CONTENTS
LIST OF ABBREVIATIONS
LIST OF TABLES
PART A: INTRODUCTION
1. Rationale of the study
2. Aims and research questions of the study
3. Methods of the study
4. Scope of the study
5. Significance of the study
6. Design of the study
PART B: DEVELOPMENT
CHAPTER 1
LITERATURE REVIEW
1.1. Definition of Task-based language teaching
1.2. Definition of task within Task-based language teaching
1.3. Criterial features of tasks within Task-based language teaching
1.4. Types of tasks within Task-based language teaching
1.5. The principles of TBLT
1.6. The framework for Task-based instruction
1.7. The role of teacher and learner in TBLT
1.8. The strengths of TBLT
1.9. Previous studies related to applying TBLT
1.9.1. In Hongkong
1.9.2. In Vietnam
CHAPTER 2
CURRENT SITUATION OF ENGLISH TEACHING AND LEARNING AT
NATIONAL UNIVERSITY OF ART EDUCATION
2.1. Description of students
2.2. Description of teacher
2.3. Description of the teaching facilities and the teaching materials
2.4. Description of the objective and the time allocation of the English course
2.5. Description of the current method of teaching English at NUAE
CHAPTER 3
THE CHALLENGES IN THE IMPLEMENTATION OF THE TASK-BASED
APPROACH TO TEACHING SPEAKING TO STUDENTS
AT NATIONAL UNIVERSITY OF ART EDUCATION
3.1. The challenges perceived from contrasting the literature of TBLT with the
current English teaching and learning situation at NUAE
3.1.1. Lack of appropriate teaching conditions
3.1.2. Lack of Task-based teaching materials
3.1.3. Student’s lack of active role
3.1.4. Teacher ’s lack of high level of creativity
3.2. The challenges perceived by teachers and students after trial task-based
speaking lessons
3.2.1. The subjects
3.2.2. Instruments for data collection
3.2.3. Statistical procedures
3.2.4. Procedures
3.2.5. Data analysis
3.2.6. Findings and discussions
3.3. Recommendations for the application of TBLT to teaching speaking at
NUAE
PART C: CONCLUSION
REFERENCES
APPENDIX I