory Teacher clears the new of the meaning of new words words and ask Ss to rewrite correctly the new words on blackboard Practice Task 1: Teacher asks students to Helping students catch the While – think of one of technique of main idea of the text speaking painting Work in group (2’) Ss- Ss Task 2: Ss are required to present a Assisting Ss to predict, guess short description about the and infer the information in process of painting with reading passage properly optional technique Work in Consolidating the content group that Ss have just learned Task 3: Each group has a spokesperson to introduce the group‟s presentation 94 Ss- Ss Ss – T Handout Teacher ask students to Enhancing students‟ share ideas for each knowledge of expressing presentation ideas about artworks Post – Teacher asks some groups speaking to give comment to other (10’) groups Ss – T Teaching asks students to Encouraging students to write a short paragraph think of words to express Homework about the process of his/her own painting and talk (3) T – Ss theirs ideas in describing a process about the technique of painting 95 T – Ss Pictures