SKKN AN INNOVATION IN APPLYING TASK – BASED LANGUAGE TEACHING APROACHES IN DEVELOPING SPEAKING COMPETENCE FOR HIGH SCHOOL STUDENTS

SKKN AN INNOVATION IN APPLYING TASK – BASED LANGUAGE TEACHING APROACHES IN DEVELOPING SPEAKING COMPETENCE FOR HIGH SCHOOL STUDENTSSKKN AN INNOVATION IN APPLYING TASK – BASED LANGUAGE TEACHING APROACHES IN DEVELOPING SPEAKING COMPETENCE FOR HIGH SCHOOL STUDENTSSKKN AN INNOVATION IN APPLYING TASK – BASED LANGUAGE TEACHING APROACHES IN DEVELOPING SPEAKING COMPETENCE FOR HIGH SCHOOL STUDENTSSKKN AN INNOVATION IN APPLYING TASK – BASED LANGUAGE TEACHING APROACHES IN DEVELOPING SPEAKING COMPETENCE FOR HIGH SCHOOL STUDENTSSKKN AN INNOVATION IN APPLYING TASK – BASED LANGUAGE TEACHING APROACHES IN DEVELOPING SPEAKING COMPETENCE FOR HIGH SCHOOL STUDENTSSKKN AN INNOVATION IN APPLYING TASK – BASED LANGUAGE TEACHING APROACHES IN DEVELOPING SPEAKING COMPETENCE FOR HIGH SCHOOL STUDENTSSKKN AN INNOVATION IN APPLYING TASK – BASED LANGUAGE TEACHING APROACHES IN DEVELOPING SPEAKING COMPETENCE FOR HIGH SCHOOL STUDENTSSKKN AN INNOVATION IN APPLYING TASK – BASED LANGUAGE TEACHING APROACHES IN DEVELOPING SPEAKING COMPETENCE FOR HIGH SCHOOL STUDENTS

BM 01-Bia SKKN S GIÁO D C VÀ : OT O NG NAI ghi) AN INNOVATION IN APPLYING TASK BASED LANGUAGE TEACHING APROACHES IN DEVELOPING SPEAKING COMPETENCE FOR HIGH SCHOOL STUDENTS Ng i th c hi n: - BM02-LLKHSKKN I 18 /09/ 1975 Nam - (CQ)/ (NR); 0948636878 Fax: E-mail: nguyenvannholhp@gmail.com : ong II - 2011 III - - School Year: 2016 2017 ACTION RESEARCH Research Title: AN INNOVATION IN APPLYING TASK BASED LANGUAGE TEACHING APROACHES IN DEVELOPING SPEAKING COMPETENCE FOR HIGH SCHOOL STUDENTS ACKNOWLEDGEMENTS master of Le Hong Phong high school, the school managing board and all of the teachers in English group as well for their meaningful supports of spirit for the implement of the research and innovation I am grateful to my two helpful colleagues who helped me with guiding I am grateful to the teachers and students in Last but not least, I am grateful my dearest students in two classes 11B2 and 11B5, who took part in the research enthusiastically AN INNOVATION IN APPLYING TASK TEACHING APROACHES IN BASED LANGUAGE DEVELOPING SPEAKING COMPETENCE FOR HIGH SCHOOL STUDENTS ABSTRACT This eight week bottom of using Task up process innovation was to find out the effect based language teaching (TBLT) in improving speaking competence of Le Hong Phong high school students, in Bien Hoa, Dong Nai province The innovation was implemented from October rd to November 26th , 2016 (see the appendix A) It was based on the problem solving model (Markee, 1997 p.66), in which the researcher working as an implementer and an inside change agent used the comparisons of pre test and final test results between two classes 11B2 and 11B5, class room observation records, interviews and feedback questionnaires Two of the acted as insides change agents and implementers And ninety two students in two classes participated in the innovation (potential adopters or resisters) I INTRODUCTION English has been one of the compulsory subjects to secondary and high school students in Vietnam in the last fifteen years Students have to spend at least three classes a week to study English It is one of six subjects included in the GCSE examination which high school students have to pass to finish their hig 86.8% of the students graduating from high school admit that they are not be able to communicate in English even if using simple sentences Even the students who passed university entrance examination of English branch feel it difficult to contact parents and teachers a lot, so there have been many attempts to enhance he adoption of skills However, teaching speaking and listening at high schools still does not meet the required aim This fact arouses us the view of applying Task Based Language Teaching (TBLT), an approach of Communicative Language Teaching (CLT), in redesigning the tasks in the official textbooks with the hope to help students in Vietnamese context in general and in LE HONG PHONG high school in Dong Nai province in particular study English in communicative ways So as to get any accomplishment, the researcher, however, has to encounter many problems Firstly, The Grammar Translation Method (GTM), known as traditional method, has been applied in Vietnam for ages They have paid more attention to teaching grammar than teaching speaking or listening As the result of that, students may find it very difficult to talk with other people in the target language Moreover, Vietnamese educational system is deeply influenced by Confucianism (teacher centered) Students become more and more passive in class and dare not to ask teachers what they new English series textbooks are written for teaching skills: Reading, Speaking, Listening, and Writing, both teachers and students feel hard to teach and study speaking and listening because of time limitation Thus, teachers sometimes neglect the speaking and listening sections to concentrate on grammar, reading so that their students can pass the examinations which only test their writing, grammar points and vocabulary memorable competences Thirdly, there are often over forty students in one class, it is also a problem in teaching by using communicative skills In addition, despite the comparatively high-level understanding of TBLT concepts, many teachers actually hesitate to adopt TBLT as an instructional method in classroom practice This may result from the fact that most of the teachers still use the traditional lecture-oriented methods, which they are accustomed to, and more than that, they have the psychological pressure of facing some new disciplinary problems in using TBLT Then the main research questions arise: speaking skill? What English? II DEFINITIONS OF TERMS Definitions of task: According to Nunan (1989),communicative task is manipulating, producing or interacting in the target language while their -based curriculum, then, specifies what a learner needs to with the English language in terms of target tasks and organizes Prabhu (1987, outcome from given information through some process of thought, and which allow As can be seen, these definitions are somewhat different; they all emphasize the fact that attention is focused on meaning rather than grammatical form Task - based language Teaching framework: Jane Willis (1996) designed TBLT framework consists three main phases: pre-task, task-cycle, and language focus At pre-task phase, teacher introduces topic and task, and students get exposures of linguistic chunks The task cycle phase can be subdivided into three task stages, including task stage, planning stage, and report stage This is considered the main task phase in which students use the target language the most to finish task requirements The last phase is language focus In this phase, teacher helps learners to improve linguistic phase The Researcher: the researcher is the main person who conducted the innovation of applying TBLT in teaching English in Le Hong Phong high school in Dong Nai province : There were two colleagues of the researcher participating in the innovation One offered himself as an interviewer who interviewed the experimental group The other was an interviewer who interviewed the control one These two colleagues also observers in classroom observation of this research The Students: The students in the innovation are in grade 11 Most of them have studied English, at least, for years from grade to grade 11 As can be seen, schools in Vietnamese educational system are divided into three groups: elementary school (from grade to grade 5), secondary school (from grade to grade 9) and high school (from grade 10 to grade 12) To students at high school, English is a compulsory subject and it is taught three periods or more a week III LITERATURE REVIEW The literature review of Task based Language Teaching: Task-based language teaching can be considered one particular 2004, p.1) In other words, it is a communicative approach to language teaching, using the successfu primary organizing principle With the approach of the communicative language teaching approach in the early 1980s and much emphasis on commonly use in the field of second language acquisition in terms of developing process-oriented syllabi and designing communicative tasks to -based view of language teaching, based on the constructivist theory of learning and communicative language teaching methodology, has evolved in response to some limitations of the traditional PPP approach, represented by the procedure of presentation, practice and performance (Ellis, 2003, Long & Crookes, 1992) The P-P-P approach has a communicative focus; however, error correction is an important part of this method Early models of Communicative Language Teaching often used functional units of organization and practiced to swap grammatical features Today, emphasis is on the unit of task rather than on the unit of function or practice (Richards & Renandya, 2002, p 94) A unit of task refers to an activity where students use their own available language resources which in the end lead to a real outcome Examples of a unit of task can involve playing games or sharing and comparing experiences In a unit of task the students are to take part in different processes within the task such as negation of meaning, paraphrasing and experimentation If students take part in these units of task the results lead to successful language development (p 94) Thus, it has the substantial implication that language learning is a developmental process promoting communication and social interaction rather than a product acquired by practicing language items and that learners learn the target language more effectively when they are naturally exposed to meaningful task-based activities Such a view of language teaching led to the development of various task-based approaches in the eighties (Breen, 1987; Candlin & Murphy, 1987; Nunan, 1989 & Prabhu, 1987), and during the nineties has developed into a detailed practical framework for the communicative classroom in which learners perform task-based activities through cycles of pre-task preparation, task performance and post-task feedback through language focus (Skehan, 1996 & Willis, 1996) TBI views the learning process as a set of communicative tasks that are directly linked to the curricular goals they serve (Brown, 1994) The literature review of Innovation: According to Markee (1997), Innovation and change were variously treated by writers Some considered them different processes, others thought these were synonymous He added that: innovation is a species of the genus change, in which change is an ongoing, almost unconscious process that involves reworking familiar elements into new relationships; innovation on the other hand, is a willed intervention, which results in the development of ideas, practices, or beliefs that are fundamentally new (Miles 1964; A Nicholls 1983) I accept that innovation in education should be a is an orientating attempt to treat the problems in a particular context so that some better success could be made by applying a new method of teaching Although the innovation expects to be succeeded, it sometimes fails in applying In this case, the implementer needs to investigate why it does not work and what is needed to make it success Cultures and innovation: Cultures play a very important role in innovation As Tudor (2001) noted that: erful role in guiding their behaviours in the classroom as well as their evaluation of the actions and behaviours of other participants The second is that participants may not be explicitly aware of the principles on which they are operating Their culture of learning may thus constitute a powerful but potentially - hidden agenda, one (Tudor, I., 2001 p 158) Basing on this, the implementer needs to know about his students in the classroom and what is happening among them so that he can treat them with a 10 Reference: Brown, H.D (1994) Teaching by Principles: An interactive Approach to Language Pedagogy New Jersey: Prentice Hall Regents Ellis, R (2003) Task based Language Learning Teaching New York: Oxford University Press Kim Lien (2006, October 12) c ph thông: T i không bi t nói ti ng Anh? [7 years of learning English at school: Why still unable to speak English?] Tuoi Tre Online Newspaper Retrieved Febuary 22, 2010, from http://www.tuoitre.com.vn/tianyon/Index.aspx?ArticleID=166558&Channel ID=13 Lambright, W H., and Flynn, p.(1980) The Role of Local Bureaucracy Centered Coalitions in Techology Transfer to the City In J A Agnew (Ed.) Innovation Research and Public Policy, Syracuse Geographical Series, No 5, Syracuse New York: Syracuse University Press Li, D (2001) in Introducing the communicative approach in South Korea In Hall, D & Hewings, A (Eds.), Innovation in English Language Teaching, A Reader (pp 149-168) London and New York: Routledge Littlewood, W (2004) The task-based approach: some questions and suggestions ELT Journal Volume, 58(4), (319-326) Long, M.H (1991) Focus on form: A design feature in language teaching methodology In K R Bot, M.H Long & G Crookes (1992) Three approaches to task-based syllabus design TESOL Quarterly, 26(10), (2756) 30 Nunan, D (1989) Designing Task for the Communicative Classroom USA, New York & Australia: Oxford University Press Prabhu, N.S (1987) Second Language Pedagogy Oxford: Oxford University Press Richards, C J., & Renandya, A.W (2002) Methodology in Language Teaching, An Anthology of Current Practice Cambridge University Press Rogers, E M (1983) The Diffusion of Innovations (Third Edition).(pp 11) London and New York: Mac Millan and Free Press Skehan P (1996) Second language acquisition research and task-based instruction In J Willis & D Willis (Eds.),Challenge and Change in Language Teaching (pp 17-30) Shamin, F (1996) Learner Resistance in Classroom Innovation In Coleman, H (Ed.), Society and the Language Classroom (pp 105-121) Cambridge: Cambridge University Press Willis, J (1996) A framework for Task-Based Learning London: Longman 31 32 Appendix B Topics for Pretest and posttest Tell us about your hobbies Talk about your father, your brother or your uncle Talk about one of your friends Talk about music Talk about sport games Talk about the weather in South Vietnam Talk about smoking Talk about the place where you are living What gifts you want you friends to give you on your birth - day 10.Talk about the subjects you are studying at school 33 Appendix C Speaking Classroom Observation Checklist Class: Time: Percentage Students are active to use English while doing task Students enjoy doing tasks Students are confident to make conversations between their friends Students provide ideas in classroom Students ask questions about the task Students try to edit themselves during using language Students use sentences while using language affected by language problems Students use appropriate vocabulary and idioms to make conversations Students pronounce clear pronunciation 34 Appendix D Lesson Plan for the trial period in class 11B5 THE ASIAN GAMES Speaking Time: Period 2, November 14th, 2016 Class: 11B5 I WARM-UP: Games: Stop the bus Put Ss in teams For example: Country Malaysia Sport Mountain climbing Suggested ideas: T: Thailand The first team to write down Table one word for each category tennis Tennis P: If the word is correct, give the Philippines/Pakistan team one point the choose Ping pong another letter V: Vietnam - - Declare the winning group Volleyball B: Brunei Basketball / boxing / body building / billiards 35 C: Cambodia chess M: / - Ask Ss to work in groups to mountain find out the answers (2 groups Malaysia Myanmar find the countries and groups biking / climbing S: find the sports) Feedback: Ask Ss Singapore to copy them on the board Snookers / Squash II PRE-SPEAKING: What Asian countries have - taken part in the Asian practise speaking - Ask Ss to open their books and Games? What sports have been look at the information about the introduced in the Asian Asian Games in the table to check which countries have been Games? the host countries in the Asian E.g.: The first Asian games until now Games was held in 1951 in - Sts task New Delhi, India - Ask Ss to look at the dialogue - Some pairs on page 139 to come to the - Elicit the language from Ss front of the III - Ask Ss to look at the dialogue class and act WHILE_SPEAKING: on page 139 and repeat the out conservation the conversation - Ask Ss to use the information in the table to substitute for the Example: A: When and where was the 2nd Asian Games held? B: It was held in 1954 in suitable information - Teacher moves around to give help - Ask some pairs to come to the front of the class and act out 36 their conversation the Philippines A: How many countries took part in the games? B: 18 A: How many sports were there at the Games? - Ask Ss to take turns to talk B: about the sport results of the Feedback: Vietnamese athletes at the 14th Asian Games, using the information from the table on For example: At the 14th page 140 Asian Busan, Games held Korea, bodybuilding, in task - Teacher moves around to give in help the - Feedback: Ask Sts make Vietnamese athletes won reports one medal and one bronze medal In billiards, they won one gold medal and one silver medal 37 Appendix E Lesson Plan for the trial period in class 11B2 HOBBIES - SPEAKING Time: Period 2, November 21st, 2016 Class: 11B2 A) Objectives: By the end of the lesson, Ss will be able to - Talk about a hobby - Talk about collections - Materials: Textbook, pictures, blackboard, wall chart - Teacher prepares the handout, pictures for students - Students prepare the lesson at home C) Procedure: 1) Greeting and Put the class in order 2) Check up: 3) Teaching lesson: I WARM UP (5m): Guess the hobbies - Sts use gesture and words to - Ask one St to come in front of - Describe explain the hobbies to their the class and use gesture or hobbies friends to words to explain the hobbies to their friends their friends II TASK (15m) (see the - Answer 38 - Ask Sts: following handout): A Pre-Speaking: What are your hobbies? Input: When choosing a friend, Some useful ways of starting a who you prefer, a conversation with a stranger: person with the same questions hobbies or different one? - Explain think? Excuse the task to sts: Imagine now you are at the me, is anybody sitting here? - Listen to teacher cocktail party with all the strangers Start a conversation with them by using a suitable somewhere before? phrase Then ask about their hobbies If you two have the overhearing did you mention same hobbies, you can make friends with him or her Excuse me, could you tell me the time? B While- speaking: Sts make the role play - Go around to help Sts - Do the task C Post Speaking: Sts make the dialogue in front - Call some Sts to make the of the class dialogue in front of the class - Give feedback - Come in front of the class and present their ideas II TASK (25m): (See the following handout) A Pre-speaking: - Explain the situation: Imagine - Listen to 39 T explains the situation that you are a businessman or a businesswoman You are instructions B While speaking: going to open a shop for Sts interview and discuss in teenagers First, you will be group the researchers Go around C Post speaking: Sts talk about their plans and interview the teenagers Then you are the businessman or business woman, work in - Do the your group and decide which task shop you are going to open - Go around to help Sts - Report their plan - Call groups to present their plans - Give feedback 40 HANDOUT Some useful ways of starting a conversation with a stranger: TASK Imagine that you are all strangers at a cocktail party Go around and try to make friends with as many people as you can You are supposed to: Write down your hobbies in the following space: What you dislike to do? Why? 41 TASK 2: You are a businessman or a businesswoman You are going to open a shop for teenagers Make a survey to find out tee interest Then decide which shop you are going to open You may use the following questions Hobby How to practise your hobbies? Where to practise your hobbies? Why have these hobbies? Your plan for the future? 42 Appendix F Interview Questions for Students Date: November 26th, 2016 Time: 15:30 16: 30 Place: Le Hong Phong High School Do you have a separated speaking period for each unit? Do you like to learn speaking at high school? Why? What you think about speaking tasks in textbook? What you think about tasks using TBLT? What activities are often used there? Do you find them interesting? Why? Do you want those tasks which use TBLT are implemented in teaching speaking at high schools? Why? What problems that implementation of TBLT tasks in teaching speaking can cause? Appendix G Questionnaires for feedback of students after learning rnt? Very interesting: Interesting: Normal: Boring: Q2 What you think about the tasks using in your class? Very interesting: Interesting: Normal: Boring: Q3 Are the tasks suitable for your ability? Difficult to your level: Suitable for your level: Easy to your level: Yes: Sometimes not: No: Q5 How did you communicate in English in these speaking periods? Very much: Much: Little: None: Q6 Are the tasks useful to real life? Yes: No: 43 44 ... APPLYING TASK BASED LANGUAGE TEACHING APROACHES IN DEVELOPING SPEAKING COMPETENCE FOR HIGH SCHOOL STUDENTS ACKNOWLEDGEMENTS master of Le Hong Phong high school, the school managing board and all... APROACHES IN BASED LANGUAGE DEVELOPING SPEAKING COMPETENCE FOR HIGH SCHOOL STUDENTS ABSTRACT This eight week bottom of using Task up process innovation was to find out the effect based language teaching. .. English speaking studying with TBLT and with the tasks in their textbooks Findings and analyses: All of five students interviewed thought that speaking was an important skill and learning speaking