Designing a task based speaking syllabus for elementary english majored students of a university in ha noi

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES VŨ THANH LOAN DESIGNING A TASK-BASED SPEAKING SYLLABUS FOR THE ELEMENTARY ENGLISH MAJOR STUDENTS OF A UNIVERSITY IN HANOI (Thiết kế chƣơng trình dạy kỹ nói theo nhiệm vụ cho sinh viên chuyên ngành tiếng Anh trình độ sơ cấp trƣờng đại học Hà Nội) MA THESIS Major : English Teaching Methodology Code : 8140231.01 HANOI, 2018 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES VŨ THANH LOAN DESIGNING A TASK-BASED SPEAKING SYLLABUS FOR THE ELEMENTARY ENGLISH MAJOR STUDENTS OF A UNIVERSITY IN HANOI (Thiết kế chƣơng trình dạy kỹ nói theo nhiệm vụ cho sinh viên chuyên ngành tiếng Anh trình độ sơ cấp trƣờng đại học Hà Nội) MA THESIS Major : English Teaching Methodology Code : 8140231.01 Supervisor : Dr Hoang Ngoc Tue HANOI, 2018 DECLARATION I hereby certify that the M.A thesis entitled “Designing a Task-based Speaking syllabus for elementary English majored students at a University in Cau Giay district Hanoi” is a presentation of my original research work for the Degree of Master of Arts at the University, and that this thesis has not been published or submitted for any degree at any other universities or tertiary institutions Wherever contributions of others are involved, every effort is made to indicate this clearly, with due reference to the literature, and acknowledgement of collaborative research and discussions Approved by Supervisor Hanoi, 2018 Signature (Signature and full name) M.A Student, Vu Thanh Loan Date: …………………………………… iii ACKNOWLEDGEMENTS I am greatly indebted to Dr Hoang Ngoc Tue, my supervisor, to whom I wish to extend my sincere gratitude for his guidance, constructive criticisms, valuable suggestions and encouragement, without which the thesis might not have been completed I would also like to express my gratitude to all my lecturers at the Faculty of Post Graduate Studies, University of Languages and International Studies – VNU for their useful lectures, comments, and suggestions Special thanks are due to all the English staff and the first year English majors of Y University for their contribution to the data collection and their constructive suggestions for this research Finally, I owe the completion of this study to my beloved family for their endless support, patience and understanding iv ABSTRACT This thesis was conducted in an attempt to investigate the gaps between the current speaking syllabus and the first year elementary English students‟ demand at Y.U, in the hope of designing a more appropriate syllabus to teach speaking skill to suit students‟ level To achieve this aim, the study first (1) looked at the current speaking skill course for first year students majoring in English at Y.U to see if it met the students‟ needs (2) Then it identified the target needs and learning needs perceived by teachers and Elementary English majors at Y.U (3) The final stages was devoted to proposing a speaking skill syllabus based on need analysis the study has been conducted in the form of survey research, with the informants of the study being teachers of English and students of two classes, English Department, Y.U The results obtained showed that there is a considerable gap between the target needs of the current speaking syllabus and the students ‟learning needs Based on the findings, the students and teachers prefer to have a new speaking syllabus which provides them with specified objectives and activities to support in speaking class Moreover, the Task-based syllabus was opted for because it is believed to provide the elementary English students with a number of tasks that illustrate different situations needed by these learners and help them promote both accuracy and fluency Key words: syllabus design, Task-based approach, speaking skills, target needs, learning needs v LIST OF FIGURES AND TABLES List of Figures Figure 1.1: Product-based vs Process-based syllabus (adapted from White (1988: 44)) Figure 1.2: Types of Language Syllabus Figure 1.3: Framework for task based syllabus design (Long, 1985) Figure 1.4: Framework for task based syllabus design (Ellis, 2003: 66) Figure 1.5: The Framework of Task-Based Instruction Figure 2.1: Table of the National High School Graduation examination‟s English scores Figure 2.2: Students' years of learning English Figure 3.1: Teachers‟ attitude towards the current textbook Figure 3.2: Teachers‟ and Students‟ attitudes towards the need of designing a new Speaking skill Syllabus Figure 3.3: Teachers‟ evaluation towards Students‟ competence at Speaking skill Exams Figure 3.4: Teachers‟ opinion about the appropriate number of topics for the syllabus Table 4.1: Task sequencing List of Tables Table 3.1: Students‟ attitude towards the current speaking skills course Table 3.2: Teachers‟ attitude towards the current textbook Table 3.3: Teachers‟ and Students‟ opinion about the objectives of the Speaking skill course Table 3.4: Teachers‟ and students‟ opinions about interesting topics for a new speaking skill syllabus Table 3.5: Choice of tasks according to Students and Teachers‟ expectation Table 3.6: Table 3.7: Grammar Structure in the Syllabus vi TABLE OF CONTENTS DECLARATION iii ACKNOWLEDGEMENTS iv ABSTRACT .v LIST OF FIGURES AND TABLES vi TABLE OF CONTENTS vii INTRODUCTION CHAPTER 1: LITERATURE REVIEW 1.1 Previous Studies .5 1.2 An Overview of Syllabus Design .6 1.2.1 Definition of syllabus .6 1.2.2 Approaches to Language Syllabus Design (LSD) 1.2.3 Types of Syllabus 1.2.3.1 Structural syllabus 10 1.2.3.2 Situational syllabus 10 1.2.3.3 Notional/Functional syllabus 11 1.2.3.4 Skill-based syllabus 11 1.2.3.5 Content-based syllabus 11 1.2.3.6 Learner-Centered Syllabus 12 1.2.3.7 Task-Based syllabus (TBS) 12 1.2.4 Steps in Task –Based Syllabus Design 13 1.2.4.1 Needs Analysis (NA) 14 1.2.4.2 Aims and objectives setting 16 1.2.4.3 Task Selecting and Sequencing 17 1.2.4.4 The framework of TBLT applied in teaching speaking 18 1.3 An overview of speaking 19 1.3.1 Definition of speaking 19 1.3.2 Nature of Speaking 20 1.3.3 Principles for Teaching Speaking Skills 21 vii 1.3.4 Tasks to be employed in speaking syllabus 23 1.3.5 Classroom Effective Speaking Activities 25 1.3.6 Rationale of choosing Task-Based Speaking Syllabus 27 1.4 Summary 28 CHAPTER 2: METHODOLOGY 29 2.1 Setting of the Study 29 2.1.1 Research context 29 2.1.2 The teachers 29 2.1.3 The learners 29 2.1.4 The Syllabus for Speaking skill 31 2.2 Research Methodology 34 2.2.1 The Research Questions 34 2.2.2 The Participants 35 2.2.3 The Questionnaire and Procedure 36 2.2.3.1 The Questionnaire 36 2.2.3.2 Data collection procedures 38 2.3 Summary 38 CHAPTER 3: DATA ANALYSIS AND DISCUSSION 40 3.1 Teacher’s and Students’ satisfaction degree towards current Speaking Syllabus 40 3.1.1 Students’ attitude towards the current speaking skills course 40 3.1.2 Teachers’ attitude towards the current Speaking textbook 41 3.1.3 Teachers’ evaluation towards Students’ Speaking competence at Speaking skill class 43 3.2 Teachers’ and Students’ expectation for a Speaking skill Syllabus 44 3.2.1 Objectives of the Speaking skill syllabus 44 3.2.1.1 Learning needs 44 3.2.1.2 Target needs 44 3.2.1.3 Wants 45 viii 3.3 Summary CHAPTER 4: THE PROPOSED SPEAKING SKILL SYLLABUS 4.1 Setting a type for Speaking skill Syllabus 4.2 Aims and Objective of the Syllabus 4.3 Detailed Syllabus 4.3.1 Content Selection 4.3.2 Materials 4.3.3 The organization of the syllabus 4.3.4 Time allocation and evaluation 4.4 Summary CONCLUSION REFERENCES APPENDICES Appendix 1: THE PROPOSED SPEAKING SKILL SYLLABUS SPEAKING 1- SCHEDULE (Calendar, Course Contents and Task Specifications) Appendix 2: NEEDS ANALYSIS FRAMEWORK (Hutchinson and Waters, 1987) Appendix 3: THE CURRENT SPEAKING SKILL SYLLABUS Appendis 4: THE STUDENTS‟ QUESTIONNAIRES Appendix 5: THE TEACHERS‟ QUESTIONNAIRES Appendix 7: CEFR SCALE FOR SPEAKING LEVEL A2 Appendix 8: STUDENTS‟ ATITUDES TOWARDS THE CURRENT SPEAKING SKILL COURSE Appendix 9: TEACHERS‟ ATITUDES TOWARDS THE CURRENT SPEAKING SKILL COURSE Appendix 10: TEACHERS‟ AND STUDENTS OPINIONS ABOUT OBJECTIVES ix Appendix 11: TEACHERS‟ AND STUDENTS‟OPINION ABOUT INTERESTING TOPICS FOR A NEW SPEAKING SKILL SYLLABUS XXXIV Appendix 12: CHOICE OF TASKS ACCORDING TO STUDENTS AND TEACHERS‟EXPECTATION XXXV Appendix 13: TEACHERS‟CHOICE OF GRAMMAR-STRUCTURES NEEDED TO BE USED IN THE SYLLABUS XXXVI Appendix 14: GRAMMAR-STRUCTURES USED IN THE SYLLABUS XXXVII Appendix 15: THE SAMPLE OF LESSON PLAN XXXVIII x XXXIX Task 1: What did you this vacation? Individuals/Whole class (20 minutes) The Course begins as it means to go on - with interaction Each individual student asks “Did you?” questions to four other class members This basic, information-gap exercise has a number of important functions: It prepares students for interview-based tasks It breaks the ice at the beginning of the course, and gets students talking to each other It introduces the idea of performing a grammar-based substitution drill, and learning through meaningful interaction What did you during the vacation? Answer the questions for “Me” (“Yes” or “No”) Ask four other people (write their names) Add the “Yes” answers (Total) What did you before coming to this course? Me Total Did you go swimming? Did you go camping? Did you go cycling? Did you go fishing? Did you go to a park? Did you go to a mountain? Did you listen to music? Did you watch any movies? Did you watch TV? Did you meet friends? Did you play any sports? Did you read any books? Did you speak English? Did you study? Did you travel abroad? Did you travel in China? Did you work part-time? Did you work full-time? Did you something else? XL TASK 2: Find Someone Who Groups: 20 - 30 minutes This is another information-gap activity It is a static, one-way task, which means that there is little chance for error Students can find the required info1rmation by asking the same questions to classmates, until they receive a positive answer Language-use is controlled and predictable Students can all be successful It is important to build confidence in the early stages of this course This activity helps to give students confidence and self-esteem By the end of this activity, they have communicated successfully, and have found information successfully, about topics which are meaningful to them Find Someone Who Groups of four people: Let’s find out about people in this class Each person: Choose one set of questions (SETS to 7) Ask your first question to anyone in the class  If that person answers “Yes,” write his/her name  If that person says “No,” don’t write anything Find a different “Yes” person for each question Report your results to your group members Here is some sample language you can use: Were you born in … Province? Do you like homework? Can you swim? Do you play basketball? Do you know what this picture is? Were you born in April? Have you … ? QUESTION SET 1: Find someone who was born in the same province as you (Were you born in …?) Find someone who likes homework (Do you like …?) Find someone who can swim (Can you …?) Find someone who plays the piano Find someone who knows what this is: (Do you know what this is?) QUESTION SET 2: Find someone who was not born in the same province as you (Were you born in …?) Find someone who likes Fastfood (Do you like …?) Find someone who can ride a bicycle (Can you …?) Find someone who plays computer games Find someone who knows what this is: (Do you know what this is?) XLI QUESTION SET 3: Find someone who was born in May (Were you born …?) Find someone who likes ice-cream (Do you …?) Find someone who cannot swim (Can you …?) Find someone who listens to Son Tung MTP music Find someone who knows what this is: (Do you know what this is?) QUESTION SET 4: Find someone who can speak three languages (Chinese, English, and one other) (Can you …?) Find someone who likes Korean food (Do you like …?) Find someone who collects stamps (Do you …?) Find someone who can spell the teacher’s name Find someone who knows what this is: (Do you know what this is?) QUESTION SET 5: Find someone who can use HTML (Can you …?) Find someone who likes fishing (Do you like …?) Find someone who can drive a car (Can you …?) Find someone who plays basketball (Do you …?) Find someone who knows what this is: (Do you know what this is?) QUESTION SET 6: Find someone who knows how to blog online (Do you …?) Find someone who likes getting up early (Do you like …?) Find someone who can use PowerPoint (Can you …?) Find someone who plays a board game Find someone who knows what this is: (Do you know what this is?) QUESTION SET 7: Find someone who was born in July (Were you born in …?) Find someone who likes getting up late (Do you like …?) Find someone who can use EXCEL (Can you …?) Find someone who has quit smoking (Have you …?) Find someone who knows what this is: (Do you know what this is?) XLII XLIII TASK 3: PLAY A GAME: Bingo! - Classroom Language Groups (3 to members): 15 minutes This activity allows students to learn and practice classroom language that they can use for checking comprehension and asking for verification This language can greatly assist the students to talk to each other during the lessons, since it deals with problems that will arise all the time Because of its importance for communication in the class, this activity can be used throughout the course in order to remind and review This page is the Caller’s Sheet Bingo sheets for the other participants are on the following page XLIV Bingo! - Classroom Language (1) In Groups (from to members) One person in the group is the CALLER He/she has the sheet on this page  Choose a box at random and say the words in the box The other people have one Bingo sheet each (next page) Say “BINGO” when you have a horizontal, vertical, or diagonal line How you spell it? I didn’t hear you Is this right? One more time, please Bingo! - Classroom Language (2) How you spell it? I don’t understand Could you repeat that? Is this right? What does it mean? I don’t understand Is this right? Could you repeat that? Speak louder, please Task 4: Who Lives Where? Whole class: 25 minutes This activity reviews the topic of giving and asking for personal information Students ask for information from each other and fill it in on their page of the book Students should already possess the language required to find the required information, but the teacher might want to review it if it seems appropriate Rooms to appear on this page in the student’s book Rooms to 10 appear on the next page in the student’s book There are cards for ten rooms which will be given by the teacher XLVII Who Lives Where? (1) The teacher will give you a ROLE-CARD from the TEACHER’S BOOK Read the information on it 3.Ask other people about their information Find out what everyone does Room Room Name: Marital Status: Job: Hobby Drink: Food: Name: Marital Status: Job: Hobby Drink: Food: Room Room Name: Marital Status: Job: Hobby Drink: Food: Name: Marital Status: Job: Hobby Drink: Food: Room Name: Marital Status: Job: Hobby Drink: Food: Name: Marital Status: Job: Hobby Drink: Food: XLVIII Who Lives Where? (2) Sample language: What’s your name? Are you married? Are you single? What’s your job? What’s your occupation? What you do? What’s your hobby? What you like to drink? What’s your favourite food? Room 10 Room Name: Marital Status: Job: Hobby Drink: Food: Name: Marital Status: Job: Hobby Drink: Food: Room Room Name: Marital Status: Job: Hobby Drink: Food: Name: Marital Status: Job: Hobby Drink: Food: Room Name: Marital Status: Job: Hobby Drink: Name: Marital Status: Job: Hobby Drink: Food: Food: XLIX Teacher’s Resource for Task 4: Who Lives Where? (1)               I live in Room My name is Sheila, and I a m married I am a taxi-driver, and my hobby is dancing I like orange juice, and my favorite food is pizza  I live in Room My name is John I am single I am a professional soccer player My hobby is table tennis I like wine, and my favorit e food is curry rice  I live in Room My name is Annie, and I a m a widow I am retired, and my hobby is watching TV I like orange juice, and my favorite food is fruit           L I live in Room My name is Peter, and I am married I am a teacher, and my hobb y is reading I like beer, and my favorite f ood is salad I live in Room My name is Julie, and I am e ngaged I am a nurse, and my hobby i s hiking I like milk, and my favorite f ood is fish I live in Room My name is Steven, and I am divorced I am a doctor, and my hobby is bowling I like coffee, and my favorite food is steak Teacher’s Resource for Task 4: Who Lives Where? (2)             I live in Room My name is Denise, and I a m married I am a Dentist, and my hob by is computer games I like tea, and my favorite f ood is dim-sum  I live in Room My name is David, and I a m a widower I am a bus driver, and my h obby is car racing I like lager, and my favorit e food is fried chicken  I live in Room My name is Cindy, and I a m single I am a singer, and my hobb y is photography I like water, and my favori te food is ice-cream           LI I live in Room My name is Denis, and I am married I am an eye-doctor, and my h obby is hiking I like coffee, and I like to eat sandwiches I live in Room 8, and my na me is Maria I am divorced, and I am a da ncer My hobby is listening to pop music I like cola and my favorite fo od is chocolate I live in Room 10, and my na me is Stuart I am married (my wife is in America) I am a reporter My hobby is watching old movies I like fruit juice, and my favo rite food is pizza LII ...VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES VŨ THANH LOAN DESIGNING A TASK- BASED SPEAKING SYLLABUS FOR THE ELEMENTARY ENGLISH. .. doing a similar task, or read part of a text as a lead in to a task as a source of input language for their task completion later Task cycle Task: Students discuss how to the task and what to in. .. useful information as the basic for designing the ESP speaking syllabus As far as I concern, there has been so far no study on the taskbased speaking syllabus that focused on English elementary students