VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUAGE STUDIES NGUYỂN QUỲNH TRANG DIFFICULTIES EXPERIENCED BY VIETNAMESE LECTURERS TEACHING IELTS SPEAKING FOR VIETNAMESE UNIVERSITY STUDENTS AND SOME SUGGESTED SOLUTIONS Những khó khăn giảng viên Việt Nam dạy kĩ nói IELTS bậc đại học vài giải pháp M.A COMBINED PROGAMME THESIS FIELD: ENGLISH METHODOLOGY CODE: 601410 Hanoi- 2010 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUAGE STUDIES NGUYỂN QUỲNH TRANG DIFFICULTIES EXPERIENCED BY VIETNAMESE LECTURERS TEACHING IELTS SPEAKING FOR VIETNAMESE UNIVERSITY STUDENTS AND SOME SUGGESTED SOLUTIONS Những khó khăn giảng viên dạy kĩ nói IELTS bậc đại học vài giải pháp M.A COMBINED PROGAMME THESIS FIELD: ENGLISH METHODOLOGY CODE: 601410 SUPERVISOR: DR TÔ THỊ THU HƯƠNG Hanoi- 2010 ii TABLE OF CONTENTS CONTENTS ACKNOWLEDGMENTS TABLE OF CONTENTS TABLE OF FIGURES ABSTRACT CHAPTER 1: INTRODUCTION 1.1 RATIONALE OF THE STUDY 1.2 AIMS OF THE STUDY 1.3 SCOPE OF THE STUDY 1.4 SIGNIFICANCE OF THE STUDY 1.5 METHODOLOGY CHAPTER 2: LITERATURE REVIEW 2.1 THE IELTS TEST 2.2 AN OVERVIEW 2.3 THE IELTS SPEAKING TEST: AN OVERVIEW 2.4 SPEECH FUNCTIONS IN IELTS 2.4 IELTS SPEAKING TEST RESEARCH 2.5 FACT ABOUT TEACHING ENGLISH AT VIETNAMESE UNIVERSITIES 2.6 FACT ABOUT IELTS IN UNIVERSITIES IN VIETNAM 2.7 AFFECTIVE FACTORS IN IELTS LEARNING 2.8 ROLE OF LECTURERS AND STUDENTS IN IELTS TEACHING AT VIETNAMESE UNIVERSITIES 2.8.1 ROLE OF LECTURERS 2.8.2 ROLE OF STUDENTS CHAPTER 3: METHODOLOGY iii 3.0 RESEARCH QUESTIONS 3.1 RESEARCH INSTRUMENTS 3.2 PROCEDURES OF DATA COLLECTION AND ANALYSIS 3.2.1 QUESTIONNAIRES 3.2.1.1 QUESTIONNAIRE FOR LECTURERS 3.2.1.2 QUESTIONNAIRE FOR STUDENTS 3.2.1.3 PROCEDURES OF DATA COLLECTION 3.2.1.3.1 THE PILOT QUESTIONNAIRE 3.2.1.3.2 DATA COLLECTION PROCEDURES 3.2.1.3.3 PROCEDURES OF DATA ANALYSIS 3.2.2 CLASSROOM OBSERVATION 3.2.2.1 SUBJECTS 3.2.2.2 PROCEDURES OF DATA ANALYSIS 3.2.3 INTERVIEWS 3.2.3.1 SUBJECTS 3.2.3.2 PROCEDURES OF DATA COLLECTION 3.2.3.3 PROCEDURES OF DATA ANALYSIS CHAPTER RESULTS AND DISCUSSION 4.1 QUESTIONNAIRES RESPONSES 4.1.1 QUESTIONNAIRE FOR LECTURERS 4.1.1.1PERSONAL INFORMATION 4.1.1.2 QUALIFICATIONS 4.1.1.3 LECTURERS’ EXTRA SPECIFIC RESPONSIBILITIES 4.1.1.4 LECTURERS’ DIFFICULTIES OF TEACHING IELTS SPEAKING IN GENERAL iv 4.1.1.5 LECTURERS’ DIFFICULTIES OF TEACHING IELTS SPEAKING PART 4.1.1.6 LECTURERS’ DIFFICULTIES OF TEACHING IELTS SPEAKING PART 4.1.1.7 LECTURERS’ DIFFICULTIES OF TEACHING IELTS SPEAKING PART 4.1.2 QUESTIONNAIRE FOR STUDENTS 4.1.2.1 PERSONAL INFORMATION 4.1.2.2 STUDENTS’ ENGLISH LEVELS 4.1.2.3 LECTURERS’ DIFFICULTIES IN GENERAL IN STUDENTS’ POINT OF VIEW 4.1.2.4 LECTURERS’ DIFFICULTIES IN IELTS SPEAKING PART IN STUDENTS’ POINT OF VIEW 4.1.2.5 LECTURERS’ DIFFICULTIES IN IELTS SPEAKING PART IN STUDENTS’ POINT OF VIEW 4.1.2.6 LECTURERS’ DIFFICULTIES IN IELTS SPEAKING PART IN STUDENTS’ POINT OF VIEW 4.2 OBSERVATIONS 4.2.1 OBSERVATION RESULTS 4.2.2 FINDING BASED ON MY OBSERVATION 4.2.3 THE REASONS BEHIND THE DIFFICULTIES MENTIONED 4.2.4 SUGGESTIONS FROM THE OBSERVATION 4.3 INTERVIEW 4.3.1 SUGGESTED SOLUTION IN PROBLEM OF ERROR CORRECTION 4.3.2 SUGGESTED SOLUTION TO PROBLEM OF HELPING STUDENTS TO COPE WITH LANGUAGE ANXIETY IN IELTS SPEAKING 4.3.3 SUGGESTED SOLUTION TO PROBLEM OF HELPING STUDENTS TO COPE WITH STUDENTS’ LACK OF CRITICAL THINKING IN IELTS SPEAKING v 4.3.4 SUGGESTED SOLUTION TO PROBLEM OF HELPING STUDENTS TO USE THE CUE CARD EFFECTIVELY IN PART 4.3.5 SUGGESTED SOLUTION TO PROBLEM OF HELPING STUDENT DEAL WITH SELF-STUDY METHOD FOR PRONUNCIATION 4.3.6 SUGGESTED SOLUTION TO PROBLEM OF HELPING STUDENT TO UTILIZE THE TIME EFFECTIVELY 4.3.7 ADDITIONAL COMMENTS MADE BY PARTICIPANTS CHAPTER IMPLICATIONS CHAPTER CONCLUSION 6.1 SUMMARY OF THE FINDINGS 6.2 LIMITATION OF THE STUDY 6.3 SUGGESTIONS FOR FURTHER RESEARCH REFERENCES APPENDIX A APPENDIX B APPENDIX C APPENDIX D APPENDIX E APPENDIX F APPENDIX G APPENDIX H APPENDIX I APPENDIX K APPENDIX L APPENDIX M APPENDIX N ii ABSTRACT In Vietnam nowadays, the Vietnam National University, Hanoi in particular, a new standard for English proficiency is set; that is the required overall score of 5.0 on the IELTS or equivalent Thus, many universities emphasize the development of IELTS skills While efforts have been made to teach the four macro skills of writing, reading, listening in many language colleges, far less attention is paid to teach necessary techniques to develop good IELTS speaking skill To bridge the gap, this thesis aims to explore the difficulties experienced by lecturer teaching IELTS speaking to Vietnamese students at university level and to find out the solutions regarding this issue Through a questionnaire survey on lecturers and students of IELTS preparation courses, the study found that lecturers have encountered numerous difficulties when teaching IELTS speaking to Vietnamese students such as error correction, overcoming nervousness, using the cue card, helping students improve their critical thinking in answering abstract issues The study also explores lecturers’ perceptions of the difficulties when teaching students IETLS speaking as well as the factors that help learners to develop their speaking skills Students’ questionnaire also helps to explore the lecturers’ difficulties from the students’ point of view Suggested solutions for each problem are given by experienced lecturers through interviews This work hopes to both contribute to the existing body of IELTS research as well as to pave the way for future studies in this fields Thank you for evaluating AnyBizSoft PDF Merger! To remove this page, please register your program! Go to Purchase Now>> AnyBizSoft PDF Merger Merge multiple PDF files into one Select page range of PDF to merge Select specific page(s) to merge Extract page(s) from different PDF files and merge into one ... develop good IELTS speaking skill To bridge the gap, this thesis aims to explore the difficulties experienced by lecturer teaching IELTS speaking to Vietnamese students at university level and to find... 4.1.1.3 LECTURERS? ?? EXTRA SPECIFIC RESPONSIBILITIES 4.1.1.4 LECTURERS? ?? DIFFICULTIES OF TEACHING IELTS SPEAKING IN GENERAL iv 4.1.1.5 LECTURERS? ?? DIFFICULTIES OF TEACHING IELTS SPEAKING PART 4.1.1.6 LECTURERS? ??...VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUAGE STUDIES NGUYỂN QUỲNH TRANG DIFFICULTIES EXPERIENCED BY VIETNAMESE LECTURERS TEACHING IELTS