VIETNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES. FACULTY OF POST- GRADUATE STUDIES HOANG LE HANH A STUDY ON TIE REALITY OF TEACHING CONVERSATIONAL SKILLS TO NON- ENGLISH MAJOR STUDENTS AT PHUONG DONG UNIVERSITY: DIFFICULTIES AND SOME SUGGESTED TEACHING TECHNIQUES (Nghién citu thie trang cia viee day céc k¥ nang hdi thoai cho sinh viên không chuyeén tiéng anh tai trong Dai hoc Phong Dong: kho khan va cae ki thuat giảng day) M. Minor Programme Thesis Field: English Teaching Methodology Code: 60.10 Hanoi — 2011 VIETNAM NATIONAL UNIVERSITY, HANOI UNTVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES, FACULTY OF POST- GRADUATE STUDIES HOÀNG LẺ HẠNH A STUDY ON THE REALITY OF TEACHING CONVERSATIONAL SKILLS TO NON-ENGLISH MAJOR STUDENTS AT PHUONG DONG UNIVERSITY: DIFFICULTIES AND SOME SUGGESTED TEACHING TECINIQUES { Nghiên cứu thực trạng của việc dạy các kỹ năng hội thoại cho sinh viên không chuyên Liếng anh tại triờng đại hục phÏlong đông: khó khăn và các kĩ thuật giảng dạy) M. Minor Programme Thesis Field: English Teaching Methodology Code: 60.10 Supervisor: Nguyén Vici Hing, MA.
Hanoi — 2011 TABLE OF Certificate of originality of study project report.cooeosee Abstract tii ‘Table of contents List of abbreviations and tables. Vi PART A: INTRODUCTION Error! Bookmark not defined. The rationale of the study.ceoesoceces Error! Bookmark not defined. Aims of the study Error! Bookmark not defined.
Rescarch questions of the study. Error! Bookmark not defined. Scopeof the study. Error! Bookmark not defined.
Methodology Error! Bookmark not defined. Design of the sindy Error! Bookmark not defined. Error! Bookmark not defined. CHAPTER 1: LITERATURE REVIEW.
Errer! Bookmark not defined.1, Overview of teaching spcaking skills to forcign lcamcrs of EnglishError! Bookmark not defined. Natureof speaking skill Error! Bookmark nol defined. Teaching speaking skill- methodological abjectives Error! Bepkmark not defined. Error! Bookmark not defined.
Concepts of conwersatior. Error! Bookmark not defined. Units oỂ coriycrsafion. Error! Bookmark not defined.
Native speakers' coriversafion. Krror! Bookmark not defined. Teacling conversatiorial skills Error! Bonkmark nol defined. Approaches to teaching conversation skills.
Error! Bookmark not defined. Principles of teaching conversational skill Krror! Bookmark not defined. CHAPTER ?: METIODOLOGY Error! Bookmark not defined. The rescarch conCXf.
cover Error! Bookmark not defined. The rationale of the study The actual performance of English speaking tests showed that students were more confident in speaking individually if they had information for the teachers’ questions, ilowever, when they were asked to interact with ollr student in conversations, they spont a loi of line preparing for these and finally still felt worried and did an unnatural and unstructured conversation. Some of them even failed to speak from the very beginning of the conversation, The result of the inlsrvicws and tests suggested me @ lopic for my minor thesis in the Master course in English Teaching Methodology, that is “A snedy on the reality of teaching conversational skills to non-linglish major students at Phuong Dong University (PDU)- difficulties and some suggested teaching techniques.” The paper altcmpts to claily the difficulties of teaching conversational skills and suggest some activities that are practical in teaching these skifts in Fingtish speaking lessons. Some suggestions in teaching and learning methods are also put forward, which are relevant to CIT application 2.
Alms of the study ‘The research investigates the reality of teaching conversational skills to non-English major at Phuong Deng University. ‘I'he main goal of the research is to identify the difficulties of teacher and students when they deal with conversational skills to recommend techniques and activities in classes to help teachers reduce difficulties. Research questions of the study The study aims al answering the following questions 1. What are the difficulties of teachers at Phuong Dong University conversational skills to nen- Rnglish major students? 2.
What are the difficulties of non-English major students at Phuong Dong University when learning conversational skills? 3. What techniques and activities are effective to teach non-English major students at Phuong Dong University conversational skills? 4, Scope of the study sludy, the investigator intended to facus on the difficulties of tcachers and non Tn thi: English major students when they teach and leam conversational skills. Because these obstacles are the common worry among teachers and leamers and itom these difficulties, techniques are selected to help teachers reduce them in teaching and help students to have more confidence in conversing in English classcs. Methails of the study “To fulfill the above aims, the investigator has chosen both qualitative and quantitative methods for the sindy.
All the comments, remarks, suggestions and conclusions arc drawn aut fiom factual research, observation, experience and discussion among teachers and leamers. Data for analysis are gained through the following sources: + Survey questionnaire: This mathod is used lo find oul the difficulties the teachers and students at Phuong Dong University face when they inferact in conversation lessons. The questionnaires are useful for getting data of the attitudes and behaviors of the teachers and learnars when facing these difficulties. Il is very convenient far tha resoarcher lo conduct the research when she does not have much time fr the research and she does not need to directly do Lt.
- Interviews and observation: The methods significant in getting more qualilative arc data by getting closer to the objects of the study. M , observation done by the researcher is leading to mors objective data and opsn new perspective of the study, 6. Design of the study ‘This minor thesis consists ofthree parts: Part A -INERODUCTION: states the rationale, aims, research questions and design of the slucly PartB DEVELOPMENT: includes three chapters: Chapter 1- LITERATURE REVIEW: provides theoretical background that is relevant to the purpose of the study. Chapter 2 - METHODOLOGY: presents the methodology of the study including the rescarch cantoxt, mothods af the sindy, rescarch dosign PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.
Overview of teaching speaking skills to foreign learners of English LLL Nature of speaking skill Oral skill or speaking skill among fou macro skills (including listening, speaking, reading, and writing) is considered one of the most important in Jeaming languages. According to Bygatc (1987), speaking help learners “caztics out many of their basic transactions, It is the skill by which they are most fiequently judged, and through which they make and lose friends. It is the par excellence of social solidanty, of social ranking, of professional advancement and of business. Tis also a medium (hroogh which mnch language is Iearat, and for many is particularly conductive for learning.” For some language lamers, learning to speak a language is learning the fanguage and their improvement in the language competence is the progress in speaking competence, That results fiom the fact thet listcning and speaking skills is uscd much more than reading and wiiting skills in daily life.
Speaking and listening skills are used in daily commuriications andl loaning thesc skills is learning ta communicats. Teaching speaking skill-methadolagical objectives The development of different approaches asserts a diffrent perspective on the importance of speaking and teaching speaking skill. or many years, language teaching aims at helping learners achieve linguistic competence, which is the ability to master the sounds, words, and grammar pattems, in the mid-1970s, the notion of linguistic competence is extended to the communicative competence-the ability to interact with other speakers, to make meaning, as distinct from the ability lo perforin on disorete- point lasts of grammatical knowlodgs. Therefore, teachers should study what objectives materials and methods aim at when they teach speaking skills.
Concepts of conversation PART A: INTRODUCTION 1. The rationale of the study The actual performance of English speaking tests showed that students were more confident in speaking individually if they had information for the teachers’ questions, ilowever, when they were asked to interact with ollr student in conversations, they spont a loi of line preparing for these and finally still felt worried and did an unnatural and unstructured conversation. Some of them even failed to speak from the very beginning of the conversation, The result of the inlsrvicws and tests suggested me @ lopic for my minor thesis in the Master course in English Teaching Methodology, that is “A snedy on the reality of teaching conversational skills to non-linglish major students at Phuong Dong University (PDU)- difficulties and some suggested teaching techniques.” The paper altcmpts to claily the difficulties of teaching conversational skills and suggest some activities that are practical in teaching these skifts in Fingtish speaking lessons. Some suggestions in teaching and learning methods are also put forward, which are relevant to CIT application 2.
Alms of the study ‘The research investigates the reality of teaching conversational skills to non-English major at Phuong Deng University. ‘I'he main goal of the research is to identify the difficulties of teacher and students when they deal with conversational skills to recommend techniques and activities in classes to help teachers reduce difficulties. Research questions of the study The study aims al answering the following questions 1. What are the difficulties of teachers at Phuong Dong University conversational skills to nen- Rnglish major students? 2.
What are the difficulties of non-English major students at Phuong Dong University when learning conversational skills? 3. What techniques and activities are effective to teach non-English major students at Phuong Dong University conversational skills? PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1. Overview of teaching speaking skills to foreign learners of English LLL Nature of speaking skill Oral skill or speaking skill among fou macro skills (including listening, speaking, reading, and writing) is considered one of the most important in Jeaming languages. According to Bygatc (1987), speaking help learners “caztics out many of their basic transactions, It is the skill by which they are most fiequently judged, and through which they make and lose friends.
It is the par excellence of social solidanty, of social ranking, of professional advancement and of business. Tis also a medium (hroogh which mnch language is Iearat, and for many is particularly conductive for learning.” For some language lamers, learning to speak a language is learning the fanguage and their improvement in the language competence is the progress in speaking competence, That results fiom the fact thet listcning and speaking skills is uscd much more than reading and wiiting skills in daily life. Speaking and listening skills are used in daily commuriications andl loaning thesc skills is learning ta communicats. Teaching speaking skill-methadolagical objectives The development of different approaches asserts a diffrent perspective on the importance of speaking and teaching speaking skill.
or many years, language teaching aims at helping learners achieve linguistic competence, which is the ability to master the sounds, words, and grammar pattems, in the mid-1970s, the notion of linguistic competence is extended to the communicative competence-the ability to interact with other speakers, to make meaning, as distinct from the ability lo perforin on disorete- point lasts of grammatical knowlodgs. Therefore, teachers should study what objectives materials and methods aim at when they teach speaking skills. Concepts of conversation 4, Scope of the study sludy, the investigator intended to facus on the difficulties of tcachers and non Tn thi: English major students when they teach and leam conversational skills. Because these obstacles are the common worry among teachers and leamers and itom these difficulties, techniques are selected to help teachers reduce them in teaching and help students to have more confidence in conversing in English classcs.
Methails of the study “To fulfill the above aims, the investigator has chosen both qualitative and quantitative methods for the sindy. All the comments, remarks, suggestions and conclusions arc drawn aut fiom factual research, observation, experience and discussion among teachers and leamers. Data for analysis are gained through the following sources: + Survey questionnaire: This mathod is used lo find oul the difficulties the teachers and students at Phuong Dong University face when they inferact in conversation lessons. The questionnaires are useful for getting data of the attitudes and behaviors of the teachers and learnars when facing these difficulties.
