BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG ------------------------------- ISO 9001:2015 KHÓA LUẬN TỐT NGHIỆP NGÀNH : NGÔN NGỮ ANH Sinh viên :Vũ Linh Chi Giảng viên hướng dẫn: ThS. Phan Thị Mai Hương HẢI PHÒNG - 2019 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG ----------------------------------- CULTIVATION OF COLLEGE STUDENT’S COMMUNICATIVE COMPETENCE KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC HỆ CHÍNH QUY NGÀNH: NGÔN NGỮ ANH Sinh viên : Vũ Linh Chi Giảng viên hướng dẫn : ThS. Phan Thị Mai Hương HẢI PHÒNG - 2019 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG -------------------------------------- NHIỆM VỤ ĐỀ TÀI TỐT NGHIỆP Sinh viên: Vũ Linh Chi Mã SV: 1412751021 Lớp: NA1802 Ngành: Ngôn ngữ Anh Tên đề tài: Cultivation of College Student’s Communicative Competence NHIỆM VỤ ĐỀ TÀI 1. Nội dung và các yêu cầu cần giải quyết trong nhiệm vụ đề tài tốt nghiệp ( về lý luận, thực tiễn, các số liệu cần tính toán và các bản vẽ).
Các số liệu cần thiết để thiết kế, tính toán. Địa điểm thực tập tốt nghiệp. CÁN BỘ HƯỚNG DẪN ĐỀ TÀI TỐT NGHIỆP Người hướng dẫn thứ nhất: Họ và tên: Phan Thị Mai Hương Học hàm, học vị: Thạc sĩ Cơ quan công tác: Đại học Dân lập Hải Phòng Nội dung hướng dẫn: Cultivation of College Student’s Communicative Competence Người hướng dẫn thứ hai: Họ và tên:. Học hàm, học vị:.
Nội dung hướng dẫn:. Đề tài tốt nghiệp được giao ngày tháng năm Yêu cầu phải hoàn thành xong trước ngày tháng năm Đã nhận nhiệm vụ ĐTTN Đã giao nhiệm vụ ĐTTN Sinh viên Người hướng dẫn Hải Phòng, ngày .năm 2018 Hiệu trưởng GS.NGƯT Trần Hữu Nghị PHẦN NHẬN XÉT CỦA CÁN BỘ HƯỚNG DẪN 1. Tinh thần thái độ của sinh viên trong quá trình làm đề tài tốt nghiệp: ……………………………………………………………………………. Đánh giá chất lượng của khóa luận (so với nội dung yêu cầu đã đề ra trong nhiệm vụ Đ.N trên các mặt lý luận, thực tiễn, tính toán số liệu…): …………………………………………………………………………….
Cho điểm của cán bộ hướng dẫn (ghi bằng cả số và chữ): ……………………………………………………………………………. Hải Phòng, ngày … tháng … năm Cán bộ hướng dẫn (Ký và ghi rõ họ tên) Table of Contents Acknowledgements………………………………………………………………………….4 List of abbreviations…………………………………………………………………………5 List of tables, charts and figures…………………………………………………………….1 Rationale for the study………………………………………………………………….2 Aims of the study…………………………………………………….4 Methods of the study…………………………………………………………………….5 Scope of the study…………………………………………………………………….6 Design of the study………………………………………………………………………9 Chapter 2: Communicative Competence: Definition and Model………………………10 2.1 Linguistic Competence vs.2 Models of Communicative Competence……………………………………………….11 Chapter 3: Necessity of Developing Students’ Communicative Competence in English and current situation………………………………………………………………………18 3.1 The importance of learning English…………………………………………………….2 The Current Situation of College Students’ Communicative Competence………….3 Factors of Impacting the College Students’ Communicative Competence…………….2 Socio-cultural and language characteristics………….1 Lack of knowledge ……………………………….26 Chapter 4: Cultivation of College Students’ Communicative Competence……………30 4.1 Improving teaching methods…………………………………………………………….3 Communicative Approach and Communicative Competence (Approach)…………….38 Appendix……………………………………………………………………………………40 8 Acknowledgements A completed study would not be done without any assistance. Therefore, the author who conducted this research gratefully giv1es acknowledgement to their support and motivation during the time of doing this research as a requirement of completing my Degree of English language. First of all, I would like to express my endless thanks and gratefulness to my supervisor, Mrs Phan Thi Mai Huong.
Her kindly support and continuous advices went through the process of completion of my thesis. Her encouragement and comments had significantly enriched and improved my work. Without his motivation and instructions, the thesis would have been impossible to be done effectively. I would like to thank my friends at Hai Phong Private Universty for their kind assistance during the time I collected data for the study, especially the students from class NA1802 for their participantion and assistance without which this study could not have been successful.
Finally, I wish to thank my readers for their interest and comments on this study. Again I sincerely thank! Student Vu Linh Chi 9 List of abbreviations HPU – Hai Phong Private University CEF - Common European Framework Q&A - Question and answer CA - Communicative Approach 10 List of figures, tables and charts Figure 1: Model of Communication Competence (Source: Canale and Swain, 1983-1984) Figure 2: Model of the Common European Framework Figure 3: Model of Communication Competence (Bachman and Palmer, 1996) Figure 4: Similarities and differences between several models of communicative competence Table 1: Student opinions about communicative competence Table 2: Students’ activities in free time Chart 1: Students’ attitudes towards the importance of English speaking skill Chart 2: Students’ studying English time Chart 3: Using English frequency of students 11 Chapter 1: Introduction 1.1 Rationale for the study Along with the development of society and world’s economy, the exchange between countries in the world is becoming more and more important. Therefore, learning foreign language is extremely necessary. Therein, English is the official language of 53 countries.
That is a lot of people to meet and speak to. This is reason why it is one of the most important foreign languages taught in universities in Vietnam. However, the results are often far from satisfaction, students in universities often find it hard to express themselves in English after many years’ study. The paper tries to give us notion of communication competence and factors of impacting the college students’ communicative competence and how to cultivate communication competence.
Therein, Communicative Approach (CA) opens up a wider perspective on foreign language teaching. CA aim sat developing students' communicative competence. Thus, communicative competence is cultivated effectively. English as a universal communicative tool, is used most commonly.
Therefore, to understand the language and to use it appropriately is becoming crucial important. Successful communication requires not just a high level of linguistic competence, but also a corresponding level of communication competence. However, in many colleges, the students are short of communication competence, they often commit pragmatic errors in communication. Teachers‟ instruction concentrates much on the content of textbooks and skills training, while the development of students‟ communication competence is almost completely ignored.
This kind of language teaching can not meet the need of modernization and cross-cultural communication. Thus, it is of great necessity to draw a clear picture about the current level of English communication competence of Chinese college students. Through the discussion of the notion of communicative competence and how to develop it in teaching approach and the ultimate aim of English teaching is to focus on students’ ability to communicate. Now the most important duty is to search and promote a set of appropriate teaching approach to effectively develop students ‘communicative competence and achieve the goal of communication competence.
This study will propose some methods, especially communicative approach to develop the students‟ communicative competence.2 Aims of the study The study is finding out appropriate techniques for students at Hai Phong Private University to improve their speaking skill and to prepare for them to the basic knowledge of 12 speaking skill with higher requirement for the next graders. The expectation is that the first year English majors at HPU can consider speaking English as their favorite activity. To sumarize the above, the aims of this study are: - Cover background knowledge of communicative competence - Find out reality of teaching and learning English and factors affecting communicating skill at HPU - Mentions some methods for students to improve their speaking skill It should be noted that this paper should not be considered exclusive to the first year English major students at HPU. In fact, the fundamental concepts and result of this paper can be applied to most English learners.3 Research question In studying period, to complete the aim of this study, there are some questions below mentioned: 1.
How do students think and understand about communicative competence? 2. Why do students feel their speaking skill not good? 3. How did students improve their English? 1.4 Methods of the study This study has used qualitative research. By using this method, the data and evidence are reliable.
Students can give their thought about teaching and learning English cerently, this will help me analyse specifically to make the most persuasive conclusion. To complete this study, a variety of methods have been employed: - Concerned materials including reference books on teaching methodology have been carefully studied and analyzed. - A survey questionnaire was conducted to the 100 first year English major students at HPU to gather information and evidence for the study. - In addition, to make the data collected more reliable, qualitative method was applied with two instruments: an imformal interview and observation.
All the comments, remarks, recommendations and conclusion provided in the study were based on the analysis of the study.5 Scope of the study Developing colledge students’ communicative competence is a rather various topic. It requires much of time and effort. However, due to the limitation of time, resources and knowledge of one as well as some other conditions, this study was carried out to find out the 13 factors impacting on students communicative competence and solutions to improve it for the English majors’ especially about 100 the first year students HPU whose speaking skill is not good and not fluent.6 Designs of the study This study consists of five chapters: Chapter 1: Introduction, includes the rationale to the study. It also includes the aims of the study, the research questions, the scope of the study.
Next the design of the study is also presented. Chapter 2: Communicative Competence: Definition and Model, presents a review of related literature that provides the definition of communicative competece and its components. Chapter 3: Necessity of Developing Students’ Communicative Competence in English and current situation, focuses on English learning and teaching environment at HPU. The study explain the reason why students have to study English, in other words, it is importance of English.
Some surveys in which for the first year English major students at HPU carried out to reflect specifically their current situation in English speaking skill. The study also mentioned some main factors which affect communicative competence. Chapter 4: Cultivation of College Students’ Communicative Competence, from the reseach about affecting factor of before chapter, chapter 4 will show detail methods to improve communicative competnce for students at HPU. Chapter 5: Conclusion, including summary, some limitations and suggestions for further research are stated.
The last are references, the appendixes that include all the documents relating to the study. 14 Chapter 2: Communicative Competence: Definition and Components 2.1 Definition of Linguistic Competence vs. Communicative Competence According to Chomsky, (1965), “linguistic competence is understood as concerned with the tacit knowledge of language structure”. He observes that “a person who has learned a language has acquired a system of rules that related sound and meaning in a certain specific way.
He has, in other words, acquired a certain competence that he puts to use in producing and understanding speech.” (Quoted by Munby 1978, p. 8) Hymes (1967) defines linguistic competence as “the ability to produce grammatical sentences or utterances through knowledge of linguistic rules”. Other scholars also gave a number of definitions of linguistic competence referring to it as mastery of the rules of the language. Wilkins (1972) states that linguistic competence “consists of the ability to recognize and construct grammatically correct sentences which are appropriate both to the circumstances of utterance and the intention of the speaker”.
Thus, linguistic competence is the perfect knowledge of the linguistic features of a language. What this notion didn't cover, however, was the communicative skills required of a native skills speaker to be highly performing in particular interaction contexts. It is for this reason that scholars in applied linguistics have been giving greater attention to the concept of communicative competence. Hymes (1967) defines communicative competence as the speaker's ability to participate in a society not only as a speaking member but also as a communicative member.
