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TABLE OF CONTENTS TABLE OF CONTENTS LIST OF ABBREVIATIONS LIST OF TABLES AND CHARTS ABSTRACT CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Research Objectives 1.3 Scope of the Study 1.4 Research Questions 10 1.5 Organization of the Study 10 CHAPTER 2: LITERATURE REVIEW 11 2.1 Introduction 11 2.2 Definitions of Key Terms 11 2.2.1 Communicative Language Teaching (CLT) 11 2.2.1.1 Definitions of CLT 11 2.2.1.2 Characteristics of CLT 14 2.2.1.3 Teacher's and Student' s roles in CLT Classroom 16 2.2.2 Communicative Activities 18 2.2.2.1 Definitions of Communicative Activities 18 2.2.2.2 Purposes of Communicative Activities 19 2.2.2.3 Characteristics of Communicative Activities in Classroom 21 2.2.2.4 Types of Communicative Activities in Classroom 22 2.2.3 Teaching Reading Business English Texts 25 2.2.3.1 Definitions of Reading 25 2.2.3.2 Teaching Reading Business English Texts 28 2.2.3.3 Three stages to teach students reading Business English texts 29 2.3 The current Business English textbook at QBEMS 30 2.4 Previous Studies 32 2.5 Chapter Summary 33 CHAPTER 3: RESEARCH METHODOLOGY 35 3.1 Introduction 35 3.2 Research Methodology 35 3.3 Participants 36 3.4 Methods of Data collection 37 3.4.1 Questionnaires 38 3.4.2 Interviews 39 3.5 Data Analysis 40 CHAPTER 4: FINDINGS AND DISCUSSION 41 4.1 Introduction 41 4.2 Teachers and students' perceptions of communicative activities and types of Business English texts 41 4.3 Reality in using communicative activities in teaching reading Business English texts 47 4.3.1 Teachers' attitudes towards the materials in use 47 4.3.2 Students' attitudes towards the communicative activities 48 4.3.3 Teachers‟ frequency of using communicative activities 50 4.3.4 Communicative activities conducted by the teachers 52 4.3.5 Communicative activities often used in stages of teaching reading 55 4.3.6 Teachers' class organization 56 4.3.7 Roles of communicative activities in teaching and learning reading 58 4.3.8 Teachers' roles in reading activities 59 4.3.9 The effects of communicative activities to the students 62 4.3.10.The advantages of using communicative activities in teaching and learning reading Business English texts 64 4.3.11.The disadvantages of using communicative activities in teaching and learning reading Business English texts 66 4.4 Suggestions for teaching and learning Business English texts more communicatively and effectively 74 4.4.1 Suggestions for teachers 74 4.4.2 Suggestions for students 77 4.5 Chapter Summary 78 CHAPTER 5: CONCLUSION, IMPLICATIONS AND SUGGESTIONS FOR FUTURE RESEARCH 79 5.1 Conclusion 79 5.2 Implications 82 5.3 Limitations of The Research 85 5.4 Suggested Further Research 85 REFERENCES 86 APPENDICES Appendix A: Questionnaires for ESP teachers Appendix B: Questionnaires for ESP students Appendix C: Questionnaires for ESP students (in Vietnamese) Appendix D: Questions for teachers and students' interviews LIST OF ABBREVIATIONS CA: COMMUNICATIVE APPROACH CLT: COMMUNICATIVE LANGUAGE TEACHING EFL: ENGLISH AS A FOREIGN LANGUAGE ELT: ENGLISH LANGUAGE TEACHING ESL: ENGLISH AS A SECOND LANGUAGE ESP: ENGLISH FOR SPECIFIC PURPOSES QBEMS: QUANG BINH ECONOMIC MIDDLE SCHOOL LIST OF TABLES AND CHARTS Table 3.1: Teachers‟ background information Table 3.2: Students‟ background information Table 4.1: Teachers and students‟ perceptions of communicative activities Chart 4.1: Types of Business English texts used by the teachers Chart 4.2: Number of communicative activities Table 4.2 Teachers‟ sources of materials to design communicative activities Chart 4.3 Students‟ attitudes Chart 4.4 Teachers‟ and students' report on frequency of using communicative activities Table 4.3 Communicative activities conducted by the teachers Chart 4.5 Stages of teaching reading Chart 4.6 Teachers‟ activity organization Chart 4.7 Roles of communicative activities Chart 4.8 Teachers‟ roles in reading activities Table 4.4 Effects of communicative activities to the students Table 4.5 Advantages of using communicative activities Chart 4.9 Teachers' difficulties Chart 4.10 Students' difficulties ABSTRACT This research was designed to investigate the reality of using communicative activities in teaching reading Business English texts for ESP students This research aims at examining the teachers' and students' perceptions of communicative activities as well as types of Business English texts; gaining an insight into how the teachers of English at Quang Binh Economic Middle School (QBEMS) apply CLT; giving some suggestions which would be useful for teachers in teaching reading Business English texts and finding better solutions for developing new English teaching method at present To obtain these aims, this research first presents an overview of CLT, and then investigates the definitions, purpose s, characteristics and types of communicative activities Furthermore, the research finds out the teaching reading Business English texts with some considerations of current Business English textbook at QBEMS The research is implemented by a mixed methods research design Participants for this research were eight ESP teachers and ninety ESP students at QBEMS It was carried out with a combination of both quantitative and qualitative approach to collect and analyze data In order to get the reliable data, questionnaires and interviews were used for teachers and students The results show that the applying communicative activities in teaching reading Business English texts in QBEMS has been achieved some good results Most of the teachers positively perceive the use of communicative activities However, they can not avoid some obstacles in trying the new method Based on the research finding, suggestions were given to both teachers and learners in dealing with Businesss texts communicatively CHAPTER INTRODUCTION 1.1 RATIONALE English plays a very important role in Vietnam as well as in other countries in the world With the open-door policy of the government and the integration into the World Trade Organization, our country has more opportunities to develop the economy The globalization of business has increased contact between people and businesses around the world Contacting in the business arena worldwide has grown dramatically as a result Therefore, business English has become more and more important However, many students in this field are still very unfamiliar with the use of economic and business terms A good understanding of Business English will help students a lot in their study and contribution to the development of the country English teaching methodology has been innovated in recent years Among many methods, CLT is considered the dominant temporary trend in language teaching and learning CLT emerged as a new teaching approach in Britain in the 1970s As early as the 1970s, the CLT approach became popular among second language acquisition researchers and second language teachers (Skehan, 2003) In order to meet the need of the learners, there has been a revolution in language teaching methodology with various new approaches and methods proposed to make the English teaching and learning more communicative and effective Among them, CLT is regarded as the most effective one because “a communicative approach must be based on and respond to the learner‟s communicative needs” (Canale and Swain, 1980: 27) The communicative approach (CA) might not be new in many countries where English is used as a foreign language In Vietnam, this is not very strange to a great many EFL teachers and learners either CLT has been an influential approach in Vietnam for at least two decades now The significant role of English as an international means of communication is undeniable English has been widely used in many fields of society such as culture, economics and politics The global trend in this era raises an urgent need for integration among countries in terms of economics, technology and culture English as an international language therefore is quite necessary for every country in the process of integration Le (2000: 3) pointed out that “The economic open-door policy pursued by the Government of Vietnam has increased the demand for English speaking people who are expected to be competent to communicate verbally with the outside world and to access technology.” In recent years, many Vietnamese teachers have tried to use CA in their English Language Teaching (ELT) classrooms In the CA, most teachers and learners meet more difficulties than success, because of many reasons Because of such a significant value of the approach, how to adapt CA in (ELT) to develop learners‟communicative competence in English has always been the objective of many teachers of English In fact, in many places, teachers of English are still playing a central role in the teaching and learning process They are responsible to provide students with knowledge about English language Many teachers tend to make students understand the language rather than to motivate them to perform or practice the language communicatively In addition, most of the students learn English only because this is a compulsory subject that they have to pass As a result, many learners are very good at the knowledge of grammar but they may fail to communicate with each other in English In order to improve this situation, many educational policies, innovations and changes of English teaching methods have been suggested and experimented with many schools in Vietnam in which teaching English through skills seemed to be the most effective and appreciable way Besides listening, writing and speaking, reading skill in English is also very essential for communication Reading is considered one of the most important skills at school English curriculum in Vietnam How to teach reading well and effectively has been a challenge of every teacher The search for good methods to teach reading has attracted much teachers‟ and researchers‟ attention In this tendency, CLT is used by teachers Working as a teacher of English at QBEMS for over 12 years, I have found it quite essential to have more insights into the use of communicative activities in teaching reading Business English texts Communicative activities are considered to be very useful for teachers of English and they are effective means of increasing student‟s participation in language classrooms In the course of working with my colleagues, I have realized that they are very interested in CLT However, from the informal talks with my colleagues, I also see that almost ESP teachers who have been teaching at QBEMS are not very successful in applying communicative activities How to teach students communicatively in ESP reading classes has long become a challenge to teachers of English For the reasons above, I have decided to study the topic: “The reality of using communicative activities in teaching reading Business English texts to students at Quang Binh Economic Middle School.” 1.2 RESEARCH OBJECTIVES This study aims at knowing how teachers and students view communicative activities; having a full insight into how communicative activities are applied in teaching reading Business English texts at QBEMS, at the same time finding out the problems the teachers faced in teaching reading Business English texts The study is also to explore the necessity of communicative activities to motivate learners in learning ESP reading and consider the types of activities that the teachers use in their reading classes Finally, it searches for how these communicative activities have influenced students‟ achievements I also carry out this study with a purpose to learn about communicative activities and give some suggestions which would be useful for teachers in teaching reading Business English texts communicatively as well as to find better solutions for developing the new English teaching method at present 1.3 SCOPE OF THE STUDY QBEMS trains accountancy major The English textbook is the collection of many Business English texts In order to help students to communicate effectively in Business English classes, teachers can conduct many different communicative activities The significance of these activities is seen as a main part of the process However, due to the limitation of knowledge and time, the study only focuses on the reality of using communicative activities in teaching reading Business English texts to students at QBEMS 1.4 RESEARCH QUESTIONS This research aims to investigate the use of communicative activities in ESP reading classes It focuses on how teachers use communicative activities and its effects on students‟ reading Business English texts The study seeks to answer the following questions: 1) What are the teachers and students‟ perceptions of communicative activities in the Business English classroom? 2) What advantages and disadvantages in using communicative activities the teachers at QBEMS often meet when teaching reading Business English texts ? 3) What suggestions could be given to promote the application of communicative activities in teaching and learning reading Business English texts? 1.5 ORGANIZATION OF THE STUDY The thesis consists of five chapters Chapter 1, The Introduction presents the rationales for the research, research aims, research questions, the scope and the organization of the study Chapter 2, The Literature Review reviews theoretical background related to the study, including explanation of key terms and discussions of related studies Chapter 3, The Research Methodology describes the methodological structure of the study with parts: participants, data collection, procedures and data analysis Chapter 4, The Findings and Discussion describes, analyzes and discusses the findings which were gained from the data according to the three mentioned research questions Chapter 5, Conclusion, Implications and Suggestions for future research summarizes the main points discussed in the research paper, the limitations of the research, several pedagogical recommendations regarding the problem, and suggestions for further studies The last is followed by References and Appendices 10 motivation, facilities or authentic English reading materials; students' low English proficiency; grammar-based examination and crowded classes + Many students suggested that the teachers should help students to be aware of CLT correctly The students should be explained clearly about the concepts as well as the types of Business English texts Besides, the administrators and teachers should accommodate the students to learn English through teaching aids such as videos, radios, newspapers, magazines and the internet + The students also asked the teachers for more lively lessons and provide more opportunities for students to have access to authentic business texts and materials They also had the same ideas with the teachers when saying about designing textbooks A lot of students agreed that textbooks should be designed brightly, clearly and concisely in both content and form The textbook should have many different activities and coloured pictures + Students expected their teachers to have a rich source of knowledge It can be easily seen that, knowledge is very necessary for making the lesson more interesting and understandable This will create an active and productive class that makes students learn more actively Thus, teachers should build up not only specific knowledge but social knowledge as well 4.5 CHAPTER SUMMARY This chapter has showed and discussed findings from teachers' and students' questionnaires and interviews on their perceptions of communicative activities and types of Business English texts, the teachers' application in teaching reading Business English texts as well as the suggestions for teaching and learning reading Business English texts more communicatively and effectively 78 CHAPTER CONCLUSION, IMPLICATIONS AND SUGGESTIONS FOR FUTURE RESEARCH The following chapter contains conclusion, implications of the study, suggestions for overcoming the difficulties and challenges in the implementation of CLT in QBEMS Then, it details the limitations of the study Finally the chapter is concluded with recommendations for further research 5.1 CONCLUSION Using communicative activities is very important and necessary in teaching and learning Business English Especially, in recent years, there have been many changes in learning and teaching method with the purpose of enhancing students‟ activeness, creativity and self- study in English language learning This study investigated of using the communicative activities in teaching reading Business English texts in QBEMS From the data collected from the document study and questionnaires, it can be concluded that teachers were interested in CLT They had positive attitudes towards applying communicative activities in their teaching Business English, because they were aware of the important role of communicative activities nowadays Moreover, communicative activities were also quite interesting and widely used in real classes Of these activities, guessing game, asking and answering questions, small group discussion enhance students‟ activeness the most Paiwork and groupwork occurred frequently The role of the teacher was important to students‟ language learning Teacher was not a controller but an instructor or a motivator instead However, there were many difficulties that the teachers and students often encountered during the process of teaching and learning reading Business English texts and there was also the discrepancy between teachers‟ theoretical perceptions of CLT and their practices may prevent them from implementing CLT principles in their classrooms On the basis of what were found, some suggestions and implications for teaching and 79 learning Business English texts more communicatively and effectively in the future were given The research used a qualitative approach to seek the answers to the research questions the attitudes of ESP teachers as well as ESP students in applying communicative activities in teaching reading business texts and a quantitative approach to collect data from the questionnaires The findings were shown with five tables and ten charts in all After analyzing carefully, the findings obtained some results: In terms of teachers and students' perceptions of communicative activities, the figures indicated that almost all teachers were well aware of communicative activities In addition, a lot of students did not understand about communicative activities completely When asking teachers and students about the types of Business English texts that they often meet, both the teachers and students had the same ideas in only some types of Business English texts but there were also different opinions between them to many types of texts Especially, all the teachers indicated that Business letters, Faxes, Memos are Business English texts, however, many students did not recognize or remember them correctly About teachers' attitudes towards the amount of communicative activities in the textbook, many teachers agreed that the writers of the textbook had the intention to design communicative activities but not many In fact, in addition to using communicative activities in their textbook the teachers also design communicative activities from many sources The findings gained in this research confirm that both teachers and students shared positive attitudes towards the use of communicative activities, they found the importance of communicative activities in teaching and learning in general Nonetheless, besides the active ones, some of them are still passive in learning English A lot of students liked communicative activities but they did not feel confident enough when participating in these activities 80 The findings also pointed out the teachers were aware of the necessity of communicative activities, and they therefore used them in their teaching The teachers used many different kinds of communicative activities in teaching reading Business English texts Through the collected figures, we can see that the teachers organized classroom activities relatively communicatively The activities are mainly organized in pairwork and groupwork in the classroom However, many teachers also employed students work in class, the way of classroom organization is not effective enough to enhance the students‟ activeness Next, communicative activities were carried out by the teachers in all reading stages but mostly concentrated on warm - up, pre- reading and post reading stages Concerning the role of the teachers in applying communicative activities, almost the teachers admitted that they themselves should take over many different roles in reading activities Out of the roles, the teacher as the motivator and evaluator were chosen with the highest rate As for the benefit of the communicative activities, the findings showed that the communicative activities created remarkable advantages for teaching and learning English Almost the communicative activities affected strongly the students' learning and they were great opportunities for learning Nevertheless, both groups of survey subjects were well aware of difficulties and challenges they might face in their attempts to implement communicative activities Moreover, there were some constraints such as the large class size, inadequate number of teachers, limited time and resources, grammar-based examinations, etc., that prevented the teachers from applying CLT as well as communicative activities in their English classrooms Finally, the last finding dealt with the teachers' and the students' suggestions for teaching and learning reading Business English texts more communicatively and effectively in the future This part reinforced the results obtained from the previous questions in which many useful participants' opinions were given In summary, it is evident that there are many factors that contribute to the success and failure in using communicative activities, teachers, students, administrators, syllabus designers, materials and educational system 81 all play important roles However, communicative activity is rather "new" aspect that may require a methodology revolution of Vietnamese teachers of English in general, and the English teaching staff in QBEMS in particular On the basis of the results gained, some following possible implications are given below 5.2 IMPLICATIONS Although Vietnamese teachers and students take a positive view of the communicative approach in teaching English in Vietnam, they find difficult to use this approach for their pedagogical practice As Le (2000: 7) suggests that “to facilitate innovations in teaching methodologies, there must be some macro-changes of examinations, curriculum, policy of government, teachers and students‟ attitudes” There are many factors that affect the teaching and learning English such as: Teachers‟ language proficiency, students‟ learning style, resources, facilities, curriculum and examination system, teachers‟ classroom management, suitable methods, etc In order to implement the communicative approach effectively and successfully, the following implications are necessary Firstly, Ministry of Education and Training should reform the training programs in the universities and colleges to provide for society the number of the teachers who have the abilities in communicative language teaching The teachers should be provided more opportunities to improve professional competence (attending conferences, seminars and workshops on the issues of CLT, communicative activities and Business English texts, ect.) They also should have more opportunities to frequently use the equipments such as projectors, video and internet in class Secondly, language teachers need to be aware of CLT, communicative activities and types of Business English texts correctly At the same time, the teachers must have the duty to explain them clearly to their students At the beginning of the Business English course, students need to be informed clearly about the plan of the course, the approach, the time, the goal, the assessment and so on, so that they can use the textbook properly and confidently during the course 82 Thirdly, time should be allocated appropriately If the learning time is not sufficient, the teachers cannot carry out communicative activities effectively and satisfactorily Almost the students of economics at QBEMS have learned English from secondary and high schools and even at many foreign language centers, so it is not necessary to force the students to follow the Basis English course Students can themselves register to pass the exam This will accommodate students who are good at English to have more time for ESP Fourthly, facilities should be invested more in education by reducing class size, upgrading technology, supplying more materials To enhance the quality of training programs, the Vietnamese government needs to invest more in education This investment will help to balance the scope and the quality of education by reducing class sizes, improving the learning and teaching facilities, and especially raising the salary to allow teachers to spend more time and energy on their regular class hours at the university Fifthly, teachers should be creatively adopted innovative textbooks to suit their particular context The English textbook, especially reading activities in the textbook should be adapted and designed at the right level and be more varied to meet learners' need, abilities and learning style The textbook should include more groupwork and pairwork for discussion before and after reading activities by increasing the amount of time for communicative skills (speaking and listening) for the students Moreover, the curriculums need to be flexible for the application of the communicative approach Examination should test communicative competence rather than knowledge of language Sixthly, in order to encourage students in learning reading, the teachers need to: • Be fair, fun and understand their students They also should be well-prepared before going to the class and listen to students interests, expectations, difficulties, etc • Select carefully the use of different reading Business English texts on various topics for daily Business communication such as money, finance, stories, meetings, 83 negotiations, telephoning, management, marketing, etc to promote different purposes and forms of reading • Collect and adapt the use of authentic sources that reflect real-life business activities such as emails, telephone conversations, making excuses, negotiating, handling customer complaints and cultural awareness, etc • Provide books and reading materials that are interesting and relevant to students so as to motivate them to read more • Make connections between reading and students‟ lives • Develop a love for reading, because it extends beyond academic success Here are some suggested communicative activities for teaching reading skills: For pre-reading stage, some typical activities could be suggested are: warm-up activities, true/false prediction, open prediction, ordering and pre-questions, discussion, brainstorming,ect For while-reading stage, some typical communicative activities could be suggested are: True/False statements, multiple choice, wh-questions, yes/no questions, alternatives, grids, matching, gap filling, collecting information,etc For post-reading stage, some activities may be selected are: re-writing, oral report (presentation), roleplay/simulation, communicative games, discussion, mapping it out, etc In conclusion, teaching English in Vietnam is still heavily influenced by the traditional grammar-translation method because of the constraints of learning environment; teacher-students relationship and their roles; teaching and learning styles; exams, curriculum and classroom Therefore we need to try our best to revise and adapt communicative approach for our context In order to achieve this goal, Vietnamese educators need to carry out improvement in teacher training, curriculum design, testing system as soon as possible “Above all, a more open policy and help from the Ministry of Education and Training would provide both Vietnamese learners and teachers with more beneficial opportunities (Nguyen, 1999) Hopefully, in the future communicative approach will be applied successfully in teaching English in theVietnamese context 84 5.3 LIMITATIONS OF THE RESEARCH Although the research obtained the results as expected, there are a number of limitations of it One of the limitations is related to the scale it investigates The research analysis was based on a small scale questionnaire, which focused merely on the eight ESP teachers and the ninety first-year students who are majoring in economics at QBEMS For lack of time and conditions, the research cannot investigate many teachers and students in some technical and medical schools in Quang Binh province Furthermore, the research interviewed only some teachers and students If more teachers and students participated in this survey, the collected results will be more reliable Another limitation is that, there have rarely been researches on using communicative activities in teaching reading Business English texts, so this research cannot avoid some shortcomings 5.4 SUGGESTED FURTHER RESEARCH Because of limited scope and time, the research focuses only on the reality of using communicative activities in teaching reading Business English texts at QBEMS If possible, the further research will focus on both teaching and learning reading Business English texts Furthermore, it will be worth if the future research refers to other skills (speaking, listening, writing) It is possible to conduct a more reliable larger-scale research on the base of this research in many technical schools as well as colleges in Quang Binh in particular and many provinces in Viet Nam in general 85 REFERENCES Adler, C.R (Ed) (2001) Put Reading First: The Research Building Blocks for Teaching Children to Read National Institute for Literacy Retrieved Nov 1, 2007, from http://www.nifl.gov/partnershipforreading/publications/readingfirst1text.html Berg, B L (1989) Qualitative research methods: For the social sciences Boston: Allyn & Bacon Breen , M P and C N Candlin (1980) The essentials of a communicative curriculum in language teaching Applied Linguistics, 1, 89-112 Brown, HD (1991) Breaking the Language Barrier Yarmouth, ME: Intercultural Press Burns, R B (2000) Introduction to research methods (4th ed.) 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