Áp dụng phương pháp dạy học theo đường hướng giao nhiệm vụ trong việc dạy kĩ

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIOAL STUDIES FACULTY OF POST- GRADUATE STUDIES BÙI THỊ THUỲ DƯƠNG APPLICATION OF TASK-BASED LANGUAGE TEACHING IN TEACHING SPEAKING TO THE 1ST YEAR NON-ENGLISH MAJOR STUDENTS: AN ACTION RESARCH AT HANOI UNIVERSITY OF BUSINESS AND TECHNOLOGY ÁP DỤNG PHƯƠNG PHÁP DẠY HỌC THEO ĐƯỜNG HƯỚNG GIAO NHIỆM VỤ TRONG VIỆC DẠY KĨ NĂNG NĨI CHO SINH VIÊN NĂM THỨ NHẤT KHƠNG CHUN TIẾNG ANH: NGHIÊN CỨU HÀNH ĐỘNG TẠI TRƯỜNG KINH DOANH VÀ CÔNG NGHỆ HÀ NỘI M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 HA NOI, 2015 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIOAL STUDIES FACULTY OF POST- GRADUATE STUDIES BÙI THỊ THUỲ DƯƠNG APPLICATION OF TASK-BASED LANGUAGE TEACHING IN TEACHING SPEAKING TO THE 1ST YEAR NON-ENGLISH MAJOR STUDENTS: AN ACTION RESARCH AT HANOI UNIVERSITY OF BUSINESS AND TECHNOLOGY ÁP DỤNG PHƯƠNG PHÁP DẠY HỌC THEO ĐƯỜNG HƯỚNG GIAO NHIỆM VỤ TRONG VIỆC DẠY KĨ NĂNG NÓI CHO SINH VIÊN NĂM THỨ NHẤT KHÔNG CHUYÊN TIẾNG ANH: NGHIÊN CỨU HÀNH ĐỘNG TẠI TRƯỜNG KINH DOANH VÀ CÔNG NGHỆ HÀ NỘI M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Assoc Prof Dr Nguyễn Văn Độ HA NOI, 2015 CANDIDATE’S STATEMENT I certify that the minor thesis entitled: “Application of task-based language teaching in teaching speaking to the 1st year non-English major students: An action research at Hanoi University of Business and Technology” is submitted in partial fulfillment of the requirements for the degree of Master of Arts is the result of my own work and this thesis has not been submitted for any degree to any other university or tertiary institute Signature: Date: November 30th, 2015 i ACKNOWLEDGEMENTS I would like to express my sincere gratitude to my supervisor, Assoc Prof Dr Nguyễn Văn Độ, who helped, supported and encouraged me while I conducted this study Without his helpful comments, value advice and considerable assistance, this study could not have been completed I want to thank all lecturers of the Department of Post Graduate, University of language and international studies, Vietnam national University for providing me best conditions to fulfill my study I also want to express my appreciation to my colleagues and my students at Ha Noi University of Business and Technology for their excellent assistance and cooperation in collecting data for the study Last but not least, I would especially thank my family, my close friends and my classmates who supported and encouraged me to conduct this study ii ABSTRACT It is the fact that speaking is one of the most important skills However, the teaching and learning English speaking at Ha Noi University of Business and Technology are still far from satisfactory, which has urged the researcher to carry out the present study By describing and analyzing the survey questionnaire, pre-test and post-test collected, the researcher managed to find out the reasons for the students‟ weak speaking skill and justify the effectiveness of using task-based language teaching to improve the students' speaking skill Although the research has revealed some limitations, its findings prove that task-based language teaching improves students‟ speaking skill Besides, this study has provided some implications for the teaching of English speaking skill for Vietnamese students With detailed investigations and valid findings, the researcher believes that this study is a reliable and useful source of reference for language classes in general and for any learners and teachers who share the same concern iii LIST OF ABREVIATIONS HUBT : Ha Noi University of Business and Technology TBLT : Task-based language teaching TBT : Task-based teaching TBL : Task-based learning ESL : English as a second language EFL : English as a foreign language PPP : Presentation-Practice- Production % : Percentage iv LIST OF CHARTS, TABLES AND GRAPHS Chart 1: Students‟ attitude towards speaking skill 22 Chart 2: Students‟ interest towards speaking skill 22 Table 1: Students‟ motivations 23 Table 2: Students‟ learning styles 24 Table 3: Students‟ problems in learning speaking skill 25 Table 4: Students‟ comments on their previous teachers‟ teaching 27 methods Table 5: The comparison of the percentage of students who passed the passing grade 29 Graph 1: Students‟ opinions on speaking activities in the textbook 26 Graph 2: The score of students‟ speaking competence 28 Graph 3: Improvement of the students‟ speaking competence 29 v TABLE OF CONTENT CANDIDATE‟S STATEMENT i ACKNOWLEDGEMENTS ii LIST OF ABREVIATIONS iv LIST OF CHARTS, TABLES AND GRAPHS v PART I: INTRODUCTION 1 Rationale of the study Aims and objectives of the study Research questions Scope of the study Method of the study Significance of the Study Design of the study PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Speaking in foreign language learning 1.1.1 Definition of speaking 1.1.2 Teaching speaking 1.1.3 Components of Speaking 1.1.4 Testing speaking 1.2 Task-Based Language Teaching 1.2.1 Definition of TBLT and characteristics of TBLT 1.2.2 Definition of a task 1.2.3 Components of the task-based teaching Framework 1.2.4 Advantages of using task based language teaching 11 1.3 Previous studies relating to applying TBLT in teaching speaking skill 12 1.3.1 In Taiwan 12 1.3.2 In Viet Nam 13 1.4 Summary 13 vi CHAPTER 2: METHODOLOGY 14 2.1 Action research 14 2.1.1 An overview of action research 14 2.1.2 Rationale for the use of an action research 15 2.2 Description of the context of the research 15 2.2.1 The current situation of teaching and learning English at HUBT 15 2.2.2 The teaching program and material 17 2.3 Description of the research 17 2.3.1 Subject of the research 17 2.3.2 Data collection instruments 17 2.3.2.1 Questionnaire 17 2.3.2.2 Interviews 18 2.3.2.3 Tests 18 2.3.3 The action procedures 19 2.3.4 Data analysis procedures 21 CHAPTER 3: DATA ANALYSIS AND DISCUSSION 22 3.1 Analysis of questionnaire 22 3.1.1 Students‟ attitudes towards speaking skill 22 3.1.2 Students‟ motivations and learning styles 23 3.1.3 Students‟ difficulties in learning speaking skill 25 3.1.4 Students‟ opinions on speaking activities in the textbook 26 3.1.5 Teachers‟ teaching methods in speaking class 26 3.2 Analysis of test 28 3.3 Analysis of interview 30 3.4 Discussion about the research questions 31 3.4.1 What are the possible reasons that lead to students‟ weak speaking skill?31 3.4.2 To what extent does task-based language teaching improve students‟ speaking skill? 32 3.5 Summary 33 PART III: CONCLUSION 34 vii Conclusions 34 Recommendations 35 2.1 The teachers 35 2.2 The students 36 2.3 The other researchers 36 Limitation of the study 36 Suggestions for further research 37 REFERENCES 38 APPENDIX I STUDENTS‟ QUESTIONNAIRE I APPENDIX IV INTERVIEW QUESTIONS .IV APPENDIX V SPEAKING TEST (Pre-test) V APPENDIX VII SPEAKING TEST (Post-test) VII APPENDIX IX THE ACTION PROCEDURES IX APPENDIX X ENGLISH SPEAKING ABILITY EVALUATION X APPENDIX XI DESCRIPTION OF A SAMPLE TASK-BASED SPEAKING LESSON .XI APPENDIX XIV TRANSCRIPT OF STUDENTS‟ ANSWERS IN THE INTERVIEW XIV APPENDIX XV AN OVERVIEW OF THE RESEARCH PROGRAM FOR FIRST YEAR STUDENTS XV APPENDIX 10 XVIII TRANSCRIPT OF TASK SAMPLE XVIII viii APPENDIX SPEAKING TEST (Pre-test) Level: Elementary Part 1: Self- introduction (3 minutes) What is your name? Can you spell it? Where are you from? What is your hobby? Do you like learning English? Why? Part 2: Work in pairs Role-play this situation (7 minutes) Student A Part 1: Part 2: You plan to visit one of your A visitor from head office (Student B) company‟s overseas offices for a contacts you about a visit Use these notes week Student B works there Ask to answer his/her questions him/her for this information: B: Can I use a computer?  rent a car at the airport? A: Yes, you can You can use the computer Can I rent a car at the airport? in my office  change money at the airport?  No, ….It‟s better on Wednesday  walk from the hotel to the office?  No,… The office isn‟t open until a.m  use the Internet at the office?  Yes,…., but it‟s very busy at lunchtime  Yes,… You can use the computer in my office V Student B Part 1: Part 2: A visitor from head office (Student A) You plan to visit one of your company‟s contacts you about a visit Use these notes overseas offices for a week Student A to answer his/her questions works there Ask him/her for this A: Can I rent a car at the airport? information: B: No, you can’t It’s a very small airport  use a computer?  No,….It‟s too far You need to take a taxi Can I use a computer?  No,….It‟s a very small airport  get lunch in the canteen?  Yes,…We have Wi-Fi  meet you on Monday at a.m?  Yes,…but the exchange rate is not good  visit some customers on Tuesday? VI APPENDIX SPEAKING TEST (Post-test) Level: Elementary Part 1: Self- introduction (3 minutes) What is your name? Can you spell it? Where are you from? What you in your free time? Do you like travelling abroad? Why? Part 2: Work in pairs Role-play this situation (7 minutes) Student A Part 1: Part 2: You have a new job abroad Student B has a new job abroad You live in Student B lives there Ask him/her that country Use these notes to answer his/her about these points: questions  international school? B: Are there any good restaurants? Is there an international school? A: Yes, there are lots of good local restaurants  good local transport?  No,… any cinemas  big supermarkets?  Yes,… lots of good local restaurants  houses to rent with gardens?  No,…., but you can swim in one of the hotels  Yes,….tennis club with five courts VII Student B Part 1: Part 2: Student A has a new job abroad You live in You have a new job abroad that country Use these notes to answer his/her Student A lives there Ask questions him/her about these points: A: Is there an international school?  good restaurants B: Yes There’s a very good American school Are there any good restaurants?  Yes.….some, but…more apartments  tennis courts  Yes…very good American school  swimming pool  Yes,…and it‟s very cheap  cinemas  No, but…lots of small shops and a market every day VIII APPENDIX THE ACTION PROCEDURES Weeks 10 Steps & Method Instruments Step 1: Problem Identification (pre-test) * Step 2: Preliminary Investigation (questionnaire ) * Step 3: Intervention TBL1 ( Introduction to the research program, post-test & interview) TBL2 TBL3 TBL4 TBL5 TBL6 TBL7 Step 4: Evaluation * * * * * * * * IX APPENDIX ENGLISH SPEAKING ABILITY EVALUATION Pre-test / Post-test Student ……………………… Assessor ………………… Date……………………… Score Content Fluency Vocabulary Grammar Pronunciation Manner Total Score………………………… X APPENDIX DESCRIPTION OF A SAMPLE TASK-BASED SPEAKING LESSON Topic: The company Time: 60 minutes Materials: course book, Goal: Students can be able to oral communicate in each group and in each pair Enable objectives: By the end of the lesson, the students will be able to:  Pronounce and tell the meaning of the vocabulary in the course book  Use the sentence in the present simple or present continuous structure  Make a presentation about their company in front of class  Use eye contact and know how to express the body language during speaking Vocabulary: employ, best-selling, workforce, subsidiary, headquarter, domestic, develop… Structure: Present simple & Present continuous Methods of teaching: A Pre-task ( 15m)  Teacher introduces and defines the topic  Teacher pre-teaches the new vocabulary, useful words and phrases  Teacher asks students a question Teacher: Have you been to or given a presentation recently? Student: Yes, I have Teacher: What you think makes a good presentation? Student: I think that the content makes a good presentation XI  Teacher provides the structure of a presentation and asks students to write down in their notebook Greeting Good morning/ afternoon I‟m… Hello, everyone Nice to see you again Hi, I‟m….Good to see you all Topic My subject today is our new product launch I‟d like to talk to you about the bonus scheme I‟m going to talk about our sales strategy The subject of my presentation is overseas expansion Plan of the talk There are three parts to my presentation My presentation is in three sections Firstly,… Secondly, … Finally,… Aims By the end of my presentation, you will have a clear idea of the new system By the end of my talk, you will understand how/why this benefits us all At the end of the presentation, you will know more about the direction we plan to take  Teacher tells students that they are going to use the notes to prepare an introduction to a presentation  Teacher divides students into two pairs or groups and asks them to role play Role A Role B Topic : The launch of your company‟s Topic : Your company‟s new new product teleconferencing system Plan: Plan : The background to the launch The background – why we need to change The features of the new product The new system and its benefits The advertising and marketing plans How to use it and to report faults Aim : To give a clear idea of the sales Aim: To give a clear idea of how the new XII potential of the product teleconferencing system improves communication in the company B Task cycles ( 35 minutes) Task (10 minutes)  Students works in pairs or groups to make a presentation Planning ( 10 minutes)  Each pair and group rehearses about their presentation Teacher moves around and assists them if necessary while the students are doing the task and encourage them to communicate Report ( 15 minutes)  Class listen to some pairs and groups presenting their topic while they report and share ideas  Teacher gives feedback on contents, or form C Language focus ( 10 minutes)  Teacher writes on the board some good phrases used by students during the tasks and writes some wrong phrases or sentences and asks them to correct them  Teacher highlights some words and phrases that need to be remembered  Teacher evaluates the selected language in order to upgrade students‟ awareness XIII APPENDIX TRANSCRIPT OF STUDENTS’ ANSWERS IN THE INTERVIEW Teacher: How you feel about the lesson today? Student 1: I feel the lesson today is quite interesting and familiar with me Student 2: It is better today than it is Student 3: The lesson is funny and relaxing today Teacher: Do you think that task-based lesson improves your speaking skill more than non-task-based lesson? Student 1: Yes, I see task-based lesson improves my speaking skill more And I can join in the activity and talk my ideas but I often express my ideas in Vietnamese because it is quite difficult to say everything in English In fact my English vocabulary is bad Student 2: Tasks in task-based lesson help me to be active in the class I can talk a lot and give my opinions confident and I never like that before But, I have some difficulties in task-based lesson when I work with my partner or group members, sometimes my partner did not talk and she talked too slow; so I felt not understand Student 3: For me, task-based lesson is very effective and helps me to speak and the topic is useful and practical for my future jobs but sometimes, I lack of ideas to present and don‟t know the way to arrange them suitable Teacher: What you think the teacher should to help participate more actively in the next task-based lesson? Student 1: The teacher should supply us with more vocabularies and structures and let us practice the words longer and more carefully in Pre-task stage Student 2: The teacher ought to put good students into pairs or in groups so that we could complete the task easily Student 3: I think the teacher should point out our mistakes detail and give the comments for us at the language focus (post-stage part) so that we can not repeat the wrong mistakes before XIV APPENDIX AN OVERVIEW OF THE RESEARCH PROGRAM FOR FIRST YEAR STUDENTS Week Out – of - In - class class Course book Research program Unit A: Revision Unit 5: Food and Introduction entertaining Revision Revision to the research Speaking pre- program test Observation Unit 6: Buying and Questionnaire Questionnaire selling Unit 7: People Task 1: Describe people you like Interview most Task 2: Talk about how you like to work Unit 8: Advertising Task 1: Discuss about good and Interview bad advertising Task 2: Talk about the best ways to advertise a new product Unit 9: Companies Task 1: Talk about your favorite Interview XV company Task 2: Make a presentation about your company Unit 10: Task 1: Work in pairs and tell your Interview partner about your plans for the Communication future Task 2: Work in pairs Role play these situations 1 The Managing Director of company X calls a customer to arrange a meeting next week The Director suggests a time and date The customer agrees 2 A customer leaves a message for the Manage Director The customer was ill and missed a meeting at 9.30a.m The customer will call the Manage Director later in the day Unit 11: Cultures Task 1: Work in groups and talk Interview about cultural mistakes Task 2: Present your opinion about this statement: “ Being on time is equally important in all situations” Unit 12: Jobs Task 1: Work in groups and talk Interview XVI about your ideal job Task 2: Discuss about the best tips for interviewers and for candidates 10 Unit 12: Jobs Revision and evaluation XVII Speaking posttest APPENDIX 10 TRANSCRIPT OF TASK SAMPLE Task 1: Work in pairs to ask and answer about people you like most Pair 1: S1: Who you like most? S2: My mother S1: Why? S2: She is good, hard-working and helpful S1: How about her appearance? S2: Tall, thin, long hair and she is very beautiful (laugh) Pair 2: S1: Who is your favorite person? S2: Yes, that is my best friend – She is Ha S1: How is she? S2: Cute, sociable and helpful S1: Why you love her? S2: Because she does homework for me, talk with me XVIII Task 2: Work in groups and talk about your ideal job Written student “Script” Student 1: I think my current job is my ideal job My ideal job is accounting and that is my specialty is accounting and I think that‟s my ideal job, also my favorite job My strengths are, I have a passion for this industry like searching for numbers and a favorable economic Which I also have many weaknesses I‟m often wrong and confused with the numbers and poor to excel and never catch a lot of laws My accountant has not had many experiences Student 2: I think my job is the ideal business because I was diplomatic and I get to meet and communicate with people and work helped me mature and wiser, makes e more economical, and I can travel more I have a family to have more time for that job, and I have medicals, and the ability to communicate well and good social relations But the downside is my poor English and y character XIX ... ACTION RESARCH AT HANOI UNIVERSITY OF BUSINESS AND TECHNOLOGY ÁP DỤNG PHƯƠNG PHÁP DẠY HỌC THEO ĐƯỜNG HƯỚNG GIAO NHIỆM VỤ TRONG VIỆC DẠY KĨ NĂNG NĨI CHO SINH VIÊN NĂM THỨ NHẤT KHƠNG CHUN TIẾNG ANH:... three chapters: Chapter 1: Literature Review deals with some theoretical background relevant to the study: overview of speaking skill, theories about task-based language teaching and review of previous... speaking ability in speaking lesson at her teaching context 1.4 Summary This chapter clarified some theoretical issues of speaking skill, namely definition of speaking, teaching speaking, components