A research on the advantages and disadvantages of the application of task-based approach in teaching speaking to the fisrt-year non-English major students at Hanoi University of Industry

VIET NAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES PHẠM MAI KHÁNH A RESEARCH ON THE ADVANTAGES AND DISADVANTAGES OF THE APPLICATION OF TASKBASED APPROACH IN TEACHING SPEAKING TO THE FIRST-YEAR NON-ENGLISH MAJOR STUDENTS AT HANOI UNIVERSITY OF INDUSTRY (Nghiên cứu khó khăn thuận lợi việc áp dụng phương pháp giao nhiệm vụ dạy nói cho sinh viên không chuyên năm thứ Trường Đại học Công nghiệp Hà Nội) M.A MINOR THESIS Field: English Methodology Code: 601410 Supervisor: Dr To Thi Thu Huong Hanoi - 2010 iv TABLE OF CONTENTS Page Declaration i Acknowledgements ii Abstract .iii Table of Contents iv List of Abbreviations .vii List of tables viii List of figures viii PART ONE: INTRODUCTION .1 Rationale for the study Aims of the study Scope of the study Significance of the study Methods of the study Structure of the study .3 PART TWO: DEVELOPMENT CHAPTER ONE: LITERATURE REVIEW 1.1 Task-based language teaching 1.1.1 What is a task? .4 1.1.2 Task types 1.1.3 What is TBLT? 1.1.4 A framework for designing TB lessons .6 1.2 Speaking skill in language teaching 1.2.1 What is speaking skill? 1.2.2 The importance of speaking skill in language teaching programs .8 1.3 Factors affecting TBLT application in speaking skill 1.3.1 Teachers .9 1.3.1.1 Teachers’ attitudes and beliefs v 1.3.1.2 Teachers’ qualities and personalities 1.3.2 Learners .10 1.3.2.1 Learners’ motivation 10 1.3.2.2 Learners’ attitudes and beliefs 10 1.3.2.3 Learners’ anxiety and confidence .10 1.3.3 Learning environment and Text books 11 CHAPTER TWO: THE STUDY 12 2.1 The context of the study 12 2.1.1 English language teaching at HaUI 12 2.1.2 The teaching materials and assessment 13 2.1.3 Teachers and students 13 2.1.4 Teaching and learning facilities 14 2.2 The research methodology 14 2.2.1 Research questions .14 2.2.2 The participants 15 2.2.3 Data collection instruments 15 2.2.3.1 Questionnaire 15 2.2.3.2 Class Observation .16 2.2.3.3 Interviews 17 2.3 Data analysis methods .17 2.3.1 The questionnaires .17 2.3.1.1 The questionnaires for students 17 2.3.1.2 The questionnaires for teachers 22 2.3.2 The class observation .25 2.3.2.1 Class environment .25 2.3.2.2 Teachers’ preparation 25 2.3.2.3 Teachers’ attitude 26 2.3.2.4 Teachers’ method 26 2.3.2.5 Students .27 vi 2.3.3 The interview .28 2.3.3.1 The interview for teachers 28 2.3.3.2 The interview for students 31 2.4 Conclusion 33 CHAPTER THREE: FINDINGS AND RECOMMENDATIONS 34 3.1 Findings of the study 34 3.1.1 Advantages 34 3.1.1.1 From the students 34 3.1.1.2 From the teachers 34 3.1.1.3 From the administrators 35 3.1.2 Disadvantages 36 3.1.2.1 From the students 36 3.1.2.2 From the teachers 37 3.1.2.3 From the administrators 37 3.1.2.4 From the syllabus 38 3.2 Recommendations for better TBLT application .38 3.2.1 For the teachers 38 3.2.2 For the students 39 3.2.3 For the administrators 39 PART THREE: CONCLUSION 41 Conclusion 41 Limitations of the study .41 Suggestions for further study .41 REFERENCES .43 APPENDIXES I APPENDIX 1: QUESTIONNAIRE FOR STUDENTS I APPENDIX 2: QUESTIONNAIRE FOR TEACHERS IV APPENDIX 3: CLASS OBSERVATION SHEET VII APPENDIX 4: INTERVIEW DATA VIII