VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES LÊ VŨ QUỲNH NGA AN INVESTIGATION INTO USING AUTHENTIC MATERIALS TO SUPPLEMENT THE COURSEBOOK ON TEACHING SPEAKING SKILL FOR GRADE – 12 STUDENTS IN GIA BINH II HIGH SCHOOL, BAC NINH PROVINCE NGHIÊN CỨU VIỆC SỬ DỤNG TÀI LIỆU THỰC TIỄN ĐỂ BỔ TRỢ SÁCH GIÁO KHOA TRONG DẠY KĨ NĂNG NÓI CHO HỌC SINH LỚP 12 TRƯỜNG THPT GIA BÌNH II, TỈNH BẮC NINH M. MINOR PROGRAMME THESIS FIELD: ENGLISH METHODOLOGY CODE: 60 14 10 HÀ NỘI – 2010 TIEU LUAN MOI download : skknchat@gmail.com VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES LÊ VŨ QUỲNH NGA AN INVESTIGATION INTO USING AUTHENTIC MATERIALS TO SUPPLEMENT THE COURSEBOOK ON TEACHING SPEAKING SKILL FOR GRADE – 12 STUDENTS IN GIA BINH II HIGH SCHOOL, BAC NINH PROVINCE NGHIÊN CỨU VIỆC SỬ DỤNG TÀI LIỆU THỰC TIỄN ĐỂ BỔ TRỢ SÁCH GIÁO KHOA TRONG DẠY KĨ NĂNG NÓI CHO HỌC SINH LỚP 12 TRƯỜNG THPT GIA BÌNH II, TỈNH BẮC NINH M. MINOR PROGRAMME THESIS FIELD: ENGLISH METHODOLOGY CODE: 60 14 10 SUPERVISOR: TÔ THỊ THU HƯƠNG, Ph.D HÀ NỘI – 2010 TIEU LUAN MOI download : skknchat@gmail.com TABLE OF CONTENT i LIST OF TABLES AND CHART v ABSTRACT vi ACKNOWLEDGEMENT vii PART I: INTRODUCTION 1 1. The scope of the study 2 3.
The research question and objectives of the study 2 4. Significance of the study 3 5. Methods of the study 3 6. Design of the study 3 PART II: DEVELOPMENT 4 CHAPTER I.
Approaches of Language Teaching 4 I. The Grammar – Translation Method 4 I. The Direct Method 5 I. The Audio – Lingual Method 6 I.
Communicative Language Teaching 7 I. Conclusion 9 i TIEU LUAN MOI download : skknchat@gmail. Authentic Materials and Coursebook 9 I. Advantages of Using Authentic Materials 11 I.
Disadvantages of Using Authentic Materials 12 I. Conclusion 15 CHAPTER II. THE STUDY 16 II. The Status of Teaching and Learning Speaking at Gia Binh II High School 16 II.
Description of the Students at Gia Binh II High School 16 II. Description of the Teachers at Gia Binh II High School 16 II. The Status of Teaching and Learning Speaking at Gia Binh II High School 17 II. Research Methodology 18 II.
Questionnaire for the Teachers 18 II. Questionnaire for the Students 19 II. Data Analysis 21 ii TIEU LUAN MOI download : skknchat@gmail. Questionnaires for the Teachers 21 II.
Teachers’ Teaching Experience (Part I) 21 II. Teachers’ Perceptions of CLT (Part II, Section A) 21 II. Difficulties in teaching and learning speaking skill in terms of 23 coursebook (Part II, Section B – 1) II. Difficulties in teaching and learning speaking skill in terms of learners 24 (Part II, Section B –2) II.
Difficulties in teaching and learning speaking skill in terms of facilities 26 (Part II, Section B – 3) II. The using of Authentic Materials for teaching English speaking skill 27 (Part II, Section C) II. Questionnaires for the Students 29 II. Students’ experience in learning English (question 1) 29 II.
Students’ attitude towards learning English and learning speaking skill 29 (question 2, 4, 5) II. Students’ motivation in learning English (question 3) 30 II. Students’ evaluation of an English speaking lesson (question 6) 30 II. Students’ difficulties in learning speaking skill (question 7) 31 II.
Students’ evaluation of using supplementary materials in speaking 32 iii TIEU LUAN MOI download : skknchat@gmail.province class (question 8, 9, 10) 33 II. Students’ evaluation of teachers’ speaking skill (question 11) II. Students’ suggestions for better speaking teaching and learning (question 12) 33 CHAPTER III. FINDINGS AND RECOMMENDATIONS 34 III.
Findings from Questionnaire for the Teachers 34 III. Findings from Questionnaire for the Students 35 III. Recommendations for the Students 36 III. Recommendations for the Teachers 37 PART II.
Suggestions for Further Research. 40 REFERENCES I APPENDICES VI APPENDIX A: Survey Questionnaire for the Teachers VI APPENDIX B: Survey Questionnaire for the Students XVII APPENDIX C: Survey Questionnaire for the Teachers (the 1st version) XXI iv (LUAN.province TIEU LUAN MOI download : skknchat@gmail.province LIST OF TABLES AND CHART Table 1: Teachers’ age 21 Table 2: Teachers’ teaching experience 21 Table 3: Teachers’ Perceptions of CLT 22 Chart 1: Coursebook Evaluation of the Teachers 23 Table 4: Difficulties in teaching and learning in terms of learners 25 Table 5: Difficulties in teaching and learning in terms of facilities 26 Table 6: Perceptions of Authentic Materials 27 Table 7: Kinds of Authentic Materials often used 27 Table 8: Kinds of Activities used to develope speaking lessons 28 Table 9: Students’ motivation in learning English 30 Table 10: Students’ evaluation of an English speaking lesson 30 Table 11: Students’ difficulties in learning speaking skill 31 Table 12: Students’ evaluation of kinds of authentic materials used 32 Table 13: Students’ evaluation of kinds of activities used 32 Table 14: Students’ evaluation of teachers’ speaking skill 33 Table 15: Students’ suggestions for better speaking teaching and learning 33 v (LUAN.province TIEU LUAN MOI download : skknchat@gmail.province PART I: INTRODUCTION 1. Rationale Among the most popular languages of the world, English is the most universal and has been used by more users than ever. The need of learning English always increases and never stops.
In Vietnam, foreign language learning and teaching generally and English learning and teaching particularly have been granted increasing supports from government, educational authorities for the demand of young labor force with a good command of English in this present time of globalization. To keep pace with the demand of English in our society, learners’ communicative competence significantly becomes more and more important and the change of teaching method become an urgent requirement in order to help learners obtain communicative competence. Years ago, the major methods used to teach English in Vietnam were grammar – translation, audio – lingual… which were teacher- centered, in which the teachers were the leaders, the controllers, the testers, etc…, and the students were just the passive objects of the process of teaching and learning. The index of how good a student was based on his/ her mastery of language structures rather than on his/ her language use in reality, which then has been proved to be inappropriate in the new time.
Everything has changed with the appearance of the approach communicative language teaching which really helps students get communicative competence. One evidence of this development in Vietnam is the reformation in both textbooks and methodologies done many times over decades in order to ultimately find out a way of teaching and learning which best suits Vietnamese students. In 2005, Ministry of Education and Training again introduced two new sets of textbook, one for regular students (which is called as the standard textbook), and one for specialized students with lots of revolutionary changes in comparison with textbooks of English in the past. The new English Textbook series written by Vietnamese writers pay more attention on developing students’ communicative skills – Speaking, Listening, Writing and Reading – and help students review grammatical rules in Language Focus.
Task – based lessons are the formation of the textbook. The tasks can be either pair work, 1 (LUAN.province TIEU LUAN MOI download : skknchat@gmail.province group work or class work, which give students more chances to take part in the lessons to gradually develop their communicative competence, and make them the center of the teaching and learning process. However, with such changes, there are still some problems. “Although the new textbooks emphasize the students' communicative skills in English, it is observed that classroom teaching remains grammar-focused, textbook- bound, and teacher-centered on account of teachers' inadequacy of required proficiency in English and teaching skills as well as of the traditional image of the teacher as a type of omniscient authority figure and a holder of all knowledge.
Furthermore, some parts of the textbook’s content are different from real life in Vietnam, espeacially in rural areas, which make teaching and learning challenging. Lesson adaptation becomes inevitable. From all the things mentioned above, I would like to devote my time and effort to: (1) investigate the current situation of teaching and learning English speaking skill of grade-12 students in Gia Binh II High School, Gia Binh District, Bac Ninh Province; (2) study how the new textbook is perceived by English teachers in Gia Binh II High School and their grade-12 students; and (3) investigate how the teachers adapt the lessons to make them suitable for students and whether or not they use authentic materials to supplement their lessons while teaching speaking. The scope of the study The study focuses on how to use authentic materials to supplement the textbook in teaching speaking skill to grade-12 students in Gia Binh II High School (GB II HS), Gia Binh District, Bac Ninh Province.
The research question and objectives of the study The main question to guide the current study is: How teachers use authentic materials to supplement the textbook in teaching speaking skill to grade-12 students in Gia Binh II High School, Gia Binh District, Bac Ninh Province? Answers to this question help achieve the following three objectives: To investigate the difficulties in teaching and learning speaking skill of teachers and grade-12 students in Gia Binh II High School, Bac Ninh Province.province TIEU LUAN MOI download : skknchat@gmail.province To investigate the problems of textbook faced by the teachers and grade-12 students in Gia Binh II High School, Gia Binh District, Bac Ninh Province. To investigate the use of authentic materials to supplement the textbook in teaching and learning speaking skill in the target school. Significance of the study This study hopefully hastens the change of English teaching methodology in Gia Binh II High School by making teachers more aware of the significance of authentic materials and use them in teaching English in general and teaching speaking skill in particularly. Methods of the study This study is decided as a descriptive study.
The instrument of data collection is survey questionnaire. There are two questionnaires designed: one for teachers and one for students. The questionnaires for the teachers were delivered to 10 English teachers in GB II HS and 20 other teachers from Gia Binh I High School and Luong Tai I High School which share quite the same conditions as my school. The questionnaire for students were delivered to 130 students of four different classes A1, A2, A4 and A8 in Gia Binh II High School.
The data help to answer the research questions raised above. Design of the study The thesis consists of three parts: Part I is the Introduction, which presents the rationales, the scope, the objectives, the significances, the method and the design of the study. Part II is the backbone of the thesis with three chapters: Chapter I deals with the Literature Review, in which we review some approaches of teaching English in history so far, the theories about textbook evaluation and textbook adaption, and the application of authentic materials to supplement textbook in teaching a language. Chapter II presents the methodology of the study and the data analysis.
Chapter III discusses the findings and proposes some suggestions for using authentic materials while teaching to supplement the textbook. Part III is the Conclusion and Suggestions for further research.province TIEU LUAN MOI download : skknchat@gmail.province PART II. Approaches of Language Teaching I. The Grammar – Translation Method Rooted in the formal teaching of Latin and Greek, Grammar – Translation Method (GTM) was the dominant method in language teaching until the end of the 19th century and continued to be used so far.
However, it has long been believed to be old – fashioned. According to Richards & Rodgers (1986: 3), this method has some principle characteristics as follow: (1) It is a way of studying through detailed analysis of its grammar rules and translation of sentences and texts into or out of the target language.