VIETNAM NATIONAL UNIVERSITY-HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES: FACULTY OF POST-GRADUATE STUDIES NGUYEN THI PHUONG LAN AN INVESTIGATION INTO THE ATTITUDES OF TEACHERS AND STUDENTS AT TIE ILANOI COLLEGE OF INDUSTRIAL KCONOMICS TOWARDS SPEAKING ACTIVITIES IN THE TEXTBOOK NEW HEADWAY PRE-INTERMEDIATE AND SOME SUGGESTIONS Nghiên cứu thái độ của giáo viên và sinh viên trường Cao đẳng Kinh tế Công nghiệp Hà nội đối với hoạt động nói trong giáo trình New Headway Pre- Tntermediate và một số gợi ý. Minor program thesis Field: English teaching methodology Code: 601410 NOI - 2010 VIETNAM NATIONAL UNIVERSITY-HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES: NGUYỄN TII PHƯƠNG LAN AN INVESTIGATION INTO THE ATTITUDES OF TEACHERS AND STUDENTS AT TIE ILANOI COLLEGE OF INDUSTRIAL KCONOMIC TOWARDS SPEAKING ACTIVITIES [N THE TEXTBOOK NEW IIEADWAY PRE-INTERMEDIATE AND SOME SUGGESTIONS Nghiên cứu thái độ của giáo viên và sinh viên trường Cao đẳng Kinh tế Công nghiệp Hà nội đối với hoạt động nói trong giáo trình New Headway Pre- Tntermediate và một số gợi ý. Minor program Lhesis Field: English teaching methodology Code: 601410 Supervisor: Pham Minh Ilién , M.A HANOI - 2010 DECLARATION OF ORINALITY 1 certify my authority of the Study Project Report submitted entitled: TABLE OF CONTENTS DECLARATION OF ORINALITY. ABSTRACT: TABLE OF CONTENTS.
LIST OF ABBREVIATIONS. LIST OF TABLES AND CHARTS. PART I: INTRODUCTION 1 Rationales. Aims of the study.
Scope of ths study Significance of the study. Methodology of the study. 6 Design of the study PART IT: DEVELOPMENT Chapter I: iterature review. Communicative Language Teaching 1.1, Definition of CLT OweBR 1.
Characteristics of CLT 2. Definitions of speaking skills .2, Importance of speaking skills in ELT ceo WAN 1.3, The development approach of speaking skills. Problems with speaking skills 1. The techniques in teaching speaking skills.
The activities in teaching speaking skills. Information gap activities _ 1. The roles of textbook in language program. Previous studies related to the series of textbooks New Headway 1.1, Definitions of motivation.
‘The importance of motivation in foreign language leaning Chapter I: The study 2.1, Current situation of teactting and learning Englishat the HCIE.1, Description of the English course at the HCIE. Description of the 14 year sindents af.3, Description of the teachers at the HCIE. Design and methodology 2.1, Subjects of the stndy 2.2, Instruments of data collection. Questionnaire for the siudenfs.1, The attitude of students at the HCIE towards speaking skills in ELT 2.
The attitude of students at the HCIE towards the speaking skills in the textbook NW Pre 20 2.3, Students” difficulties in speaking lessons 22 3. Students” preforsnees and demands for the spuaking lessons 23 2. Questionnaire for the teachers. The attitude of teachers at the LICIL towards speaking skills in 24 ELT 2.
The attitude of teachers at the HCIE towards the speaking skills in the textbook NH Pre. 24 - to find out the attitudes of teachers and students at the IICIE towards speaking skills in ELT. - to investigate the attitudes of teachers and students at the HCIE towards the speaking skills in the textbook NH Pre. ~1o find ont students’ preferences and demands.
- to recommend some solutions based on the findings of the study. Scope of the study As it has been stated above, the study is designed to explore teachers and students’ attitudes towards speaking activities in the textbook NH Pre in order to make some methodological recommendations for teaching speaking skills. The study is, therefore, explorative by nature. Given the aims of the study, T limited mysolfto facus on leachers and the Girsi-yoar students at the HCIE who have taught and studied the textbook NH Pre.
Significance of the study This study is first hoped to be helpful to both teachers and students at the HCIE because its finding will enable not only the teachers to see whether their ways of teaching English in general and teaching speaking in particular are appropriate and effective but also make students to fully understand their responsibility for their sludy. The practical meaning of this study is to evaluate teaching and Ieaming speaking skills based on the textbook NH Pre. ‘Therefore, it is also expected to be beneficial to both teachers and students at colleges and universities where New Headway series arc used as a textbook, 5. Methodology of the study ‘To achieve the aims stated, quamtitative method was mainly used.
The data collected for the study come fromm 100 firsi- year students al the TICLE. who have just. finished studying MP7 Pre and 10 teachers who have taught Basic English for the first year students for over 2 years. Survey questionnaires were used lo collect information and evidence for the study with the hope that the research would be reliable and the processing of the data would be manageable within limited time budget Tn addition, ths rescareh also uscd qualitalive method that is the anthor collected some information based on her iforinal classroom observations and interviews with 10 students and 5 teachers chosen from 100 students and 10 teachers in the questionnaire survey.
The LIST OF TABLES AND CHARTS ‘Table 1: Students’ attitudes towards speaking skills in ELT Table 2: Students’ attitudes towards speaking skills in the textbook NH Pre Figure 1: Students’ attitndes towards speaking topics Fignre 2: Students’ attitndes towards spcaking activities. Figure 3: Students’ enthusiasm towards speaking uetivilies in ypeuking kessous Fignre 4: Students’ attitndes towards spcaking time allowance. ‘Table 3: Students” difficulties in speaking lessons Table 4: Teachers’ attitudes lowards speaking skills in ELT Table 5: Teachers’ attitudes towards speaking skills in the textbook NH Pre. Table 6: Teachers’ difficulties in speaking lessons and their adaptation Table 7: Results of class obsarvations.
fl eres LIST OF TABLES AND CHARTS ‘Table 1: Students’ attitudes towards speaking skills in ELT Table 2: Students’ attitudes towards speaking skills in the textbook NH Pre Figure 1: Students’ attitndes towards speaking topics Fignre 2: Students’ attitndes towards spcaking activities. Figure 3: Students’ enthusiasm towards speaking uetivilies in ypeuking kessous Fignre 4: Students’ attitndes towards spcaking time allowance. ‘Table 3: Students” difficulties in speaking lessons Table 4: Teachers’ attitudes lowards speaking skills in ELT Table 5: Teachers’ attitudes towards speaking skills in the textbook NH Pre. Table 6: Teachers’ difficulties in speaking lessons and their adaptation Table 7: Results of class obsarvations.
The roles of textbook in language program. Previous studies related to the series of textbooks New Headway 1.1, Definitions of motivation. ‘The importance of motivation in foreign language leaning Chapter I: The study 2.1, Current situation of teactting and learning Englishat the HCIE.1, Description of the English course at the HCIE. Description of the 14 year sindents af.3, Description of the teachers at the HCIE.
Design and methodology 2.1, Subjects of the stndy 2.2, Instruments of data collection. Questionnaire for the siudenfs.1, The attitude of students at the HCIE towards speaking skills in ELT 2. The attitude of students at the HCIE towards the speaking skills in the textbook NW Pre 20 2.3, Students” difficulties in speaking lessons 22 3. Students” preforsnees and demands for the spuaking lessons 23 2.
Questionnaire for the teachers. The attitude of teachers at the LICIL towards speaking skills in 24 ELT 2. The attitude of teachers at the HCIE towards the speaking skills in the textbook NH Pre. 24 LIST OF ABBREVIATIONS CLI refers to Communicative Language Teaching HCIE refers to the Hanoi College of Industrial Economics L2 refers te second language ELT refers to English Language Teaching, IGA refers to Information gap activities FSP refers to English for special purposes ESL __tefas to English as a second language FFL refers to English as a foreign language NH Pre __ refers to New Headway Pre-Intermediate researcher hopes that these mathodologies supplement each other and the data are more reliable, All comments, remarks, recommendations and conclusion provided in the study are based on the data analysis.
Design of the study The study consists of three main parts, a list of reference and appendices. Part I, INTRODUCTION, deals with the reason for the research and the aims, scope, significance, methodology and design of the study. Part II, DEVELOPMENT, includes three important chapters, Chapter 1 is intended to give some theoretical background related to speaking skills, lexthook and the prablems in teaching and learning speaking skills In chapter 2, the methodology underlying the research is presented. This chapter presents the background information of the subjects of the study, the instruments used to collect the data Chapter 2 provides an analysis on the current iIuation of Leaching and learning speaking al first year classes at the HCTE; the attitudes of teachers and students at the HCIE towards the speaking skills in KLI', the attitudes of teachers and students at the JILL towards the speaking skills in the textbook NZI Pre and the students” preferences and demands Chapter 3 focuses on some findings and recommendations about Icarning and teaching speaking skills based on the textbook NH Pre.
Parl IT is the CONCLUSION of the study, providing summary of the issues, the major findings in the research, lumutations and suggestions for further. The roles of textbook in language program. Previous studies related to the series of textbooks New Headway 1.1, Definitions of motivation. ‘The importance of motivation in foreign language leaning Chapter I: The study 2.1, Current situation of teactting and learning Englishat the HCIE.1, Description of the English course at the HCIE.
Description of the 14 year sindents af.3, Description of the teachers at the HCIE. Design and methodology 2.1, Subjects of the stndy 2.2, Instruments of data collection. Questionnaire for the siudenfs.1, The attitude of students at the HCIE towards speaking skills in ELT 2. The attitude of students at the HCIE towards the speaking skills in the textbook NW Pre 20 2.3, Students” difficulties in speaking lessons 22 3.
Students” preforsnees and demands for the spuaking lessons 23 2. Questionnaire for the teachers. The attitude of teachers at the LICIL towards speaking skills in 24 ELT 2. The attitude of teachers at the HCIE towards the speaking skills in the textbook NH Pre.
Rationales In Victnasn, since the country adopled open-door policy, the need for intograling into the world has increased. In order to achieve this need, a tool for integrating has been explored: English. That is why English is now widely taught throughout the country in almost all educational institutions, universities, colleges, schools and language centers at every level English (caching and Icarning have become very important lo our country because of industrialization and modernization. The teaching of English in Vietnam always follows the fiameworks of English Language Teaching (ELT), from the grammar translation to audio-lingual method in which teaching and testing are focused mainly on writing and reading so Vietnamese students of English are very good al granunar bul can hardly speak English.
To catch on with the above demand and to improve English speaking skills, Viinamese teachers of English have been searching for a more suitable and effective method of teaching and have come to decide on using the Commumicative Language ‘Teaching Approach (CLT) al all levels. As a resull, speaking skills have gained {heir important roles in the curriculum of most English courses nowadays. At the Hanoi College of Industrial Economes (HCIE), where | have heen working for 10 years, speaking skills have been taught based on the texthook Headway Pre-Intermediate since 2006. From my personal observation and proféssional experience as a teacher of English, I have realized that teaching and learning speaking skills have still faced some difficulties and the students’ ability to speak English tas nol improved much.
For several years, T have been haunted by the que: ng wheal difficulties the teachers and students have and how to improve the students’ English speaking ability effectively.
