VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES NGUYEN THUY NHUNG TILK EXPLOITATION OF COOPERATIVE ACTIVITLES FOR TEACHING SPEAKING SKILL TO THE 12™ FORM NON- SPECIALIZED ENGLISH STUDENTS AT BAC NINH SPECIALIZED HIGH SCHOOL. ( Sw dung hoạt động hợp tác trong việc dạ kỹ năng nói cho học sinh lớp 12 không chuyên tiếng Anh tại Trường Trung học Phố thông Chuyên Bắc Ninh } M. Minor Programme Thesis Field: English Teaching Methodology Code: 60 14 10 HANOT, 2016 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES NGUYEN THUY NHUNG THE EXPLOITATION OF COOPERATIVE ACTIVITIES FOR TEACHING SPEAKING SKILL TO THE 12™ FORM NON- SPECIALIZED ENGLISH STUDENTS AT BAC NINH SPECIALIZED HIGH SCHOOL, (Sit dung hoat dong hop tac trong viée dap kp nang nei cho hec sinh lớp 12 không chuyên tiếng Anh tại Trường Trung học Phẫ thông Chuyên Bắc Ninh) M. Minor Programme Thesis Field: English Teaching Methodology Code: 60 14 16 Supervisor : Tran Hién Lan, M.A HANOI, 2010 TABLE OF CONTENTS Ackmowledgements ii 'TablzoÏ cơnteDfS.c container TW List of abbreviations and tables vị PART 1: INTRODUCTION 1.
Aims of the study. ved 3, Research question. wd 4, Methods of the study 2 5. Scope of the study 2 6.
Design of the study. eeeneenennininnininenientantiniininenennsned PART 2: DEVELOPMENT Chapter 1: LITERATURE REVIEW _ 1. The teaching and learning of the speaking skill an LLL. Communicative Language Teaching (CLI).
The nature of CLT. The role of speakingin foreign language teaching 7 1. Cooperatixe learning and is activilies. What is cooperative leaming?.
Essential components of cooperative learning and activities 9 1. Cooperative learning celmiques und achvilics in a speaking lesson. The role of cooperative activities in teaching speaking skill 13 13 of teaching a foreign langnage, especialfy Tnglish. CIT is emphasized as an appropriate approach to language teaching for the 21" century.
ULLAL The nate of CLT For many years, language teaching was seen as helping learners develop linguistic competence — that is, helping students master the sounds, words and grammar pattems of English. The idea was that by studying the bits and picces of a language, students could eventually put them all together and communicate. Tn the rid - 1970s the notion of linguistic campelencs came lo be viewod as a component of the broader idea of communicative competence. According to Canale and Swain (1980), the second language leamers cannot be expected to achieve a satisfactory level of communicative competence if no knowledge of probability of occurrence of grammatical forms and communicative function is developed.
Their view of communicative competenes consists of four areas of knowledge and skills. Grammatical competence Strategic competeace >> Coumnmicative compet a Sociolinguistic competence Discourse competence * Grammatical competence: Ability fo use correct grammar, vocabulary and pronunciation * Sociolingnistic competence: Ability to use appropriate language in diffrent contexts and settings * Discourse competence: Ability to combine language clements to show cohesion in form and coherence in thought 13 of teaching a foreign langnage, especialfy Tnglish. CIT is emphasized as an appropriate approach to language teaching for the 21" century. ULLAL The nate of CLT For many years, language teaching was seen as helping learners develop linguistic competence — that is, helping students master the sounds, words and grammar pattems of English.
The idea was that by studying the bits and picces of a language, students could eventually put them all together and communicate. Tn the rid - 1970s the notion of linguistic campelencs came lo be viewod as a component of the broader idea of communicative competence. According to Canale and Swain (1980), the second language leamers cannot be expected to achieve a satisfactory level of communicative competence if no knowledge of probability of occurrence of grammatical forms and communicative function is developed. Their view of communicative competenes consists of four areas of knowledge and skills.
Grammatical competence Strategic competeace >> Coumnmicative compet a Sociolinguistic competence Discourse competence * Grammatical competence: Ability fo use correct grammar, vocabulary and pronunciation * Sociolingnistic competence: Ability to use appropriate language in diffrent contexts and settings * Discourse competence: Ability to combine language clements to show cohesion in form and coherence in thought 12 PARTY 2: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW To begin with the study, in this chapter, the researcher will present some theoretical background based on which the study will be carticd out. The first scction overviews the teaching and learning of the speaking skill. ‘hen cooperative leaming and its activities are discussed in the sccond scetion. The teaching and Iearning of the spcaking skill A glance through the past century or so of language teaching will give an interesting picture of how varicd approaches and methods applicd in language teaching are.
David Nunan (1991b: 228, cited in Bang, N & Ngoc, N.B) remarks “It has been realized that there never yeas and probably never will be a method for all”, As a maller of facl, there is no porfeelly good language teaching method for all, instead we need to get on well with the approach to Janguage teaching we have chosen and design effective tasks and techniques informed by that approach, New telhods have appeared, developed and reptaeed the previous ones for the only purpose: to find out the best way to teach a foreign language. In recent years, there has been a preference for leaming foreign languages in general and English in particular as a incans of communication, Thus, Commumicative Tangnags Teaching becomes the most preferable method. The following part will concer with the communicative approach and its implication for teaching and leaming the speaking skill. Communicative Language Teaching (CLT) Being founded in the early 1960s “CLT” has recently become a fashionable term to cover a variety of developments in syilatrus design and to a lesser extent, in the methodology 13 of teaching a foreign langnage, especialfy Tnglish.
CIT is emphasized as an appropriate approach to language teaching for the 21" century. ULLAL The nate of CLT For many years, language teaching was seen as helping learners develop linguistic competence — that is, helping students master the sounds, words and grammar pattems of English. The idea was that by studying the bits and picces of a language, students could eventually put them all together and communicate. Tn the rid - 1970s the notion of linguistic campelencs came lo be viewod as a component of the broader idea of communicative competence.
According to Canale and Swain (1980), the second language leamers cannot be expected to achieve a satisfactory level of communicative competence if no knowledge of probability of occurrence of grammatical forms and communicative function is developed. Their view of communicative competenes consists of four areas of knowledge and skills. Grammatical competence Strategic competeace >> Coumnmicative compet a Sociolinguistic competence Discourse competence * Grammatical competence: Ability fo use correct grammar, vocabulary and pronunciation * Sociolingnistic competence: Ability to use appropriate language in diffrent contexts and settings * Discourse competence: Ability to combine language clements to show cohesion in form and coherence in thought 11 6. Design of the study This study includes three main parts: the introduction, the development and the conclusion.
‘The first part, “Imtroduction”. provides the basic information such as rationale, aims, research question, methods, scope and design af the stndy, The second part, “Development”, consists of the four chapters: Chapter one, Literature review, deals with theoretical background about conumunicative language teaching, speaking skill and cooperative learning, Chapter two, The study, is an overview of the reality of teaching and learning speaking skifl for the 12" form non - specialized English students at Bac Ninh Specialized High School. in this part, the school, the subjects and instruments used in the research will be discussed Chapter three, Data analysis and discussion, deals with analyzing the data Chapter four, Recommendations, focuscs on some suggestions on using cooperative activities in speaking lessons The last pari, “Conclusion”, prosznls the summary of the major findings, paints oul some shortcomings revealed during the process of completing this research paper and suggests further studies. Design of the study This study includes three main parts: the introduction, the development and the conclusion.
‘The first part, “Imtroduction”. provides the basic information such as rationale, aims, research question, methods, scope and design af the stndy, The second part, “Development”, consists of the four chapters: Chapter one, Literature review, deals with theoretical background about conumunicative language teaching, speaking skill and cooperative learning, Chapter two, The study, is an overview of the reality of teaching and learning speaking skifl for the 12" form non - specialized English students at Bac Ninh Specialized High School. in this part, the school, the subjects and instruments used in the research will be discussed Chapter three, Data analysis and discussion, deals with analyzing the data Chapter four, Recommendations, focuscs on some suggestions on using cooperative activities in speaking lessons The last pari, “Conclusion”, prosznls the summary of the major findings, paints oul some shortcomings revealed during the process of completing this research paper and suggests further studies. 13 of teaching a foreign langnage, especialfy Tnglish.
CIT is emphasized as an appropriate approach to language teaching for the 21" century. ULLAL The nate of CLT For many years, language teaching was seen as helping learners develop linguistic competence — that is, helping students master the sounds, words and grammar pattems of English. The idea was that by studying the bits and picces of a language, students could eventually put them all together and communicate. Tn the rid - 1970s the notion of linguistic campelencs came lo be viewod as a component of the broader idea of communicative competence.
According to Canale and Swain (1980), the second language leamers cannot be expected to achieve a satisfactory level of communicative competence if no knowledge of probability of occurrence of grammatical forms and communicative function is developed. Their view of communicative competenes consists of four areas of knowledge and skills. Grammatical competence Strategic competeace >> Coumnmicative compet a Sociolinguistic competence Discourse competence * Grammatical competence: Ability fo use correct grammar, vocabulary and pronunciation * Sociolingnistic competence: Ability to use appropriate language in diffrent contexts and settings * Discourse competence: Ability to combine language clements to show cohesion in form and coherence in thought 12 PARTY 2: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW To begin with the study, in this chapter, the researcher will present some theoretical background based on which the study will be carticd out. The first scction overviews the teaching and learning of the speaking skill.
‘hen cooperative leaming and its activities are discussed in the sccond scetion. The teaching and Iearning of the spcaking skill A glance through the past century or so of language teaching will give an interesting picture of how varicd approaches and methods applicd in language teaching are. David Nunan (1991b: 228, cited in Bang, N & Ngoc, N.B) remarks “It has been realized that there never yeas and probably never will be a method for all”, As a maller of facl, there is no porfeelly good language teaching method for all, instead we need to get on well with the approach to Janguage teaching we have chosen and design effective tasks and techniques informed by that approach, New telhods have appeared, developed and reptaeed the previous ones for the only purpose: to find out the best way to teach a foreign language. In recent years, there has been a preference for leaming foreign languages in general and English in particular as a incans of communication, Thus, Commumicative Tangnags Teaching becomes the most preferable method.
The following part will concer with the communicative approach and its implication for teaching and leaming the speaking skill. Communicative Language Teaching (CLT) Being founded in the early 1960s “CLT” has recently become a fashionable term to cover a variety of developments in syilatrus design and to a lesser extent, in the methodology 11 6. Design of the study This study includes three main parts: the introduction, the development and the conclusion. ‘The first part, “Imtroduction”.
