Communicative language teaching (CLT) for the 10th form students at sam son high school

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA TRƯỜNG THPT SẦM SƠN SÁNG KIẾN KINH NGHIỆM “ COMMUNICATIVE LANGUAGE TEACHING FOR THE 10th FORM STUDENTS AT SAM SON HIGH SCHOOL” Người thực hiện: Lê Quang Nguyên Chức vụ: Giáo viên SKKN thuộc lĩnh vực: Tiếng anh THANH HÓA NĂM 2019 CONTENTS Page I INTRODUCTION Reason for choosing the study 2 Aims of the study Scope of the study Methods of the study II CONTENT The theoretical basis 1.1 Speaking skill and its importance 1.2 Overview of communicative language teaching The reality of the study 2.1 The reality 2.2 The results in researching the reality Methodology 3.1 Types of techniques used in teaching communication 3.1.1 Sorting, ordering or arranging communicative language teaching 3.1.2 Conversation talking zone 3.1.3 Word routes 3.1.4 Daily activities in speaking 3.1.5 Information gap 3.1.6 Word ping pong 3.1.7 Puzzle solving 3.1.8 Video analysis 3.1.9 Role play 3.2 Sample techniques used in teaching speaking 3.2.1 The textbook 3.2.2 Sample techniques used in teaching speaking Result 19 III CONCLUSION AND RECOMMENDATIONS 19 Conclusion 20 Recommendations 20 IV REFERENCES 22 I INTRODUCTION Reasons for choosing the study Communicative Language Teaching (CLT) is considered to be the most recent and successful approach to language teaching in general and English teaching in particular Being a teacher of English for a while, I have good opportunities to expose to CLT and implement it in some of my English classes taught at my school With the development and globalization of the world today, English is considered as an important part as a means of international communication than ever Therefore, in some recent years, the goal of teaching English has changed a lot, teacher has switched from grammatical teaching to communicative teaching to promote oral skills in order to respond to the students’ needs for effective communication However, for some objective and subjective reasons, teaching and learning English in general and teaching and learning speaking in particular does not come up to the study aims Despite many teachers’ efforts to supply students with opportunities to develop their communicative skills, students didn’t pay much attention to the lesson Due to some exam reasons that affect to students in some cases How to teach and learn speaking effectively is still a challenging question to both teachers and students at many high schools in Vietnam, and how to overcome this is still a big matter In most English class, teachers are mainly concern with teaching the points in the exams that need cope with and find necessary to encourage students’ participation That’s the reason causing the students’ tiredness and boredom Most of students are sitting quietly and listening rather than acting As a result, they just develop their ability on grammar task rather than the communicative one In addition, in language learning, learners have to master four skills in which speaking is the most essential one for the aim at communication Hence, a big problem here is how to develop students’ speaking ability is not an easy work Therefore, it is a necessity to find out some problems of that 10 th form students are facing with speaking classes and give some useful suggestions to help students more succeed in speaking English All the above-mentioned reasons and factors have inspired me to conduct a research titled “Communicative Language Teaching (CLT) for the 10th form students at Sam Son high school” Aims of the study The study is aimed at: Investigating the situation of teaching and learning speaking to the 10th form students at Sam Son high school Investigating the effectiveness of using techniques in teaching speaking to the 10th form students at Sam Son high school Providing some suggestions and implications for the improvement of speaking teaching at Sam Son high school by using new ways in addition to other techniques Scope of the study The study focuses specifically on using communicative language skills in teaching speaking to the 10th form students at Sam Son high school So the study limits itself to the teaching and learning speaking only, and the subjects of the study are 424 students from ten classes studying “Tieng Anh 10” textbook at Sam Son high school Methods of the study In the process of carrying out this study, I have combined methods such as: Surveying and constructing the theoretical basis of communicative skill Investigating and inquiring the reality, collecting data of teaching speaking to the 10th students at Sam Son high school Statistical method and processing data from pre-task survey questionnaire and post- task survey questionnaire Surveying and constructing the theoretical basis of speaking skill and language ways Investigating and inquiring the reality, collecting data of teaching speaking to the 10th students at Sam Son high school Statistical method and processing data from pre-task survey questionnaire and post- task survey questionnaire II CONTENT The theoretical basis 1.1 Communicative (speaking) skill and its importance 1.1.1 The definition of communication Communication is an interactive process of constructing meaning that involves producing and receiving, and processing information that gains the one purpose Its form and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experiences, the physical environment and the purpose for communication.[1] 1.1.2 The importance of communicative skill among four language skills Communication is one of the features that help us interact information, ideas, and thoughts with other people It is a thing that distinguished us from most if not all, animals because it is the common way to convey ideas from one person to another through language Of all the four skills, communication is the most important skill However, it is not until I have read the essay titled “Implementation of communicative language teaching in Vietnam” written by Ngo Duy Phuc, I could have a complete picture of this teaching approach.[2] 1.2 Overview of communicative language teaching 1.2.1 The definition of communicative language teaching Communicative language teaching is a system of manipulating spoken words to render them incomprehensible to the untrained ear Communicative language teaching is used primarily by groups attempting to conceal their conversations from others Communicative language teaching means an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study It helps learners to improve different aspects such as intellectual ability, patience, then it helps to develop language skills 1.2.2 Roles of communicative language teaching in teaching and learning According to Savignon (1971), Communicative Language Teaching (CLT) theory heavily relies upon proper educational setting, which requires a reasonable arrangements of several variables – experience and knowledge of teachers, students’ needs and attitudes, and classroom In other words, the classroom in CLT is considered as a social context for communicative language to perform and the teacher and students are key players, thus the role of teachers and players is a crucial for Communicative Language Teaching performance It is very interesting that opening the essay, Savingnon, cited, but disagreed with findings by a scholar and assumptions by many teachers of English held that “Learners are passive” and “it is hard to implement CLT in the context” He argued that learners are “active” and “independent”, so they can become more active and successful learners provided that they were familiarized with CLT I strongly agree with him at this point Many students attended my classes come from different groups who have never exposed to CLT beforehand They were shy, passive and had a great number of difficulties in learning at the beginning, but after a short period of time when they started to get familiar with my lessons which are taught communicatively, they quickly become confident and active Therefore, although difficulties are obvious, implementation of CLT in the context is absolutely possible[6] 1.2.3 Classroom language When starting teaching, teachers should draw students the rules and encourage students how to speak fluency without hesitance It is one of the key factors that lead to students’ success in speaking 1.2.4 Classroom management Instead of using the traditional ways, teacher may use other advancing ways in teaching Teacher may encourage students to speak only English, don’t use native language, students may speak in pairs or in groups The reality of the study The reality There are totally 424 students at Sam Son high school in tenth classes from 10A1 to 10A10 The majority of high school students here enjoy education program in which English is a compulsory subject since they were at primary school This means by the time they go to high school, they have at least or more years experience in English The level of English for the 10th grade students is targeted at pre-intermediate level through a few actually reaches the standard As their primary years were spent with the old text books and the grammar translation method, most students are, to some extent, good at grammar, but bad at listening and speaking the target language They can written exercises on English grammar accurately but they can hardly communicate in English Moreover, students at Sam Son high school would prefer to pay much attention to Mathematics, Physics, and Chemist rather than English As a result, they either keep silence all the time or less participates in the speaking activities Furthermore, students at Sam Son high school have a worse learning ability than those from many other schools, which is justified by passing the entrance test with the low marks required for admission of the school 2.2 The results in researching the reality I set the objectives of 85 students for my research Most of students are active in real-life, but they seem to be less active in their classes Initially, I found that most of my students had little interest in lessons with speaking because they are afraid and lazy to speak; their motivation of speaking English is very limited Then they have a lack of vocabulary The survey questionnaires are conducted for 85 students in nine classes (10A4, 10A8) I taught in my teaching practice time to investigate their interest in learning English As a result, they did not achieve the outcome that they were expected as follows: Table 1: Data collected from pre-task survey questionnaire Variables A B C D Scales N % N % N % N % Questions Students’ attitude toward English 45 47.3 20 21.1 10 10 20 21.1 learning The importance of speaking skill 30 31.6 40 42.1 10 10 15 15.8 among four basic language skills Students’ willingness to speak 55 57.9 30 31.6 10 10 English Students’ opinion about 45 47.4 40 42.1 10 10 0 communicative language teaching 5 Students’ participation in speaking 63 66.3 22 23.2 0 10 10.5 class Reasons for effect of language 8.4 40 42.1 47 49 0 speaking skill Methodology 3.1 Types of techniques used in teaching communication In order to fulfill the aims of this study and come up with the answers to the research questions mentioned above, the following techniques are employed to carry out the study 3.1.1 Sorting, ordering or arranging communicative language teaching: For example, students have a set of cards with different products of them, and they sort the cards into products found at a grocery store and products found at a department store 3.1.2 Conversation talking zone: This activity blends ideas related to information gap and read and look up activities as well as to personal space and physical movement It allows students to converse with a large number of classmates and to have time to remember, rehearse privately, reflect on, and make decisions about what they will say and hear It requires student to share, collect and understand information by speaking and listening and then record the information in writing The students can discuss just about anything you think they are capable of discussing without having it in writing at the moment they are speaking In this way teacher wants students to practice low pressure conversation, develop fluency, friendship, memory and cooperation.[7] 3.1.3 Word routes: This activity can make students feel more relaxed about expressing their opinions among their own peer groups It generates a lot of talking as students are free to express whatever ideas they have known about the topic It allows freedom and flexibility to students develop confidence in their speaking and fluency skills as they examine the twists and turns that different conversations can take on the same subject.[3] 3.1.4 Daily activities in speaking: In this activity, students give a detailed description of a process selected from common daily activities The purpose of the detailed account is to encourage the students to use thematically related vocabulary and consider the stages involved in carrying out the process described The activity also brings everyday life into the classroom, thereby making the lesson more entertaining The timely provision of a list of appropriate words and phrases motivates the students to enlarge their present words.[3] 3.1.5 Information gap: These are form of matching, in that participants match labels and pictures[9] 3.1.6 Word ping pong: In this activity, students focus on the pronunciation of sounds within words Students have to produce words beginning with the last sound of a preceding word The analogy is with playing the game of ping pong, only instead of hitting a ball to each other, the students are “serving” and “ returning” words e.g S1 carpet S2 timetable S1 energy S2 yellow A student loses the game if he cannot think of a return word within seconds or if the returning words begins with the wrong sound.[3] 3.1.7 Puzzle solving: The terms role play, drama and simulation are sometimes used interchangeably but can be differentiated Role play can involve students playing roles that they not play in real life, such as dentists, while simulations can involve students performing roles that they already play in real life or might be likely to play, such as a customer at a restaurant Dramas are normally scripted performances, whereas in role plays and simulations, students come up with their own words, although preparation is often useful.[9] 3.1.8 Video analysis Video analysis involves students in performing different tasks They focus on presentations and dialogues, observing themselves, and reflecting on their communication skills and learning process through class discussion and dialogue journal writing This self-observation technique allows students to take on the dual role of both the observer and the observed Video analysis enhances student involvement with error correction, document progress, and increases awareness of identity in the target language Self-observation has a positive impact on students’ decision making and promotes students initiative, self-confidence, growth, and change Increased self awareness enhances communication skills, self-assessment, self-expression, critical thinking, and cross-cultural understanding.[3] 3.1.9 Role play The terms role play, drama and simulation are sometimes used interchangeably but can be differentiated Role play can involve students playing roles that they not play in real life, such as dentists, while simulations can involve students performing roles that they already play in real life or might be likely to play, such as a customer at a restaurant Dramas are normally scripted performances, whereas in role plays and simulations, students come up with their own words, although preparation is often useful.[9] 3.2 Sample techniques used in teaching speaking 3.2.1 The textbook “Tieng Anh 10” textbook consists of sixteen units for two terms Each unit focuses on four different skills: reading, speaking, writing, and listening as well as supply language elements such as: pronunciation, grammar and vocabulary Speaking lesson is the second one in each unit introduced just after reading lesson Therefore speaking lessons are under the tendency theme-based and taskbased approaches In general, the textbook provides students with a variety of topics and speaking activities with the aim at helping students improve their speaking skill To be more specific, some of these topics are of students’ interest such as talking about one’s daily activities (Unit 1) or talking about modern technology (Unit 5), or talking about different type of media (Unit 7) etc… Beside that, there are some speaking topics that are unfamiliar and far from students’ background as talking about, talking about new kind of zoos (Unit 10) or talking about the world cup Therefore, an effective technique should be exploited to motivate students in these speaking lessons.[4] 3.2.2 Sample techniques used in communicative language teaching 3.2.2.1 Warm-ups[5] A warm up activity is often a short and fun technique which the teacher can use with his students So warm up activity is prepared significantly and it is to prepare them to learn by stimulating their minds Warm ups should last about five minutes  Unit 3: PEOPLE’S BACKGROUND Type of technique: Word routes Classroom management: Group work Resources: list of interesting topics(from Uncle Ho to Nguyen Trai) Time: 3-5 minutes Procedure: The teacher divides the class into groups of five or six students Have students choose one member of the group to take notes Give all the groups the same topic for free discussion (This means students are free to discuss the topic and to develop and carry on their conversation within the time limits of the activities) While students are discussing the topic, have the note-taker keep track of the progression or “word route” of the conversation At the end of the time period (35minutes), check the groups’ progress and have the note-taker of each group present the word route they have recorded Compare the different groups’ development of their conversations as a whole-class activity.[4] Samples: SA: Where and when was Nguyen Trai born? SB: He was born in 1380 in Ha Dong, Ha Noi SC: Tell me something about him you know SD: He was a mandarin in “Ho dynasty” SE: He took part in the campaign “risen up in arms at Lam Son” Teacher controls the group discussing and ask Ss to display in the class, then call other groups to compare Task 2: Let students imagine they are journalists and interview each other in groups - Ask one group to the task as a model Ss: Work in groups with some cues given below (Greeting, date of birth, home, parents…) SA: Hi! When were you born? SB: I was born on August 18th 1991 SC: Where you live? SD: I live in TB city - Go around listening to some groups and help them if needed - Let some groups play in role as journalists and other answer the questions - Ask some pairs to stand in front of the class and practise speaking Other groups go on practising speaking - Practise interviewing as a dialogue A: Hello! I’m Huong B: Hello! I’m Lan Nice to meet you A: Could you tell me something about yourself and your parents? B: Oh, yes! Please - Others listen and write down some information they get - Work in groups A: Can you tell me something about Nam? B: Yes, please - To buy things - To load materials Give the students the list of words that should be included in the stories after they finish The students can easily see the useful words and phrases that may have been missing from their own accounts This list is useful for enriching vocabulary (particularly common words) and practicing grammar items (e.g conjunction)[4] Handouts: Plans Possible results widen the road Children have better learning conditions and resurface the Cars and lorries can get to the village Raise roads Build a medical center Villagers have a shorter ways to city Build a football ground Peoples’ health is looked after Grow cash crops Young people can play sports Build a bridge over the People can export the crops and have more canal money Build a new school Roads will not be muddy and flooded after it rains, and people get round more easily Task The villagers are discussing their plans Read and practise the conversation in pairs SB: That's a good idea If the roads are widened, cars and lorries can get to our village SA: Yes And if lorries can get to the village, we won't have to cart heavy loads of farming products to the city SB: And we should also resurface and raise the roads SA: Yes If we resurface and raise the roads, they won't be flooded and muddy when it rains SB: And the villagers will be able to get around more easily, too  Unit 13: FILMS AND CINEMA Type of games: Sorting, arranging games Class management: Pairs work Material: film posters and handout Time: minutes Procedure: The teacher asks students to work in pairs Teacher sticks the following posters on the blackboard or alternatively print these posters and distribute them to students Teacher then gives the handout to the pairs and asks students to match the film with the correct types[4] Film posters 11 Handout Type Film Science fiction film Cartoon Horror film Detective film Thriller Romantic comedy War film Action film SA: I like science fiction films very much SB: I don't like cartoons very much SC: I don't like horror films at all Task 2: Find out what your friends feel about each kind of films - Give Ss some new words: + violent (adj): bạo lực + horrifying (adj) làm khiếp sợ + moving (adj): cảm động 12 + find + O + Adj - Ask Ss to read the new words orally and individually - Introduce Ss some expressions of agreement and disagreement + Agreement: + Disagreement: I agree I don't think so Yes, exactly Yes, but Right / Sure ! I don't quite agree with you - Ask some Ss to read the model conversation in the textbook - Divide the class into small groups of and ask Ss to find out what the others of their group feel about the given types of films SA: What you think of detective films? SB: Oh, I find them exciting SC: I think so I think they are good fun 3.2.2.2 Pre-speaking stage[5] This stage is carried out after warm up activity and before while-speaking stage The pre-speaking stage is a process that prepares for students with everything necessary for speaking and creates the students’ confidence during speaking This stage also supplies the opportunity for students to fulfill and organize for speaking This stage lasts from five to fifteen minutes  Unit 9: UNDERSEA WORLD Type of technique: Conversation talking zone Class management: Whole class Material: pictures Time: minutes Procedure: 13 The teacher prepares a set of pictures of sea problems (See the pictures above) Then the teacher gives out one by one and asks students to tell what it is about The students raise their hands to describe the pictures and the teacher will write these ideas on the board Then the teacher states that they are some threats to the health of the oceans They are: using fishing net (picture 1); people place rubbish into 14 water/ beaches (picture 2); explosives are used to catch fish and other sea animals (picture 3); use pesticides (picture 4) The teacher requires students to discuss the consequences that might occur and offer some possible solutions to these problems Samples: What you think of How you feel about + V- ing What’s your opinion of Well, I think In my opinion we should Task2: - Give Ss some suggestions: Threats, Consequences, Solutions Beaches are filled with plastic bags - polluted water - place plastic bags in proper dustbins 2.Whales are hunted for food - extinct/ disappear - not hunt or sell whale products 3.Explosives are used to catch fish - a lot of fish died - be banned Oil is filled from tanks - polluted water -clean the sea water/punish captain - Go around to help Ss if necessary 3.2.2.3 While-speaking stage 15 This stage is the main part of a speaking lesson in which students use language input provided in pre-speaking stage to express personal feelings, ideas, or viewpoints, to converse and discuss or to describe one event, to tell a story, etc… Time spent on this stage is nearly twenty to thirty minutes.[4]  Unit 1: A DAY IN THE LIFE OF Type of technique: Role-play Class management: Group work Material: handouts Time: 7-10 minutes Procedure: The teacher asks students to use Quan’s time table to tell about his schedule at school from Monday to Saturday One plays the role of Quan and the others play the role of interviewer ask and answer about the schedule The students can change their roles and make another interview How many lessons does he have? What time does he have lesson on Monday to Saturday? Then the teacher asks some students to report what they have gained from the interview.[4] Sample - Introduces the situation by asking some questions SA What time you have literature on Monday? SB: I have literature at 7.15 on Monday SA : What lesson you have at 7.15 on Tuesday? SB: I have Maths - Says : That is your timetable What about Quan/s time table? INTERVIEW FORM What time does Quan have a Civic Education on Monday? What lesson does Quan have at 7.15 on Monday? What time does Quan have an Information Technology on Monday? What lesson does Quan have at 8.05 on Monday? What time does Quan have a Maths on Monday? What lesson does Quan have at 8.55 on Monday? What time does Quan have a Chemist on Tuesday? What lesson does Quan have at 9.55 on Monday?  UNIT 12: MUSIC Type of technique: Information gap Classroom management: Group work Material: Handouts Time: Ten minutes Procedure: Teacher provides handouts to students and asks them to find out the kind of music in the handouts Next, teacher calls two students to go on the board and write 16 down their answers and check Teacher asks students to discuss what kind of music you like to listen?[4] Handout: C O M P U T E R G Y U F G N S O L K J M W S H O A T Y P F J E L R O N L C L A S S I C A L P F K W E U N R H P X T N B V M B I J A Z Z G R M E I T P O B P K D Q F G X S P R L R K R P I P J H I C Z W O A Y R T N U O C Q E X C I S Z J W Z B N N O M K N A G I Z E S F A S B F G T I S K O O B Task 1: Answering questions based on the reading text - Introduce the situation: You are going to read what Ha Anh says about music - Give Ss some new words: + keep sb happy: make sb happy + cheer sb up: make sb happier/more cheerful SA She likes pop music SB Because it keeps her happy SC The Backstreet Boys SD She listens to music all the time Task 2: Asking and answering about music taste + What kind of music you like? + Why you like it? + Who is your favorite singer/ musician? + What is your favorite song/piece of music? + When you listen to music?  UNIT 9: UNDERSEA WORLD Type of game: Video analysis Classroom management: Group work 17 Material: Handouts Time: Twenty minutes Procedure: Teacher shows the video to students to see about the problems in the video and ask students to use the information to find the solution for that Teacher divides class into groups (2 desks turn back to each other), and provides handouts to each group Students read the situation in the handouts carefully Then, teacher has to decide which groups will cover the causes, the effects and the possible solutions of that situation After discussing, teacher calls some groups to stand up and share their ideas.[4] Situation: You are on the ship to travel around the Pacific Suddenly, you see some whales died, some is not well Also, you see many herbicides and pesticides bottles are floating on the water What you think about the reasons, the effects and how to rescue the other whales? Sample: Teacher asks Ss to work in groups SA: Why whales die? SB: Due to people’s awareness SC: Because of natural disaster SD: Because the oil tank meet the accident 3.2.2.4 Post-speaking stage[5] This is the last step and the important part in speak lesson so students need pay much more in this step to give production Students reflects their ideas through this stage Post-speaking stage often lasts ten to fifteen minutes  Unit 14: THE WORLD CUP Type of games: Story telling Class management: Group work Time: 10 minutes Procedure: The teacher divides the class into groups of eight students (two rows of tables) The teacher asks students to work in groups to tell about the world cup winner The story may begin with the suggestion from the book After the last student in each group finishes the story, all groups are asked to tell their product in front of the class.[4] For example: The teacher can begin: The first world cup was held in Uruguay in 1930 Student A may begin with the second world cup Student B may begin with the third world cup Student C may begin with the fourth world cup and so on Q1 How many times has Italy won the trophy up to World Cup 2006? Q2 Who was the captain of the French national football team in World Cup 2006? Q3 What was the score of the World Cup 2006 final? 18 Q4 Which team was the runner-up in the World Cup 2006? Q5 Who was the head coach of the German team in World Cup 2006? Q6 What nationality was the top scorer in World Cup 2006? Q7 Who was the captain of the English national football team in World Cup 2006? Q8 Who beat England in the World Cup 2006 quarter final? Task 2: - Ask Ss to read the information about 17 World Cup tournaments in the table Times Year 1930 1934 Host country Uruguay Italy Winner Uruguay Italy Score 1938 1950 1954 1958 1962 France Brazil Switzerland Sweden Chile Italy Uruguay West Germany Brazil Brazil 4-2 4-2 2-1 2-1 3-2 5-2 3-1 Runner-up Argentina Czechoslovaki a Hungary Brazil Hungary Sweden Czechoslovaki a West Germany Italy Netherlands Netherlands West Germany West Germany Argentina Italy Brazil Germany 4-2 1966 England England 4-1 1970 Mexico Brazil 2-1 10 1974 West Germany West Germany 3-1 11 1978 Argentina Argentina 3-1 12 1982 Spain Italy 3-2 13 1986 Mexico Argentina 1-0 14 1990 Italy West Germany 0-0 15 1994 The USA Brazil* 3-0 16 1998 France France 2-0 17 2002 South Korea & Japan Brazil * Brazil won the game 3-2 in a penalty shoot-out S1: Where was the second World Cup held? S2: It was held in Italy S3: Which teams played in the final match? S4: Italy and Czechoslovakia RESULTS AFTER APPLYING THE RESEARCH IN TEACHING Table 2: Data collected from post- task survey questionnaire Variable A B C Question 19 Scale N%N%N%N% D Students’ attitudes towards communicative language teaching Students’ participation in CLT Students’ feelings after applying CLT Students’ participation in speaking lessons 60 63.2 22 23.2 8.4 5.2 75 79 80 84.2 71 74.8 10 10.5 10 10.5 12 12.6 3.2 12 12.6 12 12.6 0 Students’ evaluation on the use of CLT The effectiveness of the use of CLT 85 89.5 10 10.5 50 52.6 16 16.8 15 15.8 14 14 54 56.8 27 28.4 10 10.5 4.3 Reasons for ineffectiveness (openended question) Students’ expectations of using CLT When making a small comparison between the data collected from pre-task survey questionnaire and post-task questionnaire, it is clear that the numbers of students who are willing to join the speaking classes are surely with CLT classes increase considerably It has approved that the speaking classes are surely more interesting and enjoyable with the use of CTL CLT helps students more aware of using English in speaking class Therefore, it can not be denied that CLT brings about a variety of great benefits to the users III CONCLUSION AND RECOMMENDATIONS Conclusion There is a tendency that Communicative Language Teaching is becoming more and more popular in Vietnam Despite of the fact that Vietnam had a strong influence by traditional method in teaching English, I strongly believe that CLT can be successfully implemented in foreseeable future The essay written by Ngo Duy Phuc is really meaningful and useful to me It provides me deeper insights into CLT, some ways to familiarize students with CLT, some tips to create an Englishonly and active environment, sequence to implement CLT under circumstance of unfavorable language policies In the future, his essay will be an excellent reference and guidelines for me to carry on CLT in my own English classes Among activities affecting English learning, CLT is considered as the key that leads to nature and accuracy in the communicative process Therefore, CLT is a master concern to many teachers and educators With these benefits, it is no double that CLT can enhance students’ motivation in speaking lessons Besides, the study gives some suggested ways that teachers used effectively in speaking classes It is helpful to teachers as well as to learners in teaching and learning speaking skill 20 Recommendations Because of the limitation of knowledge, time as well as experience, the study has some errors that are probably inevitable and the study can not cover all aspects related to the matter, so I would hope and recommend that further studies will be carried out other aspects of CLT and give useful solutions to facilitate students in their learning English such as: - Developing speaking skill through using CLT for the 11th and 12th form students at Sam Son high school - With the hope that the study will apply worldwide to many people who want to motivate students in speaking classes I myself wish to help my students become better speakers of English I hope that the diversity in the techniques that follow will encourage teachers try them in teaching English XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ Thanh Hóa, ngày 27 tháng năm 2019 Tôi xin cam đoan SKKN viết, không chép nội dung người khác Lê Quang Nguyên 21 REFERENCES [1] https://en.wikipedia.org/wiki/Communicative_language_teaching [2] https://sites.google.com/site/phucngoduy/myarticleandessay/essayimplementationo fcommunicativelanguageteachinginvietnam [3] New ways in teaching speaking Kathleen M Bailey and Lance Savage, Edditors [4] Hoang Van Van (2006) "Tieng Anh 10" GD Publisher [5] Linh, Nguyen Thuy, and Trang, Luong Quynh (2007) Thiết kế giảng lớp 10 Hanoi Publisher [6] https://www.ukessays.com/essays/education/the-role-of-communicativelanguage-teaching-education-essay.php [7] Bresnihan, B.(1992) How is at least as important as what the language teacher, 16, 37-41 [7] Goursuch, G.(1991, January 31) Working around students’ cultural traits Daily Yomiuri, p.9 [9] Lewis, G and Bedson, G (1999) Games for Children Oxford University Press DANH MỤC CÁC ĐỀ TÀI SKKN CỦA TÁC GIẢ ĐƯỢC SỞ GD&ĐT XẾP LOẠI “Some ways to teach modal verbs for the 10th grade at high school” Xếp loại C năm học 2005-2006 “Some effective methods to teach listening skill for the 10th grade at high school” Xếp loại C năm học 2012-2013 22 APPENDIXES APPENDIX 1: PRE- TASK QUESTIONNAIRE Please circle your choice Name…………………………………………Class……………… How you like learning English? A Very much B Much C Not much D Not at all Among the four language skills (reading, listening, writing, and speaking) which one is the most important to you? A Listening B Speaking C Reading D Writing How speaking is important to you? A Very important B Important C Normal D Not important at all Are you willing to speak in speaking classes? A Yes, I like speaking very much B Yes, sometimes C No, I am never willing to speak What you think about CLT that your teachers use in the speaking classes? A Very interesting B Interesting C Normal D Boring How often you use CLT in your speaking classes? A Often B Occasionally C Rarely D Never What stage(s) you think that teachers should exploit the CLT? A Warm-up B Pre-speaking C While-speaking D Post-speaking 23 APPENDIX 2: POST- TASK QUESNIONNAIRE Please circle to indicate your choice Name……………………………………………………Class………… Do you like CLT given by your teacher during speaking lessons? A I like them very much C I not like them at all B Yes, They are OK D I have no idea What you while applying CLT? A Actively take part in CLT B Join CLT only when being ask by the teacher C Join the CLT only when feeling interested D Do not join How you feel after applying CLT? A Relaxed and motivated B Normal C Uncomfortable Are you willing to speak during speaking lessons? A Yes, I am more motivated to speak B It depends on the speaking activities and CLT given C No, I feel unmotivated and reluctant to speak In your opinion, is the use of CLT to motivate students to speak effectively? A Yes B No If you choose yes, please answer question and question 8, if no please question What are the benefits of CLT to your speaking skill? A CLT makes speaking lessons more enjoyable and more fun B CLT makes speaking lessons less challenging and difficult C CLT lowers my anxiety and shyness, and then develop my confidence in speaking D CLT creates more chances for students to speak If the use of CLT in speaking classes is ineffective, what you think are reasons? To make the use of CLT in speaking classes more effective, what you think the teacher should do? (You can choose more than one opinion) A Teacher should exploit the CLT that suit students’ level B Teacher should explain students what to in a clear and an easy-tounderstand language C Teacher should exploit a variety of CLT in different speaking classes D Others (please specify) 24 25 ... at Sam Son high school? ?? Aims of the study The study is aimed at: Investigating the situation of teaching and learning speaking to the 10th form students at Sam Son high school Investigating the. .. techniques in teaching speaking to the 10th form students at Sam Son high school Providing some suggestions and implications for the improvement of speaking teaching at Sam Son high school by using... addition to other techniques Scope of the study The study focuses specifically on using communicative language skills in teaching speaking to the 10th form students at Sam Son high school So the study