Hiệu quả của các hoạt động giao tiếp lên khả năng đọc tiếng Anhcủa học sinh tại trường THPT Bạch Đằng

Hiệu quả của các hoạt động giao tiếp lên khả năng đọc tiếng Anhcủa học sinh tại trường THPT Bạch Đằng Hiệu quả của các hoạt động giao tiếp lên khả năng đọc tiếng Anhcủa học sinh tại trường THPT Bạch Đằng luận văn tốt nghiệp thạc sĩ

THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES LE THI QUYNH YEN THE EFFECTIVENESS OF COMMUNICATIVE ACTIVITIES ON STUDENTS’ PERFORMANCE IN ENGLISH READING SKILLS AT BACH DANG HIGH SCHOOL Hiệu hoạt động giao tiếp lên khả đọc tiếng Anh học sinh trường THPT Bạch Đằng M.A THESIS (APPLICATION ORIENTATION) Field: English Linguistics Code: 8220201 Supervisor: Dr Nguyen Thi Mai Huong Dr Nguyen Thi Que THAI NGUYEN – 2019 i STATEMENT OF AUTHORSHIP This is to certify that the thesis entitled “The Effectiveness of Communicative Activities on Students’ Performance in English Reading Skills at Bach Dang high school” has been written by me and the work in it has not previously been submitted for a degree In addition, I also certify that all information sources and literature have been indicated in the thesis Thai Nguyen, June 2019 Le Thi Quynh Yen Approved by SUPERVISORS Supervisor 1: Dr Nguyen Thi Mai Huong Supervisor 2: Dr Nguyen Thi Que ii DEDICATION To my parents who taught me to be more patient, My siblings, My husband, Nguyen Huu Tuyen My son, Nguyen Hai Tung My son, Nguyen Thai Son And my friends For their endless support And being my constant sources of inspiration iii ACKNOWLEDGEMENTS During the process of carrying out this study, I have received a large amount of contribution and support from many people First, I would like to express the deepest gratitude to my supervisors, Dr Nguyen Thi Mai Huong and Dr Nguyen Thi Que, for their invaluable encouragement and useful advice during the whole process of this master thesis Without his help, this paper could not have been completed Next, I am thankful to all my lecturers as well as staff at School of Foreign Languages, Thai Nguyen University for their great supports and suggestions Also, I am grateful to the teachers of English and the students at Bach Dang high school for their immense help and participation Finally, my special thanks go to my beloved family and friends for their love, care and support during my MA course, especially on the completion of this thesis Thai Nguyen, July 2019 iv ABSTRACT The goal of this study attempted to test for the effectiveness of Communicative activities in teaching English reading for the course book English grade 11 by MOET The respondents of the study were 30 matched pair students who were studying at grade 11 at Bach Dang high school, Quang Yen district, Quang Ninh Province during their second semester of the academic school year 2018-2019 The experiment was conducted in class-hours for the class within two months The t-test for dependent or correlated samples was applied to determine the significance of the differences between the means of the control group and experimental group The result proved that Communicative Approach is more effective in improving students’ competence in English than the traditional method As a consequence, it is recommended that teachers of English take into serious consideration all the conditions to apply these innovative approaches as well as combine harmoniously different methods in their teaching so that they could facilitate the students’ learning to reach their utmost acquisition of the language v TABLE OF CONTENTS Preliminaries Page TITLE PAGE ………………………………………………………… i APPROVAL SHEET………………………………………………… ii DEDICATION ……………………………………………………… iii ACKNOWLEDGMENT …………………………………………… iv ABSTRACT ………………………………………………………… v TABLE OF CONTENTS …………………………………………… vi LIST OF ABBREVIATIONS viii LIST OF TABLES …………………………………………………… ix LIST OF FIGURES ………………………………………………… x LIST OF APPENDICES… ………………………………………… xi Chapter Page 1 INTRODUCTION 1.1 Introduction…………… …… …… ………………………… 1.2 Aims of the study ………………….………………………… 1.3 Scope of the study…….……………………………………… 1.4 Significance of the study………… ……………………… 1.5 Definition of terms.………………………………………….… 1.6 Outline of the study………………………………………….… REVIEW OF LITERATURE AND STUDIES 2.1 Communicative Language Teaching Approach………………… 2.2 Communicative Competence… …………………………… 2.3 Methodology Framework of Communicative Activities 2.4 Groupwork as a Communicative Activity in teaching Reading… 10 2.5 Roles of Teachers and Students in CLT….……….…………… 13 2.6 Studies on CLT and Teaching Reading Comprehension……… vi 15 2.7 Concluding remarks…………………………………………… 17 18 RESEARCH METHODOLOGY 3.1.Research Design.… ……………………….…………………… 18 3.2 Participants………………………………………… 18 3.3 Data Collection Instrument.…………………………………… 19 3.4 Data Collection Procedure …………………………………… 19 3.5 Data Analytical Method………………………………………… 20 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 22 4.1 Comparison of Data of the Pre-test Scores of the Control and Experimental Groups… …………………………………………… 22 4.2 Comparison of Data of the Post-test Scores of the Control and Experimental Groups………………………………………………… 25 4.3 Comparison of Data of the Pre-test and Post-test Scores of the Control Group (Using the Traditional Method)…………………… 28 4.4 Comparison of Data of the Pre-test and Post-test Scores of the Experimental Group (using the Communicative Language Teaching) 31 4.5 Comparison of the Mean Gain Scores of the two groups……… 34 SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS 38 5.1 Summary……….….….…………………………… 38 5.2 Findings… …………….….………………………………… 39 5.3 Conclusions…………………………………………… 40 5.4 Recommendations……………………… ………… 41 REFERENCES 42 vii LIST OF ABBREVIATIONS Abbreviation Full word MOET: Ministry of Education and Training CLT: Communicative Language Teaching NFLP: The National Foreign Language Project EFL: English Foreign Language viii LIST OF TABLES Page Table Statistical Treatment of the data Table Comparison of Pre-test Scores of the Control and Experimental Groups Table 23 T-test Results of the Pre-test Scores of the Control and Experimental Groups Table 26 Comparison of Post-test Scores of the Control and Experimental Groups Table 26 T-test Results of the Post-test Scores of the Control and Experimental Groups Table 29 Comparision of the Pre-test and Post Test Scores of the Control Group Table 29 T-test Results on the Pre-test and Post-test Scores of the Control Group Table 32 Comparision of the Pre-test and Post test Scores of the Experimental Group Table 32 T-test Results on the Pre-test and Post-test Scores of the Experimental Group Table 10 Table 11 22 34 Comparison of Mean Gain Scores of the Control and Experimental Groups 35 T-test for Two Independent Samples for Mean Gain Scores 38 ix LIST OF FIGURES Page Figure Framework of communicative activities in teaching Figure Distribution of the Pre-test Scores of the Control and Experimental Groups Figure 25 Distributions of the Post-test Scores of the Control and Experimental Groups Figure 28 Distribution of the Pre-test and Post test Scores of the Control group Figure Figure 10 31 Distribution of the Pre-test and Post-test Scores of the Experimental Group 34 Distribution of Mean Gain Scores of Two Groups 38 x CHECK FOR T-TEST FOR RELATED SAMPLES t-Test: Paired Two Sample for Means Variable Mean Variance Observations Pearson Correlation Hypothesized Mean Difference Df t Stat P(T