Teachers conceptualization of using task based method in the standard english 11 coursebook at nguyen viet xuan high school, vinh phuc

Vietnam national university, Hanoi College of foreign languages Post – graduate department Ngun thÞ nga Teachers’ conceptualization of using Task-Based Method in the standard English 11 coursebook at nguyen viet xuan high school, vinh phuc Nhận thức giáo viên việc sử dụng ph-ơng pháp giao nhiệm vụ sách giáo khoa tiếng anh 11 chuẩn tr-ờng trung học phổ thông nguyễn viết xuân, vĩnh phúc MA Minor Thesis Field: English Teaching Methodology Code: 601410 hµ néi - 2009 Vietnam national university, Hanoi College of foreign languages Post – graduate department Ngun thÞ nga Teachers’ conceptualization of using Task-Based Method in the standard English 11 coursebook at nguyen viet xuan high school, vinh phuc NhËn thøc cña giáo viên việc sử dụng ph-ơng pháp giao nhiƯm vơ s¸ch gi¸o khoa tiÕng anh 11 chn tr-ờng trung học phổ thông nguyễn viết xuân, vĩnh MA Minor Thesis Field: English Teaching Methodology Code: 601410 Supervisor: d-ơng thị nụ, ph.d hà nội - 2009 iv TABLE OF CONTENTS Page Declaration i Acknowledgements ii Abstract iii Table of contents iv List of abbreviations vii List of tables viii PART I: INTRODUCTION 1 Rationale for the study Aims of the study Research questions Scope of the study Significance of the study Methodology 6.1 Participants 6.2 Instruments 6.2.1 Interviews 6.2.2 Teaching plan interpretations 6.2.3 Classroom observations Structure of the study PART II: DEVELOPMENT CHAPTER ONE: LITERATURE REVIEW 1.1 Theoretical foundations 1.1.1 Theories of language 1.1.1.1 The functional view 1.1.1.2 The interactional view 1.1.2 Theories of language teaching 1.1.2.1 Cognitive theory v 1.1.2.2 Constructivist theory 1.1.2.3 Generative Learning Theory 1.2 Task-Based Language Teaching 1.2.1 Definition of terminology 1.2.1.1 What is task-based language teaching? 1.2.1.2 Definition of task 1.2.1.3 Tasks, activities and exercises 11 1.2.1.4 Varieties of task 12 1.2.2 Task-Based Language Teaching framework 13 1.2.2.1 Pre-task stage 13 1.2.2.2 Task cycle stage 14 1.2.2.3 Language focus 14 1.2.3 Components of Task-Based Language Teaching framework 14 1.3 Task-Based Instruction versus the traditional approach to language teaching 15 1.4 Teacher’s interpretation of task-based language teaching 17 1.4.1 Teacher’s role in task-based instruction 17 1.4.2 Teachers’ interpretation of task-based language teaching 17 1.5 Summary 19 CHAPTER 2: METHODOLOGY 20 2.1 The fitness of case study to the research 20 2.2 The setting of the study 21 2.2.1 An introduction to Nguyen Viet Xuan high school 21 2.2.2 Participants 22 2.3 Methodology 23 2.3.1 Interviews 23 2.3.2 Teaching plan interpretations 23 2.3.3 Class observations 24 2.4 Data analysis 25 2.5 Summary 25 vi CHAPTER 3: FINDINGS AND DISCUSSION OF THE FINDINGS 26 3.1 Findings 26 3.1.1 Findings of the interviews 26 3.1.1.1 Teachers’ conceptualization of teaching methodology and tasked-based language teaching approach 26 3.1.1.2 Teachers’ conceptualization of task 27 3.1.1.3 Teachers’ task-based language teaching implementation 29 3.1.1.4 Teachers’ main issues in task-based language teaching implementation 29 3.1.1.5 Students’ achievements learning in task-based language learning 30 3.1.2 Findings of the teaching plan interpretations 32 3.1.3 Findings of the classroom observations 33 3.2 Discussion of the findings 35 3.3 Summary 38 PART III: CONCLUSION 39 Summary of the study 39 Conclusions 39 Implications 40 Limitations of the study 41 Implications for further study 41 REFERENCES 42 APPENDIXES vii LIST OF ABBREVIATIONS CLT: Communicative Language Teaching ELT: English Language Teaching NVX: Nguyen Viet Xuan PPP: Presentation – Practice - Production TBL: Task-based learning TBLT: Task-Based Language Teaching viii LIST OF TABLES Table 1: Teachers’ qualifications and teaching specification Table 2: Teachers’ conceptualization of task Table 3: Teachers’ teaching plans Table 4: Teachers’ teaching practice PART I: INTRODUCTION Rationale for the study The ongoing process of regional and global integration in Vietnam has resulted in an increasing demand for English teaching and learning English not only is now taught at tertiary level but also becomes a compulsory subject at almost every senior high school Such great demand is one of the most important reasons causing the innovation at secondary level driven by the Ministry of Education and Training The innovation started with the change of coursebooks In 2003-2004 academic year, grade 10 students in 46 pilot secondary schools nationwide studied one of the two new English coursebooks: “English 10 – the piloted coursebook 1” and “English 10 - the piloted coursebook ” The two following academic years, grade 11 and 12 students in those schools worked with the new piloted coursebooks of English 11 and 12 respectively Since 2006-2007 academic year, after the trials with evaluation and accordingly appropriate changes, the piloted coursebooks have been officially adopted to replace the old ones nationwide The introduction of the new set of coursebooks is actually an innovation in Vietnam’s education Under the light of this innovation, the course objectives, content and methodology have been changed to meet the increasing demand for education quality in the new development period of the country Being a teacher of English at a high school in Vinh Phuc, a province in the North of Vietnam, and having worked with all new coursebooks, I realize that the change in course methodology is the most important factor that leads to the success of the innovation It can be easily seen from the change of course methodology in coursebooks, particularly in the standard English 11 coursebook that different approaches and methods of teaching are used combinatively They are theme-based approach, communicative approach, task-based learning and learner-centered teaching Among these, task-based learning seems to be the most outstanding one In fact, although task-based language teaching (TBLT) approach is very popular in Vietnam now; it is quite new to teachers of English at high schools in Vinh Phuc The question raised here is that how well teachers understand TBLT and that with their degree of such understandings how they implement this approach to teach tasks in the set coursebook With this idea, the study follows the research paradigm that seeks to discover teachers’ conceptualization of Task-based Method in the standard English 11 coursebook in the context of Nguyen Viet Xuan (NVX) high school, a typical high school in Vinh Phuc province Aims of the study In attempt to investigate teachers’ conceptualization of TBLT, the study examines teachers’ understanding of TBLT concepts, and teachers’ views on TBLT implementation in the standard English 11 coursebook, and makes clear the relationship between the conceptualization of high school teachers of TBLT and the degree of success in its implementation Reasearch questions In the light of the aims of the study, the following research questions are posed: (1) How well teachers at Nguyen Viet Xuan high school understand task-based language teaching concepts? (2) How they implement task-based language teaching in classroom? (3) How does teachers’ conceptualization of task-based language teaching influence the achievements of students’ learning? Scope of the study The study focuses on the teachers’ conceptualization of TBLT and their points of view on implementation of this method in the classroom with the material of the standard English 11 coursebook at NVX high school, which is one of the high schools having the best achievements in teaching and learning English in Vinh Phuc The study was conducted in the second term of school year 2008-2009 Significance of the study Information obtained from the study firstly will help teachers to realize the role of keeping themselves updated with the new knowledge of approaches they are working with More importantly, the information also helps teacher trainers to make appropriate decisions on how to introduce TBLT in Vietnam contexts as well as to recommend suitable strategies of teacher development Besides, it may inform concerned people such as education managers of how to provide teachers with necessary facilities and encouragement to adapt and apply TBLT to their teaching context Methodology A qualitative case study is designed and conducted in the context of a high school in the countryside of Vinh Phuc 6.1 Participants The sample consists of five teachers of English at NVX high school 6.2 Instruments 6.2.1 Interviews As the sample size is small, interviewing has been adopted as the major instrument to obtain detailed information in this research Interviews are conducted with individual teachers to get their interpretations of TBLT, their views on implementing this method in the classroom, issues in TBLT implementation in the classroom, and factors inhibiting TBLT implementation 6.2.2 Teaching plan interpretations The interpretation of teaching plan of teachers is used to find out how the teachers realize their understandings of TBLT in the preparation for lessons 6.2.3 Classroom observations Classroom observations are used to clarify the validity of the interviews of the teachers and their realization of teaching plans Structure of the study Part I: Introduction - is used to introduce the study presenting the rationale, the aims, the scope, the significance, the methodology and the structure of the study Part II: Development - includes three chapters Chapter one deals with a review of the literature It provides a theoretical framework focusing on learning and teaching theories It is also concerned with the concepts and components of TBLT Chapter two first refers to the context of the study Besides, it describes the methodology, the procedure of data collection and data analysis of the study Chapter three presents all the findings and discussion of the findings IV Appendix d: Samples of teaching plan (two samples in five) Sample 1: The teaching plan Teacher: Truc Period 55: Unit 9: Undersea world A: Reading I Aim Reading a passage about dolphins II Objectives By the end of the lesson, Ss will be able: -use certain words about types of sea creatures such as humpback whale, shark, lobster, star fish, … -talk about dolphins and other sea creatures by using a variety of related words and phrases including warm- blooded mammals, shipwreck, medical treatment, caution, natural habit,… -improve reading skill through True , False and Answering Questions exercise III Materials Textbook, white chalk, … Large picture about dolphins and other sea creatures if possible IV Anticipated problems Ss may have difficulty in understanding some difficult words in the reading V Procedure V Time/stages Steps Work arrangement Lead-in Q&A Ask Ss to work in pairs or in groups and discuss the following questions about dolphins What you know about dolphins? What can dolphins be used for? Are they dangerous? Have you ever seen a dolphin’s performance? Where did you see it? … Gather ideas from Ss and introduce the text Vocabulary pre-teach Warmed- blooded mammals (n): animals which have warm body temperature under any surrounding circumstances (động vật có vú máu nóng) Victims (n): perons who are killed or injured by situations beyond their control (nạn nhân) Shipwreck (n): a ship or part of it after being wrecked Group work VI Stressful situation (n):difficult, tiring condition or circumstance Group work Medical treatment (n) cure using medicine Caution (n): carefulness Checking technique Rub out and remember Write all the new words on the board in two columns: English and Vietnamese equivalents Before you Rub out all the words in English columns and ask ss to look at read the Vietnamese column to write down or red aloud the rubbed whole class ones WhileReading Set the scene Dolphins are specious kind of sea creatures They bring many benefits to our life In today’s lesson, we will read about dolphins and their uses in our life Task – True or False Have Ss read the text individually and decide whether the statement is true or false Ask them to check (٧) the appropriate boxes and then correct the false statements Tell ss to read the statements carefully and have a guess before doing the task Go round the class and provide help when necessary Ask ss to compare their answers with a friend Call on some ss to explain their answers aloud in front of the class Feed back and give the correct answers: Individual work VII T F ( Dolphins are fascinating animals because they help people in difficulty.) T F ( beside using medicine, patients playing with dolphins may get better) F ( Frequent contact with people is not good for dolphins because they may lose their natural habits of protecting themselves from danger so as to survive in the wild) Dolphins are friendly, but they may bite people when Pair work they are disturbed) Task – Answering question Let Ss read the text again and answer the questions in the book Have Ss discuss the answers while doing the task Call on some Ss to read their answers in front of the class Give feedback and make necessary corrections Give correct answers: They helped fishermen in fishing or rescued shipwreck victims Its purpose is to help people with health problems, improve their life quality and strengthen their spirit After the program, patients with down syndrome feel more positive, learn new behaviors, and communicative better with other people Dolphins can get angry and become dangerous when they are disturbed because if taken out of their natural habitat, dolphin may ose the habits of protecting themselves and may lose their fear of Pair work VIII human Task 3- Finding the words Ask Ss to read the text again more carefully and find the words and expressions with the meanings in the book Note: ss may find it difficult to find the words in the long text T is advised to help Ss by giving the location of the words/ telling them the paragraphs in the words appear Call on some Ss to write their answers on the board Check the exercise in front of the class as a whole Give correct answers: mammals take the way out disturb cotack(n) bite the hand that feed (them) caution Postreading Group discussion Have Ss to work in groups and discuss the statement: many people are against training dolphins to perform in the circus because it may danger these animals Do you agree or disagree? Why? Go round the class and provide help when necessary Call on some ss to explain their ideas in front of the class Feedback and give correct answers: Agree Disagree They entertain people They may get hurt or injured during the training performance Group work IX They attract the large They lose natural ability of a number of tourists to sea creature such as giving recreational centers birth They help contribute to the They look miserable when wealth of the country being kept in pools and forced to follow routines everyday Wrapping Summarize the main points Assign homework Whole class X Sample 2: The teaching plan Teacher: Dao Unit 12: The Asian Games Lesson 4: Writing I Objectives: By the end of the lesson, Sts will be able to describe the preparations for the coming Asian Games II Teaching aids: Lesson plan, text book, picture, chalk III Method: Integrated, mainly communicative IV Procedure: 1- Organization:(2’) - Greeting and checking the sts’ attendance 2- Checking the old lesson: 3- New lesson (40’) A Before you write: In pairs, ask Ss to match a word in A with a line in B to find out the meaning of the new words To upgrade (v): Nâng cấp To promote (v): Phát triển To recruit (v): Tuyển mộ Checking vocabulary: Vietnamese equivalents Key: 1-c 2-a 3-b - Ask Ss to look at some activities suggested in the box Elicit some useful languages Sequence adverbs XI First/ Firstly / First of all Then, Next, After that… Finally a to advertise sth in order to make it popular b to find new people to join an organization c to change something is of a higher so that it standard Look at some activities in the box Listen and write down Structure: - need to be + pp = need + V-ing - have to + inf Example: -The national stadium needs to be upgraded B While you write Activity 1: Writing sentences -Ask Sts to use the information in the box and write a meaningful sentences, combining the verb in column with the phrases in column (page 143) - Teacher moves around the class to give help - Ask Ss to compare their answers Some suggested sentences: a - One more national Stadium needs to be built b - National sports centers and local stadium need to be upgraded because they are not in good conditions - Ask a Student to write them on the board - Ask others to give comment - Feedback Activity 2: Writing a composition - Ask Ss to work in groups of four to write a paragraph of about 120 words to describe the preparations for the coining Asian Games in Vietnam XII - Teacher moves around to give Ss help if necessary - Give Sts the limited time - Exchange their writings to others and correct the writings - Ask Sts to give comments on the other's writing Discussion: - Imagine Vietnam is going to hold the coming Asian Games What should we to meet the need of modern facilities for the Games - Ask Ss to work in groups to talk about the preparations for the next Asian Games - Use the cues given in the box to write Compare with the partner c - We have to build more hotels and guest house with modern facilities to welcome foreign athletes and visitors Write them on the board Give comment Listen and take notes - Work in groups of four to write a paragraph of about 120 'words to describe the preparations for the coining Asian Games in Vietnam - Exchange their writings to others and correct the writings -Work in groups to talk about the preparations for the next Asian Games After you write: Call sts to write their group’s ideas in the board Ask other to give comment Feed back write them in the board Give comment Take notes Homework: Write the paragraph into their notebooks Prepare next lesson Write it in the notebook XIII Appendix e: samples of classroom observation (two samples in five) TEACHING OBSERVATION SHEET Date : April 10th 2009 Teacher's name : Mai Lesson : Unit 10: Part E – Language focus Number of students: 44 Students’ activities Stage Presentation Practice Presentation Teachers’ activities Word study Noun endings - Introduce some common noun endings: - ment: development, entertainment,… - ess: darkness, laziness,… - ship: friendship, membership,… - ion: invitation, information,… - … - Ask students to the exercise individually: Complete the following sentences, using appropriate forms of the words in parentheses - Call on some Ss to write the answers on the board - Check the exercise in front of the class as a whole - Present the form and use of modal auxiliary “Should” Form: (+) S + should + V- infi + O (-) S + Should not ( Shouldn’t) + V-infinitive +V+O - Listen to the teacher and write new words in their notebooks - Do exercise individually - Speak out the answers Give correct answer: Conservation Destruction Prevention Protection Reduction - Listen to teacher and take note Comment Teacher gives explicit instructions, so students not have chance to interact with one another Individual work is employed It would be better if students were worked in pairs Teacher present the grammar deductively Teacher plays the central role XIV Pratice Presentation (?) Should + S + V- infi + O? Yes, S + Should No, S + shouldn’t Use: We should give advice or an opinion: - Give examples We should recycle things such as bags, cans, and bottles - Explain necessary words about environment: Toxic chemical: Discharge: Rhino: Horn: Global warming: Exshaust gas: - Ask Ss to work independently and exercise a): - Have Ss compare their sentences with a friend - Call on some Ss to read their sentences aloud in front of the class comments and corrections - Give correct answers: B: I think we should treat toxic chemicals before discharging them into the river B: Well we should not use rhino horns and their associated products B: I think we should control the deforestation B : Well , we should reduce smoke and exshaust gas B: I think we should not build camfires in national parks B: we should use less enery/ gas B: I think we should control the use of gas - Present the form and use of conditional type Form: If S1 + did, S2 + would during the lesson, students are only the recepient, listening to and taking note what is written on board - Do the exercise individually - Compare the answers with a partner - Read out the answers - Students lack opportunities to work actively and effectively Listen to the teacher and take note Teacher presents the knowledge and students XV Use: The second conditional sentences express unreal or improbable situations We use past tense forms to show unreality and distance from the presence - Give example: If I were Prime Minister, I would spend more money on conserving the environment Presentation receive passively - Ask ss to exercise individually: Write answers to the questions - Check the exercise in front of the class - Give suggested answers: They would suffer a shortage of enery and air pollution Local people would suffer from a shortage of fish for food soon People shoulld suffer from sea pollution Polar bears would become extint soon We would suffer from air pollution/ a shortage of gas The earth would be damage/ Humans would suffer from natural disasters Forests in national parks woulld be destroyed - Do the exercise - Check with the whole class Teacher follows closely stages of PPP method She gives students very clear presentation with explicit instructions Students mostly work individually The lesson, therefore, is rather boring - Ask students to study this part at home - Take note - There is no time left, so the teacher asks students to this part at home XVI TEACHING OBSERVATION SHEET Date : April 11th, 2009 Teacher's name : Cuc Lesson : Unit 10: Part C- Listening Number of students: 47 Stage Warm-up PreListening Teachers’ activities - Write the words whose letters are in a random order on the board All the words are about environment - Divide the class into two teams Ss from two teams go to the board and write the correct words The team which writes more correct words first will be the winner Students’ activities - Pair work atbhtia noitavresnoc pedlanacs nauaf answers: habitat conservation landscape fauna Comment This activity is good for students to interact with each other and to warm them up before the lesson And it aims to introduce new words that will appear in the listening However, too much time is spent on this part - Have Ss work in groups of four and make a - Work in groups Group work is list of some activities that cause harm to the - The representatives used natural environment present appropriately - Encourage Ss to think of the activities that hunting rare and the task is they know or sometimes animals exploited - Call on some Ss from groups to write the damaging effectively activities on the board young trees/ - Feedback and give correct answers bushes building camfires cutting trees burning frest XVII WhileListening -Set the sence: Miss Linh is holding a class discussion about ecotourism You now listen to the tape and fill in the blanks with the most suitable words and phrases from the tape - Tell Ss to read the sentences carefully and have a guess of the missing words before listening to the tape - Play the tape more than once if necessary - Have Ss discuss and compare their answers with a friend - Call on some Ss to explain their answers in front of the class - Feedback and give correct answers - Types of interaction match with the - Listen to the level of teacher’s students and instructions encourage - Listen to the tape students’ - Work individually active - Discuss the learning The answers with a task is partner explored in - Present the TBLT answers framework - Take notes: PostListening - Ask Ss to work in groups and discuss the following questions: Have you ever takken ecotour? Where did you know? Can you tell me what we shouldn’t as ecotourists? Give reasons for your answers Call on some Ss to explain their answers in front of the class - Gather ideas and final thought on the topic - Suggest ideas of what Ss shouldn’t as ecotourists: - Don’t tease animals because they will get sick and can not live long - Don’t cause damage to the forests because this will harm to nature national park wildlife feed; tease lifestype fauna and flora educational chopping; fish conservation/ preservation - Discuss in groups - This part is conducted in a appropriate way Students are explicited with instructions and work in groups to - Share the ideas produce their - Listen and take own ideas note Students can achieve an outcome after the lesson XVIII Don’t kill animals/ catch fish for food because these animals will become exctint - Don’t feed animals in conservation ares/ nature reserves because this will harm to these animals - …… Summarise the main points Assign homework - Wrapping - Listen and take note ... of the standard English 11 coursebook at NVX high school, which is one of the high schools having the best achievements in teaching and learning English in Vinh Phuc The study was conducted in. .. to Nguyen Viet Xuan high school NVX high school is located in the Northern countryside of Vinh Tuong district, Vinh Phuc province There are 68 teachers, of whom are teachers of English All of them... (NVX) high school, a typical high school in Vinh Phuc province Aims of the study In attempt to investigate teachers? ?? conceptualization of TBLT, the study examines teachers? ?? understanding of TBLT