A survey on the teachers role in applying the communicative approach to esp classes at nong lam university hochiminh city

VIETNAM NATIONAL UNIVERSITY- HOCHIMINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE A SURVEY ON THE TEACHERS’ ROLE IN APPLYING THE COMMUNICATIVE APPROACH TO ESP CLASSES AT NONG LAM UNIVERSITYHOCHIMINH CITY A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By LE THI TIEU PHUONG Supervised by NGUYEN THI KIEU THU, Ph.D HO CHI MINH CITY, SEPTEMBER 2012 ACKNOWLEDGEMENTS First and foremost, I owe my deepest gratitude to my thesis supervisor, Ms Nguyễn Thị Kiều Thu, Ph.D., for her enormous advice, correction, and encouragement throughout my thesis writing This thesis would have not been possible without her invaluable support and guidance I am sincerely grateful to my former teacher at Nong Lam University, Ms Lê Thị Ngân Vang, M.A., for her useful experience sharing at all times My special thanks and appreciations also go to all the teachers and students of ESP classes at Nong Lam University for enthusiastically taking part in this survey I would also like to thank my colleagues for helping me with their helpful advice on the thesis process Last but not least, I am forever indebted to my family and my husband for their understanding, sharing and encouragement through the duration of my study I STATEMENT OF ORIGINALITY I hereby certify my authorship of the thesis submitted today entitled: A SURVEY ON THE TEACHERS’ ROLE IN APPLYING THE COMMUNICATIVE APPROACH TO ESP CLASSES AT NONG LAM UNIVERSITY-HOCHIMINH CITY in terms of the statement of Requirements for Theses in Master’s Program issued by the Higher Degree Committee The thesis has not previously been submitted for a degree Ho Chi Minh City, September 2012 LÊ THỊ TIỂU PHƯỢNG II RETENTION OF USE I hereby state that I, LÊ THỊ TIỂU PHƯỢNG, being the candidate for the degree of Master of TESOL, accept the requirements of the University relating to the retention of Master’s Theses deposited in the library In terms of these conditions, I agree that the original of my thesis deposited in the library should be accessible for purposes of study and research, in accordance with the normal conditions established by the library for the care, loan or reproduction of theses Ho Chi Minh City, September 2012 LÊ THỊ TIỂU PHƯỢNG III TABLE OF CONTENTS Acknowledgements I Statement of originality II Retention of use .III Table of contents IV List of abbreviations .IX List of tables X List of charts XII Abstract XIII CHAPTER 1: INTRODUCTION 1.1 Background to the study 1.2 Aims of the study .3 1.3 Research questions 1.4 Significance of the study .4 1.5 Assumptions .5 1.6 Scope of the study 1.7 Organization of the remainder of the study .6 CHAPTER 2: LITERATURE REVIEW 2.1 Definition of some related terms 2.2 Communicative competence 2.3 The Communicative Approach 2.3.1 Definitions of the Communicative Approach 2.3.2 Characteristics and principles of the Communicative Approach 10 2.3.2.1 Accuracy and fluency 10 2.3.2.2 Student-centered and teacher-centered .11 IV 2.3.2.3 Authentic textbook 11 2.3.2.4 The role of grammar in the Communicative Approach 12 2.3.3 Activities in the Communicative Approach 13 2.4 The role of the teacher in the Communicative Approach .14 2.4.1 Definition of teachers’ role 14 2.4.2 Teachers’ role in different teaching methods .16 2.4.3 Teachers’ role in the Communicative Approach 17 2.4.3.1 Teachers as facilitators 18 2.4.3.2 Teachers as needs analysts 22 2.4.3.3 Teachers as counselors 22 2.4.3.4 Teachers as group process managers 23 2.5 Teaching techniques applied in the Communicative Approach 23 2.5.1 Applying the Communicative Approach in teaching listening 23 2.5.2 Applying the Communicative Approach in teaching speaking 25 2.5.3 Applying the Communicative Approach in teaching reading 27 2.5.4 Applying the Communicative Approach in teaching writing 31 2.5.5 Applying the Communicative Approach in teaching grammar 32 2.6 Factors affecting the application of the Communicative Approach 34 2.6.1 Teachers’ belief and attitude 34 2.6.2 Teachers’ quality and personality .34 2.6.3 Students’ motivation 35 2.6.4 Students’ belief and attitudes .35 2.6.5 Students’ anxiety 35 2.6.6 Classroom conditions 36 2.6.7 The use of L1 in the L2 classroom .36 2.6.8 Syllabuses and textbooks 37 2.6.9 Tests and evaluation .38 2.7 Previous studies on applying the Communicative Approach in Vietnam .38 2.8 Conceptual framework of the study 41 V 2.8.1 Kinds of class activities 41 2.8.2 Mistake correction 42 2.8.3 Teachers’ talking time 42 2.8.4 Teachers’ teaching language 43 2.8.5 Teachers’ position 44 2.8.6 Teachers’ behavior during class activities 44 2.8.7 Grammar teaching 45 2.8.8 The emphasis on language skills 46 2.8.9 Factors affecting the application of the Communicative Approach 47 2.9 Summary 48 CHAPTER 3: METHODOLOGY 49 3.1 Research questions 49 3.2 Research method 50 3.3 Context of the study 50 3.3.1 Institutional factors .50 3.3.2 Material factors 52 3.4 Sample and sampling procedures 53 3.4.1 Teachers 53 3.4.2 Students 54 3.5 Research instruments and data collection procedure .56 3.5.1 Survey questionnaire 56 3.5.1.1 Questionnaire for teachers 58 3.5.1.2 Questionnaire for students 59 3.5.2 Class observation 60 3.6 Data analysis 61 3.7 Summary 61 VI CHAPTER 4: RESULTS AND DISCUSSION 63 4.1 Teachers’ responses to the survey questionnaire 63 4.2 Students’ responses to the survey questionnaire .79 4.2.1 Students’ personal information and previous experience 80 4.2.2 Students’ responses on teachers’ performance 82 4.3 Results from class observation 93 4.3.1 Class talking time 93 4.3.2 Teaching language 94 4.3.3 Teachers’ position 95 4.3.4 Teachers’ behavior during communicative activities 96 4.4 Summary 98 CHAPTER 5: CONCLUSION 100 5.1 Conclusion .100 5.2 Suggestions 104 5.2.1 Training and retaining teachers about the Communicative Approach 104 5.2.2 Redefining the teachers’ role 105 5.2.3 Organizing more communicative activities .106 5.2.3.1 Role play 106 5.2.3.2 Games 108 5.2.3.3 Using pictures/clips to support the lesson 110 5.2.4 Handle errors sensitively and effectively 111 5.2.5 Reducing teachers’ talking time 111 5.2.6 Emphasizing on all four language skills and grammar .112 5.2.7 Teaching grammar communicatively 113 5.2.8 Support from the educational administrators 113 5.3 Limitation of the study 114 5.4 Recommendation for further study 114 VII REFERENCES 116 APPENDIX A: QUESTIONNAIRE FOR TEACHERS 125 APPENDIX B: QUESTIONNAIRE FOR STUDENTS 131 A English version 131 B Vietnamese version 136 APPENDIX C: CLASSROOM OBSERVATION FORM 142 APPENDIX D: RAW DATA OF THE TEACHERS’ QUESTIONNAIRE 144 APPENDIX E: RAW DATA OF THE STUDENTS’ QUESTIONNAIRE 150 VIII LIST OF ABBREVIATIONS • ESP: English for Specific Purposes • F: Female • HCMC: Hochiminh city • HUI: University of Industry • L1: The mother tongue or the first language • L2: The second or target language • M: Male • M.A.: Master of Arts • N: Number • NLU: Nong Lam University • SD: Standard deviation IX APPENDIX Giáo viên bạn có tiến hành hoạt động sau lớp khơng? Không Hiếm Thỉnh thoảng Thường xuyên Luôn ln 4.1 u cầu sinh viên thảo luận theo nhóm 4.2 Yêu cầu sinh viên làm việc theo cặp 4.3 Yêu cầu sinh viên phân vai đoạn hội thoại/ tình 4.4 Tổ chức trò chơi 4.5 Nghe băng/CD trả lời câu hỏi 4.6 Yêu cầu sinh viên phát biểu chủ đề 4.7 Sử dụng hình ảnh, clip để minh họa cho giảng 4.8 Yêu cầu sinh viên làm tập ngữ pháp 4.9 Các hoạt động khác: Giáo viên bạn thường làm sinh viên phạm lỗi trình tiến hành hoạt động giao tiếp? (Chọn hay nhiều câu trả lời phù hợp) yêu cầu sinh viên dừng nói để giáo viên sửa lỗi cho sinh viên thấy mắc lỗi việc mắc lỗi không nghiêm trọng 137 APPENDIX ghi nhớ lỗi sinh viên, hình thức sau hoạt động giao tiếp hoàn thành nhằm giúp sinh viên tự sửa lỗi cho thân Ai người nói nhiều lớp bạn? Giáo viên Sinh viên Giáo viên bạn thường sử dụng ngôn ngữ giảng dạy? Tiếng Anh Tiếng Việt Kết hợp tiếng Anh tiếng Việt (sử dụng tiếng Anh nhiều hơn) Kết hợp tiếng Anh tiếng Việt (sử dụng tiếng Việt nhiều hơn) Giáo viên bạn thường đứng vị trí hoạt động giao tiếp diễn lớp? đứng trước lớp để kiểm soát hoạt động lớp di chuyển vòng quanh lớp để giúp đỡ sinh viên ngồi bàn giáo viên Theo bạn, giáo viên bạn thường tiến hành hoạt động giao tiếp lớp nào? ( Chọn hay nhiều câu trả lời phù hợp) Giáo viên trực tiếp kiểm sốt lớp trình bày hướng dẫn cho hoạt động giao tiếp Giáo viên làm mẫu trước tình giao tiếp tiếng Anh 138 APPENDIX Giáo viên tạo môi trường giao tiếp để bạn bạn lớp cộng tác với hoạt động nhóm Giáo viên khuyến khích bạn tham gia vào hoạt động giao tiếp Giáo viên di chuyển quanh lớp để giúp đỡ nhóm nhỏ cá nhân sinh viên cần Giáo viên tham gia vào hoạt động giao tiếp thể thành viên nhóm Giáo viên giúp bạn tìm cách học làm việc độc lập cho riêng bạn 10 Giáo viên bạn thường phân bố thời gian giảng dạy kỹ sau nào? Không Hiếm Thỉnh thoảng Thường xuyên Luôn 10.1 Ngữ pháp 10.2 Nghe 10.3 Nói 10.4 Đọc 10.5 Viết 11 Bạn có muốn hài lịng với hoạt động giao tiếp giáo viên tiến hành khơng? khơng hài lịng khơng hài lịng số điểm khơng biết 139 APPENDIX hài lịng hài lòng 12 Các lý sau khiến bạn không giao tiếp Tiếng Anh nhiều lớp? 12.1 Giáo trình khơng thực tế 12.2 Giáo viên khơng tiến hành nhiều hoạt động giao tiếp lớp 12.3 Lớp học q đơng nên bạn khơng có hội 12.4 Trình độ Anh văn bạn cịn thấp 12.5 Giáo viên khơng ý đến bạn 12.6 Trình độ Anh văn bạn bạn học chênh lệch 12.7 Bạn cần thi đậu kỳ thi đầu nên bạn thấy không cần thiết phải học giao tiếp tiếng Anh 12.8 Số tiết học tiếng Anh hạn chế 12.9 Bạn xấu hổ sợ nói tiếng Anh sai trước mặt bạn học 12.10 Chương trình giảng dạy không phù hợp 12.11 Các lý khác (nếu có): 140 APPENDIX 13 Theo bạn, chương trình Anh văn khơng chun cần thay đổi để có chất lượng tốt hơn? 13.1 Cần trang bị thêm trang thiết bị giảng dạy 13.2 Giáo trình phải thực tế phù hợp với trình độ sinh viên 13.3 Chương trình giảng dạy phải hợp lý 13.4 Giáo viên nên tiến hành nhiếu hoạt động giao tiếp khuyến khích sinh viên tham gia 13.5 Giáo viên nên sử dụng hình ảnh, clip hỗ trợ giảng dạy nhằm làm học sinh động thú vị 13.6 Sinh viên nên chủ động tham gia hoạt động giao tiếp nhiệt tình 13.7 Kỳ thi cuối học kỳ kỳ thi đầu cần kiểm tra kỹ nghe, nói, đọc, viết ngữ pháp 13.8 Giảm số lượng sinh viên lớp học 13.9 Các đề nghị khác (nếu có): *Cảm ơn nhiều tham gia bạn.* 141 APPENDIX APPENDIX C CLASSROOM OBSERVATION FORM Observation date:……………………………… ………………… ……………… Class:………………………………………………………………… …………… Observation time: from ………… to………………… (……………….minutes) Number of students:…………………………………………………………… Class talking time Teacher’s talking time Number of minutes Total: Students’ talking time Number of minutes Total: Language used by teacher English Number of minutes Vietnamese Number of minutes 142 APPENDIX Total: Total: Teacher’s position (put a check in the appropriate box) Teacher’s position When giving instruction and explanation Teaching procedure During class communicative activities At the end of the activities • Standing in the front of the class • Moving around the class • Sitting at the teachers’ desk Teacher’s behavior during communicative activities (put a check in the appropriate box) directly control the class when giving instruction act as a language model to the class develop an environment in which the students work cooperatively on group tasks encourage the students to take part in class activities move around to help the small group and individual when necessary participate in the activities as if they were members as other students help the students to discover their own ways of learning and to work independently 143 APPENDIX APPENDIX D Agree N N N N 6.1 More student-centered than teacher-centered 0 6.2 Emphasizing fluency over accuracy 0 5 6.3 Requiring teachers to be tolerant with students’ error 0 6.4 Requiring students to collaborate with one another 0 6.5 Requiring the use of authentic material 0 6.6 Not teaching grammar 0 6.7 Linking different skills such as speaking, reading, and listening together 0 Table D.1: Raw data of question 144 Strongly agree Not sure N Characteristics Strongly disagree Disagree RAW DATA OF THE TEACHERS’ QUESTIONNAIRE Total number Never Hardly ever Sometimes Often Always APPENDIX N N N N N 7.1 Group discussion 0 7.2 Pair work 0 2 7.3 Role play 7.4 Games 2 0 7.5 Listening to audio tape and answering questions 0 7.6 Asking students to orally respond to any issue/topic 0 2 7.7 Using pictures/ clips to support the lessons 1 Activities Total number Table D.2: Raw data of question Areas Somewhat Very Not Important important important important Total number N N N N 13.1 Listening 0 13.2 Speaking 0 13.3 Reading 0 5 13.4 Writing 145 APPENDIX 13.5 Grammar 0 5 Table D.3: Raw data of question 13 Areas Not Somewhat Very Important important important important Total number N N N N 14.1 Listening 1 14.2 Speaking 1 14.3 Reading 14.4 Writing 0 14.5 Grammar 0 Table D.4: Raw data of question 14 Never Areas Hardly Sometimes Often Always ever Total number N N N N N 15.1 Listening 0 15.2 Speaking 2 15.3 Reading 0 15.4 Writing 2 15.5 Grammar 0 Table D.5: Raw data of question 15 146 Major difficulty Difficulty Manageable problem Difficulties No problem APPENDIX Total number N N N N Lack of teachers’ training in the Communicative Approach 0 Lack of teachers’ sufficient spoken language competence 0 Lack of teachers’ knowledge in the target language culture 0 16.4 Little time to prepare communicative materials 0 16.5 Limited number of class hours 1 16.6 Unauthentic teaching material 16.7 Large class size 0 5 16.8 Multi-level class 0 5 16.9 Students’ resistance of communicative activities 16.1 Students’ low-level English proficiency 2 1 16.1 16.2 16.3 16.11 Unreasonable evaluation 147 APPENDIX system 16.12 Lack of support from administration 16.13 Poor teaching facilities 1 16.14 Unreasonable curriculum 16.15 Others 0 0 number Very important Total Important Suggestions Somewhat important Not important Table D.6: Raw data of question 16 N N N N 17.1 Provide teachers opportunities for training in the Communicative Approach 17.2 Change of the evaluation system 0 17.3 Let students placement test 0 17.4 Equip the classroom facility 1 17.5 Reduce the class size 0 17.6 Provide more periods for ESP classes 0 17.7 Change the curriculum 17.8 Change the textbook 148 APPENDIX 17.9 Others 0 Table D.7: Raw data of question 17 149 0 APPENDIX APPENDIX E Sometimes Often Always N N N N 4.1 Group discussion 32 35 104 32 12 215 4.2 Pair work 28 43 92 48 215 4.3 Role play 48 67 80 16 215 4.4 Games 88 83 40 215 Listening to audio tape and answering 4.5 questions 40 79 92 215 Asking students to orally respond to any 4.6 issue/topic 20 43 92 48 12 215 Using pictures/ clips 4.7 to support the lessons 79 72 44 16 215 Table E.1: Raw data of question 150 number Hardly ever N Activities Total Never RAW DATA OF THE STUDENTS’ QUESTIONNAIRE N N N N Always Often Area Hardly ever N Never Sometimes APPENDIX Total number 10.1 Grammar 0 20 63 132 215 10.2 Speaking 12 111 67 20 211 10.3 Listening 0 32 115 68 215 10.4 Reading 12 63 104 28 215 10.5 Writing 20 60 95 32 215 Table E.2: Raw data of question 10 151 ... Applying the Communicative Approach in teaching reading 27 2.5.4 Applying the Communicative Approach in teaching writing 31 2.5.5 Applying the Communicative Approach in teaching grammar ... realize the role of the teachers in applying the Communicative Approach It is obvious that educational Chapter 1: INTRODUCTION administrators play a crucial role in enhancing the teaching methods in. .. applying the Communicative Approach to ESP classes at NLU From the study finding, educational implications and recommendations were raised to partially improve the teaching quality in ESP classes