nội dung tóm tắt tiếng anh rèn kĩ năng nghe - nói cho học sinh lớp 1 trong dạy học môn tiếng việt

PREAMBLE Rationales 1.1 Language skills training means life skills training for students Listening - speaking - reading - writing are regular activities in our life However, among these four activities, listening & speaking appear more frequently Two features characterize this pair of activities as follows: - Firstly, it is a pair of spoken language activities - direct communication by sound in language activities - Secondly, the listening & speaking pair includes features of both perceiving and making speech At present, it is quite necessary to research and find out curricula and methods of effective language skills training for students who are at the beginning of the primary level in particular 1.2 Good listening & speaking help students well perceive and explore the world Listening & speaking are a means for students to reason and perceive the surrounding world actively Students use their listening & speaking activities directly addressing some problem or situation arising in their communication environment Due to such an important role of listening & speaking in students’ perception and exploration of the world, it is very necessary to study further features of listening & speaking activities so that appropriate training methods for students’ psychological and perceptive features and feasible for teaching in school can be created 1.3 Language skills training in primary schools remains a lot of shortcomings Our primary school curriculum aims at meeting students’ needs of four skills: Listening - speaking - reading - writing However, teachers, in current fact, focus too much on the reading & writing skills, usually pay less attention to listening-speaking skills training and get perplexed to organize studying activities related to practice of these two skills when teaching Vietnamese subject In addition, teachers are not fully aware of the important role of listening and speaking skills in the process of learning Vietnamese subject for primary students System of exercises is not attractive to students; ways of organizing are monotonous, boring Especially, there are too many programming contents taught in primary schools, teachers not have enough needed time to practice this activity as expected so the organization to train listening & speaking skills for students at the beginning of primary levels now also has some difficult problems 1.4 Requirements of Vietnamese teaching method innovation in general and language skills training for primary students in particular Facing the requirement of the radical and comprehensive education innovation, Vietnamese subject is also thoroughly well defined innovation according to orient communication Therefore, training language skills for primary students is extremely important In order to form and develop these skills, it is necessary to create a specialized, multifarious and diversified curricula and method of formation language skills based on rationale as well as reality; this can help students practice language skills effectively in schools Research purposes and tasks 2.1 Purposes - Give orientations of reasonable curricula, methods and performance procedures to help teachers overcome difficulties in creating communication-oriented Vietnamese teaching activities - Give appropriate procedures of language skills training with some corresponding exercises in order to promote teaching effectiveness as well as help students enhance their language capability, especially know how to use spoken language as a means of communication, learning and other leisure activities 2.2 Tasks - Generally study language skills training for primary students at home and abroad by looking for and collecting reference materials - Systemize and analyze elaborately psychological, linguistic and active, psychological hypotheses of language skills training for the students in the first grade classroom - Take a survey on the language skills training program and its system of exercises in Vietnamese Language Textbook for grade students; take a survey on language skills training in real teaching situations Based on the results of such surveys, advantages and limitations of language skills training for grade students will be found, and proposals for the thesis will be released - Establish curricula and organization methods of the language skills training process - Propose system of exercises to train language skills for grade students, and design some sample lesson plans to concretize procedure of language skills formation - Verify feasibility of the proposals raised in the thesis by making experimental assessments to finally come to necessary conclusions and recommendations Object and scope of research 3.1 Object - Curricula and performance procedures of language skills training for grade students through Vietnamese subject - Organization methods of language skills training through practice exercises 3.2 Scope - The thesis is limited on considering and studying the two preliminary listening and speaking skills - The thesis focuses on the curricula, methods and performance procedures of language skills training for grade students through Vietnamese subject in primary schools using the current curriculum of Ministry of Education and Training Research methodology 4.1 Survey 4.2 Analysis 4.3 Statistics, categorization, comparison 4.4 Pedagogical experiment Scientific hypothesis If we rely on a basis of solid scientific theory, the actual survey conducted thoughtful and proposed contents as well as the process of training measures through scientific, attractive and suitable exercise activities for students at the beginning of primary levels It is certainly that the quality of training listening & speaking skills for students at the beginning of primary levels will enhance Students will practice more forcefully and actively that helps them perform speaking & listening activities more effectively, giving them the confidence, calm and active when speaking & listening in learning and communication Contributions of the thesis Set up the theoretical and practical bases on which the curricula and methods of language skills training for grade students through Vietnamese subject are established The thesis proposes not only curricula and methods of language skills training for grade students but also its performance procedures as the final proof for the whole process, which we think the most reasonable Furthermore, the thesis clearly shows orientation of application in the existing Vietnamese teaching reality Layout of the thesis - The thesis consists of 148 main pages and 79 appendix ones - The thesis is composed of preamble, contents, general conclusions, reference materials, and appendices CHAPTER OVERVIEW OF RESEARCH ON LISTENING – SPEAKING SKILLS TRAINING FOR STUDENTS IN THE FIRST GRADE CLASSROOM 1.1 Research on listening & speaking activities and listening & speaking teaching for the students in the first grade classroom in some countries in the world 1.1.1 Some researches on listening & speaking skills training Nowadays, there are variety of researches on capability of using language of primary students in general and the formation of listening & speaking skills for the students in the first grade classroom in particular all over the world Following are some researches related to formation and development of listening & speaking skills for primary students Firstly, It can be pointed out Russian scientists’ opinions of teaching mother tongue [1, pages 18-38], in which the author Phe-do-ren-co L.L emphasizes the roles of verbal language and the concern about listening – speaking skills right from the early period of children’s language studying process The author V.I Ca-pi-nox focuses on opinions of activity theory in the psychological field; his point of view creates basic effects on formation and development of children’s speech Besides, there are some researches of British scientists: The work “Toward an analysis of discourse” provides and describes dialogue models between teachers and students in the class; the document “Teaching Speaking and Listening in the Primary School” - 2000 by the group of authors Elizabeth Grugeon, Lyn Dawers, Carol Smith and Lorraine Hubbard makes a general introduction to listening – speaking skills; the book “Curriculum Guidance for the Foundation Stage” considers development and language use capability in communication to be the focal point in children’s study; the book “National Literacy Strategies: Framework for Teaching” mainly focuses on the extremely important role of listening – speaking skills in language teaching; these two skills are considered an indispensable part of primary students’ studying activities although they are not separately defined in the curriculum frame; the document “Speaking, listening, learning” (2003) highly appreciates information exchange activities by spoken language and encourages teachers to have such more activities, through guidance on different kinds of dialogues, to develop children’s reasoning and reflection abilities; In The “National Curriculum”, asserted that the duration for training speaking & listening skills occupies one third English curriculum Especially, the book “Teaching oral language” (Building affirm foundation using ICPALER in the early primary year) by John Munro (Australian Council for Educational Research), the first edition in 2011, is worth paying attention to In this book, the author not only clearly states persuasive bases showing the importance of listening & speaking skills in the process of reading & writing skills teaching and knowledge perception but also mentions focal points of communication languages during the initial primary education stage with a model named ICPALER The model aims at equipping teachers with basic contents and methods to control students’ listening – speaking skills J.A Foley (2006), New Dimensions in the Teaching of Oral Communication (Anthology series 47 Published by Seameo Regional language Centre) is also a good book It comprises 16 issues selected as sample ideas and viewpoints of “New standards in communication teaching” Such issues divided into groups: Basic theory, real application and communication assessment In general, the document has mentioned the roles of speaking skill in studying a language, especially the development of children’s language skills According to R.J Campbell (2006), “Developing the primary School Curriculum”, documentation helps us have an overview of the development programs in primary education, including issues: the political situation, the theory of program on education development, the role of teachers, providing research experiences in educational programs of some countries Therefore, we can build up an ideal school model, which emphasizes teachers’ awareness of their role, and working environment conditions of the Primary Teachers Thereby, we have an overall visualization of the role of research problems placed in a common system What is more, the author Wilson, Julie Anne noted This author, via his book “A Program to develop the listening and speaking skill of children in a first grade classroom” (1997) provides us with an overview of the listening- speaking skills development program for children in a first grade classroom 1.1.2 Orientation of language skills training for primary students in some countries all over the world Language use skills include Listening – Speaking – Reading – Writing However, research on methods and procedures to form those skills, each skill’s role as well as their relationship is one of the top concerns in the primary education curriculum in some countries around the world Through the researches on listening – speaking skills training for primary students as mentioned, some key points of view can be summarized as follows: - Language skills training on the basis of capability - Language skills training in and via communication 1.2 Researching and teaching listening & speaking for primary students in Vietnam 1.2.1 Researches on listening & speaking teaching in Vietnam Followings are some of the documents directly related to the research issue that we would like to repeat again: + The book “Some issues in teaching primary students dialogues” by the author Nguyen Tri provides us with basic insights of dialogues, makes introduction to the dialogue curriculum based on the Primary Curriculum issued in 2001 and 2006 and various types of exercises for practicing listening and speaking skills used in Vietnamese language textbooks, in which there are types of exercises of listening-speaking skills training for students; another writing of the author “Experience in teaching the native language via communication method in some countries” also takes written and spoken language teaching program structure for primary students into consideration According to his opinions, teaching via and for communication has made changes in various aspects of the mother tongue teaching curricula in some countries around the world + The author Phan Phuong Dung, in her thesis “Language means represent respect in Vietnamese communication”, systematically lists language means representing respect and discusses about some samples of exercises to teach cultural speech for primary and secondary students In addition, she also elaborately states wording means expressing respect in communication, application of such means in communication as well as in teaching Vietnamese language subject for primary students in her writing “Wording means representing respect in communication and capacity of application in teaching Vietnamese for primary students”, The author specifically mentioned the means of word to express politeness in communication features and the application of words to express politeness in communication and the application of words to express politeness in teaching Vietnamese in primary schools These documents are foundations for us to think about listening and speaking skills teaching methods for students at the beginning of primary levels in order to correct mistakes made in communication + In the book “Communication and Vietnamese teaching in primary school”, the two authors Phan Phuong Dung and Dang Kim Nga study such communication issues and activities as forms of communication, functions of communication, native language and communication factors, types of speech and communication activities, the process of speech making and perception in communication + The author Nguyen Quang Ninh discussed the training speaking & writing skills in communication method in his two studies “Some issues in communication-oriented written and spoken native language teaching in primary schools” and “Vietnamese language skills training”, refers to communication-oriented speaking skills training In addition, he also emphasizes communication-oriented dialogues + In her thesis “Some methods to promote effectiveness of speaking skills training for primary students via Vietnamese subject”, the author Tran Thi Hien Luong clearly shows the further practice-oriented teaching method to train speaking skills for students on the basis of primary students’ age-group characteristics and the modern teaching theory Within its scope, this thesis has released speaking skills training methods like pronunciation skill training, mono-dialogue skill training, dialogue skill training, in which language use skill training for primary students is included It can be seen that the researches of the above-mentioned authors have already referred to objectives, contents, methods to develop listening and speaking skills or train the skill using via listening and speaking skills for students; nonetheless, the things discussed are just general without being given as a big subject Methods to promote effectiveness of training listening and speaking skills for primary students, on the basis of the existing curriculum and textbooks, have hot been studied thoroughly Therefore, it is in need of studying contents to find out relevant methods to promote effectiveness of training listening and speaking skills for students in the first grade classroom to assist teachers in the process of teaching Vietnamese according to the communication-oriented 1.2.2 Some opinions of skills training via Vietnamese subject in primary school 1.2.2.1 Opinions on training skills via Vietnamese subject in Vietnam primary schools before 2000 The concept of teaching Vietnamese is incomplete, the teaching of Vietnamese is not clear to emphasis on the main purpose that is teaching Vietnamese in communicating Vietnamese curriculum has not concerned with Vietnamese traditional cultural elements to conduct training cultural behavior in communication Before 2000, Vietnamese curriculum in primary levels made light of training listening and speaking skills Most curricula were not interested in teaching Vietnamese in conversations and enhanced communicative capacity in conversations for students The formation of communication skills only formed spontaneously in the process of the learning Vietnamese at home and schools as well as in everyday of students’ life The teaching methods based on the viewpoint of communication have not been used in teaching and learning Vietnamese The training skills were not proficient and well trained which causes the limitation to the results of learning Vietnamese in general 1.2.2.2 Views of training Vietnamese listening & speaking skills in primary schools in Vietnam in recent years Curriculum of teaching Vietnamese in the year 2000 was compiled based on the orientation: Teaching Vietnamese through communication; making full use of students’ experience in using Vietnamese language; applying opinions of integrated Vietnamese language teaching; combine Vietnamese language teaching with culture and literature teaching Based on the above-mentioned orientations, the 2000 Vietnamese program has defined objectives of the subjects in terms of three aspects: skill, knowledge and attitude 7 Especially, it considers formation of skills as one of the leading important factors in teaching language in primary school and affirms that teaching Vietnamese means teaching students how to use modern Vietnamese for learning and communication in environment which is suitable for their age groups 1.2.2.3 Vietnamese language curriculum of Research Center for Educational Technology The curriculum is built on the viewpoint on scientific language selection of modern Vietnamese language to premise and express it in the form of a subject based on new principles: Development principles, standard principles, minimum principles Based on these principles, Vietnamese language curriculum of Research Center for Educational Technology has identified an explicit teaching process Through the learning system, students can obtain scientific knowledge along with the corresponding skills Conclusion Formation and development of listening & speaking skills have been taken into much consideration, and listening & speaking skills teaching programs have been applied as a key task in schools all over the world Especially, listening & speaking skills are ranked at the same level with the others and considered as the basic and foundation to help students deal well with other skills In fact, the educators has put forward purposes of Listening - Speaking - Reading - Writing skills training for students in the first grade classroom in addition to supplying knowledge in teaching Vietnamese However, the contents and duration spent on teaching listening-speaking is still much less than on reading and writing within the current Vietnamese teaching program CHAPTER THEORETICAL AND PRACTICAL RATIONALITIES OF LANGUAGE SKILLS TRAINING FOR GRADE STUDENT 2.1 Some general issues 2.1.1 Language use skills 2.1.1.1 Language skills People need not only language-related knowledge but also four fundamental skills of listening, speaking, reading, and writing in order to use any languages Those four skills closely interrelate Vietnamese subject at primary education level in general and at Grade in particular aims to create those four skills for the students, among which listening and speaking skills need forming right at the beginning of their learning process as a basis for the good formation and development of the remaining skills 2.1.1.2 Differences between written language and spoken one Regarding lexicology, ellipsis and terseness are found more often in spoken language than in written language; however, spoken language is not so concise and to the point as written language In terms of grammar, the grammatical structures of spoken language is often more complicated and varied than those of written language Regarding extra-linguistic elements, written language does not take advantage of the paralinguistic elements such as intonation, tone, face expression, eye contact, gesture, and posture, etc as spoken language does Thus, there are differences between spoken language and written language in the ways of producing and receiving of speech Training spoken language along with communicative language (with teachers and friends in school, with people who are proficient in language ) provides students experience in the new syntactic structures, the rites of new words, and develops new ways of expressing and linking ideas 2.1.1.3 Training of spoken language skills in relation to written language In language teaching and learning, good language skills would help to prepare for the process of learning how to write more easily The form of writing, which exits as a way of recording oral speech, quickly becomes a special form of language with specific traits of appearance and semantics The forms of oral communication and written communication closely interrelate and interact with each other 2.1.2 Phases of skills formation & development, and language development of Grade students 2.1.2.1 Phases of listening and speaking skills formation - Phase 1: When a child is newly born (1-2 years old), he has no sense of skills He often turns towards the source of the voice, listens to spoken language (start paying attention to speech sounds - Phase 2: From 2.5 to years old, children start learning skills on demand of children through three ways: imitation, role-play and monologues Children know to observe the link between speech sounds and objects, colors (start to understand the meaning of words) - Phase 3: At primary education level, children form skills consciously They listen to and remember all words / sentences repeated many times daily (Begin engraving upon memory / receiving vocabulary) - Phase 4: At this stage, children’s’ mature skills become more sophisticated, children practice speaking through simulation of sounds when they listen to (start passive speaking, imitating speaking) - Phase 5: Communicating in spoken language community (active speaking) 2.1.2.2 Language development of Grade students - During Grade period, the students’ language increases fast; and the syntax is developed The students can present issues briefly, clearly as the result of not only their exposure to scientific concepts but also the requirements of study activities and intellectual activity The primary schools become the best education environment for the children to be guided to develop their vocabularies, to learn the correct structures of their mother tongue, to expand their knowledge, and to improve their personalities In order to develop the children’s language, the teachers must be conscious of training their students in their spoken languages skills (mainly conversational language) in conversations In summary, learning Vietnamese language in general and training language skills in particular at primary education level must be based on the children’s past experience and their experience in using language so that their language ability and ability related to thinking with language continues to be developed It is the educational researchers’ prime duty to find out suitable measures and organization modes to develop the primary students’ language skills 2.1.3 Listening and speaking activities 2.1.3.1 The nature of listening and speaking activities Verbal communication is essential in the human society Listening is about receiving information and processing the sounds having effects on the human auditory organs It is also a human activity, which happens often It is an activity of transferring the speech producers’ thoughts and information contents of mental nature into a material form of language code 2.1.3.2 Importance of listening and speaking activities At schools, listening & speaking activities play a role as a communication tool to develop thinking power and support study Listening and speaking at schools are two activities developed into skills under the guidance of teachers These activities are important in enabling the students to communicate well in ordinary situations They partly help the students to better their Vietnamese language practice skills as well as their thinking power and cognition ability 2.1.3.3 Several forms of listening and speaking a) Forms of listening - Conversation listening - Text comprehension listening b) Forms of speaking - Speaking in conversations - Speech speaking 2.1 Theories applied in research process 2.2.1 Theories on verbal communication Listening and speaking are verbal communication activities The verbal communication is, in its nature, first and foremost a social activity Through communication, each individual shows his or her thoughts, emotions, and ideas Especially, communication not only is a structured activity with various different levels but also has specific objects In the process of having effects on the objects, it makes them changed Each communication includes, in order to bring its functions into play, two types of acts which are formation (or production) of speech and receipt (or perception) of speech Communication is affected by communication-related elements, which are communication purposes, communication contents, communication modes, and communication contexts Communication plays a very important role in life People use language for exchanging daily information, establishing and maintaining relations It also helps people relax and entertain after their hardworking hours Therefore, it is a practical and necessary approach to train the students in listening and speaking skills attached to communication improvement direction Through communication, the students are trained in language skills in general and listening & speaking ones in particular In addition, communication also helps to create favorable conditions for them to express themselves in life 10 Applying the theory of communication into practicing listening & speaking skills for students in grade is considered from the aspect of pronunciation, vocabulary and syntax Students practice pronunciation correctly, use vocabulary, create and express sentences correctly 2.2.2 Theories on conversations Conversation is a verbal communication activity created by the involved people in order to help them exchange their information or thoughts, emotions etc in accordance with a set forth purpose Based on the interlocutors in communication, conversation is categorized into monologue and multi-dialogue Based on the narrow communication context of a conversation, conversation is sorted into ritual normative conversation and non-ritual one Besides, there are possibly compulsory conversations and arbitrary ones The communicating activity consists of word exchange activity, word responding activity, interactive activity Principles of negotiation in conversation, principle of turntaking, principle of relevance in conversation; principle of respect of participators’ face, and cooperative principle (CP) in conversation To apply the theory of conversation in training listening & speaking skills for Grade students with good results, teachers need to identify the factors that participate in the conversation; creating students’ demand for engaging in the conversations, creating a favorable communication context, creating objective for students in the process of communication 2.2.3 Theories on activity psychology Leaning and training in listening and speaking skills is about leaning and training in a kind of activity However, listening and speaking is not a muscular activity but an activity of mentality, perception, and cognition This activity abides by the thinking rules during the processes of speech production and perception The psychologist namely A.N Leonchiep’s theories on activity psychology enable us to imagine more clearly the specific language use procedures like listening, speaking, reading, and writing skills and apply such procedures in analyzing structure of speech acts and training in listening and speaking skills for students 2.3 Practical rationalities 2.3.1 Some issues related to the current Vietnamese Language Textbook for Grade students Vietnamese language for primary education is not only the subject but also a tool one Primary students dominate the knowledge of Vietnamese subject and use that knowledge as a tool for learning other subjects as well as communicate with friends, teachers and their surrounding relatives The curriculum also heightens the training of corresponding skills: listening - speaking - reading – writing The content of training listening & speaking skills in Vietnamese language focuses on types of conversations: dialogue and monologue, corresponding to the two forms of content is listening & speaking type in conversation, building up the complete speech 11 Organizational forms of training speaking & listening skills for students in grades is based on samples, answering questions according to the themes with illustration pictures, students know how to pose and answer questions related to object selection through given situations and purposes 2.3.2 Exercise system for skills training in current Vietnamese Language textbook for Grade students 2.3.2.1 Purposes, methods, and criteria for exercise system categorization - Purposes: The research aims to carry out a survey on the fundamental demands, contents, and standards of language skills through the whole program, especially through the system of exercises for students, to improve their language skills in the Vietnamese Language textbook for Grade students in order to find out the weakness and strengths of the exercise system; based on which, we propose contents and methods of training in language skills for the Grade students through Vietnamese subject - Method: In order to survey the exercise system in Vietnamese Language Textbook for Grade students, we have mapped out a plan of carrying out the survey with the steps as follows: Step 1: Building up a criteria for classifying the exercises Step 2: Creating the foundations for evaluation of the exercises Step 3: Preparing statistics, processing data and giving correct and unbiased assessment comments on the exercise system in the current Vietnamese Language education program - Criteria: + Based on the skills in need of being trained + Based on the purposes of the exercises + Based on the requirements and contents of the exercises 2.3.2.2 Categorization of the exercises used for language skills training for Grade students in current Vietnamese Language textbook - Exercise group served for speaking skill training in syllable learning sections - Exercise group served for speaking skill training in general practice sections 2.3.2.3 General comment and assessment a) Strengths: Besides providing them with knowledge, the textbook helps to train the students in Vietnamese skills The exercise system is arranged in an order with higher and higher requirement levels The contents of the lessons in the study subjects aims to help the students practice and be trained in language skills of listening, speaking, reading, and writing, closely attached to the topics; which enables the students find it easier to use words as well as to express their ideas in sentences b) Weaknesses: The issues of selecting topics, balancing the number of the exercises, and organizing suitable modes of training need further discussing It is necessary to specify more clearly the procedures of language skills training for the students It is also a need to concretize the activity and to divide it into sub-activities that can be easily carried out Besides, it is also necessary to show how to apply the listening and speaking skills training 12 methods, which not only is appropriate to the Grade students’ cognitive psychology and awareness but also makes them interest in study 2.3.3 Real situation of training Grade students in language skills * Regarding teachers: Most teachers not pay much attention to training their students in listening and speaking skills The main reason that make teachers not like because the amount of time spent on training listening & speaking skills is unreasonable Teachers often depend on the suggestion questions in the textbook and request their students to self-prepare in advance The teachers also hesitate to prepare school things Furthermore, they not take initiative in applying the teaching methods that make the students show their positive roles in activities, thereby having not drawn the attention of the students in the early years at primary schools The difficulties that teachers face is still the problem of methods and processes of teaching organization When discussing about this problem, the teachers express a wish to be supported with teaching methods and skills training contents through practice exercise systems * Regarding students: It is shown in the statistics and the surveys conducted through language portfolios that there is a relatively high rate of students whose language use ability meets the requirements Note-worthily, regarding the students’ difficulties in language skills formation and development, the number of students having difficulties related to vocabularies accounts for 27.9% while the number of students who often utter short sentences, use wrong adjuncts as well pronouns, and use wrong order of words in sentences takes an account of 41% Moreover, in the process of message reception, the students understand only short sentences; and they find it difficult to use the sentences with conjunctions and not realize ungrammatical sentences, etc Also in the reception process, in terms of semantics, some students can only utter the sentences describing an event; and they face difficulties as saying the sentences describing many events or the ones with complicated meanings On the contrary, during the period of message reception, the students find it easier to listen simple sentences describing an event; meanwhile, they use much less sentences describing two events or more In summary: The students will be aware of their listening and speaking skills in communication and practice them to perfect if the importance of listening and speaking skills are paid attention to during the process of teaching Vietnamese language This means that the language ability must be formed in a way parallel with communication skills training In order to reach that goal, the work of training Grade and Grade students in listening and speaking skills must be done through language as well as speech acts Conclusion to Chapter II Verbal communication is an activity, which is very typical of and most important to human beings One of the main purposes of language skills training in primary schools comes to forming and developing the students’ verbal communication ability, including the ability of speech perception (listening) and that of speech production (or speaking) 13 On the other hand, the students will be aware of their listening and speaking skills in communication and practice those skills to perfect if the importance of listening and speaking skills are paid attention to in the work of Vietnamese language teaching In order to reach that goal, in the work of training Grade students in language skills, it is necessary to determine the contents of language skills training based on the purposes and language standards for Grade students The work of language skills training for the students must be considered in the courses of phonetics, lexicology, and grammar, based on which the students’ skills of using words, sentences, and conjunctions are shaped Besides determining the contents of language skills training, we must pay attention to the training organization process In order to train Grade students in language skills training effectively, we not only consider language skills training in relation with the skills systems but also combine it with organization modes and teaching methods suitable for each skills training content as well as for the cognitive psychology of the children at different ages CHAPTER ORGANIZATION OF LISTENING & SPEAKING SKILLS TRAINING FOR GRADE STUDENTS IN TEACHING VIETNAMESE 3.1 OBJECTIVES AND CONTENTS OF LISTENING & SPEAKING SKILLS TRAINING FOR GRADE STUDENTS 3.1.1 Objectives - Help students perform correct pronunciation of sounds & syllables of Vietnamese language - Help students build and link sentences in expressing ideas 3.1.2 Contents of listening & speaking skills training for grade students Training spirit of listening & speaking skills for grade students is shown in the model below: Period Period 100 Pronunciation training (descending) Communication training (ascending) a) Pronunciation training Pronunciation training for grade students is very important since it acts as the foundation, the first step in the process of listening & speaking skills training Pronunciation training consists of main sections: Sound training and syllable training This section aims to help students be accurate in pronunciation of vowels, consonants, distinction between monophthongs and diphthongs, distinction of initial consonants, pairs of 14 final consonants Particularly, training of difficult sounds and syllables are applied in voice, words and sentences b) Communication training Communication training consists of basic forms: Communication-based listening and speaking skills training and topic-based listening and speaking skills training By listening and speaking training in communication activities, students have opportunities to practice simultaneously real and friendly communications Topics are close to students’ communication context Their listening and speaking are used in word selection, sentence building and in situations of speech in order to improve their ability of language through communication activities 3.2 EXERCISE SYSTEM AND METHOD OF ORGANIZING LISTENING & SPEAKING SKILLS TRAINING 3.2.1 Principles of building exercise system Activities of exercises built on basic principles are: ensure objective, standard of language, optimality, and systematic and development 3.2.2 Exercise system for listening & speaking skills training Apart from introducing teaching methods to be used in listening –speaking skills training for grade students, this thesis also recommends an exercise system for providing more support to teachers in listening & speaking skills training The specialty of this exercise system is not only the presentation of exercise contents or organization procedure but also the introduction of methods in training listening – speaking skills for grade students Therefore, if such method is mentioned as a measure for enhancing efficacy of listening – speaking skills training in the previous section, in this section it may act as one of three core components establishing exercise system in listening & speaking skills training for grade students On the other words, value of such exercise system recommended in the thesis is formed by basic factors including: content, implementation procedure and organization method Based on such principle, our exercise system consists of groups as follows: Group 1: Exercises for listening & speaking skills training by pronunciation  Type 1: Exercises for training skills in pronouncing sounds and accents  Type 2: Exercises for training skills in pronouncing syllables Group 2: Exercises for listening & speaking skills training by communication activities  Type 1: Exercises of listening & speaking skills training by wording  Type 2: Exercises of listening & speaking skills training by sentence building  Type 3: Exercises of listening & speaking skills training by communication activities in communicative situation 3.2.3 Description of exercise system and organization of practice 15 GROUP 1: EXERCISES FOR LISTENING & SPEAKING SKILLS TRAINING BY PRONUNCIATION A EXERCISE SYSTEM With this exercise, through the process of separating (classifying, analyzing) sound into parts (for example: ba), students will recognize phonetic characteristics of each part in /ba/: sound /b/ - consonant, sound /a/ - vowel; recognize two sounds: consonant/vowel; accordingly, students will know how to perform pronunciation of consonants, vowels and to recognize the remaining consonants and vowels In this group of exercises, students will be trained: - How to pronounce vowels: monophthongs and diphthongs, semi-vowels - How to pronounce consonants: initial consonants of easy confusion, final consonants, and pairs of final consonants going together - How to pronounce accents, particularly accent pairs of easy confusion in order to treat regional pronunciation features - How to pronounce difficult syllables, sounds, distinguish spelling in reading sounds, words and sentences On the stable basis of clear listening and accurate pronunciation, students will bear the skills of listening, repeating sounds, analyzing sounds (through pronunciation), students will be able to write and reread naturally and effortlessly Based on characteristics in phonetic structure of Vietnamese language, this exercise group is divided into types; each type is subdivided into different patterns as follows:  Type 1: Exercises for training skills in pronouncing sounds and accents  Pattern 1: Exercise of distinguishing vowels  Pattern 2: Exercise of distinguishing consonants  Pattern 3: Exercise of distinguishing accents  Type 2: Exercises for training skills in pronouncing syllables  Pattern 1: Exercise of pronouncing syllables with only one main sound  Pattern 2: Exercise of pronouncing syllables with main sound and final sound only  Pattern 3: Exercise of pronouncing syllables with medial and final sounds only  Pattern 4: Exercise of pronouncing syllables with medial and main and final sounds only B ORGANIZATION OF PRACTICE  Type 1: Exercises for training skills in pronouncing sounds and accents  Pattern 1: Pronunciation of vowels  Procedure Step Learn to pronounce /a/ Step Recognize characteristics of /a/ Step Recognize other vowels  Illustrating exercise 16 Exercise 1: Distinguish monophthongs i/ê Exercise 2: Distinguish diphthongs  Pattern 2: Pronunciation of consonants  Procedure Step Learn to pronounce /b/ Step Recognize characteristics of /b/ Step Recognize other consonants  Illustrating exercise Exercise 1: Pronounce and distinguish initial consonants Exercise 2: Pronounce and distinguish final consonants Exercise 3: Pronounce and distinguish semi-consonants Pattern 3: Exercise of pronouncing and distinguishing accents  Procedure • Pronounce sound without accent mark ba Step Pronounce the accent without accent mark /ba/ Step Analyze the accent without accent mark /ba/ • Pronounce sound with accent mark /bà/ bµ Step Pronounce sound with accent mark /bà/ Step Analyze sound with accent mark Step More practice with the following sounds: /bµ/ /bá/ /bả/ /bÃ/ /bạ/ Illustrating exercise Exercise 1: Pronounce correctly: broken rising-tone and falling-rising tone Exercise 2: Pronounce correctly: rising-tone and broken rising-tone  Type 2: Exercise of training skills of pronouncing syllables Pattern 1: Exercise of pronouncing syllables with only one main sound  Procedure Step Introduce sound Students, please pronounce the sound:/ba/ Step Analyze sound Step Draw diagram of word /ba/ b a Step Find new sound  Illustrating exercise Exercise 1: Based on syllable with only one main sound, students will replace initial sound to make new sound Exercise 2: Based on syllable with only one main sound, students will replace main sound to make new sound Pattern 2: Exercise of pronouncing syllables with medial l o a and main sounds only  Procedure Initial Final Medial 17 Step Pronounce /loa/ Step Analyze it Step Take /loa/ to model Step Find new sounds  Illustrating exercise Based on the syllable /loa/ with main and medial sounds, replace initial sound to form new sound Pattern 3: Exercise of pronouncing syllables with main and final sounds only  Procedure Step Pronounce a sample sound: /lan/ Step Analyze Step Draw diagram of the syllable /an/ Step Find sound with syllable /an/  Illustrating exercise Exercise 1: Based on the syllable with main and final sounds in /nan/, replace initial sound to form new sound Exercise 2: Based on the syllable with main and final sounds in /nan/, replace final sound /n/ by /t/ to form new sound Pattern 4: Exercise of pronouncing syllables with medial, main and final sounds only  Procedure Step Pronounce with round lips /an/: /an/ → /o/ - /an/ - /oan/ Step Analyze /oan/: /oan/ → /o/ - /an/ - /oan/ Step Draw diagram of /loan/: l o a n Step Find words with /oan/ Illustrating exercise Based on examples with medial, main and final sound /oan/, the same to sound /oat/ GROUP 2: EXERCISES FOR COMMUNICATION - BASED LISTENING & SPEAKING SKILLS TRAINING A EXERCISE SYSTEM The group of exercises for listening & speaking skills training for primary students through communication can be divided into three types: Exercises for listening & speaking skills training by wording Pattern 1: Exercise of listening & speaking and vocabulary building through mind map Pattern 2: Exercise of listening & speaking and vocabulary building through learning games Pattern 3: Exercise of listening & speaking and vocabulary building through synonyms Exercises for listening & speaking skills training by sentence building Pattern 1: Exercise of listening and expressing sentences following samples 18 Pattern 2: Exercise of listening and expressing sentences through questions and answers Pattern 3: Exercise of listening and expressing sentences through visual channel Exercises of listening & speaking skills training by communication activities Pattern 1: Listening & speaking skills training through conversation Pattern 3: Listening & speaking skills training through role play Patter 4: Listening & speaking skills training through delivered stories B ORGANIZATION OF PRACTICE Exercises for listening & speaking skills training by wording  Procedure Step 1: Listen and observe Step 2: Select, classify, guess, and link through conversation, mind map, and leaning games Step 3: Speak words and sentences  Illustration Pattern 1: Practice listening & speaking and vocabulary building through mind map Pattern 2: Practice listening & speaking and vocabulary building through learning games Pattern 3: Practice listening & speaking and vocabulary building through synonyms Exercises for listening & speaking skills training by sentence building  Procedure Step 1: Approach sample materials Step 2: Analyze materials Step 3: Apply Step 4: Review, comment  Illustration - Pattern 1: Exercise of listening and speaking following samples - Pattern 2: Exercise of listening and expressing sentences through questions and answers - Pattern 3: Exercise of listening and expressing sentences through visual channel Type 3: Exercises of listening & speaking skills training by communication activities  Pattern 1: Listening & speaking skills training through conversation  Procedure Step 1: Watch pictures Step 2: Organize students to talk Step 3: Students speak in sentences, texts Step 4: Teacher reviews and motivates  Illustrating exercise: Picture: House sweeping  Pattern 2: Listening & speaking skills training through role play  Procedure 19 Procedure Step 1: Prepare Teacher - State general requirement - Give assignments to students Students - Listen to requirements - Get assignment (role) Step 2: Fulfill Step 3: Comment, assess - Organize students to fulfill - Collect comment ideas - Orient , adjust - Role-play - Self-review; assess - Self-adjusting according to the suggestions of teachers (if any) Step 1: Prepare Step 2: Students get their assignments Step 3: Students play role Step 4: Teacher reviews and motivates  Illustrating exercise: Week 3, Grade 1: Story “ Friends of little deer”  Pattern 3: Listening & speaking skills training through group discussion  Procedure Procedure Step 1: Prepare Teacher - State general requirement - Device groups - Give assignments to students Students - Listen to requirements - Device groups - Get assignment Step 2: Fulfill - Organize students to discuss - suggest, direct, orient students by using questions - observe, listen and help support (if necessary) Step 3: Comment, assess - Collect comment ideas - Orient , adjust - Organize comment, evaluation and grading, supplement needed comments, motivate spirit of team work - Discuss - Members present their discussion ideas in front of the group - Representatives of each group present the results discussed in class - Self-review; assess - Self-adjusting according to the suggestions of teachers (if any) Step 1: Give assignments to students Step 2: Teacher introduces to divide students into groups in accordance with demand of 20 exercise Step 3: Teacher gives students assignments and discussion time Step 4: Observe discussion and instruct groups to discuss Step 5: Representatives of groups present findings Step 6: Review, judge, classify, add necessary ideas, and appreciate working spirit of groups  Illustration: Story “Grandmother and grandchildren” (Vietnamese language – week 11)  Pattern 4: Listening & speaking skills training through telling delivered stories  Procedure Step 1: Provide materials Step 2: Link ideas to express topic Step 3: Review, adjust  Illustration Exercise 1: Present the story in time sequence Exercise 2: Present the story by using pronouns 3.3.1 Direction to apply exercises in skills training  Apply in sub-subjects of Vietnamese language Apply in learning other subjects  Apply in real life CHAPTER PEDAGOGICAL PRACTICE 4.1 Objectives Pedagogical practice aims to check feasibility and efficacy of a system of exercises and the proposed procedure of using a system of exercises, then to confirm correctness of scientific hypothesis presented in the thesis 4.2 Subject and place of practice 4.2.1 Subject - In terms of students: Grade 1students is chosen for practice in order to suit focus of the thesis Subjects are selected randomly with full typical characteristics of current primary students and representativeness of regions - In terms of teachers, we chose primary teachers with basic training and good qualification They all are clearly aware of objectives and requirements of practice in order to quickly understand spirit, content and method presented in the thesis and to effectively cooperate with the researcher 4.2.2 Place of practice Practice is carried out in Hanoi and other provinces (Hung Yen, Lao Cai) In Lao Cai particularly, three different regions are chosen Despite being in a mountainous province, Bao Yen district has more favorable conditions than Simacai district Apart from two mountainous districts, a school in Lao Cai city is chosen for comparison Such schools represent mountainous area, rural area and urban 21 4.3 Method of practice To gain reliable data, practice is carried out in two phases: - Phase 1: Investigation practice (academic year of 2010- 2011) - Phase 2: Checking and reviewing practice (academic year of 2011-2012) 4.4 Practice contents 4.4.1 Investigation practice Based on a system of exercises and language skills for grade students proposed in the thesis, we choose some exercises to design tests in the form of exercise sheets Then extratime teaching is implemented in accordance with duration suitable with the requirements Prior to selecting exercises for investigation practice, some requirements that must be satisfied include: typicality, newness, comprehensiveness and suitability Following are groups of exercise used in investigation practice Group 1: Exercise for listening & speaking skills training through pronunciation Group 2: Exercise for listening & speaking skills training through communication activities We investigate in both groups, of types of exercises, are chosen corresponding to exercise sheets (appendix 4): • Exercise sheet 1: Training pronunciation skills of syllables • Exercise sheet 2: Training listening & speaking skills in wording • Exercise sheet 3: Training listening & speaking skills in sentence building 4.4.2 Teaching practice As presented, the main content of comparative practice is to carry out teaching with different syllabuses: practice syllabus (with a system of exercises proposed in the thesis) and comparative syllabus (with normal syllabus) In fact, this also means: Part of teachers and students are involved in practice teaching, the rest implement normal teaching (however, we also help teachers design their syllabuses more carefully under spirit of textbook and teacher’s book of each class of practice) Due to limit scope of the thesis, it cannot present all lessons Only lessons are presented designs in theme of "my family" to illustrate practice procedure and clarify designer’s ideas (see appendix – Illustrating design) DESIGN MY FAMILY TOPIC Grandmother, love you so much! All members of our family love each other Father merit and mother kindness Brothers and sisters are as close as hands and feet Mutual help between brothers and sisters After each practice lesson, students of practice class and of comparative class take an exam in the same condition in order to review teaching effectiveness To ensure reliability, 22 investigation sheets are made to check the ability of pronouncing syllable, listening, reading words and sentences of students Such investigation sheets are built based on contents and method proposed by the thesis in order to inspect effectiveness in real life Each sheet consists of exercises at levels: understand, know, apply and create Exercise sheets aim to assess listening & speaking skills of students Assessment of students’ results in doing exercise sheets is presented by marking with 10-mark scale Due to limited time of practice and regulations on scope of thesis, only some exercises that are considered to be typical and able to explicitly reflect feasible level of a system of exercises of the thesis 4.5 Practice outputs Practice outputs are presented in the three following charts: Chart Comparing testing results of practice class and comparative class on listening & speaking skills training for grade students Practice Comparati ve Weak good Average Good Very Chart Comparing testing results of practice class and comparative class on listening & speaking skills training in wording for grade students Practice Comparative Weak Average Good Very good 23 Chart 3: Comparing testing results of practice class and comparative class on listening & speaking skills training in sentence building for grade students Practice Comparative Weak Average Good Very good 4.6 General conclusion on practice 4.6.1 In terms of investigation practice Contents of investigations, surveys used in practice are new However, statistics, analysis and summary of investigation carried out with students in all urban, rural and mountainous areas show that general situation is quite optimistic and opens new ways of teaching in urban, rural and mountainous areas, in difficult as well as convenient places With the above results, it is possible to preliminarily conclude that a system of exercises for listening & speaking skills training is feasible and possible for use in actuality of teaching Vietnamese language in primary schools 4.6.2 In terms of teaching practice Results of teaching practice of a system of exercises for listening & speaking skills training proposed in the thesis present positive effects in training some important skills such as: pronunciation, listening – reading words, listening – reading sentences To equip students with good skills of listening and speaking, teacher not only concerns the process of making skills through a logic, tight and explicit working system but also meet difficulties in application of effective teaching methods in each period for improving quality of listening & speaking skills training for students During the process of teaching, supply of knowledge is coupled with corresponding skills The thesis pays special attention on skills of listening and speaking 24 GENERAL CONCLUSION The thesis is distilled from the basic achievements of the theory (the theory of communication activities in the language, conversation theory, theory of operation Psychology) as a basis for theoretical scientific basis for training listening – speaking skills for pupils who are the beginners of the elementary level The study also based on the survey results of the actual teaching Vietnamese subject for primary pupils today, and launched new research orientations to enhance effectiveness in training listening-speaking skills: The proposal content of training listening and speaking skills includes two parts: pronunciation and communication training The two parts have close relationships and interactions with each other On that basis, the researcher has built system of exercises to train listening and speaking skills including two groups: group exercises on training listening and speaking skills through pronunciation; group exercises on training listening and speaking skills through communicative activities Each group exercise is divided into categories / types of different exercises forming abundant, diverse, attractive and suitable for cognitive psychology of Grade pupils The core value of practice exercises is created by three basic elements: content, procedures and organizational measures With a view of training skills through activities, the theme built process of exercise organization including the system of logical and scientific activities, in which pupils have to practice, experience skills by themselves, teachers are the ones who organize, control, orientate, guide, and encourage pupils to implement activities The theme identified the forms of activity organization and selected concrete measures to apply in practice the listening and speaking skills These measures are flexibly integrated and applied in each category / type / style of exercises to make up attraction and effectiveness of training listening and speaking skills for grade pupils We hope that contributions of the theme will somewhat support to teachers and pupils in the process of enhancing language capacity in general and listening and speaking skills in particular These issues studied in the theme can be applied immediately in Vietnamese subject as well as in other subjects in learning and living environment pupils  ... assess - Organize students to fulfill - Collect comment ideas - Orient , adjust - Role-play - Self-review; assess - Self-adjusting according to the suggestions of teachers (if any) Step 1: Prepare... Investigation practice (academic year of 2 01 0- 2 011 ) - Phase 2: Checking and reviewing practice (academic year of 2 01 1-2 012 ) 4.4 Practice contents 4.4 .1 Investigation practice Based on a system... LANGUAGE SKILLS TRAINING FOR GRADE STUDENT 2 .1 Some general issues 2 .1. 1 Language use skills 2 .1. 1 .1 Language skills People need not only language-related knowledge but also four fundamental