Towards the adaptation of headway pre intermediate speaking components for teaching the second year students at security academy

; :' ЛІІ DK N goa i ngu He n o i ■Й І 議 «ĩli l i 000029173 아 “ _ o jjy , - ĩ ĩ ỉ r M INISTRY OF EDUCATION AND TRAINING HANOI UNIVERSITY OF FOREIGN STUDIES NGUYEN THI NGA TOWARDS THE ADAPTATION OF HEADWAY PRE-INTERMEDIATE SPEAKING COMPONENTS FOR TEACHING THE SECOND-YEAR STUDENTS AT SECURITY ACADEMY S U B M IT T E D IN P A R T IA L F U L F IL L M E N T O F R E Q U IR E M E N T S O F T H E D E G R E E O F M A S T E R IN T E S O L 구= = = = = = = = = = 구 V T V ĨRUN6TAM fH Û N fiTiH TH tfV IFJ ^ ■ - - — Լ SUPERVISOR: MA DOAN THI MINH NGUYET Hanoi June 2003 CERTIFICATE OF ORIGINA니TY OF DISSERTATION I certify m y authorship of the dissertation submitted today entitled: TOWARDS THE ADAPTATION OF HEADWAY PRE니NTERMEDIATE SPEAKING COMPONENTS FOR TEACHING THE SECOND-YEAR STUDENTS AT SECURITY ACADEMY in term of the statement of Requirements for Theses and Field stu d y Reports in M asters’ Programmes issued by the Higher Degree Committee June 2003 Nguyen Thi Nga RETENTION AND USE OF THESES AND STUDY PROJECT IN TESOL REPORTS I hereby state that I，Nguyen Thi Nga, a candidate for the degree of Master of Arts (TESOL) accept the requirements of the University relating to the retention and use of Master’s Theses and field stud y Reports deposited in the library In term of these conditions, I agree that the original of my dissertation deposited in the library should be accessible for p 니rposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of theses June 2003 Nguyen Thi Nga TABLE OF CONTENTS Acknow ledgem ents Abstract List of figures and tables List of abbreviation Chapter I: Introduction 1.1 Background to the study 1.1.1 Institutional backgrounds 1.1.2 Description of the course 1.1.3 English teachers’ profile 1.1.4 English students’ profile 1.1.5 Speaking materials in use 1.2 Rationale for the study 1.3 Aims of the study 1.4 Overview of the thesis Chapter II: Literature review 2.1 Speaking skill in language learning process 2.1.1 Speaking as a skill 2.1.1.1 Definition of speaking 2.1.1.2 Characteristics of spoken language 2.1.2 Factors affecting speaking process 2.1.2.1 Difficulty of speaking tasks 2.1.2.2 Role of pronunciation 2.1.2.3 Motivation and learners 2.1.2.3.1 Psychological factors շ 1.2.3.2 Social and cultural factors 2.2 Materials development 12 13 2.2.1 Needs analysis 2.2.2 Commercial materials 15 2.2.3 Materials evaluation 17 2.2.3.1 The context of evaluation 2.2.3.2 Criteria for evaluation 18 2.2.3.3 Types of evaluation 19 2.2.4 Materials adaptation 24 2.2.4.1 The context of adaptation 2.2.4.2 Reasons for adapting materials 26 2.2.4.3 Principles and procedures 27 2.3 Summary 29 Chapter III: The study 3.1 Data collection methodology 30 3.1.1 Description of the subjects 3.1.2 The data collection methods 3.2 Preliminary results 31 3.3 Sum m ary 38 Chapter IV: Data analysis and recommendation fo r the adaptation of Headway Pre-Intermediate speaking components 4.1 Data analysis 40 R e c o m m e n d a tio n fo r th e a d a p ta tio n o f H e a d w a y P re 니 n te rm e d ia te speaking components 45 4.3 Sample adaptations 47 4.4 Conclusion 48 References 50 Appendixes Appendix 1: Questionnaires for students Appendix 2: Questionnaires for teachers Appendix 3: Unit in Headway Pre-Intermediate ACKNOWLEDGEMENTS I am, first of all, greatly indebted to my thesis s 니pervisor, Mrs Doan Thi Minh Nguyet, M.A for allowing me to draw fully on her wisdom and experience during the course of writing this Field stu d y Report W ithout her valuable instructions, comments, criticisms, corrections and her kind encouragement, this Master-Degree dissertation would have been made impossible I would like to acknowledge my gratitude to Dr Pham Kim Ninh, Head of the Departm ent of Post-Graduate Studies, and the whole staff members of the Departm ent of Post-Grad 니ate Studies at Hanoi University of Foreign Studies for their useful lectures and assistance, and valuable comments and suggestions My appreciation and gratitude are also extended to the Board of Directors of Security Academy, and the Board of Rectors of Hanoi University of Foreign Studies, for their kind assistance and helpful advice I would like to thank all my friends, colleagues and students who have stimulated and guided my thinking over the years by pertinent observation, critical com ments and those who have supported me, more than they know, by their approval and the sense of community that they provided when these chapters were in their development stages Last but not least, my special gratitude is expressed to my parents, my husband and my family, whose love and encouragement have been equally im portant to my ed 니cational endeavours and they helped in so many ways to ease the burden of the work ABSTRACT A lth o u g h E nglish h as bee n ta u g h t as an a c a d e m ic s u b je c t a t th e S e c u rity A c a d e m y , th e s tu d e n ts ’ sp e a k in g a b ility is n o t sa tis fa c to ry S o w h e re d o e s th e p ro b le m lie? Q u e s tio n s to be a n sw e re d by th e re se a rch w o rk are: W h a t p re v e n ts the s e c o n d -y e a r s e c u rity s tu d e n ts fro m s p e a k in g E nglish w e ll? W h a t p ro b le m s s tu d e n ts and te a c h e rs at th e S e c u rity A c a d e m y ve w h e n u sin g H e a d w a y P re 니 n te rm e d ia te fo r le a rn in g a n d te a c h in g sp e a k in g s k ills ? H o w s h o u ld Headw ay P re 니 n te rm e d ia te be used fo r th e St니d e n ts ’ s p e a k in g im p ro v e m e n t? The s tu d y a im s to e v a lu a te th e a p p ro p ria te n e s s of H eadw ay Pre- In te rm e d ia te on th e b a sis o f s tu d e n ts ’ n e e d s and in te re s ts in o rd e r to fin d o u t the e x te n t to w h ich H e a d w a y P re 니 n te rm e d ia te s p e a k in g c o m p o n e n ts sh o u ld be a d a p te d to im p ro v e th e s tu d e n ts ’ sp e a k in g skills T h is th e s is is o rg a n iz e d in the fo llo w in g steps: R e v ie w th e lite tu re re la te d to th e sp e a k in g skills, n e e d s a n a lysis, m a te ria l e v a lu a tio n and a d a p ta tio n C o n d u c t a s u rv e y on th e students* nee ds, in te re s ts a n d e x p e c ta tio n a b o u t le a rn in g sp e a k in g s k ills and th e s p e a k in g c o m p o n e n ts in use E v a lu a te th e a p p ro p ria te n e s s o f H e a d w a y P re -In te rm e d ia te sp e a k in g c o m p o n e n ts to the s e c u rity s tu d e n ts and s u g g e s t s o m e a d a p ta tio n H o p e fu lly , th e fin d in g s fro m this s tu d y can se rve a s a u s e fu l re fe re n c e tool fo r b e tte r te a c h in g and le a n in g sp e a k in g a t th e S e c u rity A c a d e m y 니ST OF FIGURES AND TABLES Page F ig u re 1: T h e te a c h e r’s ta sk (G n d , 1987) F ig u re 2: T w o d im e n s io n s o f le a rn e r n e e d s (N una n, 1985) F ig u re 3: E xte rn a l and in te rn a l fa c to rs fo r the 14 m a te ria l a d a p ta tio n (M c D o n o u g h a n d S h aw , 1993) 25 F ig u re 4: A fra m e w o rk o f a d a p ta tio n (M c D o n o u g h and S h aw , 1993) 28 T a b le 1: S tu d e n ts ’ fe e d b a c k on le a rn in g sp e a k in g s k ills and te a c h e rs ’ o p in io n s on s tu d e n ts ’ sp e a k in g a b ility 31 T a b le : S tu d e n ts ’ and te a c h e rs ’ a re a s o f d iffic u ltie s in le a rn in g and te a c h in g s p e a k in g s k ills w h e n u sin g H e a d w a y P re -In te rm e d ia te T a b le 3: S tu d e n ts ’ p re fe rre d sp e a k in g a c tiv itie s in H eadw ay 33 P re- In te rm e d ia te 34 T a b le 4: S tu d e n ts ’ p re fe rre d s p e a k in g to p ic s in H e a d w a y P re -In te rm e d ia te 35 T a b le 5: S tu d e n ts ’ and te a c h e rs ’ e x p e c ta tio n a b o u t s p e a k in g a c tiv itie s 36 T a b le 6: S tu d e n ts ’ and te a c h e rs ’ e x p e c ta tio n a b o u t s p e a k in g to p ic s 37 The first adaptation: T h e te a c h e r b rin g s to th e cla ss s o m e p ic tu re s o f a n im a ls a n d th e n g ive them to th e s tu d e n ts A fte r th a t the te a c h e r g r ᄋ니ps s tu d e n ts into g ro u p s o f o r and a sks them to d e s c rib e th e p ictu re s, talk a b o u t a n im a ls ’ a b ility and c o m p a re w ith p e o p le ， a b ility, so th a t the s tu d e n ts can p c tis in g d e s c rib in g , m a k in g s e n te n c e s w ith "c a n ” and m a kin g c o m p a ris o n The second adaptation: T h e te a c h e r s e le c ts s o m e new w o rd s fro m the re a d in g te x t fo r p ro n u n c ia tio n pra ctice T h e s tu d e n ts re p e a t a fte r th e te a c h e r and ta k e tu rn to s p e a k th e w o rd s out A fte r th a t th e te a c h e r a sks th e s tu d e n ts to m ake e x a m p le s w ith th e s e w o rd s T h is h e lp s th e s tu d e n ts know how to p ro n o u n c e th e n e w w o rd s and h o w to use them T h e tw o a d a p ta tio n s a b o v e aim to in c re a s e th e s tu d e n ts ’ in te re s t in the re a d in g te xt a n d lead them to th e to p ic th e y are g o in g to read The third adaptation: T h e te a c h e r b rin g s to the c la s s a p ic tu re o f th e fo re s t, w h ic h w a s d e s tro y e d , and a s k s the s tu d e n ts to c o m m e n t th e p ictu re T h e n the te a c h e r o rg a n iz e s g ro u p -w o rk to d is c u s s th e s e q u e stio n s: H o w yo u p ro te c t th e e n v iro n m e n t? W h a t w o u ld h a p p e n to o u r w o rld if w e d e s tro y e d it? W hat can you say about the environment in Vietnam? T h is h e lp s th e s tu d e n ts p c tis e g iv in g o p in io n s a n d c o n s o lid a te w h a t th e y h a ve read T h e la st q u e stio n helps th e m fe e l th e m s e lv e s in 4 Conclusion H e a d w a y P re 니 n te rm e d ia te s been 니sed as th e m ain re s o 니ree fo r th e s e c o n d y e a r s tu d e n ts a t S e c u rity A c a d e m y fo r th e p a s t fe w ye a rs H o w e ve r, th e fin d in g s c o lle c te d fro m th e s tu d y h a ve re ve a le d th a t s p e a k in g c o m p o n e n ts h a ve n o t m e t o u r s tu d e n ts ’ n ee ds, in te re s ts and e x p e c ta tio n R e g a rd in g th e s p e a k in g to p ics, th e la n g u a g e a n d c o n te n t o f to p ic s is not a d e q u a te a n d b e n e fic ia l to th e s tu d e n ts in th e ir s t 니d y and fu tu re jo b S o m e are n o t c u rre n t and a p p ro p ria te fo r le a rn e rs o f th is a g e and level S o m e h a v e cu ltu l fa c to rs th e y d o not u n d e rs ta n d T h is e x p la in s fo r s tu d e n ts ’ fa ilu re in s p e a k in g 48 In a d d itio n , s p e a k in g a c tiv itie s are n o t v a rio u s and m o n o to n o u s one s w h ich ca u s e u n a p p e a lin g a tm o s p h e re in le a rn in g M o re o v e r, the s p e a k in g c o m p o n e n ts a re not e n o u g h fo r th e s tu d e n ts to d e v e lo p s p e a k in g skills F u rth e rm o re , not all th e s p e a k in g a c tiv itie s and to p ic s in H e a d w a y P reIn te rm e d ia te a ttra c t s tu d e n ts S o m e St니d e n ts ’ p re fe rre d s p e a k in g to p ic s and a c tiv itie s a re re ly o r n e v e r fo u n d in th is b o o k W ith th e hope to help s tu d e n ts speak E nglish s u c c e s s f 니lly, th e w rite r re c o m m e n d s to a d a p t H e a d w a y P re 니 n te rm e d ia te s p e a k in g c o m p o n e n ts b y using te c h n iq u e s su ch as a d d in g , d e le tin g , m o d ify in g , s im p lify in g , re -o rd e rin g or ch a n g in g , re m o v in g , re p la c in g In sp ite o f e v e ry effort, th is d is s e rta tio n has y e t c e rta in lim ita tio n s d u e to s u b je c tiv e a n d o b je c tiv e re a so n s F or la ck o f p ro p e r c o n d itio n s , it co uld not in v e s tig a te s tu d e n ts ’ p ro b le m s o f all le v e ls a t th e A c a d e m y and o th e r u n iv e rs itie s in th e area F o r th e w rite r’s ow n lim ite d k n o w le d g e th e d is s e rta tio n can not p e n e tra te all th e a s p e c ts o f s p e a k in g p ro b le m s in w h ic h th e te a c h e rs and s tu d e n ts a t th e S e c u rity A c a d e m y a re in vo lve d , and as su ch , fa ils to g ain an insight into them to obtain the best results as expected H o p e fu lly, th is s tu d y is c o n trib u tin g p o s itiv e ly to th e w rite r’s o w n s itu a tio n and c o lle a g u e s in te a c h in g and le a rn in g s p e a k in g E n g lish and th e s e re s u lts sh o u ld be u n d e rs to o d as an in d ic a to r o f fu rth e r in v e s tig a tio n The w h o le -h e a rte d c o u n s e ls fro m e x p e rie n c e d in s tru c to rs and c o lle a g u e s a re w e lc o m e 49 REFERENCES A ld e rs o n , J c (ed) (1 985 ) Evaluation Lancaster Practical Papers in English Language Education O xfo rd : P e rg a m o n P re ss B o w en , J D and M a d se n H and H ilfe rty, A (1 992 ) TESOL Techniques and Procedures N e w b 니ry H o u se P u b lish e rs B reen , M and C a n d lin , c N (1987 ) Evaluation and Development ELT Textbooks and Materials: Problems in ELT Document London, M o d e rn E n glish P u b lic a tio n s B rin d le y, G (1 ) Needs Analysis and Objective Setting in the Adult Migrant Education Program S yd n e y: N e w S o u th W a le s A d 니It M ig n t E d u c a tio n S e rv ic e B ro w n , G a n d Y u le, G (1 ) Teaching the Spoken Language C a m b rid g e : CUP B ro w n , J D (1 9 ) B yg a te , M (1 ) B yrn e , D (1 ) Language Program Evaluation C a m b rid g e : C U P Speaking O xfo rd : O U P Integrating skills In J o h n s o n and M o rro w (eds), 108 -1 C u n n in g s w ᄋrth ， A (1 ) Evaluating and Selecting EFL Teaching Materials H e in e m a n n E d u c a tio n a l B o o k s Ltd D off, A (1 8 ) Teach English: A Training Course for Teachers C a m b rid g e : CUP G n d , N (1 ) H a rm e r, J Making the Most of Your Textbook L o n d o n L o n g m a n (1 9 ) The Practice of English Language Teaching L o n d o n : Longm an Hin o f Otis, F & B a ile y, K (1 ᄋ) O n T E S O L ’80: Building bridges: Research and Practice in TESL (pp 120-133) Washington, D c ：TESOL J o h n s o n , R K (ed) (1 9 ) L a d o u s s e , G p (1 ) The Second Language Curriculum C a m b rid g e : C U P Role play O U P L a rs e n , F D & Lon g, M H (1 986 ) Techniques and Principles in Language Teaching OUP 50 Little Jonh, A and W inndeatts (1989) The Second Language Curriculum Cambridge: CUP Low, G (1989) Appropriate Design: the Internal Design of Course Units In R K Johnson (ed.) Cambridge CUP Madsen, K s and Bowen, J D (1978) Adaptation in Language Teaching Rowley, MA: Newbury House Marianne Celce-Murccia (1991) Teaching English as a Second or Foreign Language Newbury House McDonough, J.& Shaw, c (1993) Materials and Methods in ELT Blackwell Oxford UK and Cambridge USA Murphy, D F (1985) Evaluation in Language Teaching: Assessment, Accountability and Awareness, in Alderson pp1-17 Nunan, D (1988) Syllabus Design Oxford: OUP Nunan, D (1988) The Learner Centered Curriculum Cambridge: CUP Nunan, D (1989) Designing Tasks for the Communicative Classroom Cambridge: CUP Nunan, D (1991) Language Teaching Methodology Prentice Hall Richard, J c and Rodgers, T s (1986) Approaches and Methods in Language Teaching Cambridge: CUP Richards, J c et al (1992) Dictionary of Language Teaching and Applied Linguistics Longman Richards, J c & Lockhart, c (1994) Reflective Teaching in Second Language Classroom Cambridge University Press Robinson, P (1991) ESP today: A Practitioner's Guide Prentice Hall Sheldon, L (1988) Evaluating ELT Textbooks and materials ELT Journal, 42 (4): 237-46 Soars, L and Soars, J (1991) Headway Pre-Intermediate Oxford: OUP Soars, L and Soars, J (1991) Headway Pre-Intermediate Pronunciation Oxford: OUP Soars, L and Soars, J (1993) Headway Elementary Oxford: OUP Soars, L and Soars, J (1996) New Headway New York: OUP 51 Stern, H H (1983) Fundamental Concepts of language Teaching w (1980) A Way and R and Green, c (1998) ᄋ UP stevick, E Ways Newbury House Tanner, Tasks for Teacher Education Addison W esley Longman Limited 52 APPENDIX PHIẾU KHẢO SÁT DÀNH CHO SINH VIÊN NĂM THỨ M ụ c đ íc h : Đ ể chỉnh biên phần nói tro n g g iá o trình H e a d w a y P re 니 n te rm e d ia te ch o p h ù hợp với nhu cầu c ủ a sin h viê n, tiế n h àn h đ iề u tra, tìm hiểu v ề ý kiế n v n g u yệ n v ọ n g c ủ a c c bạn v ề v iệ c h ọ c nói tiế n g A n h tro n g nă m th ứ hai v p h ầ n nói tro n g g iá o trình H e a d w a y P re 니 n te rm e d ia te C c bạn h ã y trả lời h o ặ c đ n h dấu(V ) v o ô trố n g m bạn th ấ y phù hợp A Bạn trả lời đánh dấu (V) vào bạn chọn: Bạn học nói tiếng Anh mục đích gì? H ọ c tậ p □ S th ích □ C n g v iệ c tư ơng lai □ N â n g c a o kỹ n ăn g nói tiế n g A n h □ M rộ n g kiến thức 口 L ý k h c? X in h ã y v iế t cụ th ể Bạn thấy nói tiếng Anh lớp th ế nào? Rất khó □ Khó □ Dễ □ R ấ t th ú vị □ N h m ch n □ Kỳ thi Kiem tra năm thứ mơn nói bạn đạt điểm T ố t (9 -1 ) K h (7 -8 ) □ 53 □ T ru n g b ìn h (5 ֊6 ) Dưới tru n g bình (0-4) Bạn sử dụng giáo trình Headway Pre-Intermediate T h e o chư ơn g trình H ọc việ n □ T h e o chư ơn g trình củ a g iá o viê n tự chọn □ T h e o chư ơn g trình sin h viê n tự chọn □ Những vấn để ảnh hưởng tói việc phát triển kỹ nói bạn sử dụng giáo trình Headway Pre-Intermediate gì? T i liệu lạ c hậu □ T i liệu n h m chán □ T i liệu k h ô n g đ ợ c u thích □ C h ủ đề nói có yế u tố v ă n hoá □ C h ủ đ ề nói m a n g tính trị □ C h ủ đ ể nói liên q ua n tới tôn g iá o □ C c h o t đ ộ n g nói khô n g đa d ạn g □ S ố lượng c c p hầ n nói tro n g s ch kh ô n g phù h ợ p (quá n h iề u h o ặ c q ít) □ P h ầ n nói th iế u tra n h ả n h m in h hoạ □ C c ảnh hư ởng k h c? X in h ã y v iế t cụ th ể Các hoạt động nói giáo trình Headway Pre 니ntermediate sau mà bạn thích tham gia ? T h a o luận lớp □ K ể lại □ N ói vể m ộ t đ iều K h ả o s t tro n g lớp M iê u tả □ 54 Đ óng vai □ T h ả o lu ậ n th e o n h ó m □ T h ả o lu ậ n th e o c ặ p □ Bạn có thích nói theo chủ để giáo trình Headway PreIntermediate sau không? N g ời c c lo i v ậ t (P e o p le and a n im a ls ) S ố n g th ủ đ ô (L iv in g in c a p ita l c itie s ) Q u a n hệ giữ a c h a m ẹ v cá i (R e la tio n s h ip b e tw e e n p a re n ts a n d c h ild re n ) □ K h c h du lịch n c bạn (T o u ris ts in y o u r c o u n try ) T rư n g h ọ c có kỷ lu ậ t c h ặ t c h ẽ (S tric t s c h o o l) □ C ửa h n g yêu th ích (F a v o u ris t s to re ) □ Q u ả n g c o (A d v e rtis e m e n t) □ K h ả o s t tro n g lớp, b n n g i th a m v ọ n g tới m ứ c n o ? (C la s s e s s u rv e y -H o w a m b itio 니s a re y o u ? ) □ C o n n g i nơi c h ố n (P e o p le a n d p la c e s ) □ Hôn nhân th e o s ự s ắ p đ ặ t (A rra n g e d m a rria g e s ) □ A i n g i g ià u n c b n ? (W h o a re th e rich p e o p le in y o u r c o u n try ? ) □ P h ỏ n g v ấ n m ộ t b a n n h c (In te rv ie w in g a g ro u p o f m u s ic ia n s ) T h a n h th iế 니 n iê n v c h a m ẹ (T e e n a g e rs a n d th e ir p a re n ts ) Lời k h u y ê n đ ế n th ă m đ ấ t n c c ủ a bạn (A d v ic e a b o u t v is itin g □ your c o u n try ) □ B ạn m ộ t n g i b ả o v ệ m ô i trư n g tớ i m ứ c n o ? (H o w ‘g re e n ’ a re y o u ? ) □ B ằ n g c c h n o g iả i q u y ế t v ấ n đề g ia o th ô n g th n h p h ố b ạn ? (H o w to s o lv e tra ffic p ro b le m in y o u r to w n ? ) □ M ộ t đ iề u tra v ề th ó i q u e n du lịch c ủ a m ọ i n g i (A s u rv e y on p e o p le ’s tra v e l h a b its ) □ V a i trò c ủ a đ n ô n g p h ụ n ữ đ ấ t n c bạn (The role of men and wom en in your CO니ntry) B ài b o m bạn đ ã đ ọ c (N e w s p a p e r a rtic le s yo u h a v e re a d ) A n h h ù n g c ủ a n c bạn (H e ro e s fro m y o u r c o u n try ) 55 □ Đ ĩa ba y (U F O s ) C h u yệ n g ặ p n g i n g o i hành tin h (A s to ry a b o u t m e e tin g an a lie n ) G iấ c m củ a c h ú n g ta (O u r d ream ) N hững c h u y ệ n từ n g trả i tro n g b a y (E x p e rie n c e s o f fly in g ) G ọi đ iệ n c h o bạn đ ể tá n g ẫ u (P h o n in g a frie n d fo r a chat) T r 니yê n ngụ n g ô n v c h u y ệ n cổ tích (P a b le s and fa b le s ) M ộ t th tình (A lo ve p o e m ) □ Bạn muốn luyện tập hoạt động nói đây? T h n g q u a tình h u ố n g thự c □ T h ô n g q u a tình h u ố n g m p h ỏ n g T h e o h ộ i th o i m ẫ u □ B ằ n g g iá o cụ trự c quan (tranh, sơ đ ổ ) Đ ặ t c â u th e ᄋ m a u câu m ỏi □ B ằ n g c c h d ịch nói □ B ằ n g c c h n h ắ c lại th e o b ă n g □ B ằ n g c c h n h ắ c lại th e o g iá o viê n □ T rò c h i g ia o tiế p □ Chỉ dẫn □ G iải q u y ế t v ấ n đ ề □ H o t đ ộ n g tra o đ ổ i th ô n g tin / ý kiến □ C c h o t đ ộ n g k h c ? Xin h ã y v iế t cụ th ể Bạn thích nói để tài: L iê n q u a n tớ i lĩn h v ự c xã h ộ i(q u a n hệ xã hội, nhân, g ia đ ìn h ) Liên q u a n tớ i lĩnh v ự c kin h k ế (giá ca, m u a bán, s ự p h t triể n kin h tế ) Liên q u a n tớ i lĩn h v ự c ch ín h trị (n g o i giao, tình hình trị m ộ t nư ớc n o đó, ch iế n tra n h , q u a n điể m trị ) L iên q ua n tớ i c u ộ c s ố n g hàng n g y ( ăn u ố n g , q u ầ n áo, th i tra n g , m ua sắm ) □ 56 L iên q u a n tới giới trẻ □ Đ ề tà i c ó từ ch u yê n n g h ành □ C c đ ề tà i kh ác? X in h ã y v iế t cụ th ể B Thông tin thân: T u ổ i: Nơi lâu n h ấ t trư c v o đại h ọ c : N am : N ữ : B ạn đ ã h ọ c tiế n g A n h trư ớc v o đ i h ọ c : Các g iá o trình tiế n g Anh họ c trư c vào đại h ọ c : Các g iá o trình tiế n g A nh học tro n g th i g ian h o c : Xin chán thành cảm ơn cộng tác bạn! 57 học đại APPENDIX շ QUESTIONNAIRES FOR TEACHERS OF ENG니 SH A im s: T h is s u rv e y a im s to fin d o u t fa c to rs th a t p re v e n t s tu d e n ts ’ oral p ro fic ie n c y w h ile fo llo w in g th e H e a d w a y P re -In te rm e d ia te co u rse T h e re s u lt w ill be u s e d fo r th e e v a lu a tio n and a d a p ta tio n o f s p e a k in g c o m p o n e n ts o f the book Y o u r a n s w e rs w ill be c o n fid e n tia l T h a n k you A Please answer these questions or put (V) in the box beside each to tell us if you think it is appropriate What you think about speaking ability of 2nd-year non-English majors at Security Academy? E x c e lle n t V e ry g o o d □ G ood □ S a tis fa c to ry □ U n s a tis fa c to ry You use Headway Pre-Intermediate according to: A c a d e m y ’s c u rric u l 니m □ T h e te a c h e rs ’ s e le c tio n □ T h e s tu d e n ts ’ s e le c tio n □ What problems you have in teaching speakinq skills when using Headway Pre니ntermediate? M a te ria l is o u t o f da te M a te ria l is o f little in te re s t □ M a te ria l is u n frie n d ly □ M a te ria l s to o m a n y cu ltu l fa c to rs □ M a te ria l h a s p o litic a l fa c to rs □ M a te ria l re la te s to religion 58 □ S p e a k in g a c tiv itie s la ck d iv e rs ity T h e a m o u n t o f s p e a k in g c o m p o n e n ts is in a p p ro p ria te S p e a k in g c o m p o n e n ts lack illu s tra tiv e p h o to g p h s o r p ic tu re s ũ O th e rs ? P le a se s p e cify W hich of the follow ing speaking activities in Headway Pre- Intermediate you find effective to motivate students? W h o le c la s s d is c u s s io n □ R e te llin g • □ T a lk in g a b o u t s o m e th in g □ C la s s s 니rve y □ D e s c rib in g □ R o le -p la y □ G ro u p w o rk d is c u s s io n □ P a ir w o rk d is c u s s io n □ W hich of the follow ing speaking topics in Headway Pre-Intermediate are likely to be interesting and relevant to your students? P e o p le a n d a n im a ls □ L iv in g in c a p ita l citie s □ R e la tio n s h ip b e tw e e n p a re n ts a n d ch ild re n □ T o u ris t in y o u r c o u n try □ S tric t s ch o o l □ F a v o u ris t s to re □ A d v e rtis e m e n t □ C la s s e s s u rv e y -H o w a m b itio u s a re y ᄋ니? □ A rra n g e d m a rria g e s □ P e o p le and p la ce s □ W h o a re th e rich p e o p le in y o u r co u n try? □ In te rv ie w in g a g ro u p o f m u s ic ia n s □ 59 Teenagers and their parents □ G ivin g a d v ic e a b o u t v is itin g y o u r c o u n try □ H o w ‘g re e n ’ a re you? □ H o w to s o lv e tra ffic p ro b le m in y o u r to w n ? □ A s u rv e y on p e o p le ’s tra ve l h a b its □ T h e role o f m en and w o m e n in y ᄋ니г с ᄋ니ntry □ N e w s p a p e r a rtic le you h a ve read □ H e ro e s fro m y o u r c o u n try □ UFOs □ A s to ry a b o u t m e e tin g an alien □ O u r d ream □ E x p e rie n c e s o f flyin g □ P h o n in g a frie n d fo r a chat □ P a b le s and fa b le s □ A lo ve p o e m □ W hich types of speaking activities you find easy to motivate your St 니dents? P c tis in g s p e a k in g skills: + In re a l s itu a tio n s □ + In s im u la tiv e s itu a tio n s □ + A c c o rd in g to s a m p le c o n v e rs a tio n s + U sin g v is u a l a id s □ M a k in g s e n te n c e s a c c o rd in g to n e w s tru c tu re s O l tra n s la tio n □ R e p e a tin g a fte r the ta p e R e p e a tin g a fte r th e te a c h e r □ C o m m u n ic a tio n g a m e s □ In s tru c tio n s □ P ro b le m so lvin g In fo rm a tio n /o p in io n g a p a c tiv itie s 60 □ W hich types of speaking topics you find easy to motivate your students? S p e a k in g to p ic s re la te to - s o c ie ty □ ֊ e c o n o m ic s ֊ p o litic s □ - re a l life - yo u th □ F a v o u rite s p e a k in g to p ic s S p e a k in g to p ic s 니sin g so m e s p e c ia liz e d v o c a b u la ry How long have you been using Headway Pre니ntermediate? How long you think Headway Pre 니ntermediate requires timepreparation? M uch □ L ittle □ No □ 10 W ould you recommend adapting this material fo r your students? Yes □ No □ Y o u r o p in io n B Personal details: A g e : S e x : T e a c h in g e x p e rie n c e : : T h a n k you v e ry m u ch fo r y o u r co -o p e tio n ! 61 APPENDIX UNIT IN H EAD W AY PR E-IN TE R M E D IATE 1let с ill с ÍUUI quesiiuiliv winch ininxUicc the ÍUUÍ paragiaphb til IỈÌC ariiclc They arc ІЮІ lit ihc ritflii order W ill с down I he correci qticstiüu for cacti |)；1I agl ;iph I low aie |)coplc ИПІ Jiiiiuab ilificicut b Ỉ low many people jrc 山 ^ ^ ', SKILLS D E V E L O P M E N T H ü c i d i Dy a n d s p e a k m g I'l 1-1 С； НІІІІЦ l; l、 k c Л >|| к III ( ) lll s I Wire ՝AII Ilie ll.llllCb ol utl ( 니니 w II il Հ IM I lie V ilvj i l l l i ị)cv； |>lc c a ll I / I I \.ПП|ІІС H i/է հ ( I//I Ịi\ \\ It.x Call ị4u|)k vỉ«> ih«ii ) I \.ւուր1(： UV