Văn Bản QLNN - Sở Y tế tỉnh Bắc Giang 350tb.pdf.signed

Part A: Introduction I. Rationale The economic open- door policy pursued by the government of Vietnam has increased a demand for studying English. Many people are expected to be competent to communicate verbally with the outside world and to access technology. In correspondence to this trend, in almost all of schools, colleges, universities, English is a compulsory subject. HGMSS, where I have been working for 7 years, is not an exception. Besides the aim of passing their exams and getting some further studies for their future life, all students have a desire to be integrated into the culture, the civilization, and the people of English speaking countries. They expect to have a good knowledge of English to read books and magazines, to see films or to sing English songs, etc. As a result, learning English now is not only an interest but also a practical need for many people. Together with the growing demand for learning English, there has been an innovation in English teaching and learning methods everywhere in Vietnam. For a long time, language teaching in Vietnam was strongly influenced by the structuralist tradition. Emphasis was placed on mastery of language structures. Students have been taught how to form correct utterances and to understand the structures of the language without any consideration of language use. Students have been asked to learn every single word by heart, and translate or analyze grammatically every sentence in the text. The teacher has often taken up almost all the time in class explaining the form of language to students who were passive recipients. As a result, this kind teaching and learning, of course, has been the “production” of students who were structurally competent but communicatively incompetent. However, as the result of psycholinguistic and sociolinguistic research, language teaching has moved from the traditional to a more communicative approach. In this current approach, language is considered as a form of social behavior. The objective of language teaching is teaching learners to communicate fluently, appropriately and spontaneously in the cultural context of the target language. Communicative competence, according to Canale and Swain (1980), is made up of grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. 1 With 7 years of experience in teaching English at HGMSS, I find that students have to learn English in two semesters in the curriculum and English is often taught in the first school - year. At the end of each semester, the students have to take a written test, not an oral one. Therefore, most of the time is spent on grammar points because many of the students have never learnt English before and the teachers have to try to keep to the syllabus, that is, to finish the course- book entitled “Headway Elementary”. In addition, many students are too shy to speak in class whereas most of the grammar lessons are carried out in traditional methods. That is, the teacher presents new grammar verbally, and then students do, turn by turn, exercises in workbooks. As a consequence, the students find it hard to speak out as well as to communicate in the real life naturally. The question of how to equip students with grammatical competence so that they can use the language to communicate in any situation has become a matter of teachers of English in general and teachers of English at HGMSS in particular. For the above reasons, in this minor thesis, the author intend to figure out what difficulties are experienced by teachers in teaching grammar communicatively and then to give some suggestions to reduce the difficulties. II. Scope, objectives, significance, method and design of the study. II.1. The scope of the study The study is concerned with finding the teachers’ difficulties in teaching grammar communicatively for ethnic minority students at HGMSS. The study of others would be beyond the UBND TiNH BAc GIANG SOYTE CONG HOA XA HOI CHiT NGHiA VIET NAM DQc I~p - Tl}' - H~nh phuc So~ cQ :.1 •••• lTB-SYT Bdc Giang, JJ thong 10 ndm 2017 THONGBAo V/v khong thAm djnh c§p Gi§y chung nh~n du di~u ki~n kinh doanh dm}'c GIAM DOC SO Y TE TiNH BAc GIANG Can cir Luat Duoc s6 105/20 161QH13, 06 thang nam 2016; Can cir Nghi dinh 54/2017 INU-CP 08 thang narn 2017 cua Chinh phu quy dinh chi tiSt mot s6 diSu va bien phap thi hanh Luat diroc; Can cir Quyet dinh s6 296/20161QU-UBND 25/5/2016 cua UBND tinh B~c Giang vS viec ban hanh Quy dinh v~ chirc nang, nhiern vu, quyen han va co cftu t6 chirc cua Sa Y tS tinh B~c Giang; Sa Y ts tinh B~c Giang thong bao: Khong ti6n hanh tham dinh cftp Gifty chirng nhan du diSu kien kinh doanh duoc thea H6 sa d~ nghi cua Quay thuoc Hung San thuoc Cong ty TNHH thirong rnai va duoc pham Khanh San; Ngtroi quan If chuyen mon v~ duoc: Duoc sy dai hQc Nguy~n Thi Lan; Uia di6m kinh doanh: Thon Trung Thanh, xa Htmg San, hUY9nHi~p Hoa, tinh B~c Giang v6i If do: Can Cll'Thong bao s6 99/TB-KS cua Cong ty TNHH thuang m~i va duQ'Cph~m Khanh Son v~ vi