Investigation into Task-based language teaching in teaching ESP to the non-English major 2nd year students at Academy of Finance Vũ Thị Phượng Trường Đại học Ngoại ngữ Luận văn Thạc sĩ ngành: English teaching methodology; Mã số: 60 14 10 Người hướng dẫn: M.A. Cao Thúy Hồng Năm bảo vệ: 2012 Abstract. The researcher’s underlying aim in carrying out this research is to examine the application of task- based language teaching method to teach ESP lessons. Once the theoretical background for the study was finalized, the researcher began designing the data collection instruments, which included two questionnaires, interview schemes and observation. The overall result was that the tasks are used in ESP class to teach second- year non- major students; various types of tasks are exploited in three stages of task cycle (Pre- While- Post task). Besides, some suggestions for a better ESP lesson via tasks are included in this study. Keywords. Phương pháp giảng dạy; Tiếng Anh Content I. Statement of the problem and the rationale for the study English is being taught as a foreign language in Vietnam from Elementary school. It is also used as a medium of instruction in secondary and tertiary level of education. Although the students have learnt English for a long time, they are unable to reach the expected proficiency level when they start tertiary education. Over the years, different approaches, methods and procedures, have been employed to help learners learn English. Some traditional methods are GTM (Grammar Translation method), ALM (Audio Lingual method). These methods are teacher- center, and focus on linguistic accuracy rather than interactive or communicative competence of learners. Learners are often passive in class and have difficulties communicating in the real life. Since the late 20 th century, along with globalization trends, the demand for English as a global language in international business, travelling and cultural exchange etc has becoming higher and higher. As a result, nowadays, a new method of teaching and learning English to serve those purposes has been indeed indispensable, and learner-centered approaches have been developed. The new approaches draw knowledge from the learner, working through their needs and interests and selecting materials, activities and tasks accordingly. One modern method is Communicative Language Teaching (CLT). According to Richards and Rodgers (2001), CLT is the acquisition of communicative competence via student engagement in meaningful use of language at discourse level. To achieve this, the teacher facilitates communicative activities by managing the classroom environment, providing resources and acting as a communicator. “Classroom activities are often designed to focus on completing tasks that are mediated through language or involve negotiation of information and information sharing” (Richards and Rodgers 2001: 165). One of the most popular methods within CLT recently is task- based language teaching (TBLT). This method promotes communication and social interaction. In this method, learners are presented with a task or problem to solve and do not concentrate on language features during performance. Language analysis is incorporated after learners have performed a task. TBLT focuses on using the tasks which are suitable for or meet students’ needs. The reasons are TBLT seems to bring meaningful use of language with authentic tasks and it can promote autonomous learning. With such advantages, it has been applied into many English courses. There is no exception of TBLT application to English for Specific Purposes (ESP) courses in which the requirements are the knowledge of specialization and skills of English to achieve the goal of professional communication in professional fields. Therefore, both ESP and task- based language teaching method focus on learners’ needs to reach a certain goal and obviously, the exploitation of TBLT in ESP teaching is a good choice for many ESP teachers. In fact, there have been some studies on application of TBLT in ESP so far in many countries including Vietnam , yet they only focused on certain aspects such as effectiveness, syllabus design etc. Students and teachers, the two key factors of any teaching and learning, have not been sufficiently studied. In Academy of Finance, ESP is an obligatory subject in 2 semesters for second- year students and third- year students and ESP teachers here have applied TBLT for their lessons. This inspired the researcher to conduct a research on the perceptions of teachers and learners of TBLT in ESP here. II. Aims and objectives of the study In the first place, this study aims to identify teachers and students’ perceptions of TBLT in ESP. Specifically, the study would investigate into how teachers and students think or feel about the task and features of TBLT in ESP course. Secondly, a closer look is taken to find out how tasks are realized in ESP class. In other words, the researcher tries to investigate how often TBLT is exploited for second- year students in ESP course, which type of task is preferred in ESP class, and how task steps are realized in class. In addition, some pedagogical techniques to overcome the problems or disadvantages will be provided as suggestions for TBLT application in the same context. In brief, the researcher expects to answer three following questions: 1. What are teachers and students’ perceptions of TBLT in ESP? 2. How is TBLT realized in ESP class? 3. What are teachers and students’ suggestions for TBLT to teach ESP course? III. Scope of the study First, although TBLT is generally set as the title of the whole study, it is impossible for the researcher to cover everything related to TBLT but only some aspects of the issue in the given context. This research only focuses on the context of ESP course in AOF for non- major second- year students. Secondly, the research is done to find out the perceptions of teachers and students in terms of concept, features, task realization and disadvantages of TBLT. Thirdly, it is noteworthy that the sample of the research is restricted to 60 students and 10 teachers in Faculty of Foreign languages in AOF. IV. An overview of the rest of the paper The rest of the paper includes 2 parts as follows: Part B: Development Chapter 1 – Theoretical Background and Literature review – provides the background of the study, including definitions of key concepts, discussions of related studies and how the present study fits into the field. Chapter 2 – Methodology – describes the participants and instruments of the study, as well as the procedure employed to carry out the research. Chapter 3 – Data analysis and discussion – presents, analyzes and discusses the findings that the researcher found out from the data collected according to the three research questions. Part C: Conclusion This part summarizes the main issues discussed in the paper, the contribution as well as the limitations of the research, suggestions for successful TBLT application in ESP course and some suggestions for further studies. Following this chapter are the References and Appendices. References 1. Abdullah, S & Leila, F. S (2012), “The Impact of Task-based Approach on Vocabulary Learning in ESP”, English Language Teaching, 5 (10). 2. Dudley- Evan, T & M, S St John, (1988), Developments of English for Specific Purposes, Cambridge University Press. 3. Ellis, R. (2003), Task-based language learning and teaching, Oxford University Press, Oxford. 4. Ellis, R (2006), “The Methodology of Task-Based Teaching”, Asian EFL Journal, 8 (3). Retrieved January 9, 2009, from http://www.asian-efljournal.com/September_06_home.php. 5. Hutchison, T & A. Waters, (1987), English for Specific Purpose- A learning- centered approach, Cambridge University Press. 6. Gatehouse, K, (2001), Key Issues in English for Specific Purposes (ESP)eCurriculum Development. Retrieved from http://iteslj.org/Articles/Gatehouse-ESP.html. 7. Kavaliauskienė, G (2005), “Task-Based Learning and Learning Outcomes in the ESP Classroom”, Studies about languages, 7. 8. Liên, V.T, (2011), Designing a task-based ESP reading syllabus for the third-year students at Hai Duong Central College of Pharmacy, MA thesis, ULIS, VNU, Hanoi. 9. Littlewood, W (1993), Task- based language learning of Grammar, In N. Bird, J.Harris and M. Ingham (eds.): Language and Content, Hong Kong Institute of Language in Education. 10. Long, M. H, & G. Crookes (1992), “Three Approaches to task- based syllabus design”, TESOL Quarterly, 26 (1), pp. 27- 56. 11. Nunan, D (2004), Task- based language teaching, Cambridge University Press, Cambridge. 12. Prabhu, N. S. (1987), Second language pedagogy, Oxford University Press, Oxford. 13. Patricia, C. C (2009), “Using task- based instruction in an ESP course in the computer centre at the University of Costa Rica”, English language teaching, 9 (1), pp. 1-25 retrieved from website abcdehttp://revista.inie.ucr.ac.cr/uploads/tx_magazine/uiswr.pdf 14. Richards, J. C., & Rodgers, T. S. (2001), Approaches and methods in languageeteaching, Cambridge University Press, Cambridge. 15. Robinson, P. C, (1991), ESP Today: A Practitioner's Guide, Helmet Press. 16. Skehan, P. (1998), A Cognitive Approach to Language Learning, Oxford University Press, Oxford. 17. Strevans, P (1988), ESP after twenty years: A re- appraisal, SEAMEO regional centre, Singapore. 18. Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford: Oxford University press. 19. Willis, J. (1996) A Framework for Task-Based Learning. Longman. . Investigation into Task-based language teaching in teaching ESP to the non-English major 2nd year students at Academy of Finance Vũ Thị Phượng Trường. noteworthy that the sample of the research is restricted to 60 students and 10 teachers in Faculty of Foreign languages in AOF. IV. An overview of the rest of the paper The rest of the paper includes. key factors of any teaching and learning, have not been sufficiently studied. In Academy of Finance, ESP is an obligatory subject in 2 semesters for second- year students and third- year students