IMPLEMENTING COMMUNICATION STRATEGIES IN LISTENNINGSPEAKING CLASSES AT THE CFL – CAN THO UNIVERSITY

Ketnooi.com share Trung tâm Học liệu ĐH Cần Thơ @ Tài liệu học tập nghiên cứu LUẬN ÁN THẠC SĨ KHOA HỌC LÝ LUẬN VÀ PHƯƠNG PHÁP GIẢNG DẠY TIẾNG ANH CẦN THƠ- 2007 MINỈSTRY OF EDUCATION AND TRAINING CANTHO UNIVERSITY ĐẶNG THỊ KIM MAI Trung tâm Học liệu ĐH Cần Thơ @ Tài liệu học tập nghiên cứu MASTER OF EDUCATION THESIS Major: PRINCIPLES and METHODS in ENGLISH LANGUAGE EDUCATION Supervisor: LÊ THỊ TUYẾT MAI (M.Ed) CẦN THƠ- 2007 TABLE OF CONTENTS Table of contents i Acknowledgements iii Abstract iv List of figures vi List of tables viii CHAPTER INTRODUCTION .1 1.1 Problem and rationale .1 1.2 Research aims 1.3 Research questions 1.4 The organization of the research CHAPTER THEORETICAL FRAMEWORK OF CSs 2.1 Characteristics and functions of spoken language 2.1.1 Characteristics of spoken language 2.1.2 Functions of spoken language 2.1.3 Communicative competence .5 Trung tâm Học liệu ĐH Cần Thơ @ Tài liệu học tập nghiên cứu 2.2 Communicative strategies 2.2.1 Definitions and classifications of communicative strategies 2.2.2 The impacts of communicative strategies in different contexts 2.2.3 Commonly-used communication strategies .10 2.3 Syllabus design issues 12 2.4 Principles for teaching speaking to intermediate learners 17 2.4.1 Plan speaking tasks that involve negotiation for meaning .17 2.4.2 Design both transactional and interpersonal speaking activities 18 2.4.3 Personalize the content of speaking activities whenever possible 19 2.5 Communicative activities .19 2.5.1 Conversations 20 2.5.2 Information gap activities .20 CHAPTER RESEARCH METHODODOLOGY 22 3.1 Research questions 22 3.2 Research design i 3.3 Participants .22 3.3.1 The teachers 22 3.3.2 The students 23 3.4 Research instruments 22 3.4.1 The questionnaires 25 3.4.2 The two tests .26 3.4.3 The test criteria 27 3.5 Materials 24 3.6 Procedure 28 3.6.1 Pretest .28 3.6.2 The supplementary course 29 3.6.3 Post test 29 CHAPTER RESULTS 31 4.1 To which degree, the currently-used Let’s Talk provides students with communicative strategies 31 4.1.1 Comparison of the textbooks 31 4.1.2 The result of the questionnaire for teachers 32 Trung tâm Học liệu ĐH Cần Thơ @ Tài liệu học tập nghiên cứu 4.2 The result of the pretest and post test on oral performance 38 4.2.1 The result of the pretest and post test in the experimental group 38 4.2.2 The result of the pre test and post test in the control group .41 4.2.3 Comparison of the result of the pretests and post tests in two groups .42 4.3 Students’ attitude towards the use of communicative strategies 44 CHAPTER DISCUSSIONS, LIMITATIONS and RECOMMENDATIONS .52 5.1 Discussions .52 5.1.1 The provision of communicative strategies in the textbook 52 5.1.2 The impacts of communicative strategies 53 5.2 Limitations 54 5.3 Recommendations 55 Reference 56 List of Appendices .59 ii ACKNOWLEDGEMENTS As a teacher of listening and speaking for many years, I would be very interested in conducting a study to present some communication strategies for teaching listening and speaking This research could not have been undertaken by a single person and my debt to many others will be immediately obvious So it is impossible to mention here all those who deserve acknowledgement First, I would like to acknowledge Ms Le Thi Tuyet Mai (MA), my supervisor, for her time and her enthusiastic help in correcting the drafts, in supporting me a variety of reference books and also giving me valuable comments and encouragement to complete this research Second, I am very grateful to Mr Trinh Quoc Lap (PhD) who has shared his experience so generously and who has given me valuable comments and feedbacks He is also the one that gave me a source of inspiration to follow the topic when instructing me the course “Research methodology.” Moreover, he is the one who initiates the use of SPSS to analyze the research data at English Department at Can Tho University Trung tâm Học liệu ĐH Cần Thơ @ Tài liệu học tập nghiên cứu Third, I would also like to acknowledge all the authors of the books and articles which I have read before and during carrying out the research Fourth, I would like to warmly acknowledge the contribution, the consideration and the encouragement of my colleagues, especially, Mrs Bui Minh Chau for her initial ideas about the research; Mrs Trinh Kim Loc for her help in analyzing data and in finding some reference books , and Mrs Luu Hoang Anh for her encouragement Fifth, I would like to acknowledge Mr Tran Minh Tuan, my beloved former student as well as my colleague for his enthusiastically helping me read and correct my questionnaire and analyze my research data with the SPSS software Sixth, I also would like to say special thanks to all of the students in my listening and speaking classes in the Foreign Language Center at Can Tho University for being willing to help me to collect the data for the research Last but not least, I would like give special thanks to my husband and my two children who have helped and encouraged me to complete this research iii ABSTRACT The choice of the research was mainly determined by the fact that little attention has been given to communicative strategies in the textbook- Let’s Talk 3, which is currently used at the Center of Foreign Language (CFL) at Can Tho university, whereas the previously used material- Mosaic One: A Listening/Speaking Skills Book explicitly provides students with communication skills for speaking and listening So this research was conducted to find out the impact of communication strategies on student’s development in speaking performance; and with the result obtained, I propose implementing communication strategies in listening/speaking classes at the CFL The participants of this study included sixty-eight intermediate students in listening and speaking classes at the CFL Two questionnaires were given, one for teachers and another one for students The first questionnaire aims to find the answer to the first research question about the degree that Let’s Talk explicitly provides students with communicative strategies and, the second is to see the attitude of students towards the Trung Học liệu ĐH Cần which Thơ have @ Tài học tậpthevàcourse nghiên cứu use tâm of communication strategies, beenliệu taught during A pre-test and a post-test were given to two groups of students in two listening and speaking classes, an experiment group and a control group The test criteria to assess the two tests also help the researcher to see whether or not the implementation of communication strategies enhances the students’ development in their speaking performance The findings revealed that communication strategies were not explicitly provided in the main material, and the aim of the research was achieved, that is, communication strategies enhance the students’ improvement in their speaking performance iv TÓM TẮT Đề tài nầy thực chiến thuật giao tiếp quan tâm giáo trình Let’s Talk sử dụng Trung Tâm Ngọai Ngữ- Trường Đại học Cần Thơ, giáo trình Mosaic one dạy trước cung cấp chiến lược giao tiếp cách rõ ràng Vì việc thực đề tài nầy nhằm để xem ảnh hưởng chiến lược giao tiêp vào phát triển khả giao tiếp cúa học sinh Với kết nhận được, xin đề nghị áp dụng chiến thuật nầy lớp nghe nói trung tâm ngoại ngữ trường Đại học Cần Thơ Đối tượng tham gia đề tài nghiên cứu nầy gồm sáu mươi tám học sinh có trình độ trung cấp ngọai ngữ, theo học lớp trung tâm Hai bảng khảo sát phân phát, cho hai mươi thầy cô cho học sinh tham gia đề tài Mục tiêu bảng khảo sát thứ để tìm tâm vấnHọc đề giáo có@ cung cấpliệu chiến tiếp hay không, Trung liệutrình ĐHLet’s CầnTalk Thơ Tài học lược tập giao nghiên cứu bảng khảo sát thứ hai xem thái độ học sinh nhóm thực nghiệm việc áp dụng chiến lược nầy Hai tâp đầu khóa cuối khóa đưa cho hai nhóm thực nghiệm nhóm đối chứng Một bảng tiêu chuấn đánh gía để lấy kết hai nhóm Kết cho thấy, giáo trình Let’s Talk cung cấp chiến thuật giao tiếp cách Qua kết nghiên cứu, ta kết luận chiến thuật giao tiếp làm tăng khả nghe nói học sinh v LIST OF FIGURES Figure 2.1 Classification of Learning Strategy (O’Malley et al 1985) Figure 2.2 The Manifestation of Socioaffective Strategies (O’Malley et al (1990) ) .7 Figure 2.3 The Sub Category of Communication Strategies (Gabrielatos, 1992) Figure 4.1 The percentage of the teachers ’choices in statement 33 Figure 4.2 The percentage of the teachers’ choices in statement 33 Figure 4.3 The percentage of the teachers’ choices in statement 34 Figure 4.4 The percentage of the teachers’ choices in statement 34 Figure 4.5 The percentage of the teachers’ choices in statement 35 Figure 4.6 The percentage of the teachers’ choices in statement 35 Figure 4.7 The percentage of the teachers’ choices in statement 36 Figure 4.8Học The percentage the teachers’ in statement 36 Trung tâm liệu ĐHofCần Thơ @choices Tài liệu học tập nghiên cứu Figure 4.9 The percentage of the teachers’ choices in statement 37 Figure 4.10 The percentage of the teachers’ choices in statement 10 37 Figure 4.11 The total mean scores of the teacher’s questionnaire .38 Figure 4.12 The comparison of the two tests in the experimental group 40 Figure 4.13 The comparison of the two tests in the control group 41 Figure 4.14 The comparison of the two groups 43 Figure 4.15 The mean scores of the students’questionnaire .45 Figure 4.16 The percentage of the students’ choices in statement 45 Figure 4.17 The percentage of the students’ choices in statement 46 Figure 4.18 The percentage of the students’ choices in statement 46 Figure 4.19 The percentage of the students’ choices in statement 47 Figure 4.20 The percentage of the students’ choices in statement 47 vi Figure 4.21 The percentage of the students’ choices in statement 48 Figure 4.22 The percentage of the students’ choices in statement 48 Figure 4.23 The percentage of the students’ choices in statement 49 Figure 4.24 The percentage of the students’ choices in statement 49 Figure 4.25 The percentage of the students’ choices in statement 10 50 Figure 4.26 The percentage of the students’ choices in statement 11 50 Figure 4.27 The percentage of the students’ choices in statement 12 51 Trung tâm Học liệu ĐH Cần Thơ @ Tài liệu học tập nghiên cứu vii LIST OF TABLES Table 2.1 Summary of the impacts of CSs according to Mariani(1994) .10 Table 2.2 Examples of commonly-used communicative strategies .12 Table 2.3 Mosaic one: A Listening/Speaking skills Book (Ferrer, 1995, p.vi-vii) 14 Table 2.4 Let’s Talk3 (Jones,2002, P.iii) 15 Table 3.1 Items in sections of questionnaire for students .26 Table 3.2 The reasons of learning English for two groups of learners 23 Table 3.3 The classification of point rank 24 Table 3.4 Summary of the research activities in two groups 30 Table 4.1 The comparison of the contents between the two books 31 Table 4.2 Học The times CSs used Let’s Talk .32 Trung tâm liệuof ĐH Cầnin Thơ @ Tài liệu học tập nghiên cứu Table 4.3 The statistic result of the teachers’ questionnaire 38 Table 4.4 Mean score of the pre test and post test in the experimental group .39 Table 4.5 The points of the eight target students in the experimental group 40 Table 4.6 Mean score of the two tests in the control group 41 Table 4.7 Mean scores of the two groups .42 Table 4.8 Paired Samples T Test in the experimental and control groups 43 Table 4.9 The total mean scores of the students’questionnaire 44 viii APPENDIX 12 Strategy three: Requesting confirmation Sometimes it is difficult to know exactly what a speaker means, even when you have heard and understood every word When this happens, you can ask the speaker for confirmation of your understanding A good way to this is to state what you have heard in your own words and then ask the speaker if you understand correctly Expressions for requesting confirmation One of these Followed by one of these I’m not sure I understand Do you mean that…? Professor……, am I (is this) right? Are you saying……? I’m not sure I’m getting this Is it….? I don’t know exactly what you mean? Do you mean to say that …? Do you imply that….? (Ferrer et al, 1996) Trung tâm Học liệu ĐH Cần Thơ @ Tài liệu học tập nghiên cứu APPENDIX 13 POINTS of THE PRE TEST and POST TEST in THE EXPERIMENTAL GROUP ID Compo Flupo Propo Negpo Acpo Totalpo Compre Flu pre1 Pro.pre Nego.pre Accpre toalpre S1 1.5 1.5 1.5 1.5 1.5 7.5 1.5 0.5 1.5 0.5 1.5 5.5 S2 1.75 1.75 2 9.5 1.5 1.5 1.5 1 6.5 S3 1.75 1.5 1.25 1.5 1.5 1.5 1.5 7.5 S4 1.75 1.5 1.75 1.5 1.5 2 S5 1.75 1.75 1.5 1.5 0.5 7.5 S6 1.5 1.5 1.5 8.5 1.50 1.5 0.5 1.5 S7 1.5 1.5 2 1.5 1.5 1.5 7.5 S8 1.5 1.5 2 1.75 1.25 1.5 7.5 S9 1.5 1.75 1.25 1.5 1 1.5 1 5.5 S10 1.25 1.75 1.5 8.5 1.25 1.75 0.5 1.5 S11 1.75 1.25 1.5 1.5 1 0.5 4.5 S12 1.75 1.25 1.5 8.5 1.25 1.25 2 7.5 S13 1.5 1.5 1.75 1.75 8.5 1.5 1.5 1.5 1.5 S14 1.5 1.25 1.75 8.5 1.5 1.5 1.5 7.5 S15 1.75 2 1.25 1.5 1.75 1.25 7.5 S16 1.5 1.5 1.5 0.5 1.5 7.5 S17 1.75 1.25 1.5 8.5 1.75 1.25 0.5 1.5 S18 1.5 1.5 1.5 1.5 1.5 1.5 S19 1.5 1.75 1.5 1.25 1.5 1.5 1.5 7.5 S21 1.75 1.25 1.5 1.5 1.25 1.25 1.5 0.5 1.5 S22 1.25 1.75 1.5 8.5 1.5 1.5 S23 1.5 1.5 2 1.5 8.5 1.25 1.25 1.5 S24 1.5 1.5 1.5 1.5 1.5 7.5 1 1.5 0.5 S25 1.25 1.25 1.5 2 1.5 7.5 S26 1.5 1.5 1.5 8.5 1.5 1.5 1.5 7.5 S20 1.5 liệu 2ĐH Cần 1.5 2 1.5 tập 2và nghiên 0.5 Trung tâm2 Học Thơ @9 Tài liệu học cứu S27 1.5 1.5 1.25 1.75 1.5 1 6.5 S28 1.75 1.5 1.75 1.5 1 5.5 S29 2 1.75 1.75 1.5 1.5 1.5 1.5 1.5 7.5 S30 1.5 2 9.5 1.5 0.5 S31 1.75 1.25 2 1.5 2 7.5 S32 1.5 1.5 1.5 8.5 1.5 1.5 0.5 7.5 S33 1.5 1.5 2 1.5 1.5 0.5 1.5 S34 1.5 1.25 1.5 1.75 1.5 0.5 1.5 6.5 S35 1.5 1.25 1.5 1.75 1.5 7.5 1.5 1 0.5 1.5 5.5 APPENDIX 14 POINTS of THE PRE TEST and POST TEST in THE CONTROL GROUP ID S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 S22 S23 S24 S25 S26 S27 S28 S29 S30 S31 S32 S33 com pre2 1.5 flu.pre 0.5 Pro.pre 1.5 neg.pre 0.5 accu.pre 1.5 Total pre2 5.5 com.pos 2 flu.pos 1.5 pro.pos 2 neg.pos acccpos 2 totalpos 8.5 1.5 1.5 1.5 1.5 2 1 1.5 0.5 1.5 5.5 1.5 1.5 1.5 1.5 1.5 1.5 1.5 7.5 2 1.5 1.5 1.5 1.5 1.5 1.5 1.5 1.5 1.5 1.5 1.5 7.5 1.5 1.5 1.5 7.5 1.75 1.5 1.5 0.25 1.5 6.5 1.5 1.5 0.5 1.5 1.5 1.5 1.5 7.5 1.5 1.5 1.5 1.5 1.5 7.5 1.5 1.5 1.5 7.5 1.5 1.5 1.5 0.5 1.5 6.5 1.5 1.5 1.5 2 7.5 1.5 1.75 1.25 7.5 1.5 1.5 0.5 7.5 1.5 1.5 1.5 7.5 1.5 1.5 2 1.5 1.5 2 1.5 1.5 0.5 6.5 1.5 1.5 1.25 1.75 1.5 1.5 1.5 7.5 1.75 1.5 1.25 1.5 1.5 1.5 1.5 1.5 1.5 7.5 1.75 1.5 1.5 1.25 1.5 1.5 0.5 7.5 2 1.5 1.5 1.5 1.25 1.75 0.5 1.5 6.5 1.5 0.5 1.5 7.5 1.5 1.5 1.5 7.5 1.5 1.5 1.5 7.5 Trung tâm liệu2 ĐH Cần Thơ @8.5 Tài liệu học 1.5 Học 2 1.5 tập 1.5 nghiên 2cứu 1.5 2 1.25 1.75 8.5 1.5 2 8.5 1.5 1.5 1.5 0.5 1.5 6.5 1.5 1.5 1.5 1.25 1.75 7.5 1.5 2 0.5 1.5 2 8.5 1.5 1.25 0.75 7.5 1.5 1.5 2 8.5 1.5 2 0.5 1.5 1.5 1.5 1.75 1.25 8.5 2 2 1.5 1.5 1.5 0.5 1.5 6.5 1.5 1.5 1.5 7.5 1.5 1.5 1.5 1.5 1.5 1.5 0.5 6.5 1.25 1.25 1.5 0.5 6.5 1.25 1.75 0.5 1.5 1.5 1.5 1.5 1.5 0.5 1.5 1.5 1.5 1.5 8.5 1.5 1.5 1.75 1.25 1.5 7.5 1.5 1.5 1.5 1.5 1.5 7.5 1.75 1.25 1.5 1.25 1.25 1.75 1.5 1.5 1.25 APPENDIX 15 Descriptive statistics of the teachers’ questionnaire T No 192 N I1 20 I2 20 I3 20 I4 20 I5 20 I6 20 I7 20 I8 20 I9 20 I 10 20 172 172 172 172 172 172 172 172 172 172 Mean 4.05 3.80 3.60 3.95 4.15 3.65 2.35 2.25 1.80 4.20 Std Deviation 686 616 754 759 671 745 933 786 616 894 Variance 471 379 568 576 450 555 871 618 379 800 Minimum 3 2 1 Maximum 5 5 5 4 T No Frequency 172 Percent 89.6 Valid Percent 89.6 Cumulative Percent 89.6 T1 5 90.1 T10 5 90.6 T11 5 91.1 T12 5 91.7 T13 5 92.2 T14 5 92.7 T15 5 Valid Trung tâm Học liệu ĐH Cần Thơ @ Tài liệu93.2học tập nghiên cứu T16 5 93.8 T17 5 94.3 T18 5 94.8 T19 5 95.3 T2 5 95.8 T20 5 96.4 T3 5 96.9 T4 5 97.4 T5 5 97.9 T6 5 98.4 T7 5 99.0 T8 5 99.5 100.0 T9 Total 5 192 100.0 100.0 I1 Valid Percent 2.1 Valid Percent 20.0 11 5.7 55.0 75.0 5 2.6 25.0 100.0 100.0 Total Missing Total Cumulative Percent 20.0 Frequency System 20 10.4 172 89.6 192 100.0 I2 Valid Frequency Percent 3.1 Valid Percent 30.0 Cumulative Percent 30.0 12 6.3 60.0 90.0 100.0 Total Missing System Total 1.0 10.0 20 10.4 100.0 172 89.6 192 100.0 I3 Valid Frequency Percent Valid Percent 5.0 Cumulative Percent 5.0 4.2 40.0 45.0 4.7 45.0 90.0 1.0 10.0 100.0 100.0 Total Missing System Total 20 10.4 172 89.6 192 100.0 I4 Trung tâm Học liệu ĐH Cần Thơ @ Tài liệu học tập nghiên cứu Valid Frequency Percent Valid Percent 5.0 Cumulative Percent 5.0 3 1.6 15.0 20.0 12 6.3 60.0 80.0 2.1 20.0 100.0 20 10.4 100.0 Total Missing System Total 172 89.6 192 100.0 I5 Valid Percent 1.6 Valid Percent 15.0 11 5.7 55.0 70.0 3.1 30.0 100.0 100.0 Total Missing Total Cumulative Percent 15.0 Frequency System 20 10.4 172 89.6 192 100.0 I6 Valid Frequency Percent Valid Percent 5.0 Cumulative Percent 5.0 3.6 35.0 40.0 10 5.2 50.0 90.0 1.0 10.0 100.0 100.0 Total Missing System Total 20 10.4 172 89.6 192 100.0 I7 Valid Frequency Percent 1.6 Valid Percent 15.0 Cumulative Percent 15.0 10 5.2 50.0 65.0 2.1 20.0 85.0 1.6 15.0 100.0 100.0 Total Missing System Total 20 10.4 172 89.6 192 100.0 I8 Trung tâm Học liệu ĐH Cần Thơ @ Tài liệu học tập nghiên cứu Valid Frequency Percent 1.6 Valid Percent 15.0 Cumulative Percent 15.0 10 5.2 50.0 65.0 3.1 30.0 95.0 100.0 Total Missing System Total 5.0 20 10.4 100.0 172 89.6 192 100.0 I9 Valid Percent 3.1 Valid Percent 30.0 12 6.3 60.0 90.0 1.0 10.0 100.0 20 10.4 100.0 Total Missing Total Cumulative Percent 30.0 Frequency System 172 89.6 192 100.0 I 10 Valid Frequency Percent Valid Percent 5.0 Cumulative Percent 5.0 3 1.6 15.0 20.0 3.6 35.0 55.0 4.7 45.0 100.0 100.0 Total Missing Total System 20 10.4 172 89.6 192 100.0 Trung tâm Học liệu ĐH Cần Thơ @ Tài liệu học tập nghiên cứu APPENDIX 16 Descriptive statistics of students’ questionnaire I1 33 I2 33 I3 33 I4 33 I5 33 I6 33 I7 33 I8 33 I9 33 I 10 33 I 11 33 I 12 33 2 2 2 2 2 2 3.52 3.30 3.15 3.27 3.48 3.39 3.61 3.55 3.42 3.06 2.94 755 810 755 911 939 864 788 833 792 827 570 655 570 830 883 746 621 693 627 684 Minimum 2 2 2 2 3.27 1.03 1.08 Maximum 5 5 5 5 5 N Mean Std Deviation Variance 864 746 I1 Valid Frequency Percent 5.7 Valid Percent 6.1 Cumulative Percent 6.1 15 42.9 45.5 51.5 13 37.1 39.4 90.9 100.0 Total Missing System Total 8.6 9.1 33 94.3 100.0 5.7 35 100.0 Trung tâm Học liệu ĐH Cần Thơ @ Tài liệu học tập nghiên cứu I2 Valid Frequency Percent 14.3 Valid Percent 15.2 Cumulative Percent 15.2 15 42.9 45.5 60.6 11 31.4 33.3 93.9 100.0 Total Missing System Total 5.7 6.1 33 94.3 100.0 5.7 35 100.0 I3 Valid Missing Total Cumulative Percent 21.2 Frequency Percent 20.0 Valid Percent 21.2 14 40.0 42.4 63.6 12 34.3 36.4 100.0 Total 33 94.3 100.0 5.7 35 100.0 System I4 Valid Frequency Percent 2.9 Valid Percent 3.0 Cumulative Percent 3.0 11.4 12.1 15.2 16 45.7 48.5 63.6 25.7 27.3 90.9 100.0 Total Missing System Total 8.6 9.1 33 94.3 100.0 5.7 35 100.0 I5 Valid Frequency Percent 17.1 Valid Percent 18.2 Cumulative Percent 18.2 25.7 27.3 45.5 14 40.0 42.4 87.9 11.4 12.1 100.0 33 94.3 100.0 Total Missing System Total 5.7 35 100.0 I6 Trung tâm Học liệu ĐH Cần Thơ @ Tài liệu học tập nghiên cứu Cumulative Valid Frequency Percent 14.3 Valid Percent 15.2 Percent 15.2 13 37.1 39.4 54.5 12 34.3 36.4 90.9 8.6 9.1 100.0 33 94.3 100.0 Total Missing System Total 5.7 35 100.0 I7 Valid Frequency Percent 5.7 Valid Percent 6.1 Cumulative Percent 6.1 13 37.1 39.4 45.5 14 40.0 42.4 87.9 100.0 Total Missing Total System 11.4 12.1 33 94.3 100.0 5.7 35 100.0 I8 Valid Frequency Percent 8.6 Valid Percent 9.1 Cumulative Percent 9.1 13 37.1 39.4 48.5 13 37.1 39.4 87.9 11.4 12.1 100.0 33 94.3 100.0 5.7 35 100.0 Total Missing System Total I9 Valid Frequency Percent 11.4 Valid Percent 12.1 Cumulative Percent 12.1 13 37.1 39.4 51.5 14 40.0 42.4 93.9 100.0 Total Missing System Total 5.7 6.1 33 94.3 100.0 5.7 35 100.0 I 10 Cumulative Trung tâm Học Frequency liệu ĐH Percent Cần Thơ Tài liệu học tập nghiên cứu Percent Valid@ Percent Valid 25.7 27.3 27.3 14 40.0 42.4 69.7 25.7 27.3 97.0 100.0 Total Missing System Total 2.9 3.0 33 94.3 100.0 5.7 35 100.0 I 11 Valid Frequency 10 Percent 28.6 Valid Percent 30.3 Cumulative Percent 30.3 22.9 24.2 54.5 11 31.4 33.3 87.9 11.4 12.1 100.0 33 94.3 100.0 5.7 35 100.0 Total Missing Total System I 12 Valid Frequency 12 Percent 34.3 Valid Percent 36.4 Cumulative Percent 36.4 12 34.3 36.4 72.7 22.9 24.2 97.0 2.9 3.0 100.0 33 94.3 100.0 5.7 35 100.0 Total Missing System Total One-Sample Statistics N Std Deviation 742 Std Error Mean 126 V2 35 Mean 3.49 V3 35 3.29 789 133 V4 35 3.20 797 135 V5 35 3.34 938 158 V6 35 3.51 951 161 V7 35 3.37 843 143 V8 35 3.63 770 130 V9 35 3.57 815 138 V10 35 3.40 775 131 V12 35 3.23 1.031 174 V13 35 2.91 853 144 Trung tâm Học liệu3.06 ĐH Cần 802 Thơ @ 136 Tài liệu học tập nghiên cứu V11 35 One-Sample Test t V2 Lower 27.775 V3 V4 Test Value = Mean Sig (2-tailed) Difference Df Upper Lower Upper 95% Confidence Interval of the Difference 34 000 Lower 3.486 Upper 3.23 3.74 24.650 34 000 3.286 3.01 3.56 23.752 34 000 3.200 2.93 3.47 V5 21.094 34 000 3.343 3.02 3.66 V6 21.864 34 000 3.514 3.19 3.84 V7 23.656 34 000 3.371 3.08 3.66 V8 27.870 34 000 3.629 3.36 3.89 V9 25.932 34 000 3.571 3.29 3.85 V10 25.968 34 000 3.400 3.13 3.67 V11 22.543 34 000 3.057 2.78 3.33 V12 18.518 34 000 3.229 2.87 3.58 V13 20.211 34 000 2.914 2.62 3.21 APENDIX 17 Descriptive statistics of the pre test and post test in the experimental and control groups PRE EX Valid Missing 5.0 Frequency Percent 2.9 Valid Percent 6.1 Cumulative Percent 6.1 5.5 11.8 24.2 30.3 6.0 8.8 18.2 48.5 6.5 10 14.7 30.3 78.8 7.0 7.4 15.2 93.9 7.5 2.9 6.1 100.0 Total 33 48.5 100.0 System 35 51.5 68 100.0 Total POST EX Frequency Percent 1.5 Valid Percent 3.0 Cumulative Percent 3.0 Valid 7.5 Trung tâm Học liệu ĐH Cần Thơ @ Tài liệu học tập nghiên cứu 8.0 Missing 8.8 18.2 21.2 8.5 12 17.6 36.4 57.6 9.0 12 17.6 36.4 93.9 9.5 2.9 6.1 100.0 Total 33 48.5 100.0 System 35 51.5 68 100.0 Total PRE CON Valid Missing Total 5.00 Frequency Percent 4.4 Valid Percent 9.1 Cumulative Percent 9.1 5.50 7.4 15.2 24.2 6.00 10 14.7 30.3 54.5 6.50 11 16.2 33.3 87.9 7.00 1.5 3.0 90.9 7.50 4.4 9.1 100.0 Total 33 48.5 100.0 System 35 51.5 68 100.0 POST CON Valid Missing 7.00 Frequency Percent 5.9 Valid Percent 12.1 Cumulative Percent 12.1 7.50 14 20.6 42.4 54.5 8.00 13.2 27.3 81.8 8.50 5.9 12.1 93.9 100.0 9.00 2.9 6.1 Total 33 48.5 100.0 System 35 51.5 68 100.0 Total Descriptives Descriptive Statistics N PRE EXP POST EXP PRE CON POST CON 35 Minimum Maximum Mean 6.17 Std Deviation 685 35 7.0 9.5 8.557 5392 33 5.0 7.5 6.136 6030 33 7.74 614 Trung tâm Học liệu ĐH Cần Thơ @ Tài liệu học tập nghiên cứu Valid N (listwise) 33 Paired Samples Statistics Pair Pair N Std Error Mean 121 PRE EXP Mean 6.20 33 Std Deviation 695 PRE CON 6.136 33 6030 1050 POST EXP 8.621 33 4682 0815 POST CON 7.74 33 614 107 Paired Samples Test Paired Differences 95% Confidence Interval of the Difference Std Error Mean Std Deviation Mean Lower Upper Pair PRE EXP - PRE CO 0606 7980 1389 -.2224 3436 Pair POST EXP - POST 8788 7607 1324 6091 1.1485 t 436 6.637 df 32 32 Sig (2-tailed) 666 000 Descriptive Statistics9/10 Comp.Pre N 33 Minimum 1.0 Maximum 2.0 Mean 1.470 Std Deviation 2778 Fluen Pre 33 1.0 2.0 1.470 2778 Pronu.Pre 33 1.5 2.0 1.720 2401 Negot Pre 33 303 2481 Accu.Pre 33 2.0 1.652 3121 Total Pre 33 5.0 8.0 6.591 8145 Comp.Pos 33 1.5 2.0 1.720 2481 Fluen Pos 33 1.0 2.0 1.545 2611 Pronun.Pos 33 1.5 2.0 1.803 2481 Negot Pos 33 1.5 864 2870 Accu.Pos 33 1.0 2.0 1.727 2820 Total Pos 33 6.0 9.0 7.667 6208 Valid N (listwise) 33 Paired Samples Statistics Pair Pair Pair N Std Error Mean 0484 Comp.Pre Mean 1.470 33 Std Deviation 2778 Comp.Pos 1.720 33 2481 0432 Fluen Pre 1.470 33 2778 0484 Fluen Pos 1.545 33 2611 0455 Pronu.Pre 1.720 33 2401 0418 Pronun.Pos 33 2481 liệu học 0432 tập nghiên cứu Trung tâm Học liệu 1.803 ĐH Cần Thơ @ Tài Pair Negot Pre Negot Pos Pair Pair 303 33 2481 0432 864 33 2870 0500 Accu.Pre 1.652 33 3121 0543 Accu.Pos 1.727 33 2820 0491 Total Pre 6.591 33 8145 1418 Total Pos 7.667 33 6208 1081 Paired Samples Correlations Pair Comp.Pre & Comp.Pos N 33 Correlation 100 Sig .581 Pair Fluen Pre & Fluen Pos 33 127 480 Pair Pronu.Pre & Pronun.Pos 33 290 101 Pair Negot Pre & Negot Pos 33 -.170 346 Pair Accu.Pre & Accu.Pos 33 218 223 Pair Total Pre & Total Pos 33 093 608 ABOUT THE AUTHOR Dang Thi Kim Mai received her B.A degree in English Teaching from Can Tho University in 1979 From 1999 to 2001, she attended the VVOB Post Graduate Upgrading Program ( MA level) at the School of Education of Can Tho University In 2004, she attended another Post Graduate Program in TEFL She reported her Master of Education Thesis in December 2007 Trung tâm Học liệu ĐH Cần Thơ @ Tài liệu học tập nghiên cứu [...]... things in English when working in groups They do not know how to 1 negotiate meaning in order to keep the conversation going The truth of the matter is that they have to work with their partners in the form of conversation in the final examination at the end of the course For the above reasons, I have decided to carry out this research, the title of which is Implementing communication strategies in. .. implementation of the communication strategies in a listening and speaking class at CFL at Can Tho University It is hoped that the information will be a good reference for teachers in listening and speaking classes at the CFL in Can Tho University as well as in other schools in Viet Nam Trung tâm Học liệu ĐH Cần Thơ @ Tài liệu học tập và nghiên cứu 1.3 Research questions When mentioning the teacher’s role in. .. listening/ speaking classes at the CFL at Can Tho University. " 1.2 Research aims The aims of this research are firstly to have deeper insights into communicative strategies and some typical communicative strategies in teaching conversations in groups, and secondly to find out the impact of communicative strategies on students’ speaking performance Lastly, with the results obtained, I propose the implementation... and a control group Major findings and discussions are also included Chapter 5 restates the major findings for the implementation of communication strategies in the English classes at the Center of Foreign Language at Can Tho University Limitations of the carrying out of the research as well as recommendations are also included Recommendations are made based on the major findings and Trung tâm Học liệu... Achievement Strategies Communication Strategies Reduction Strategies Bailey and Nunan (2005, 189) state Communication strategies- verbal and/or nonverbal procedures used to compensate for gaps in speaking competence.” My own view is that communication strategies are all the modification devices that speakers and listeners use to negotiate meaning during interactions in order to keep the conversation going... “Socioaffective” strategies involve the ways in which learners interact with others and control themselves in order to enhance their learning Socioaffective strategies are manifested in (1) asking questions (asking for clarification or verification, asking for correction), (2) cooperating with others, (3) empathizing with others (developing cultural understanding and becoming aware of others’ thoughts and feelings),... study." In Italy, Mariani (1994) gives out some positive impacts of communication strategies First, communication strategies are also indirect learning strategies: they help learners to remain in conversation, and so provide them with more input, more opportunities for checking and validating their hypotheses, and therefore more chances to develop their interlanguage systems Besides, communication strategies. .. learning since their focus is on the process of participating in conversation and getting meaning across or clarifying what the speaker intended Communication strategies are used by speakers when faced with some difficulty due to 7 the fact that their communication ends outrun their communication means or when confronted with misunderstanding by a co-speaker” According to Stern (1992:265), Communication. .. paraphrasing, miming or pointing, eliciting/asking for help from interlocutors The reduction strategies aim at either communicating an imperfect message or communicating a message other than the one intended initially (a message that the Trung tâmcan Học liệutoĐH Cần Thơ @ Tài liệu học tập và nghiên cứu speaker manage communicate) Figure 2.3 The Sub Category of Communication Strategies (Gabrielatos, 1992)... discussion in chapter 4 about the implementation of communicative strategies in the English classes at the CFL at Can Tho University 3 CHAPTER 2 THEORETICAL FRAMEWORK OF COMMUNICATION STRATEGIES This chapter reviews the theoretical framework for the study It starts with characteristics and functions of spoken language Its focus is on communicative strategies with definitions and classifications, the impacts