VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES —-mœsElgocœ—- TAO THI THU THAO TECHNIQUES FOR ORGANIZING COMMUNICATIVE ACTIVITE IN PAIR WORK AND GROUP WORK FOR THE 1*7 YEAR STUDENTS AT TOURISM FACULTY, THANH TIOA TINIVERSTTY OF CULTURE, SPORTS AND TOURISM. MINOR PROGRAMME TIIESIS Field: English Language Teaching Methodology Code: 6 14 10 Hanoi, 2013 VIETNAM NATIONAL UNIVERSITY, 1A NOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES —-#aœEltoes—- TAO THI THU THAO ‘TECHNIQUES FOR ORGANIZING COMMUNICATIVE ACTIVITIES IN PAIR WORK AND GROUP WORK FOR THE 1°" YEAR STUDENTS AT TOURISM FACULTY, THANH HOA UNIVERSITY OF CULTURE, SPORTS AND TOURISM (Những thủ thuật tế chức các hoạt động giao tiếp theo cặp, nhỏm cho sinh viên năm thứ nhất khoa Du Lịch, trường Đại học Văn hoá, Thé thao, Du lich Thanh Hoá ) M. MINOR PROGRAMME THESIS Field: English Language Teaching Methodology Code: 60 14.A Nenyén Thi Minh Tâm Hanoi, 2013 TABLE OF CONTENTS: Candidate's statement. Last of abbreviations.
Last of lables and charis. ‘Table of contents. Aims of the study. Scope of the study.
IV, Research questions V. Methods of the slndy, VL. Significance of the study. Design of the study.
PART B: DEVELOPM T Chapter I: Theoretical Background. Communicative langnage teaching 1. Definition of Communicative activitios. Types of Communicative activities.
Interactions in speaking 0lass0es. Definition of Classroom Interaction. Speaking skill in language teaching and learning. Types of interactions in speaking class Hw 14, Pair work and group work in speaking classes oe 1.
Definition of pair work 1. Definition of group work. Advantages of pair work and group WOK. sssssesseesmesasansserseees V to improve studcnt”s lcarning spcaking English after the Ist scinestcr.
38 Chapter II: Finding and Discassion. Research questions restated a9 IIL2, How pair work and group work are used in English speaking classes of the 1“ 29 year students at ‘fourism Faculty. TIL3, What are uscful techniques of pair work and group work to the 1-year 31 students in learning speaking English?. The uscfal techniques of pair work and group work lo the 1 year 31 students in learning speaking English.
The use of suggested activities at 'UOCST 33 T11.3, Sarnple lesson pÏan. snemeeiniissemeamenne ieee 34 PART C: CONCLUSION 38 I. Lintitations of the study. Suggestions for fiuther research.
40 Appendix I: Questionnaires for students Appendix 2: Questionnaires for teachers Appendix 3: Interview questions for smdents Appendix 4: Interview questions for teachers vũ 1. Som: common activitics for pair work and group woiE. Review of previous studies 1. Chapter II: Methodology.
Background of the siuẩy. An overviw of the rescarch sile. Deseriptions of English teachers, teaching method and teaching material in TUCST. Descriptions of students at TUCST.
TL1LA, Descriptions of teaching and learning of English speaking skills for the first year students at Tourism Faonly tưtzough organizing 0 pair work and group work. Drescnfation of statistical resullfs. The restit of langtage learning survey tmedionnaims and đireet TTÍETVICW. Si0đenls” opirions on speaking skilL.
Students’ opinions on the usc of pair work, group work in spơaking 1. Students’ recommendation for the success of pair and group work 1. Students’ appreciation on how useful pair work and group work are 21 to improve their tearning speaking English afler the 1 semester I1,3. The result of language teaching survey questionnaires and direct 23 inferview.
Teachers’ opinions on speaking skill,. Teachers” appreciation of using pair work, group work 11,3. Teachers’ amplemention of pair work, group work in current speaking classes. Teacher’s appreciation on how useful pair work and group work are vi PART B: DEVELOPMENT CHAPTER L THEORETICAL BACKGROUND dn this chapter, a brief description af the theoretical knowledge relating to the study was provided.
It includes some concepts af CLT, comaumicative activities, interaction in the speaking clays, pair work, group work 1. Communicative language teaching (CLT) Commumicative Language Teaching (CLT) is the most influcntiat language teaching methodology in the world. Since the introduction of communicative language teaching in the late 1970s, there have been a variety of definitions and ideas about CLI’ CLT views language as a system for the expression of meaning. Activities involve eral communication, carrying oul meantigful tasks, and using language, which is meaningful to the learners.
Objectives reflect the needs of the learners; they include fimetional skills as well as linguistic objectives. The learner's role is as a negotiator and an integrator. The leacher’s role is as a facilitator of the communication process. Materials promote communicative language use, they are task based and authentic” (Numan 1989:194) Richards and Rodgers (1986) consider CLT as an approach rather than a method which comprises two sets of theories: assumption of what to teach, and assumption of how to teach Inthe first assumption, the purpose of language teaching is to develop "communicative competence” - 4 basic conccpl in CLT.
Hymes (1972) defines “communicative competence” as “what a speaker needs to know in order to be communicatively competent in a speech conmuority”. According to this, CLT has two following main aims pointed out by Richards and Rogers (1986:64): 1. ‘To make communicative competence the goal of language teaching, 2. To develop procedures for the teaching of the four language skills that acknowledge the interdependence of language and communication.
The second assumption shows another point about CLT, that is: “is learner-centered and experience based view of second language teaching. Students in this approach are seen to be able to play a more active and participatory part than in traditional approaches. 4nd therefore, the roles of teacher will be re-defined with the change of activity organisation because each leaner is thought to have unique learning styles, needs and goals, which should be reflected in the design of the method of instruction.” (Richards and Rodgers, 2001-67) To sum up, CLT is beat considerođ an approach rathzr than a method. It is most often defined as a list of general principles or characteristics.
One of the most recognized of these lists is David Nunar's (1991: 279) five charactenstics of CLT: - An emphasis on learning to communicate through interaction in the target language. - The introduction of authentic texts m to the learning sitiation - The provision of opportunities for learners to focus, not only on language but also on the learning process itself. - An enhancement of the leamer’s own personal experiences as important comributing elements to classraom learning. - An attempt to link classroom language learning with language activation outside the classroont.
These characteristics will be the principles for teachers to choose to improve their students’ participation in commumicative activities in a language classroom Some ideas about communicative activitics will be discussed in the next section.1, Definition of Communicative activities: Communicative activities, defined by Littlewood (1981), are those that provide whole task practice, improve students’ motivation, allow natural Jearning and create a context supporting learning as well. “Jn communicative activities the teacher creates a situation and sets an activity in notion, but it is the learners themselves who are respansible for conducting the interaction to its conclusion” (Littlewood, 1981: 18) Nolasco and Athur (1993) characterized communicative activities as follows: - They involve using language for a purpose. - They create a desire to communicate. This means there must he some kind of “gap” which may be information, opinion, or reason that students seek lo bridge.
- They encourage students to be creative and contribute their ideas. - They focus on the message and students concentrate on “what” they are saying rather than “how” they are saying it - The students work independently off the teacher. - The students determine what they want ta write and say. The activity is not designed to control what the students will.
Methods of the study: In order to find out the answers to the research questions, both quantitative and qualitative methods wore cmploycd to carry out the study. The data were collected by means of questionnaires and inferviews for English teachers and the first year students of Tourism Faculty at TUCST. Besides that, viewing the rolalsd documents from many published books wrillsn by different authors and collecting information fiom others previous stadies are methods to estabtish the theorctival background of the study. Significance of the study: This sludy is hoped to be uscd lo ball Leachers and shadents of Tourism Facully al TUCST.
This study has been able to contribute to teachers’ knowledge of communicative language teaching, communicative activities in general and pair work, group work in particular. Resides that, from the finding of the study, leachers can be provided with important information which may be valuable for their fhture lesson planning. On the other hand, the teachers’ transformation in pair work and group work implementation will be beneficial to the students. Design of the study: This study consists of three parts: Introduction, Development, and Conclusion The development part comprises four chapters + Chapter I: Theoretical Background + Chapter II: Methodology + Chapter IIL: Finding and Discussion PART B: DEVELOPMENT CHAPTER L THEORETICAL BACKGROUND dn this chapter, a brief description af the theoretical knowledge relating to the study was provided.
It includes some concepts af CLT, comaumicative activities, interaction in the speaking clays, pair work, group work 1. Communicative language teaching (CLT) Commumicative Language Teaching (CLT) is the most influcntiat language teaching methodology in the world. Since the introduction of communicative language teaching in the late 1970s, there have been a variety of definitions and ideas about CLI’ CLT views language as a system for the expression of meaning. Activities involve eral communication, carrying oul meantigful tasks, and using language, which is meaningful to the learners.
Objectives reflect the needs of the learners; they include fimetional skills as well as linguistic objectives. The learner's role is as a negotiator and an integrator. The leacher’s role is as a facilitator of the communication process. Materials promote communicative language use, they are task based and authentic” (Numan 1989:194) Richards and Rodgers (1986) consider CLT as an approach rather than a method which comprises two sets of theories: assumption of what to teach, and assumption of how to teach Inthe first assumption, the purpose of language teaching is to develop "communicative competence” - 4 basic conccpl in CLT.
Hymes (1972) defines “communicative competence” as “what a speaker needs to know in order to be communicatively competent in a speech conmuority”. According to this, CLT has two following main aims pointed out by Richards and Rogers (1986:64): 1. ‘To make communicative competence the goal of language teaching, 2. To develop procedures for the teaching of the four language skills that acknowledge the interdependence of language and communication.
The second assumption shows another point about CLT, that is: “is learner-centered and experience based view of second language teaching. Students in this approach are seen to be able to play a more active and participatory part than in traditional approaches. 4nd therefore, the roles of teacher will be re-defined with the change of activity organisation because each leaner is thought to have unique learning styles, needs and goals, which should be reflected in the design of the method of instruction. Methods of the study: In order to find out the answers to the research questions, both quantitative and qualitative methods wore cmploycd to carry out the study.
The data were collected by means of questionnaires and inferviews for English teachers and the first year students of Tourism Faculty at TUCST. Besides that, viewing the rolalsd documents from many published books wrillsn by different authors and collecting information fiom others previous stadies are methods to estabtish the theorctival background of the study. Significance of the study: This sludy is hoped to be uscd lo ball Leachers and shadents of Tourism Facully al TUCST. This study has been able to contribute to teachers’ knowledge of communicative language teaching, communicative activities in general and pair work, group work in particular.
Resides that, from the finding of the study, leachers can be provided with important information which may be valuable for their fhture lesson planning.
