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 UBND TINHHATiNH SdYTE s6: e s /KH - SYT CLING HOA Xfit HQI CHU NGHIA VIET NAM DO lap - Tir - Hanh phtic Ha Tinh, A thang neim 2017 Người ký: Sở KE HOACH Ytế Email: Hoat Ong tai Trung tam hanh chinh cong cua So'Y to soyte@hatinh gov.vn Cơ quan: Tỉnh Can cir Nghi quyet s6 01-NQ/DH 18/10/2015 cua Dai hOi Dai bieu HàTĩnh Thời gian ký: Dang bO tinhHaTinh lan thir XVIII, nhiem kS/,2015-2020; Ket Juan so 05-KL/TU 13.04.2017 29/6/2016 dm Ban Thuang Tinh ye mot so chd twang nang cao nang 10:01:00 +07:00 hxc, doi mai phucmg thirc lanh dao cua Dang ye sap xep, tinh ,gian bO may, Wen che, hoat dOng hieu lvc, hieu qua dm cac ca quan, dan vi; Quyet dinh so 587/QDUBND 29/02/2012 dm UBND tinh ban hanh Chuang trinh CCHC nha nuac tinhHaTinh giai doan 2012-2020; Quyet dinh so 4603/QD-UBND 26/11/2015 cua UBND tinh ban hanh Chuang trinh hanh d'Ong thvc hien Nghi guy& Dai hOi Dai bieu Dang bO tinhHaTinh lan thir XVIII (nhiem kS7 20152020); Quyet dinh so 27/2016/QD-UBND 20/6/2016 dm UBND tinh quy dinh thvc hien ca the mot dra, ca the mot cfra lien thong tai cac ca quan, dan vi tren dia ban tinhHa Tinh; Ke hoach so 239/KH-UBND 29/7/2016 dm UBND tinh ye thvc hien CCHC giai dog' 2016-2020 tren dia ban tinhHa Tinh; Quyet dinh so 1884/QD-UBND 08/7/2008 dm UBND tinhHa Tinh, ye viec ban hanh quy dinh chirc nang, nhiem vu, quyen han va ca cau to chirc cua Sa Y te, SoY t6 ban hanh Ke hoach hoat dOng tai Trung tam hanh chinh cong Tinh nhu sau: I MUC RICH-YEU CAU Myc Bich: - To chirc thvc hien dat hieu qua cao nha't cac nhiem vu tiep nhan va tra ket qua tai trung tam Hanh chinh cong - Tang cuang skr phoi hop nhip nhang giaa bo ph4n tiep nh4n, tra ket qua va cac phong chuc nang cua SO, dam bao giai guy& thu tic hanh chinh dling quy dinh ye thin gian, phan - Nang cao hieu lixc, hieu qua giai quyet TTHC cua SoY t6; tang cuang tinh lien thong giai quyet cac TTHC, dam bao cac thu tie dugc giai quyet nhanh, cong khai, minh bach, khong c6 khau trung gian; rut ngan thai gian giai guy& so vai quy dinh, giam chi phi thvc hien TTHC - Xay dkmg va pilaf trien dOi ngil can bO, cong chirc, vien chirc c6 pham chat, nang lut, trach nhiem tan tam phic vi Nhan dan va co tinh chuyen nghiep cao; xac dinh nhiem vi ci the doi vai cac cong chirc va trach nhiem cua nguai cErng dau ca quan dan vi giai quyet TTHC Yeti cAu: a) Doi voi can bO tiep nh4n va tra ket qua: - Thvc hien tiep nh4n va tra ket qua cac thu tic hanh chinh dugc quy dinh tiep nh4sn tai Trung tam hanh chinh cong cua tinh (danh myc thu tyc hanh chinh tiep nhan va tra ket qua tai trung tam hanh chinh cong kern theo) - Ban giao ho so tiep nhan ye cac phong chuyen mon vao cuoi theo quy dinh cua Trung tam hanh chinh cong - Bao cao so lieu tiep nhan va tra ket qua hang thang, hang q4, nam va bao cao d6t xuat c6 yeu cau b) Doi yeri cac phong chuyen mon: - PhOi hp') vai Trung tam hanh chinh cong viec nhan ho so va ban giao tra ket qua cho ca nhan to chdc - Thdc hien giai quyet hO so dung quy dinh ye theyi gian va phan II NQI DUNG BO tri nhan lire den lam vi0 tai Trung tam: Sat Y to bO tri 01 can b6 c6 trinh d4i hoc chuyen trach tiep nhan va tra ket qua tai Trung tam hanh chinh cong Tinh Danh muc cac TTHC tiep nhan va tra ket qua tai Trung tam va cong tac chuan bi: So dang tiep tyc hoan thien dir than cong bo lai cac thu tyc hanh chinh &Jac thirc hien tiep nhan va tra ket qua tai trung tam hanh chinh cong, du kien hoan truac 30/4/2017 Danh myc TTHC thirc hien tiep nhan va tra ket qua tai Trung tam (phy lye kern theo) Nang cap 114 tang cong nglq thong tin tai don vi: Ha tang Cong nghe thong tin tai Van phong SoY to da dap Ong dugc yeu Trung tam qua trinh giai quyet thit tyc hanh chinh cho ca cau &Ong b6 nhan, to chdc III TO CHU'C THVC HItN Van phong SoY to chu tri, theo doi, din, don d6c, phi hap vai ph6ng chdc nang So va cac don vi trkrc thu6c nganh to chdc thirc hien Ke hoach nay; Cac don vi tri,rc thu6c c6 lien quan can cd chdc Wang nhiem vu to chdc thirc hien ke hoach tren co dieu kien thirc to tai don vi, ph6i hpp vOi Trung tarn hanh chinh cong ; Trong qua trinh thirc hien, neu c6 kilo khan yuang mac, cac don vi phan anh ye Van phong SO( Y to de tong hap, bac, cao, de xuat giai quyet./ - SO Ncji vu; - Phong Kiem soar TTHC Si Ttr Phap; - Website Nganh;, - Gam doc So (de bac, cao); - Phong ch(rc nang SO.; - Chi cuc ATVSTP; - Luu: VT, M'cjt ctra Girl ban giay va ban dien tix utir- Danh muc TTHC dive hien tiep nh4n Ala tra ket qua tai Trung tam TTHC NGANH V TE "TTHC CAP TINH: 122 TTHC I Linh nrc KhAm, chera benh I Cap ChUng chi hanh nghe kham berth, chaa berth dal vai ngueri Viet Nam Quyet (filth s6 Tien nhan va 1470/QD-UBND tra ket qua tai 9/6/2016 Trung tam Cap lai Chang chi hanh nghe khan) benh, chaa benh dal vat ngtrtri Viet Nam (ap dung Quyet djnh so dad vat trutrng hqp ngutri hanh nghe bi mat hoac bj hu hang hoac bj thu hai vi cap 2519/QD-UBND kitting dung tham quyan hoac chtmg chi c6 nai dung trai phap luet) Cap lai Chang chi hanh nghe kham benh, chCra benh dai vat ngutri Viet Nam ...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 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 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 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 ... khoa nt nt 10 Cap Giay phep hoot eking ad yeti phang chin tri y hoc cti truyan nt nt 11 Cap Iai Giay phep hoot dOng di veil phang chin tri y hoc ea truyen nt nt 12 Dieu chinh Clay phep hoot dOng... Iai giay chimg nhan an wan sinh hoc thay d6i ten dila ca sa Quyet djnh so 49 CAI) Gay chung nhan la lung y 1470/QD-UBND nt 9/6/2016 50 CAp Jai Giay chung nhan la Wang y nt nt 51 Cap GiAy phdp... bdnh thuOc thim quyen quan IS, dm Sa Y te Ding 14 hanh nghe d6i vdi twang hop di duoc cap giay phdp hoat dOng cd thay d6i ye nhan so thuOc than quyen cila SO Y te 58 Cap Giay phdp hoot dOng d6i