(Luận văn thạc sĩ) the current situation of english language teaching in the light of CLT to the second year students at thai nguyen college of economics and finance a case study

VIETNAM NATIONAL UNIVERSITY , HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES - - HA LE MAI THE CURRENT SITUATION OF ENGLISH LANGUAGE TEACHING IN THE LIGHT OF CLT TO THE SECOND YEAR STUDENTS AT THAI NGUYEN COLLEGE OF ECONOMICS AND FINANCE: A CASE STUDY NGHIÊN CỨU THỰC TRẠNG DẠY TIẾNG ANH THEO ĐƯỜNG HƯỚNG GIAO TIẾP CHO SINH VIÊN NĂM THỨ HAI TRƯỜNG CAO ĐẲNG KINH TẾ TÀI CHÍNH THÁI NGUYÊN: NGHIÊN CỨU TRƯỜNG HỢP ĐIỂN HÌNH M.A MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60 14 10 HA NOI - 2012 VIETNAM NATIONAL UNIVERSITY - HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES - - HÀ LÊ MAI THE CURRENT SITUATION OF ENGLISH LANGUAGE TEACHING IN THE LIGHT OF CLT TO THE SECOND YEAR STUDENTS AT THAI NGUYEN COLLEGE OF ECONOMICS AND FINANCE: A CASE STUDY NGHIÊN CỨU THỰC TRẠNG DẠY TIẾNG ANH THEO ĐƯỜNG HƯỚNG GIAO TIẾP CHO SINH VIÊN NĂM THỨ HAI TRƯỜNG CAO ĐẲNG KINH TẾ TÀI CHÍNH THÁI NGUYÊN: NGHIÊN CỨU TRƯỜNG HỢP ĐIỂN HÌNH M.A MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60 14 10 SUPERVISER: VŨ THỊ THU THUỶ,MA HA NOI – NĂM 2012 TABLE OF CONTENTS PRELIMINARIES Page TITLE i APPROVAL SHEET ii DEDICATION iii ACKNOWLEDGMENTS iv ABSTRACT v TABLE OF CONTENTS xi PART A: INTRODUCTION 1 Rationale of the study Objectives of the study 3 Research questions Scope of the study Methodology 5.1 The objects 5.2 Instruments 5.3 The procedures 5 Significance of the Study Organization of the study PART B : DEVELOPMENT 1.1 1.1.1 1.1.2 1.1.3 1.1.4 1.2 1.2.1 1.2.2 1.2.3 1.2.3.1 1.2.3.2 CHAPTER : LITERATURE REVIEW Communicative Language Teaching (CLT) Communicative Language Teaching Theories Communicative Language Teaching Theories Characteristics of CLT Conclusion Communicative language teaching and learning Conditions related to CLT application Roles of teachers and students in CLT Classroom Issues in using CLT approach in the foreign language classroom Benefits of using CLT approach in the foreign language classroom Problems of applying CLT in the foreign language iv 7 8 9 11 12 12 13 1.2.3.3 1.2.4 2.1 2.1.1 2.1.2 2.1.3 2.2 2.2.1 2.2.2 2.2.2.1 2.2.2.2 2.2.2.3 2.3 2.3.1 2.3.1.1 2.3.1.2 2.3.1.3 2.3.1.4 2.3.1.5 2.3.1.6 2.3.1.7 2.3.1.8 2.3.1.9 2.3.2 2.3.3 3.1 3.1.1 classrooms and in second language classroom Previous studies related to CLT application in Viet Nam Previous studies related to CLT application in Viet Nam 13 13 CHAPTER : THE STUDY 15 Background of the study Description of the students at TCEF Description of the teachers at TCEF Settings of the study Research methodology Subjects Survey instruments Questionnaires for teachers The classroom observation The interview Presentation of statistical results Questionnaire for teachers Teachers‟ teaching experience Teachers‟ CLT training background Teachers‟ opinions about the suitable method for their teaching English at present Teachers‟ background on CLT Teachers‟ understanding of subjects about CLT CLT ‟s application in the actual classroom practice Evaluation of English textbook regarding in CLT application Teachers‟ opinions about the difficulties in the implementation of CLT in their context of language teaching The degree of success in applying CLT at TCEF Results of the class observation Interview CHAPTER 3: FINDINGS AND RECOMMENDATIONS Findings Difficulties from students 15 v 15 15 15 16 16 17 17 17 17 18 18 18 18 18 19 21 24 27 28 29 30 34 36 36 36 3.1.2 3.1.3 3.1.4 3.2 3.2.1 3.2.2 3.2.3 3.2.4 Difficulties from teachers Difficulties arising from the testing system Difficulties from the teaching and learning environment Recommendations For the students For the teachers Reform of the current English testing system Improving the teaching / learning environment 36 PART C: CONCLUSION 42 Conclusions Limitations Suggestions for further study REFERENCES 43 APPENDIXES I Appendix Questionnaire for the teachers Appendix Lesson observation sheet Appendix Interview questions I 38 38 38 38 40 41 41 44 44 VII VIII LIST OF TABLES TABLES Page 1 Teachers‟ teaching experience 17 2 The teachers‟ experience of teaching 17 3 Teachers‟ CLT training background 18 4 Teachers‟ opinions about the most suitable method for teaching speaking 18 5 Teachers‟ information about the enrichment of knowledge on CLT 19 6 Teachers‟ confidence about perception on CLT 19 7 Teachers‟ point of view about CLT 20 8 Teachers‟ understanding about CLT 22 vi 9 The frequency of activities used in the classrooms 22 10 10 Teachers‟ error correction 24 11 11 The frequency of changing the position of students‟ seat, tables and benches for the lesson situations 25 12 Teachers‟ opinions about the currently-used textbook 25 11 13 Teachers‟ difficulties in their teaching 26 14 Teachers‟ self-assessment of their application of CLT 28 15 Classroom observation (teacher 1) 29 16.Classroom observation (teacher 2) 30 17 17 Classroom observation (teacher 3) 31 vii PART A : INTRODUCTION Rationale for the study It cannot be denied that foreign language teaching from schools to colleges and universities in Vietnam has been granted increasing supports from educational authorities, regarding the demand of Vietnamese young population for a better means of communication with the world English is one of the foreign languages that are compulsory and widely taught in our colleges and universities The most important issue in this field, which has presented various complicated problems for generations of foreign language teachers in Viet Nam as well as anywhere in the world, is the adoption of an appropriate language teaching method However, there are differences in situations of English language teaching among teachers from different schools or colleges as well as different areas In the context of Thai Nguyen College of Economics and Finance (TCEF), English has been taught as Business English and a compulsory subject for non-major students The teaching methodology, especially in communicative situations therefore is obviously a very significant aspect in foreign language methodology and needs to be taken into much consideration The textbook “Business Basics” has just been applied widely in a lot of universities and colleges It has 12 units with interesting topics Every unit consists of lessons and each lesson includes all four skills (Reading, Speaking, Listening and Writing) and a Language focus one This book was designed with various learning tasks, the purpose of which is to set up communicative situations for students to practise English language Furthermore, the book focuses on learners‟ communicative competence without ignoring learners‟ linguistic competence It is also accompanied with a great number of team work and group work activities to develop students‟ communicative competence And students have chances to listen to both native and non-native English speakers from the tapes/ CDs accompanied with the books Having worked with the book “ Business Basics” for several years, I have noticed that a number of problems faced by the 2nd year students at TCEF still exist in the process of English communicative learning I have realized from my observation and experience for years that many of the 2nd year students produced various kinds of speaking errors in their English learning A lot of my colleagues complained that a considerable number of their students could not even give a simple answer or speak a simple sentence One of the main reasons, found from a quick interview on these students, is that they not know how to use words and pronounce them correctly and communication seems to be hard for them As a result, the students cannot avoid the feeling of much anxiety in their speaking activities and consequently English turns to become a very challenging subject for them to accomplish at college despite the fact that there are listening parts for students to practice in the text book Business Basics However, students there seem to get nothing after listening There are some reasons for me to take the application of CLT to speaking teaching into consideration, rather than others First of all, for some time, English teaching in Vietnam has been strongly influenced by the traditional methods Emphasis has been placed on the mastery of language structures rather than on how language is used That‟s the reason why teachers as well as students are used to concentrating on grammatical items Students are asked to translate or analyze the text grammatically Teachers usually spend most of the time in class explaining the form of the language to students who were passive listeners The result of this kind of teaching and learning, of course, has been far from satisfactory That means that students might be structurally competent but communicatively incompetent They have encountered a lot of problems when dealing with English in real life given in the context of TCEF whose students are trained to be accountants, businessmen The recent political and economic developments in Viet Nam have stimulated the learners‟ interest in learning English for communication So the need for communication in English has changed from an emphasis on teaching grammar to an emphasis on teaching communication Speaking skill nowadays plays a much more important role in modem English than ever before In order to have a look at situation realistically about the usefulness and application of the new method - Communicative language teaching (CLT) in English language teaching at my college for the second year students, I would like to devote my time and effort to investigating the current speaking teaching situation at TCEF including teaching methods, difficulties faced by the teachers and students, facility… then finding out how CLT is applied to teaching speaking there Especially, the study will recommend suitable and specific communication activities for the second year students at TCEF Objectives of the study The main objectives of this study are as follows: To identify and investigate the current situation of English language teaching at Thai Nguyen College of Economics and Finance by focusing on studying the following conditions: The teachers with their perceptions of CLT and their CLT practical application, the students and the teaching and learning environment To find out difficulties that the teachers of English at Thai Nguyen College of Economics and Finance experience when applying CLT To give some suggested solutions on how to improve the quality of teaching English when using CLT Research questions The basic research questions for the study are :  How is English being taught to the second year students at Thai Nguyen College of Economics and Finance in the light of CLT?  What are the dificulties that the teachers of English at TCEF experience when applying CLT ?  What are the solutions to improve the quality of teaching English when using CLT? Scope of the study For the limitation of time, conditions, and materials, this study only focuses on some major factors affecting English teaching at TCEF when working with the book “Business Basics” by David Grant (2001) and the second year students in the light of CLT In addition, this thesis only focuses on studying the following contents: the teachers with their perceptions of CLT and their CLT practical application, the examination, the new English textbook, the students and the teaching and learning environment Methodology The study is designed using the quantitative method to obtain its aims and objectives Below is a description of the subjects, the instruments, and procedures employed for the study 5.1 The subjects There are two types of subjects participating in the study The first type is the teachers who have been working at TCEF.They are both male and female, aging from 25 to 45 and have worked with the book “Business Basics” for at least years The other is the s e c o n d year students at TCEF First, s i x teachers who are working with students were invited to participate in a questionnaire survey held by the researcher Before participating in the questionnaire of this survey, the names, age and personal information of these teachers will be kept secret Second, three teachers and two classes K763A1 & K763A2 including 120 students were chosen at random for class observation (with no attempt to select the most or the least experienced teachers as well as the best or the worst students) Finally, four teachers (two are the most and two are the least experienced teachers) were chosen to take part in a n i n t e r v i e w 5.2 Instruments 5.2.1 Questionnaires The information is collected from six teachers of English who teach at Thai Nguyen College of Economics and Finance Fourteen questionnaires for teachers aimed at collecting information about their age, their experience of teaching English, and their awareness of CLT Besides, the questionnaire is also aimed at investigating the teachers‟ techniques of teaching speaking, their difficulties in teaching English Secondly, the researcher only used questionnaires and observations as the main instruments for data collection beside the interview questions In order for the obtained results to have been more reliable, the researcher should have applied other instruments for data collection Hence, in the near future, the researcher would like to conduct the same study but with a larger scale that can overcome the above weaknesses of this study Suggestions for further study Designing supplementary speakings for every unit in the lessons in familiar topics and of suitable length and language level 43 REFERENCES  Allwright, D 1984 Why don’t learners learn what teachers teach?-The interaction hypothesis In Language learning in formal and informal contexts, ed D M Singleton and D G Little Dublin: IRAAL  Bock, G (2000) Difficulties in Implementing Communicative Theory in Viet Nam Teacher;s Edition.VUN  Canh, Le Van (2004) Understanding Foreign Language Teaching Methodology, VNU Publishing House  David Grant and Robert McLarty, (1995) Business basics Oxford University Press  Dubin, Fraida, and Elite Olshtain, (1986) Course design: Developing programs and materials for language learning Cambridge: Cambridge University Press  Ellis, R (1994) The Study of Second Language Acquisition Oxford: Oxford University Press  Gahin, G & Myhill, D (2001) The communicative approach in Egypt: Exploring the secrets of the pyramids TEFL Web Journal,  Freeman, D.L (1986) Techniques and Principles in Language Teaching Oxford University Press  Hao, Luan Thi Phuong, (2010) The current situation of English language teaching to the grade 10 at Dong Hy Upper Secondary school, MA Thesis  Harmer, J (1991) The Practice of English Language Teaching London: Longman  Harmer, J (1998) How to Teach English New York: Addison Wesley Longman Limited  Hird, B (1995) How communicative can English language teaching be in China? Prospect 10/3 Australia  Larsen-Freeman Techniques and Principles in Language Teaching Trade ,Oxford University Press, 1986 44  Le Thi Hong Duyen, ( 2007) A Study on Teaching Techniques for Helping Students at some High Schools in Hai Phong City to Overcome Difficulties in Learning Oral Skills in The New Set of English Textbooks, M.A Thesis, CFL-VUH  Li, D (1998) “It is Always More Difficult Than You Plan and Imagine” Teachers‟ Perceived Difficulties in Introducing the Communicative Approach in South Korea TESOL Quarterly  Littlewood, W (1981) Communicative Language Teaching, Cambridge: Cambridge University Press  Littlewood, W (1990), Communicative Language Teaching An Introduction Cambridge: Cambridge University Press  Littlewood, W (1992) Teaching Oral Communication A Methodological Framework Cambridge: Cambridge University Press  Littlewood, W (1998) Foreign and Second Language Teaching Cambridge: Cambridge University Press  Lewis,M & Mc Cook, F.(2002) Cultures of teaching : Voices from Vietnam ELT journal  Nunan, D.(1991) Language Teaching Methodology UK: Prentice-Hall International  Nunan, D.(1999) Second LanguageTteaching and Learning Boston Mass  Pham Thi Thuan, ( 2005 ) An Investigation into the Reality of Teaching and Learning English in an Upper-Secondary School in a Remote Mountainous Area of VietNam, M.A Thesis, CFL- VUH  Richards, J.C and Rodgers, T.S (1986) Approaches and Methods in Language Teaching Cambridge University Press  Sheils, J (1993) Communication in the Modern Language Classroom London: Council of Europe Press  To, T.H, Hoang, X.H, and Tran H.L (2005) “Might CLT be successfully applicable in Vietnam, especially in the English department” ASIA TEFL Conference, Beijing 45  Tran Hien Lan, ( 2007) A Study on How to Teach Speaking Communicatively to Grade 10 Students at Tran Phu High School, M.A Thesis, CFL- VUH  Tran H.L (2004) “Dạy bốn kỹ theo đường hướng giao tiếp” CFLVNUH  Van, Hoang Van (2006) Đổi phương pháp dạy học Tiếng Anh THPT Việt Nam Nha Xuat ban Giao duc  Websites:The advantages of communicative language teaching approach Issuer: From Asia.Tesol Views  Essential Principles of the Communicative Approach Communicative Lesson arehttp:// www American.edu/tesol/CA%20Characteristics.pdf 46 47 APPENDIXES APPENDIX Questionnaire for the teachers The aim of this questionnaire is to find out the current situation of English language teaching in the light of CLT of the second year students at Thai Nguyen College of Economics and Finance I am highly appreciated with your completion of this questionnaire The data collected from this questionnaire is used I the research paper only, not for other purposes Please complete the following questions You may put a tick in any boxex or circle the choices that are the most suitable for you What is your age ? .years old How long have you been teaching English? For………………years Have you ever taken part in a training course about CLT ? Options Yes No Others 4: In your opinion, what is the most suitable approach for your teaching at present? Teachers’ opinions about the suitable method for their teaching English at present Communicative Language Teaching The Direct Method Combination of GTM and CLT The Audio-Lingual Method The Grammar-Translation Method (GTM) I % Do you usually improve your knowledge of CLT by reading books or taking part in seminars, workshops? Options % Often Sometimes Never Are you confident of your understanding about the principles, characteristics of CLT ? Options % Yes No Not sure 7: According to you, CLT… According to you… % CLT ‟s final goal is students‟ communicative competence CLT always emphasizes fluency over accuracy CLT is learner-centered CLT focuses on meaningful tasks rather than on language itself CLT does not teach grammar CLT is used only for teaching speaking and listening skill What you think about the following key concepts, principles and characteristics? Key concepts, principles and characteristics A textbook alone is not able to cater for all the II Agree Disagree Uncertain (%) (%) (%) needs and interests of the students The teacher must supplement the textbook with other Group work activities take too long to organize and waste a lot of valuable teaching time Group work activities have little use since it is very difficult for the teacher to monitor the students' performance and prevent them from using their mother tongue Grammatical correctness is the most important criterion by which language performance should be judged Group work activities are essential in providing opportunities for co-operative relationship to emerge and in promoting genuine interaction among students Group work allows students to explore problems for themselves and thus have some measures of control over their own learning It is therefore an invaluable means of organizing classroom experiences For students to become effective communicators in in the foreign language, the teachers' feedback must be focused on the appropriateness and not the linguistic form of the students' responses The learner- centered approach to language teaching encourages responsibility and self- discipline and allows each student to develop his/ her full potential By mastering the rules of grammar, students III t become fully capable of communicating with another The role of the teacher in the language classroom is to impart knowledge through activities such as explanation, writing and example The teacher should correct all the grammatical errors student make If errors are ignored, this will result in imperfect learning The communicative approach to language teaching produces fluent but inaccurate learners It is impossible in a large class of students to organize your teaching so as to suit the needs of all Tasks and activities should be negotiated and adapted to suit the students' needs rather than imposed on them How often are the following activities used when you teach a lesson in your class? Activities Very Often Sometimes Seldom Never Often(%) (%) Practicing dialogues Reading some passages aloud Describing pictures Writing vocabulary on the board and students copy down Peer correction Making sentences with new words Doing grammar exercises Explaining grammar rules or new IV (%) (%) (%) structures Translating Discussing in pairs or group works Substitution drills Doing role-plays/Dramatizing the conversation Playing games/ singing English songs Others 10 The things you often when your students make mistakes? Teachers’ error correction % Mark students‟ errors then students correct the themselves Correct errors for all students Ask students to correct errors for each other Ignore students‟ errors Collect students‟ errors and correct them later Correct as soon as your students make errors Correct yourself all errors of your students 11 How often you change the sitting of the students or tables and benches for suitable lesson situation? The frequency of changing the position of students’ seat, tables and benches for the lesson situations Often Sometimes Seldom Never 12 You think that in the current textbook: V % English textbook’s evaluation in CLT application Yes (%) No (%) The exercises/ tasks are a little bit long and difficult There should be more authentic materials There should be more communicative activities There are enough audio/ visual aids to use with the unit The number of communicative activities should be reduced Communicative activities are relevant to your students' background knowledge The topics deal with current issues The exercises / tasks are properly designed for CLT There is not enough time to develop other CLT materials in the English classes There is not enough time to cover all the activities, content, tasks, exercises in the textbook The topics are interesting 13 What difficulties you meet when you apply CLT in teaching the students with Business Basics? Difficulties in the implementation of CLT in teaching You not understand CLT well hindrance for CLT application Students' preference of speaking Vietnamese in class Students' uneven participation in class activities Students' low level of English proficiency VI % The grammar-based examinations not justify using CLT Lack of authentic teaching materials Limited motivation in learning Using modern visual teaching aids in teaching speaking Mixed-ability class The amount of the English periods per week is not enough to adopt CLT Others 14 What degree you evaluate your success in applying CLT to your teaching the second year students at your college? Options % Very successful Successful OK Not successful The reason for not success VII APPENDIX Lesson observation sheet College : Thai Nguyen College of Economics and Finance Class : K763A1 & K763A2 Date of observation: 15.06.20012 * The role of the teacher 1.Use of equipment: no (1 5) 2.Amount of the teachers' talking time: 28 minutes (2 10) 3.Error correction: frequent (2 10) 4.Instruction/ Questions: use much Vietnamese (1 5) 5.Classroom atmosphere: teacher- centered focus (1 5) 6.Use of authentic materials: pictures (1 5) 7.Create genuine, realistic situation: sometimes (1 5) * Communicative task/ activities 1.Number of students participating: not all participated (1 5) 2.Related to lesson objectives (2 10) VIII 3.Amount of student practice time: 10', not much (2 10) 4.Meaningful, relevant and suitable tasks (2 10) 5.Organization, facilitation of pair and group work: ineffective (2 10) * Accuracy/ fluency of teacher 1.Pronunciation and intonation (1 5) 2.Grammatical accuracy and fluency (1 5) Amount: 65 Key of the class observations: The scale: (1-5) - less focused (2- 10) - more focus (86- 100) - very effective teaching (70-85) - effective teaching (55-69) - adequate teaching that needs some improvement (0-54) - less than adequate teaching that needs improvement NA A - not apply - apply IX APPENDIX 3: Interview questions for the teachers What you think about the current situation of English language teaching in the light of CLT at TCEF ? In the classroom,do you often teach speaking skill for your students and how you teach it? What you suggest to improve the teaching and learning at TCEF ? X ... motivation, proficiency and learning style, authentic materials, teaching and learning materials, the support of the administration, teaching and learning environment, time, examination, and cultural... Communicative language teaching (CLT) in English language teaching at my college for the second year students, I would like to devote my time and effort to investigating the current speaking teaching. .. think that CLT is suitable for their teaching situation at present out of teachers (67%) teach with a combination of the grammar- translation method and the communicative language teaching approach