VIETNAM NATIONAL UNIVERSITY, HANOI COLLEGE OF FOREIGN LANGUAGES POST-GRADUATE STUDIES CHU THI KIM NGAN USING TASK-BASED ACTIVITIES FOR THE FIRST- YEAR NON-MAJOR STUDENTS OF ENGLISH IN SPEAKING LESSONS AT NATIONAL ECONOMICS UNIVERSITY ( Sử dụng các hoạt động giao nhiệm vụ cho sinh viên không chuyên tiếng Anh trong các tiết học nói tại trường Đại học Kinh Tế Quốc Dân) M.A MINOR THESIS FIELD: ENGLISH METHODOLOGV CODE: 601410 HANOI, 2009 VIETNAM NATIONAL UNIVERSITY, HANOI COLLEGE OF FOREIGN LANGUAGES POST-GRADUATE STUDIES CHU THI KIM NGAN USING TASK-BASED ACTIVITIES FOR THE FIRST- YEAR NON-MAJOR STUDENTS OF ENGLISH IN SPEAKING LESSONS AT NATIONAL ECONOMICS UNIVERSITY ( Sử dụng các hoạt động giao nhiệm vụ cho sinh viên không chuyên tiếng Anh trong các tiết học nói tại trường Đại học Kinh Tế Quốc Dân) M.A MINOR THESIS FIELD: ENGLISH METHODOLOGY CODE: 601410 SUPERVISOR: Nguyen Thi Vuong, M.A HANOI, 2009 iv TABLE OF CONTENTS = CHAPTER 1: INTRODUCTION & 1. Rationale of the study. Aims of the study 1. 14, Scope of the study.
Design of the study. CHAPTER 2: LITERATURE REVIEW we bh ye 2. Wihat is speaking? 2. Approaches to speaking.3, Aypects of teaching speaking in CLT classes.1, buvoduetion to CLY approach.
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Summary 16 CHAPTER 3: THE STUDY. The context for the stud.1 Introduction to the English course for first-vear non-major students at National Economies Univer sit¥c icc cà th nỉ th HH nh nhe T77 1. the teaching materials and assessment.Design and methodology. LIST OF TABLES Table 1: The framework for task-based learning Yable 2:The levels of proficiency of the experimental class.
Table 3: The levels of proficiency of the control class. CHAPTER 2: LITERATURE REVIEW This chapter is concerned with the theoretical background of the study which dnchides an overview of spcaking skill and Task-based Language Teaching. What is speaking? In this scetion, T will consider what we moan by “spgaking”. In language teaching, we often talk about four language skills (speaking, listening, reading and wiiting) in terms of their direction and modality.
Speaking, in particular, can be regarded as the productive, oral skill Speaking consists of producing systematic verbal utterances to convey meaning. According to Morez (1999), speaking is “an interactive process of constructing meaning thal involves producing and recciving and processing infonnation”. ILis oflen spontancous, open-ended, and evolving but it is not completely unpredictable Speaking plays an important part in communication as Ur (1996), Bailey and Savage( 1994) say © for many peuple, speaking is seen as the central skill because of the desire ta communicate with others, often face to face and in real time”. It is really an umpressive feat when we hear someone speaking effectively in a second or foreign language.
Ur (1996) considers spcaking intuitively the most important of the four skills: poogle who know a Janguage are referred to as “speaker” of that language as if speaking inchuded all other kinds of knowing 2. Approaches to speaking For many years, language teaching was seen as helping learners develop linguistic competence that is, helping students master the sounds, words and grammar patierns of English. The idea was that by studying the bits and pieces of a language, students could eventually put thom altogether and communicate. In the1970s and 1980s, however, the understanding of language leaming experienced a significant shill in focus.
This shill was influenced by inlernationat developments in linguistics, curricula, and pedagogy, as well as by sociolinguistic research (primary in Australia, Canada, New Zealand, The United Kingdom and The U.S), In addition, the LIST OF TABLES Table 1: The framework for task-based learning Yable 2:The levels of proficiency of the experimental class. Table 3: The levels of proficiency of the control class. CHAPTER 1: INTRODUCTION ‘This chapter aims to present the rationale of the study, aims of the study, research questions, scope of the study and design of the study LL. Rationale of the study Nowadays, teaching English has received increasing attention as English has become the language for global corumunication.
To meet the fulure job tequiromonts, students in general and students of Economies at National Economics University in particular need to enhance their skilis of English, especially the speaking skill. However, there exists a critical problem in toaching and loarring English af colleges andl universitics resulting from inappropriate teaching materials and instructional techniques. The common teaching approach applied in English lesson at most of universities and colleges is teacher-centered and lecturs-oriented, which normally results in teaming passivity and non-involvement in 1anguagz skills in goncral and in speaking activitics in particular. Therefore, if is the high time to make a change in the traditional leaming process of English at universities in Visinam in general and at the National Reonomics University in particular.
Among the amodem teaching methods, the task-based one is considered a type of analytic leaming and teaching method which owns mumerous advantages According to Cadtin (1987), “Task-hased [earring continues wilh and develops recent ailention to loamer-contorsd approaches ani] in particular the idzas of differentiation and Jeamer independence. Tasks serve as compelling and appropriate method for realizing certain characteristic principtes of | communicative language teaching and teaming.” Resides, Numan (2005) arguas thal “TBT docs provide a flexible, fimationally compatible and contextually sensitive approach for many teachers, as well as learners”. For all the reasons mentioned, we do believe that the implication of task-based approach will cnable a change in studcnts* Icaming process, cspzcially in terms of speaking skill and for the first-year non-major students at National Economics University.2 Aims of the study The sluly aims lơ invosligato the beneRls of inlograting a lask-based approach in teaching speaking to the first-year non-major of English at National Economies University. CHAPTER 1: INTRODUCTION ‘This chapter aims to present the rationale of the study, aims of the study, research questions, scope of the study and design of the study LL.
Rationale of the study Nowadays, teaching English has received increasing attention as English has become the language for global corumunication. To meet the fulure job tequiromonts, students in general and students of Economies at National Economics University in particular need to enhance their skilis of English, especially the speaking skill. However, there exists a critical problem in toaching and loarring English af colleges andl universitics resulting from inappropriate teaching materials and instructional techniques. The common teaching approach applied in English lesson at most of universities and colleges is teacher-centered and lecturs-oriented, which normally results in teaming passivity and non-involvement in 1anguagz skills in goncral and in speaking activitics in particular.
Therefore, if is the high time to make a change in the traditional leaming process of English at universities in Visinam in general and at the National Reonomics University in particular. Among the amodem teaching methods, the task-based one is considered a type of analytic leaming and teaching method which owns mumerous advantages According to Cadtin (1987), “Task-hased [earring continues wilh and develops recent ailention to loamer-contorsd approaches ani] in particular the idzas of differentiation and Jeamer independence. Tasks serve as compelling and appropriate method for realizing certain characteristic principtes of | communicative language teaching and teaming.” Resides, Numan (2005) arguas thal “TBT docs provide a flexible, fimationally compatible and contextually sensitive approach for many teachers, as well as learners”. For all the reasons mentioned, we do believe that the implication of task-based approach will cnable a change in studcnts* Icaming process, cspzcially in terms of speaking skill and for the first-year non-major students at National Economics University.2 Aims of the study The sluly aims lơ invosligato the beneRls of inlograting a lask-based approach in teaching speaking to the first-year non-major of English at National Economies University.
CHAPTER 2: LITERATURE REVIEW This chapter is concerned with the theoretical background of the study which dnchides an overview of spcaking skill and Task-based Language Teaching. What is speaking? In this scetion, T will consider what we moan by “spgaking”. In language teaching, we often talk about four language skills (speaking, listening, reading and wiiting) in terms of their direction and modality. Speaking, in particular, can be regarded as the productive, oral skill Speaking consists of producing systematic verbal utterances to convey meaning.
According to Morez (1999), speaking is “an interactive process of constructing meaning thal involves producing and recciving and processing infonnation”. ILis oflen spontancous, open-ended, and evolving but it is not completely unpredictable Speaking plays an important part in communication as Ur (1996), Bailey and Savage( 1994) say © for many peuple, speaking is seen as the central skill because of the desire ta communicate with others, often face to face and in real time”. It is really an umpressive feat when we hear someone speaking effectively in a second or foreign language. Ur (1996) considers spcaking intuitively the most important of the four skills: poogle who know a Janguage are referred to as “speaker” of that language as if speaking inchuded all other kinds of knowing 2.
Approaches to speaking For many years, language teaching was seen as helping learners develop linguistic competence that is, helping students master the sounds, words and grammar patierns of English. The idea was that by studying the bits and pieces of a language, students could eventually put thom altogether and communicate. In the1970s and 1980s, however, the understanding of language leaming experienced a significant shill in focus. This shill was influenced by inlernationat developments in linguistics, curricula, and pedagogy, as well as by sociolinguistic research (primary in Australia, Canada, New Zealand, The United Kingdom and The U.S), In addition, the CHAPTER 2: LITERATURE REVIEW This chapter is concerned with the theoretical background of the study which dnchides an overview of spcaking skill and Task-based Language Teaching.
What is speaking? In this scetion, T will consider what we moan by “spgaking”. In language teaching, we often talk about four language skills (speaking, listening, reading and wiiting) in terms of their direction and modality. Speaking, in particular, can be regarded as the productive, oral skill Speaking consists of producing systematic verbal utterances to convey meaning. According to Morez (1999), speaking is “an interactive process of constructing meaning thal involves producing and recciving and processing infonnation”.
ILis oflen spontancous, open-ended, and evolving but it is not completely unpredictable Speaking plays an important part in communication as Ur (1996), Bailey and Savage( 1994) say © for many peuple, speaking is seen as the central skill because of the desire ta communicate with others, often face to face and in real time”. It is really an umpressive feat when we hear someone speaking effectively in a second or foreign language. Ur (1996) considers spcaking intuitively the most important of the four skills: poogle who know a Janguage are referred to as “speaker” of that language as if speaking inchuded all other kinds of knowing 2. Approaches to speaking For many years, language teaching was seen as helping learners develop linguistic competence that is, helping students master the sounds, words and grammar patierns of English.
The idea was that by studying the bits and pieces of a language, students could eventually put thom altogether and communicate. In the1970s and 1980s, however, the understanding of language leaming experienced a significant shill in focus. This shill was influenced by inlernationat developments in linguistics, curricula, and pedagogy, as well as by sociolinguistic research (primary in Australia, Canada, New Zealand, The United Kingdom and The U.S), In addition, the 3. Data colleetior: prOCEHHIES.
Task-hased project. The post-treatment test. Findings and discussion.1 Summary of the major findings. Recommendations for the application of the TB approach.
REFERENCES APPENDIXES LIST OF TABLES Table 1: The framework for task-based learning Yable 2:The levels of proficiency of the experimental class. Table 3: The levels of proficiency of the control class. Data colleetior: prOCEHHIES. Task-hased project.
