VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES Jeicoioieieiooioioisioiaioiosioiotoiok PHAM LE NU TUYET NGAN THE APPLICATION OF CLT: THE GAPS BETWEEN TEACHERS’ THEORETICAL KNOWLEDGE AND PRACTICES AT BACH VIET COLLEGE VIEC AP DUNG PHUONG PHAP GIANG DAY CLT: NHUNG KHOANG CACH GIU'A LY THUYET VA THUC HANH CUA GIÁO VIÊN TẠI TRUONG CAO DANG BACH VIET M. MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111 Hanoi, 2014 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES Jeicoioieieiooioioisioiaioiosioiotoiok PHAM LE NU TUYET NGAN THE APPLICATION OF CLT: THE GAPS BETWEEN TEACHERS’ THEORETICAL KNOWLEDGE AND PRACTICES AT BACH VIET COLLEGE VIEC AP DỤNG PHƯƠNG PHÁP GIANG DAY CLT: NHUNG KHOANG CACH GIU'A LY THUYET VA THUC HANH CUA GIAO VIEN TAI TRUONG CAO DANG BACH VIET M. MINOR THESIS: FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111 SUPERVISOR: PHAN THE HUNG, Ph. Hanoi, 2014 DECLARATION OF AUTHORSHIP J certify that this thesis is my original work.
No other person’s work or ideas have been used wilhtoul acknowledgement. where I have clearly stated that, T have used some of this thesis elsewhere, { have not presented this for assessment in another course or unit at this or any other institution. I have retained a copy of this thesis, Signed: Date 3.3, For educational system .ccscssnsenseunnesneenenainnsnaennnenmanennn dS PART C: CONCLUSION v. Conclusions of the study.
Limitations oŸ the 8E0ÿ. Suggestions for further study.3, For educational system .ccscssnsenseunnesneenenainnsnaennnenmanennn dS PART C: CONCLUSION v. Conclusions of the study. Limitations oŸ the 8E0ÿ.
Suggestions for further study. ¬— vì In addition, the concept of communivative competence on Batchman’s study (1990) comprises two mam factors which are organizational competence and pragmatic compelence. While organivational competence refers to gesmmaheal competence and discourse competence, pragmatic competence relates to illocutionary competence and sociolinguistic competence. Tn short, communicative competence is (he measurement of learning aptitude of a leamer.
In an attempt to help leamers have the best environment to develop communicative ability and master the language, teachers need to be active in implementing communicative approach in order to design lessons which are appropriate to lamers” level and various classes 3. Teacher's theorctical knowledge Aceording to Sharmen (2007), theorelical knowledge, also known as cl ot propositional knowledge, is knowledge than can be codified or articulated 4, Teacher's practices Aceording (9 Oxford Dictionary, the praclive is the actual application or use of an idea, belief, or method, as opposed to theories relating to it vii In addition, the concept of communivative competence on Batchman’s study (1990) comprises two mam factors which are organizational competence and pragmatic compelence. While organivational competence refers to gesmmaheal competence and discourse competence, pragmatic competence relates to illocutionary competence and sociolinguistic competence. Tn short, communicative competence is (he measurement of learning aptitude of a leamer.
In an attempt to help leamers have the best environment to develop communicative ability and master the language, teachers need to be active in implementing communicative approach in order to design lessons which are appropriate to lamers” level and various classes 3. Teacher's theorctical knowledge Aceording to Sharmen (2007), theorelical knowledge, also known as cl ot propositional knowledge, is knowledge than can be codified or articulated 4, Teacher's practices Aceording (9 Oxford Dictionary, the praclive is the actual application or use of an idea, belief, or method, as opposed to theories relating to it vii 2.2, Setting of the study.1, Data collection instruments. Data collection procedures. Dala analysis procedures CHAPTER 3: FINDINGS AND DISCUSSION 3.
Research question }: Whal is the teachers’ theoretical knowledge of CLT?. Theoretical knowledge of CLT and its characteristic 3. Theorsheal knowledge of activilics im CI. Research question 2: Do the teachers’ understandings towards CLT reflect their actual classroom praclices? 3.
Research question 3; What are the difficulties that teachers face in adopting CL'f at BVC?. Difficullics related to Leachers 3. Difficulties related to studenfs. Difficulties related to educational system.
‘The gaps between teachers” theoretical knowledge of CL and their practices 3. Difficulties and challenges of implementiny: CLT in classrooms 3. Difficulties and challenges related to teachers. Difficulties and challenges related to students 3.
Diflicullics and challenges related to cducalional sysLom _ v ABSTRACT Since the importance and requirement to communicate in English cannot be declined, in the current trend of improving qualily education, many RFT, countries in general and Vietnam in particular have changed from traditional grammar- based teaching method into communicative-focused approach. Iowever, some studies have reported (hal there is still a gap between the theory of Communicative Language ‘leaching (CL'f) and classrooms” actual practices. ‘he purpose of this thesis is to investigate the teachers’ theoretical knowledge of CLT. their understandings about CLT and their practices into their classrooms when applying CLY at Bach Viet College (BVC).
Besides, this qualitative study also tries to investigate some challenges that prevent these teachers from implementing CLT into English classrooms al BYC. DEFINITION OF TERMS 4. Communicative Language Teaching (CL.T) Acoording to Richards, ef al. (1992), CLT is an approach to foreign or second language teaching which emphasizes that the goal of language learning is communicative competence.
This approach aims at focusing on developing communicative competcnee among learners. Communicative Competence In order to use the language effectively, learners need to develop communicative competence — the ability to use the language they are learning appropriately in a given social setting. According to Savigon’s definition (1972), communicative competence may be defined as the ability to function in a truly communicative sctting -thal is, in a dynamic exchange in which linguistic competence must adapt itself to the total informational input, both linguistic and paralinguistic, of one or more interlocutors. is fhe view of Canale and Swain (1980) that communicative competence includes grammatical competence, sociolinguistic competence, discourse compelence, and sbategic compelence.
- Grammatical competence involves knowledge of vocabulary and rules of word formation, pronunciation or spelling and sentence formation which provide the learners with knowledge af how lo express utterances accurately. - Sociolinguistic competence relates to the ability to use the language properly in social contexts depending on contextual factors such as topic, status of participanls, and purpose of the inleraotion. - Discourse competence concerns the ability of how to combine grammatical forms and meanings to achieve a unified spoken or written text - Strategic competence refers to the mastery of communication slralegies which enhance the effectiveness of communication or compensate for breakdowns in communication due to limiting factors in actual communication. vii DEFINITION OF TERMS 4.
Communicative Language Teaching (CL.T) Acoording to Richards, ef al. (1992), CLT is an approach to foreign or second language teaching which emphasizes that the goal of language learning is communicative competence. This approach aims at focusing on developing communicative competcnee among learners. Communicative Competence In order to use the language effectively, learners need to develop communicative competence — the ability to use the language they are learning appropriately in a given social setting.
According to Savigon’s definition (1972), communicative competence may be defined as the ability to function in a truly communicative sctting -thal is, in a dynamic exchange in which linguistic competence must adapt itself to the total informational input, both linguistic and paralinguistic, of one or more interlocutors. is fhe view of Canale and Swain (1980) that communicative competence includes grammatical competence, sociolinguistic competence, discourse compelence, and sbategic compelence. - Grammatical competence involves knowledge of vocabulary and rules of word formation, pronunciation or spelling and sentence formation which provide the learners with knowledge af how lo express utterances accurately. - Sociolinguistic competence relates to the ability to use the language properly in social contexts depending on contextual factors such as topic, status of participanls, and purpose of the inleraotion.
- Discourse competence concerns the ability of how to combine grammatical forms and meanings to achieve a unified spoken or written text - Strategic competence refers to the mastery of communication slralegies which enhance the effectiveness of communication or compensate for breakdowns in communication due to limiting factors in actual communication.2, Setting of the study.1, Data collection instruments. Data collection procedures. Dala analysis procedures CHAPTER 3: FINDINGS AND DISCUSSION 3. Research question }: Whal is the teachers’ theoretical knowledge of CLT?.
Theoretical knowledge of CLT and its characteristic 3. Theorsheal knowledge of activilics im CI. Research question 2: Do the teachers’ understandings towards CLT reflect their actual classroom praclices? 3. Research question 3; What are the difficulties that teachers face in adopting CL'f at BVC?.
Difficullics related to Leachers 3. Difficulties related to studenfs. Difficulties related to educational system. ‘The gaps between teachers” theoretical knowledge of CL and their practices 3.
Difficulties and challenges of implementiny: CLT in classrooms 3. Difficulties and challenges related to teachers. Difficulties and challenges related to students 3. Diflicullics and challenges related to cducalional sysLom _ v 2.2, Setting of the study.1, Data collection instruments.
Data collection procedures. Dala analysis procedures CHAPTER 3: FINDINGS AND DISCUSSION 3. Research question }: Whal is the teachers’ theoretical knowledge of CLT?. Theoretical knowledge of CLT and its characteristic 3.
Theorsheal knowledge of activilics im CI. Research question 2: Do the teachers’ understandings towards CLT reflect their actual classroom praclices? 3. Research question 3; What are the difficulties that teachers face in adopting CL'f at BVC?. Difficullics related to Leachers 3.
Difficulties related to studenfs. Difficulties related to educational system. ‘The gaps between teachers” theoretical knowledge of CL and their practices 3. Difficulties and challenges of implementiny: CLT in classrooms 3.
Difficulties and challenges related to teachers. Difficulties and challenges related to students 3. Diflicullics and challenges related to cducalional sysLom _ v DEFINITION OF TERMS 4. Communicative Language Teaching (CL.T) Acoording to Richards, ef al.
(1992), CLT is an approach to foreign or second language teaching which emphasizes that the goal of language learning is communicative competence. This approach aims at focusing on developing communicative competcnee among learners. Communicative Competence In order to use the language effectively, learners need to develop communicative competence — the ability to use the language they are learning appropriately in a given social setting. According to Savigon’s definition (1972), communicative competence may be defined as the ability to function in a truly communicative sctting -thal is, in a dynamic exchange in which linguistic competence must adapt itself to the total informational input, both linguistic and paralinguistic, of one or more interlocutors.
is fhe view of Canale and Swain (1980) that communicative competence includes grammatical competence, sociolinguistic competence, discourse compelence, and sbategic compelence. - Grammatical competence involves knowledge of vocabulary and rules of word formation, pronunciation or spelling and sentence formation which provide the learners with knowledge af how lo express utterances accurately. - Sociolinguistic competence relates to the ability to use the language properly in social contexts depending on contextual factors such as topic, status of participanls, and purpose of the inleraotion. - Discourse competence concerns the ability of how to combine grammatical forms and meanings to achieve a unified spoken or written text - Strategic competence refers to the mastery of communication slralegies which enhance the effectiveness of communication or compensate for breakdowns in communication due to limiting factors in actual communication.
vii DEFINITION OF TERMS 4. Communicative Language Teaching (CL.T) Acoording to Richards, ef al. (1992), CLT is an approach to foreign or second language teaching which emphasizes that the goal of language learning is communicative competence. This approach aims at focusing on developing communicative competcnee among learners.
Communicative Competence In order to use the language effectively, learners need to develop communicative competence — the ability to use the language they are learning appropriately in a given social setting. According to Savigon’s definition (1972), communicative competence may be defined as the ability to function in a truly communicative sctting -thal is, in a dynamic exchange in which linguistic competence must adapt itself to the total informational input, both linguistic and paralinguistic, of one or more interlocutors. is fhe view of Canale and Swain (1980) that communicative competence includes grammatical competence, sociolinguistic competence, discourse compelence, and sbategic compelence.
