The exploitation of authentic tasks in speaking classes for english non major freshmen at hanoi university of industry

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES NGUYỄN THỊ HOA THE EXPLOITATION OF AUTHENTIC TASKS IN SPEAKING CLASSES FOR ENGLISH NON-MAJOR FRESHMEN AT HANOI UNIVERSITY OF INDUSTRY (NGHIÊN CỨU VIỆC KHAI THÁC CÁC HOẠT ĐỘNG THỰC TIỄN TRONG LỚP HỌC NÓI CHO SINH VIÊN NĂM THỨ NHẤT KHỐI KHÔNG CHUYÊN ANH Ở TRƯỜNG ĐẠI HỌC CÔNG NGHIỆP HÀ NỘI) M.A Minor thesis Field: English teaching methodology Code: 601410 Hanoi, 2011 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES NGUYỄN THỊ HOA THE EXPLOITATION OF AUTHENTIC TASKS IN SPEAKING CLASSES FOR ENGLISH NON-MAJOR FRESHMEN AT HANOI UNIVERSITY OF INDUSTRY (NGHIÊN CỨU VIỆC KHAI THÁC CÁC HOẠT ĐỘNG THỰC TIỄN TRONG LỚP HỌC NÓI CHO SINH VIÊN NĂM THỨ NHẤT KHỐI KHÔNG CHUYÊN ANH Ở TRƯỜNG ĐẠI HỌC CÔNG NGHIỆP HÀ NỘI) M.A Minor thesis Field: English teaching methodology Code: 601410 Supervisor: Phạm Minh Tâm, M.A Hanoi, 2011 iv TABLE OF CONTENTS Page Declaration …………………………………………………………………… i Acknowledgements …………………………………………………………… ii Abstract ……………………………………………………………………… iii Table of contents ……………………………………………………………… iv List of abbreviations ………………………………………………………… vi List of figures, tables and charts …………………………………………… vii PART A: INTRODUCTION ………………………………………… 1 Rationale for the Study……………………………………………………… 2 Research Aims and Research Questions…………………………………… Significance of the Study…………………………………………………… Scope of the Study…………………………………………………………… Methodology of the Study ………………………………………………… Organization of the Study…………………………………………… PART B: DEVELOPMENT ……………………………………… CHAPTER 1: LITERATURE REVIEW …………………………… 1.1 Communicative Language Teaching………………………………… 1.1.1 Concepts of CLT……………………………………… 1.1.2 Main characteristics of CLT ……………………………………… 1.2 An overview of Task-based Language Teaching…………………… 1.2.1 Definitions of a task ……………………………………………… 1.2.2 Components of a task ……………………………………………… 1.2.3 Types of tasks……………………………………………………… 1.2.3.1 General types of tasks………………………………………… 1.2.3.2 Authentic tasks versus pedagogical tasks…………………… 1.2.4 Definitions of TBLT………………………………………………… 1.2.5 Task-based Learning Framework………………………………… 1.2.6 Benefits of Task-based Language Teaching to learners………… 1.2.7 Challenges of implementing TBLT ………………………………… 1.3 Speaking skill …………………………………………………………… 1.3.1 Definitions of speaking skill……………………………………… 1.3.2 Teaching speaking skill in TBLT ………………………………… 1.4 Authentic tasks in speaking classes …………………………………… v 1.4.1 Common types of authentic tasks………………………………… 15 1.4.2 Criteria to identify authentic tasks…………………………………… 16 1.5 Related studies …………………………………………………………… 17 1.6 Conclusive remarks ………………………………………………………… CHAPTER 2: METHODOLOGY …………………………………… 2.1 Research Context…………………………………………………… 2.1.1 Teachers ………………………………………………………… 2.1.2 Students ………………………………………………………… 2.1.3 Teaching and learning facilities ………………………………… 2.1.4 English Course book for Non-major Freshmen………………… 2.2 Research Questions …………………………………………………… 2.3 Selection of the Participants………………………………………… 2.4 Research instruments………………………………………………… 2.4.1 Survey Questionnaire……………………………………………… 2.4.2 Informal Interviews………………………………………………… 2.4.3 Classroom Observation……………………………………… 2.5 Procedure of data collection ………………………………………… 2.6 Procedure of data analysis ……………………………………………… 2.7 Conclusive remarks…………………………………………………… CHAPTER 3: RESULTS AND DISCUSSIONS …………… 25 3.1 Research question 1………………………………………………… 3.2 Research question ………………………………………………… 3.3 Research question ………………………………………………… 3.4 Conclusive remarks ………………………………………………… PART C: CONCLUSION …………………………………………… 38 Summary of the study ………………………………………………… 38 Pedagogical implications……………………………………………… 38 Limitations and suggestions for further research……………………… 40 REFERENCES ………………………………………………………… 42 APPENDICES ………………………………………………………… I Appendix 1: Survey Questionnaire for teachers……………………………… I Appendix 2: Informal Interviews for teachers………………………………… V Appendix 3: Sample of Task-based Speaking Lesson ………………………… VI Appendix 4: Classroom Observation sheets…………………………………… IX vi LIST OF ABBREVIATIONS HaUI: Hanoi University of Industry EFL: English as a Foreign Language TBLT: Task-based Language Teaching TBL: Task-based Learning CLT: Communicative Language Teaching CC: Communicative Competence CA: Communicative Approach vii LIST OF FIGURES, TABLES AND CHARTS Figure 1: A framework for analyzing communicative tasks…………………… Figure 2: Task-based Learning Framework…………………………………… Table 1: Common types of authentic tasks …………………………………… Table 2: Teachers’ profiles…………………………………………………… Table 3: Teachers’ perceptions of speaking skill and the exploitation of authentic tasks in speaking classes……………………………………… Chart 1: Teachers' perceptions of tasks & TBLT……………………………… Chart 2: Teachers' perceptions of authentic tasks……………………………… Chart 3: Teachers' perceptions of benefits of authentic tasks…………………… Chart 4: Teachers’ ways of dealing with speaking activities in the text book…………………………………………………………………………… Chart 5: Teachers' favorite techniques embedded in exploiting authentic tasks……………………………………………………………………………… Chart 6: Students’ response to the tasks as perceived by the teachers………… Chart 7: Teachers' difficulties in exploiting authentic tasks to teach speaking… PART A: INTRODUCTION Rationale for the Study Speaking is regarded as one of the key outputs for English learners Of all the four skills (listening, speaking, reading and writing), speaking seems the most important one Classroom activities that develop learners‟ ability to express themselves through speech would therefore seem an important component in any language courses People are not able to communicate in English if they cannot deliver their messages and make themselves understood Many Vietnamese university students, especially at HaUI, learn English as their foreign language without their motivation since they have few opportunities to practice communicating in the target language It is understandable that they have hardly learnt English as a tool of communication but a university subject In many universities as well as in HaUI, English is normally taught for students to help them deal with tests, exams rather than for communication Grammaroriented teaching methods seem to be prevalent in most language classes Therefore, English skills though scheduled in the textbooks, are not paid much attention to Students are supposed to learn English by exercise completion, but not gaining much for using English as a tool of communication In recent years, the communicative approach in language teaching has become more and more predominant However, the real outcomes prove to be a matter of concern of all language teachers and learners The fact is that a lot of learners‟ linguistic performance is quite good in class learning, but when they engage in real-life communication in which the target language is used, they seem to be hindered by many factors such as lack of communication skills, inappropriate responses and so on They really find it difficult to express with a “real” situation Such matters may rest with many reasons including classroom methodology, teaching materials, teacher‟s proficiency as well as speaking activities Among which, speaking activities play the crucial role in motivating and getting students involved in the lesson, then in helping them achieve the goal of using the target language in real-life communication Things considered, EFL teachers share an agreement that it is essential to exploit communicative speaking activities which are close to real life situations with hope to overcome these current situations In an attempt to grapple with the problem, the use of Taskbased method has been recommended in teaching speaking at HaUI In the literature, there were few studies related to exploitation of authentic tasks in teaching speaking despite numerous studies were implemented on TBLT What‟s more, no previous studies have been conducted about the exploitation of authentic tasks in English speaking classes at the university where the author is teaching All of the mentioned conditions, henceforward, have paved the way for the author to carry out a research on “The Exploitation of Authentic Tasks in Speaking Classes for English Non-major Freshmen at Hanoi University of Industry” It is conducted in an attempt to address the gap in the literature and to offer an insight of the reality of teaching speaking with the exploitation of authentic tasks to English Non-major Freshmen at HaUI Additionally, some suggestions of exploiting authentic tasks effectively to teach speaking skills will be given with the hope of providing useful source and reference for teachers at HaUI in particular and for all teachers of English in general to motivate their dear students in English speaking lessons Last but not least, it is expected that the research would make a certain contribution to the improvement of teaching speaking skills for the first-year English non-major students at HaUI Research Aims and Research Questions This study is carried out with the wish of achieving following aims: - To investigate the teachers‟ perceptions of the exploitation of authentic tasks in English speaking classes To find out the extent to which authentic tasks are exploited in TBL framework in English speaking lessons To explore the difficulties as perceived by the teachers when they exploit authentic tasks in English speaking lessons In order to achieve the above-mentioned aims, the following research questions were raised: What are the teachers‟ perceptions of the exploitation of authentic tasks in teaching speaking? To what extent are authentic tasks exploited in TBL framework in English speaking classes by the teachers? What are the challenges as perceived by the teachers when authentic tasks are exploited in speaking classes? Significance of the Study This study helps point out the teachers‟ perceptions towards authentic tasks and its exploitation in teaching speaking skills Particularly, this study is carried out with the hope to provide an insight into current teaching situation in English speaking lessons to teach English Non-major Freshmen at HaUI Hopefully, the findings and recommendations of this study will be of some help for both teachers and students of English in the process of teaching and learning speaking skills The results of this study may also be useful for those who are interested in this field Scope of the Study Due to time constraint as well as the author‟s ability and working conditions, the study is restricted to mention the exploitation of authentic tasks in teaching speaking Furthermore, perceptions and exploitation of authentic tasks are revealed on the part of teachers who have been teaching English non-major freshmen at HaUI in the school year 2010-2011 Methodology of the Study To reach the aims of this study, both qualitative and quantitative approaches are made used of Data are collected from questionnaire, informal interviews and classroom observation The quantitative data collected from survey questionnaire were then analyzed statistically, while qualitative data were obtained from informal interviews and class observation Informal interviews were carried out to supplement the survey questionnaire Class observation is employed to get better insight of the reality of exploiting authentic tasks in speaking lessons The validity of the study is ensured with the main instrument classroom observations Hopefully, with the combination of the three methods, the study would yield reliable and valid findings Organization of the Study The thesis consists of three main parts: the Introduction which provides an overview of the study, the Development which is the main part and consists of chapters, and the Conclusion which includes summary of the study, implications, limitations and suggestions for further study Three chapters in the main part are as follows: Chapter 1: Literature review sets up theoretical background that is relevant to the purpose of the study - Chapter 2: Methodology gives detailed presentation about the methods and procedures of the study such as participant selection, data collection methods, data analysis methods and so on - Chapter 3: Findings and discussions show the data collected from the survey questionnaires, the interviews and observation Also, the data will be discussed in this chapter to find out the answer to the research questions XVIII Task1: Mark the route on the map and then complete the directions (8’) -T asks Ss to look at the book and read the instructions + Ss work in pairs + Listen to the CD + Mark the route map + Complete the directions - T asks Ss to finish the task within minutes - T calls some pairs to show their route map - T shows the answers on the screen - T calls Ss to complete the directions Task 2: Completing the text with the prepositions and retelling Joe’s drive (10’) - T asks Ss to listen to Joel and Andy’s conversation carefully - T asks Ss to listen again and check the answer - T asks Ss to remember the conversation and retell Joe’s drive XIX Task 3: Giving directions (12’) - T shows a map which he drew at home - T sets up a real-life situation and assigns the task to Ss: “You’re having a birthday party at your house However, no one knows where it is Choose the easiest way to help your classmates come to your house Work in groups Give directions to your friends so that they can find your living place.” - T walks around and gives some helpful corrections - T calls some Ss in groups takes turn to give directions to the house The other group will guess where it is - T observes Ss work and give feedbacks or corrections if necessary XX Task 4: Language games Tom & Jerry - T delivers game instructions: • Work in groups • Watch video clips • Make meaningful sentences using prepositions and verbs of movement • Ring the bell to get opportunities to give answers • Sentences are accepted when they are grammatically correct and match the images • point for each correct answer - T shows the video clips orderly and calls the group with the ringing bell - Gives feedbacks on every answer - Decides the winner with more points after all Language focus: Grammar review (5’) - T asks Ss to write down good sentences from the report stage - T gives feedbacks on the language forms B Wrap-up( 2’) - T calls one S to stand up and restate what Ss have learnt in the lesson - T summarizes the important content in the XXI lesson - T assigns homework to Ss General comments: Teacher has a good lead-in with an interesting video clip at pre-task phase The communicative atmosphere in class is good: students are quite active and concerned much to the lesson They are quite free to express themselves Primary focus is put on the meaning Planning stage seems to be neglected in most of the tasks Planning stage seems to be neglected before students’ report Not all the tasks are real-world target tasks (language games, completion tasks).Teacher designs tasks quite well and makes proper adaptations of the activities in the course book In fact, they motivate students a lot in speaking and brings a lot of fun S th Date: December 12 ,2010 Observer: Nguyen Thi Hoa Class: Hoa4.1 – Course: K5 Unit 11: Looking good! Period 6: Speaking: In a clothes shop Descriptive notes Unit 11: Looking good! Speaking: In a clothes shop Teacher’s activities A Warm-up: 5’ - T shows a video clip about shopping - T poses some questions: Where are they? What are they doing? XXIII - B Tasks: Task 1: Ordering (15’) - T gives instructions: + Work in groups + Distinguish the sentences of assistants’ and customers’ make a conversation of the customers and shop assistant - Asks leaders to stick conversations on the board - T plays the CD and check the answer with whole class - T listens and gives some feedback Task 2: Making conversations (10’) XXIV -T asks Ss to work in pairs - Make your own conversations in a clothes shop + Student A: a shop assistant + Student B: a customer - Ss work in pairs - Ss listen to T’s instructions and practice with their partners * Pre-task: T’s instructions are not clear enough - Build up your own conversation in a clothes shop: - T attracts Ss by setting a situation which is close to the real-life - T moves around and observes Ss’ work - Come up to the board and deliver the without any corrections on language conversation forms - Ss consider about the purpose of the task * Task: Many Ss are not eager to this task - T doesn’t work well as a monitor: Ss make noise in class * Planning: - T doesn’t work well as a language adviser since she doesn’t give any help in reviewing oral reports * Report: - Ss focus on meaning without paying attention to the mistakes if Ss can make General comments: Teacher has a good lead-in with an interesting video clip at pre-task phase However, most of the tasks have no real purposes T’s instructions are not helpful enough and it’s rather difficult for the English beginners They are quite fr ee to express themselves Teacher mainly follows what has been designed in the course book No authentic listening input was brought into the classroom, which builds up Ss’ self-confidence in real-word situation XXV Date: December 28th ,2010 Observer: Nguyen Thi Hoa Class: KT2.1– Course: K5 Unit 12: Life’s an adventure! Period 3: Speaking: Future plans Teaching facilities: Overhead projector, Textbook, Chalk, board Teacher’s activities A Warm-up: 3’ - Ask Ss some questions about weather, health, plans for the weekend… - T show a clip about famous places in the world - T poses some questions to lead Ss to the topic of the lesson B New lesson: I Tasks ( 35 mins) XXVI Task1: Match a country or a city with an activity (7’) -T shows pictures about places and provides new words and activities - T asks Ss to pay attention to the pronunciation of difficult words - Ask Ss to work in pairs and matching - Ask Ss to look at the screen and check the answer - T makes a question: “Which place would you like to visit most?” “Why? Task 2: Substitution drills (6’) - T introduces about summer holiday plan of Ms Bishop She asks Ss to listen to a sample dialogue - T asks Ss to work in pairs and make similar conversations - T calls some pairs to make their conversations Task 3: Finding a partner (10’) - T gives instructions: + work in groups: A&B + Delivers sets of cards: Group A: cards of destinations XXVII Group B: cards of activities Find your partner using “be going to” and “ infinitives of purpose” - T gives an example - After Ss find their partners, they will say aloud where they are going and their purposes of traveling - T calls Ss to report the task Task4: Guessing places (12’) - Give instructions and give an example + Work in teams + Write down the activities for each place on the given card for minutes + Say aloud the sentence: “I’m going to this place to .” for the other team to guess the place + red star for each correct answer - Find the winner with more red stars I Language focus: Grammar review (5’) XXVIII - T gives some notes about verbs of movement “to go” and “to come” when we want to talk about the future - T asks Ss to write some good phrases in conversations J Wrap-up( 1.5’) - T calls one S to stand up and restate what Ss have learnt in the lesson - T summarizes the important content in the lesson - T assigns homework to Ss General comments: Teacher has a good lead-in with an interesting video clip at pre-task phase The learning atmosphere in class is quite good: students are quite active and concerned much to the lesson They are quite free to express themselves Primary focus is put on the meaning T doesn’t follow phases mentioned in task-based learning framework in her teaching Planning stage seems to be neglected before students’ report Not all the tasks are close to real-world target tasks except task Teacher makes some adaptations from the activities in the course book Overall, learning tasks are not truly communicative with the lack of genuine purpose 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  ... designing authentic tasks or the exploitation of TBLT in teaching speaking at high school Therefore, there is a need for a study that investigates teachers‟ exploitation of authentic tasks in English. .. Exploitation of Authentic Tasks in Speaking Classes for English Non- major Freshmen at Hanoi University of Industry? ?? It is conducted in an attempt to address the gap in the literature and to offer an insight... perceptions of the exploitation of authentic tasks in teaching speaking? To what extent are authentic tasks exploited in TBL framework in English speaking classes by the teachers? What are the challenges