Dạy kỹ năng nói theo giáo trình Enterprise I cho sinh viên trường Cao đẳng Kinh tế - Kỹ thuật Thái Bình

Formatted: Font: Times New Roman, 12 pt i Formatted: Centered Formatted: Font: Times New Roman, 12 pt Formatted: Heading 1, Space Before: pt VIETNAM NATIONAL UNIVERSITY, HANOI COLLEGE OF FOREIGN LANGUAGES POST – GRADUATE DEPARTMENT HOÀNG THỊ HẰNG Formatted: Top: 1.38", Bottom: 1.18" Formatted: Font: Times New Roman, 18 pt Formatted: Font: (Default) Times New Roman, 18 pt, Bold Formatted: Font: Times New Roman, 18 pt "Teaching the speaking skill in Enterprise I to students at Thaibinh Economic and Technical College: challenges and recommendations" (Dạy kỹ nói theo giáo trình Enterprise I cho sinh viên trường Cao đẳng Kinh tế - Kỹ thuật Thái Bình: khó khăn giải pháp) MINOR PROGRAMME THESIS ENGLISH METHODOLOGY CODE: 60 14 10 HANOI - 2009 Formatted: Line spacing: single Formatted: Left, Tab stops: 3.05", Centered + Not at 3" + 6" - - i Formatted: Font: Times New Roman, 12 pt ii Formatted: Centered Formatted: Font: Times New Roman, 12 pt VIETNAM NATIONAL UNIVERSITY, HANOI COLLEGE OF FOREIGN LANGUAGES POST – GRADUATE DEPARTMENT HOÀNG THỊ HẰNG "Teaching the speaking skill in Enterprise I to students at Thaibinh Economic and Technical College: challenges and recommendations" (Dạy kỹ nói theo giáo trình Enterprise I cho sinh viên trường Cao đẳng Kinh tế - Kỹ thuật Thái Bình: khó khăn giải pháp) MINOR PROGRAMME THESIS ENGLISH METHODOLOGY CODE: 60 14 10 INSTRUCTOR: Dr Dư ơng Thị Nụ Formatted: Font: Times New Roman Formatted: Centered Formatted: Font: Not Italic HANOI - 2009 Formatted: Line spacing: single Formatted: Left, Tab stops: 3.05", Centered + Not at 3" + 6" - - i Formatted: Font: Times New Roman, 12 pt i Formatted: Centered Formatted: Font: Times New Roman, 12 pt Formatted: Heading 1, Space Before: pt VIETNAM NATIONAL UNIVERSITY, HANOI COLLEGE OF FOREIGN LANGUAGES POST – GRADUATE DEPARTMENT HOÀNG THỊ HẰNG Formatted: Top: 1.38", Bottom: 1.18" Formatted: Font: Times New Roman, 18 pt Formatted: Font: (Default) Times New Roman, 18 pt, Bold Formatted: Font: Times New Roman, 18 pt "Teaching the speaking skill in Enterprise I to students at Thaibinh Economic and Technical College: challenges and recommendations" (Dạy kỹ nói theo giáo trình Enterprise I cho sinh viên trường Cao đẳng Kinh tế - Kỹ thuật Thái Bình: khó khăn giải pháp) MINOR PROGRAMME THESIS ENGLISH METHODOLOGY CODE: 60 14 10 HANOI - 2009 Formatted: Line spacing: single Formatted: Left, Tab stops: 3.05", Centered + Not at 3" + 6" - - i Formatted: Font: Times New Roman, 12 pt ii Formatted: Centered Formatted: Font: Times New Roman, 12 pt VIETNAM NATIONAL UNIVERSITY, HANOI COLLEGE OF FOREIGN LANGUAGES POST – GRADUATE DEPARTMENT HOÀNG THỊ HẰNG "Teaching the speaking skill in Enterprise I to students at Thaibinh Economic and Technical College: challenges and recommendations" (Dạy kỹ nói theo giáo trình Enterprise I cho sinh viên trường Cao đẳng Kinh tế - Kỹ thuật Thái Bình: khó khăn giải pháp) MINOR PROGRAMME THESIS ENGLISH METHODOLOGY CODE: 60 14 10 INSTRUCTOR: Dr Dư ơng Thị Nụ Formatted: Font: Times New Roman Formatted: Centered Formatted: Font: Not Italic HANOI - 2009 Formatted: Line spacing: single Formatted: Left, Tab stops: 3.05", Centered + Not at 3" + 6" - - i vii Formatted: Font: Times New Roman, 12 pt Formatted: Centered Formatted: Font: Times New Roman, 12 pt TABLE OF CONTENTS Formatted: Font: Times New Roman, 11 pt DECLARATION III Formatted: Font: 11 pt ACKNOWLEDGEMENT IV ABSTRACT V INTRODUCTION CHAPTER 1: LITERATURE REVIEW 65 1.1 DEFINITION OF SPOKEN LANGUAGE, SPEAKING AND CONVERSATION 65 1.2 THE NATURE OF LANGUAGE SKILLS, SPEAKING SKILL AND CONVERSATION 76 1.2.1 The nature of Language Skills 76 1.2.2 The nature of Speaking Skill 87 1.2.3 Conversation 98 1.2.4 Conversation openings 98 CHAPTER 2: CONVERSATION–OPENING TEACHING AND LEARNING 1312 2.1 AN OVERVIEW 1312 2.2 CONVERSATION-OPENING TEACHING AND LEARNING 1614 2.2.1 Questionnaires for Teachers 1715 2.2.2 Questionnaires for Students 2320 CHAPTER 3: CHALLENGES 2825 3.1 CHALLENGES FROM THE COURSE-BOOK 2825 3.2 LITTLE EXPERIENCED TEACHERS 2926 3.3 INAPPROPRIATE TEACHING METHOD 2926 3.4 PASSIVE LEARNING STUDENTS 3127 CHAPTER 4: RECOMMENDATIONS 3229 4.1 IDENTIFYING THE OBJECTIVE CLEARLY 3431 4.2 CONFERENCING ON TEACHING METHODS 3632 4.3 BUILDING SAMPLE LESSON PLANS 3733 4.4 CHANGING STUDENTS' PASSIVE LEARNING HABIT 3935 CONCLUSION 4440 REFERENCES 4742 APPENDIX 1: QUESTIONAIRE FOR TEACHERS I APPENDIX 2: QUESTIONAIRE FOR STUDENTS III ACKNOWLEDGEMENT I Formatted: Line spacing: 1.5 lines INTRODUCTION CHAPTER 1: LITERATURE REVIEW 1.1 DEFINITION OF SPOKEN LANGUAGE, SPEAKING AND CONVERSATION 1.2 THE NATURE OF LANGUAGE SKILLS, SPEAKING SKILL AND CONVERSATION 1.2.1 The nature of Language Skills 1.2.2 The nature of Speaking Skill - - i Formatted: Left, Tab stops: 3.05", Centered + Not at 3" + 6" viii Formatted: Font: Times New Roman, 12 pt Formatted: Centered Formatted: Font: Times New Roman, 12 pt 1.2.3 Conversation 1.2.4 Conversation openings CHAPTER 2: CONVERSATION–OPENING TEACHING AND LEARNING 12 2.1 AN OVERVIEW 12 2.2 CONVERSATION-OPENING TEACHING AND LEARNING 14 2.2.1 Questionnaires for Teachers 15 2.2.2 Questionnaires for Students 20 CHAPTER 3: CHALLENGES 25 3.1 CHALLENGES FROM THE COURSE-BOOK 25 3.2 LITTLE EXPERIENCED TEACHERS 26 3.3 INAPPROPRIATE TEACHING METHOD 26 3.4 PASSIVE LEARNING STUDENTS 27 CHAPTER 4: RECOMMENDATIONS 29 4.1 IDENTIFYING THE OBJECTIVE CLEARLY 31 4.2 CONFERENCING ON TEACHING METHODS 32 4.3 BUILDING SAMPLE LESSON PLANS 33 4.4 CHANGING STUDENTS' PASSIVE LEARNING HABIT 35 CONCLUSION 40 REFERENCES 42 APPENDIX 1: QUESTIONAIRE FOR TEACHERS I APPENDIX 2: QUESTIONAIRE FOR STUDENTS III ACKNOWLEDGEMENT I INTRODUCTION CHAPTER 1: LITERATURE REVIEW 1.1 DEFINITION OF SPOKEN LANGUAGE, SPEAKING AND CONVERSATION 1.2 THE NATURE OF LANGUAGE SKILLS, SPEAKING SKILL AND CONVERSATION 1.2.1 The nature of Language Skills 1.2.2 The nature of Speaking skill 1.2.3 Conversation 1.2.4 Conversation openings - - i Formatted: Left, Tab stops: 3.05", Centered + Not at 3" + 6" ix Formatted: Font: Times New Roman, 12 pt Formatted: Centered Formatted: Font: Times New Roman, 12 pt CHAPTER 2: CONVERSATION–OPENING TEACHING AND LEARNING 10 2.1 AN OVERVIEW 10 2.2 CONVERSATION-OPENING TEACHING AND LEARNING 12 2.2.1 Questionnaires for Teachers 12 2.2.2 Questionnaires for Students 16 CHAPTER 3: CHALLENGES 20 3.1 CHALLENGES FROM THE COURSE-BOOK 20 3.2 LITTLE EXPERIENCED TEACHERS 21 3.3 INAPPROPRIATE TEACHING METHOD 21 3.4 PASSIVE LEARNING STUDENTS 22 CHAPTER 4: RECOMMENDATIONS 23 4.1 IDENTIFYING THE OBJECTIVE CLEARLY 24 4.2 CONFERENCING ON TEACHING METHODS 25 4.3 BUILDING COMMON LESSON PLANS 26 4.4 CHANGING STUDENTS' PASSIVE LEARNING HABIT 28 CONCLUSION 32 REFERENCES 34 APPENDIX 1: QUESTIONAIRE FOR TEACHERS I APPENDIX 2: QUESTIONAIRE FOR STUDENTS III Formatted: Font: 12 pt Formatted: TOC 1, Line spacing: 1.5 lines Formatted: Left, Tab stops: 3.05", Centered + Not at 3" + 6" - - i x Formatted: Font: Times New Roman, 12 pt Formatted: Centered Formatted: Font: Times New Roman, 12 pt LIST OF TABLES TABLE 1: THE TEACHING EXPERIENCE 1715 Formatted: Indent: Left: 0", Hanging: 0.39", Line spacing: 1.5 lines TABLE 2: THE TEACHING OF CONVERSATION-OPENINGS 1816 Field Code Changed TABLE 3: ASSESSMENT ON STUDENTS’ LEARNING 2119 Formatted: Font: 12 pt TABLE 4: ASSESSMENT ON THE COURSE-BOOK2219 Formatted: Font: 12 pt Formatted: Font: 12 pt TABLE 5: STUDENTS' ATTITUDE TOWARDS LEARNING THE SPEAKING SKILL 2321 Formatted: Font: 12 pt TABLE 6: THE LEARNING OF CONVERSATION-OPENINGS 2421 Formatted: Font: 12 pt TABLE 7: LEARNING CONSCIOUSNESS 2623 Formatted: Font: 12 pt Formatted: Font: 12 pt TABLE 9: FEASIBILITY OF RECOMMENDATIONS (QUESTIONNAIRES FOR TEACHERS) 3330 Formatted: Font: 12 pt TABLE 1: THE TEACHING EXPERIENCE 13 Formatted: Line spacing: 1.5 lines TABLE 2: THE TEACHING OF CONVERSATION-OPENINGS 13 TABLE 3: ASSESSMENT ON STUDENTS’ LEARNING 15 TABLE 4: ASSESSMENT ON THE COURSE-BOOK 16 TABLE 5: STUDENTS' ATTITUDE TOWARDS LEARNING THE SPEAKING SKILL 17 TABLE 6: THE LEARNING OF CONVERSATION-OPENINGS 17 TABLE 7: LEARNING CONSCIOUSNESS 18 TABLE 9: FEASIBILITY OF RECOMMENDATIONS (QUESTIONNAIRES FOR TEACHERS) 23 Formatted: Left, Tab stops: 3.05", Centered + Not at 3" + 6" - - i Formatted: Font: Times New Roman, 12 pt Formatted: Centered Formatted: Font: Times New Roman, 12 pt Formatted: Left: 1.38", Right: 0.79", Top: 1.38", Bottom: 1.18" INTRODUCTION Rationale of the study Nowadays English is referred to as the "lingua franca" of the modern era It is so widely spoken by both native and non-native speakers all over the world It is an important tool Formatted: Font: (Default) Times New Roman, 12 pt for operating on the world stage English is also the language of globalization of international business, the language of computers and the Internet, the dominant international language in science, aviation, entertainment, radio and diplomacy ” According to Crystal (2004:4), English is “the world‟s first truly global language” The Economist says, English is the language of globalization of international business, it is the language of computers and the Internet, the dominant international language in science, aviation, entertainment, radio and diplomacy ” According to Crystal (2004:4), English is “the world‟s first truly global language” Nowadays English is referred to as the "lingua franca" of the modern era English is so widely spoken: it is the language of international communication by native and non-native speakers all over the world; it is an important tool for operating on the world stage, the working language of the Asian Trade group ASEAN and the official language of the European Bank The Economist says, English is the language of globalization of international business, it is the language of computers and the Internet, the dominant international language in science, aviation, entertainment, radio and diplomacy ” According to Crystal (2004:4), English is “the world‟s first truly global language” It is undeniable that in a globalization world, in a globalization world, English has become a tool that helps to achieve success in career and life; of which, English speaking skill is of the most important skills General Director of the Educational Testing Service Dr Zoubir Yazid said if learners were hesitant to communicate in English, they would gradually forget almost all of what they had learned Young people learn to speak English to prove a competitive advantage in global companies and organizations In many fields, the ability to speak English is mandatory However, for a long time, English is mainly performed with the grammar translation method at most non-English major education institutes with a big focus on the form of the - - i Formatted: Left, Tab stops: 3.05", Centered + Not at 3" + 6" Formatted: Font: Times New Roman, 12 pt Formatted: Centered Formatted: Font: Times New Roman, 12 pt language which are mainly grammatical and vocabulary items Testing and evaluation of English was still based on reading and grammar exercises; the use of English for communication was ignored Consequently, learners became structure competent, but communicative incompetent., and they found it challenging to make communications in English At Thaibinh Economic and Technical College (TETC), also with a traditional teaching method which is Grammar Translation, teachers concentrated too much on vocabulary and grammar, much more than the time they spent on practicing speaking skill As a result, TETC students were passive recipients only, and they always found it challenging to make communications in English.and they were always shy and not confident to speak English Formatted: English (United States) The above reality requires the English teaching as a foreign language at TETC to make changes For over two years, the English speaking skill has been taught to TETC students with a big concern However, despite much effort, the effectiveness of speaking lessons is still not high As an EFL teacher, I have been highly aware of how to have effective speaking lessons Exploring appropriate solutions to teaching the English speaking skill is always of my big concern This drives me to the study namely "Teaching the speaking skill in Enterprise I to students at Thaibinh Economic and Technical College: challenges and recommendations" Scope of the study The thesis is a case study about the teaching of the English speaking skill to TETC first- Formatted: Font: Not Bold, Not Italic, Font color: Auto year students via the course book “Enterprise I” As it is required by the College, the main focus of “Enterprise I” is to teach conversation However, in an effort of a minor thesis, I centre my paper only on the language of Conversation-openings Therefore, finding current challenges and making appropriate recommendations for how to teach conversation-openings effectively to the first year students of TETC are the limitations of the thesis Formatted: Left, Tab stops: 3.05", Centered + Not at 3" + 6" Aims of the study - 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Economic and Technical College: challenges and recommendations" (Dạy kỹ n? ?i theo giáo trình Enterprise I cho sinh viên trường Cao đẳng Kinh tế - Kỹ thuật Th? ?i Bình: khó khăn gi? ?i pháp) MINOR PROGRAMME... skill in Enterprise I to students at Thaibinh Economic and Technical College: challenges and recommendations" (Dạy kỹ n? ?i theo giáo trình Enterprise I cho sinh viên trường Cao đẳng Kinh tế - Kỹ. .. "Teaching the speaking skill in Enterprise I to students at Thaibinh Economic and Technical College: challenges and recommendations" (Dạy kỹ n? ?i theo giáo trình Enterprise I cho sinh viên trường Cao