Luận văn tiếng Anh: An Investigation into the use of pair work and group work activities to develop speaking skills of the first year English major sutdents at the Faculty of Foreign Languages, Thai Nguyen University = Nghiên cứu thực trạng sử dụng các hoạt động theo cặp và theo nhóm để phát triển kĩ năng nói của sinh viên năm thứ nhất chuyên ngành Tiếng Anh tại Khoa Ngoại Ngữ - Đại học Thái Nguyên. M.A Thesis Linquistics: 60 14 10
Nhà xuất bản: University of Languages and International Studies
Ngày: 2013
Chủ đề: Phương pháp giảng dạy
Kỹ năng nói
Tiếng Anh
Miêu tả: M.A. Thesis. English Language Teaching Methodology -- University of Languages and International Studies. Vietnam National University, Hanoi, 2013
This thesis was carried out to investigate the use of pair work and group work activities to develop speaking skills for the first year English major students at the Faculty of Foreign Languages, Thai Nguyen University. Survey questionnaires for teachers and students were employed to find answers to these three questions. The findings of the research revealed that pair work and group work were frequently applied in English speaking class with two main activities that students have to master are discussion and role-play. The use of pair work and group work activities are also beneficial for both teachers and learners. However, there were some problems such as students low proficiency and their passive way of learning styles, which prevent them from taking part in pair work and group work activities. Teachers lack time and have to deal with large and multi-level classes in unqualified conditions hindering them a lot in implementing pair work and group work activities to teach English speaking. By analyzing and comparing the results of students’ and teachers’ response to questionnaire about pair work and group work activities, the author attempts to shed some light on the effectiveness of these activities and how to best implement them
Electronic Resources
TABLE OF CONTENT
PART 1: INTRODUCTION
1. Rationale of the study 1
2. Aims of the study 2
3. Scope of the study 2
4. Research questions 2
5. Methods of the study 3
6. Design of the study 3
PART 2: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW 4
1.1. Communicative Language Teaching 4
1.1.1. Traditional methods of second language teaching 4
1.1.2. Communicative language teaching methods 5
1.2. The communicative learning process 8
1.3. Pair work and group work 9
1.3.1. Definition and description 9
1.3.2. Common pair work and group work oral activities 11
1.3.2.1. Role – play 11
1.3.2.2. Information gap activity 12
1.3.2.3. Problem solving 12
1.3.2.4. Communication games 13
1.3.2.5. Discussion 13
1.3.3. Advantages and disadvantages of using pair work and group work
activities
13
1.3.3.1. Advantages of using pair work and group work activities 13
1.3.3.2. Disadvantages of using pair work and group work activities 15
CHAPTER 2: DESIGN AND ANALYSIS OF THE STUDY
2.1. Design and Methodology 17
2.1.1. The setting of the study 17
2.1.2. Data collection instrument 18
2.1.3. The Participants 19
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2.1.3.1. The students 19
2.1.3.2. The teachers 19
2.2. Presentation and discussion of the results 19
2.2.1. Students’ survey 19
2.2.1.1. Students’ opinions about speaking skills. 19
2.2.1.2. Students’ judgments about the use of pair work and group work activities
in English speaking class at FFL – TNU
21
2.2.1.3. Students’ difficulties when working in pairs/ groups 24
2.2.1.4. Students’ desires to learn English speaking skills 25
2.2.2.Teachers’ survey 27
2.2.2.1. Teachers’ opinions on teaching English speaking skills 27
2.2.2.2. Teachers’ opinions about the use of pair work and group work activities
to teach English speaking skills.
28
2.2.2.3. Teachers’ current teaching methods of using pair work and group work
activity in using pair work and group work activities in English speaking class.
31
2.2.2.4. Teachers’ difficulties in using pair work and group work activities to
teach English speaking skills.
34
2.2.2.5. Teachers’ solutions to overcome difficulties in using pair work and
group work activities
36
CHAPTER 3: FINDINGS AND RECOMMENDATIONS
3.1. Findings 37
3.1.1. How pair work and group work activities are used at FFL, TNU 37
3.1.2. Difficulties in applying pair work and group work activities 39
3.1.2.1. Students’ difficulties 39
3.1.2.2. Teachers’ difficulties 40
3.1.2.3. Classroom conditions’ difficulties 40
3.2. Recommendations 41
PART 3: CONCLUSION
1. Summary of the study 43
2. Limitations of the study 44
3. Recommendations for further research 44vi
REFERENCES 45
APPENDIX 1 I
APPENDIX 2 IV
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LIST OF ABBREVIATIONS
FFL, TNU: Faculty of Foreign Languages, Thai Nguyen University
CLT: Communicative Language Teaching
TESOL: Teaching English to Speakers of Other Languages
TEFL: Teaching English as Foreign Language
TESL: Teaching English as a Second Language
LIST OF TABLES
Table 1:Students’opinions about speaking skills
Table 2: Students’ judgments about how they like to practise speaking in English speaking
class at FFL – TNU
Table 3: Students’ judgments about the frequency of their teachers to organize pair work
and group work activities in an English speaking class
Table 4: Students’ judgments about their participation in pair and group work activities in
an English speaking class
Table 5: Students’ judgments about the benefits of pair work and group work activities to
their speaking skills.
Table 6: Students’ difficulties when working in pairs/ groups
Table 7: Students’ desires to learn English speaking skills via pair work and group work
Table 8: Teachers’ opinions about English speaking skills
Table 9: Teachers’ opinions about the use of pair work and group work activities to teach
English speaking skills
Table 10: Teachers’ current teaching methods of using pair work and group work activities
in English speaking class
Table 11: Teachers’ difficulties in using pair work and group work activities to teach
English speaking skills
Table 12: Teachers’ solutions to overcome difficulties in using pair work and group work
activities1
PART I: INTRODUCTION
This chapter presents the rationale, aims, scope, research questions, research methods and
design of the study.
1. Rationale of the study
“Better English, more opportunities” has become a target of most university
students in recent years. English is a useful means they need for their future career since it
equips them with linguistic, social and cultural knowledge and provides them with access
to the modern world in the era of informatics and technology. It is used as the official
language in many powerful and developed countries. Additionally, it is also considered as
the means of communication in a number of aspects such as business, education, science,
and so on. Therefore, English teaching and learning play an important role in social
developing policies in a large number of countries throughout the world.
In Vietnam, English has been used widely, and becomes the most popular language
in the country. Because of our country’s regional and global participation in every aspect,
the demand for English speaking people has increased. English is also a compulsory
subject to be taught and learned at schools and universities. With a strategic view to the
future, teaching and learning English in recent years are changing. There have been several
international organizations and projects and teachers who attended TESOL, TEFL, or
TESL courses with efforts to introduce and apply new approaches, methodology and
techniques to their teaching of English nationwide. Methodologically, the methods of
English teaching have shifted from traditional grammar translation approach to
communicative approach. New syllabi, new textbooks which focus on communicativeoriented and learner-centered have been designed. Therefore, according to the National
Foreign Language Project 2020, teachers of English have to improve their capability of
communicating successfully in English. Not to be the exception to the trend, teaching
English at the Faculty of Foreign Languages, Thai Nguyen University (FFL, TNU) is also
the strategic duty of all teachers and students. Although communicative language teaching
is the aim to approach, the process to achieve is quite difficult.
As a teacher of English at the FFL, TNU, I would like to Giúp my students to
master the language and have an ability to communicate confidently in English. However,
Ket-noi.com kho tai lieu mien phi Ket-noi.com kho tai lieu mien phi2
there still remain some questions that how can we cooperate new approaches with the
previous one and how to implement them in class. One of the effective ways that I often
work with students in our speaking class is pair work and group work. From what I have
experienced, this kind of activities has created chances for students to talk and
communicate with each other in English naturally.
For the above reasons, the researcher chose the topic “An investigation into the use
of pair work and group work activities to develop speaking skill of the 1st year English
major students at FFL, TNU.”
2. Aims of the study
This study aims to:
- Investigate the current situation of using pair work and group work activities in
teaching and learning speaking skill at FFL, TNU.
- Identify the difficulties for the teachers to apply pair work and group work in the
speaking class of 1st year English major students at FFL, TNU.
- Give practical recommendations for the use of pair and group work to develop
speaking skill for 1st year English major students at FFL, TNU.
3. Scope of the study
Teachers can employ a variety of techniques and methods to improve speaking skill
of 1st year students at FFL, TNU. However, the researcher only intends to examine the
current situation of using pair work and group work in speaking class of 1st year students at
FFL, TNU and making some suggestions for improvement. Additionally, the study is only
limited to the 1st year students at FFL, TNU, therefore, their opinions about pair work and
group work may not be representative of all students at FFL, TNU in particular and all
students learning English throughout the country in common.
4. Research questions
Three research questions are used to find out answers for the use of pair work and group
work activities in teaching and learning English speaking skills at FFL, TNU.3
1. How pair work and group work activities are used to teach the 1st year English major
students at FFL, TNU?
2. What difficulties do the teachers cope with in using pair work and group work activities
in the speaking class of the 1st year English major students at FFL, TNU?
3. What suggestions are needed to make pair work and group work activities effective and
successful in developing speaking skill for 1st year English major students at FFL, TNU?
5. Methods of the study
To investigate the situation of the study, the researcher conducts survey on the use
of pair work and group work in teaching and studying speaking skills at the FFL, TNU.
6. Design of the study
The study consists of three main parts:
Part 1 provides an introduction which includes the rationale, aims, scope, research
questions, methods and design of the study.
Part 2 provides a development which is divided into three chapters.
- Chapter 1 is attempt to review some key theories related to the study such as
communicative language teaching, communication learning process, definitions of pair
work and group work along with some common pair work and group work oral activities.
The chapter also mentions advantages and disadvantages of using pair work and group
work.
- Chapter 2 presents a design and analysis of the research.
- Chapter 3 provides the findings and recommendations
Part 3 is the conclusion of the study. Some explanations, interpretations of the findings of
the study and some pedagogical implications are given in this chapter. In addition, some
possible suggestions for further research are also discussed.
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PART 2: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
This chapter aims to explore the theoretical background for the thesis, focusing on the
following points: an overview of Communicative Language Teaching, the communicative
learning process, and pair work and group work
1.1. Communicative Language Teaching
1.1.1. Traditional methods of second language teaching
How to teach foreign languages always stay at the core of any discussion about method
innovation. Changes in language teaching methods throughout history have reflected
recognition of changes in the kind of proficiency learners need. In the past, there are two
methods applied to teach language, which consists of the Grammar-Translation method
and the Audio-Lingual method.
The Grammar-Translation method: By the late nineteenth century and the
twentieth, the Grammar-Translation method was the primary used to teach
language. This approach based on the study of Latin became the standard way of
studying foreign languages in schools. A typical textbook in the mid-nineteenth
century therefore consisted of chapters or lessons organized around grammar
points. The Grammar-Translation method embraced a wide range of approach, but,
generally speaking, it viewed foreign language study as a “mental discipline and
intellectual development” (Richards and Rodgers, 1986). This kind of approach
focused on grammatical analysis and translation. According to Richards and
Rodgers (1986:5), “it hence view language learning as consisting of little more than
memorizing rules and facts in order to understand and manipulate the morphology
and syntax of the foreign language.” In this method, reading and writing are major
focus and little or no attention is paid to speaking or listening. Students who are
taught in this way do not have chance to practise their speaking and listening.
The Audio- lingual method: The theory of language underlying Audio-lingualism
was known as Structural Linguistics, resulted from the World War II and viewed5
language as “a system of structurally related elements for the encoding of meaning,
the elements being phonemes, morphemes, words, structures, and sentence types.”
The overall goal of the Audio-Lingual method was to create linguistic competence
in learners. Through tapes, visual aids, the students listened and then repeated
several times to memorize the pronunciation as well as vocabulary. Therefore, just
listening and speaking skills of students could be drilled in a mechanical way.
However, the above two methods only focus on grammar, linguistic competence and
individual learning. Grammar-translation method was based on language study (grammar,
literature) and written exercises (translation) rather than real life communication and
speech. As a result, after several years of studying, students might have a fairly good
knowledge of grammar and translating skills, but could hardly communicate. The overall
goal of the Audio-lingual method was to create communicative competence in learners.
However, it was thought that the most effective way to do this was for students to
“overlearn” the language being studied through extensive repetition and a variety of
elaborate drills. These old methods fell out of fashion because in recent years, people tend
to learn language by communicating and keep on searching for a new method which is the
combination of the old ones.
1.1.2. Communicative language teaching method
The origins of Communicative Language Teaching (CLT) are to be found in the
changes in the British language teaching transition dating from the late 1960s. According
to Richards and Rodgers (1986), the work of the Council of Europe, the writings of
Wilkins (1972), Widdowson, Candlin, Christopher Brumfit, Keith Johnson, and other
British applied linguists on the theoretical basis for a communicative or functional
approach to language teaching. Later on, the rapid application of these ideas by textbook
writers, the equally rapid acceptance of these new principles by British language teaching
specialists, curriculum development centers, and even governments gave prominence
nationally and internationally to what came to be referred to as the Communicative
Approach, or Communicative Language Teaching (CLT).
The communicative approach could be said to be the product of educators and
linguists who had been dissatisfied with the audio-lingual and grammar-translation
methods of foreign language teaching. It starts from a theory of language as
Ket-noi.com kho tai lieu mien phi Ket-noi.com kho tai lieu mien phi6
communication. The goal of language teaching is to develop what Hymes (1972) referred
to as “communicative competence.” Another theorist frequently studied on the
communicative nature of language is Henry Widdowson. He presented a view of the
relationship between linguistic systems and their communicative values in text and
discourse in his book Teaching Language as Communication (1978). Widdowson focused
on the communicative acts underlying the ability to use language for different purposes.
Authentic language use and classroom exchanges where students were engaged in real
communication with one another became popular.
Today, language is considered as a dynamic resource for the creation of meaning.
In terms of learning, it is obviously accepted that we need to distinguish between “learning
what” and “knowing how”. To say by other words, it is necessary for us to distinguish
between knowing a variety of grammatical rules and having capability of using these rules
effectively and suitably in communication. No longer being considered as passive, learners
are seen as active participants in the negotiation of meaning. Communicative language
teaching makes use of real life situations that need communication. It provides students
with a number of opportunities to use communicative purposes. The teacher builds up a
situation that students may encounter in real life; therefore, it is familiar and useful for
them to learn purposefully. Unlike the audio-lingual method of language teaching, which
depends much on repetition and drills, the communicative approach can make students
react and response to the various class exercises. The real life simulations change from day
to day, so students’ motivation to learn comes from their desire to communicate in
meaningful ways about meaningful topics.
In this book Communicative Language Teaching Today (2006), Richards points out
that in recent years, language learning has been viewed from a different perspective. It is
seen as resulting from processes such as:
Interaction between the learner and users of the language
Collaborative creation of meaning
Creating meaningful and purposeful interaction through language
Negotiation of meaning as the learner and his or her interlocutor arrive at
understanding
Learning through attending to the feedback learners get when they use the language7
Paying attention to the language one hears (the input) and trying to incorporate new
forms into one’s developing communicative competence
Trying out and experimenting with different ways of saying things
According to Littlewood, there are four domains of skill which makes up a person’s
communicative competence, which must be recognized in foreign language teaching:
The learner must attain as high a degree as possible of linguistic competence. That
is, he must develop skill in manipulating the linguistic system, to the point where
he can use it spontaneously and flexibly in order to express his intended message.
The learner must distinguish between the forms he has mastered as part of his
linguistic competence and the communicative functions, which they perform. In
other words, items mastered as part of a linguistic system must also be understood
as part of a communicative system.
The learner must develop skills and strategies for using language to communicative
meaning as effectively as possible in concrete situations. He must learn to use
feedback to judge his success and if necessary, remedy failure by using different
language.
The learner must become aware of the social meaning of language forms. For many
learners, this may not entail the ability to vary their own speed to vary their own
speed to suit different social circumstances but rather the ability to use general
acceptable forms and avoid potential offensive ones.
(Littlewood, 1981:6)
When discussing communicative language teaching, Nunan (1991:279) offers five
features to characterize communicative language teaching:
An emphasis on learning to communicate through interaction in the target language
The introduction of authentic texts into the learning situation
The provision of opportunities for learners to focus, not only on languages but also
on the learning process itself
An enhancement of the learner’s own personal experiences as important
contributing elements to classroom learning
PART 3: CONCLUSION
The chapter will provide the summary of the study and also discuss the limitations as well
as suggestions for further research.
1. Summary of the study
This study was carried out at the Faculty of Foreign Languages among 100 1st year
English major students and 10 teachers of English. With the use of instruments such as two
questionnaires, and interviews for both students and teachers at FFL - TNU, the researcher
has found out the answers to her three research questions as mentioned in part I -
Introduction.
In terms of how pair work and group work activities were used at FFL – TNU, both
teachers and students affirm that pair work and group work activities are frequently applied
in English speaking class with two main activities that students have to master are
discussion and role-play. The use of pair work and group work activities are also beneficial
because students can learn a lot from their partners and other group members. They can be
more independent and learn how to cooperate with others in pairs or groups. For teachers,
pair work and group work Giúp them comprehend new teaching methodology approach
which is common today. It frees them from talking most of the time and change the status
of teaching and learning into learner-centered learning.
However, difficulties happen as an inevitable situation. Students low proficiency
and their passive way of learning styles prevent them from taking part in pair work and
group work activities. Teachers lack time and have to deal with large and multi-level
classes in unqualified conditions hindering them a lot in implementing pair work and group
work activities to teach English speaking.
Recommendations are made to improve the situation in order to let pair work and
group work activities be applied more frequently and successfully. Students should find
their own suitable learning styles to make their English proficiency higher. They should
also take part in other learning activities outside classrooms to create their own
opportunities to practise speaking English in a language learning environment. Teachers
should pay more attention to enhance teaching methodology in order to conduct various
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Nhà xuất bản: University of Languages and International Studies
Ngày: 2013
Chủ đề: Phương pháp giảng dạy
Kỹ năng nói
Tiếng Anh
Miêu tả: M.A. Thesis. English Language Teaching Methodology -- University of Languages and International Studies. Vietnam National University, Hanoi, 2013
This thesis was carried out to investigate the use of pair work and group work activities to develop speaking skills for the first year English major students at the Faculty of Foreign Languages, Thai Nguyen University. Survey questionnaires for teachers and students were employed to find answers to these three questions. The findings of the research revealed that pair work and group work were frequently applied in English speaking class with two main activities that students have to master are discussion and role-play. The use of pair work and group work activities are also beneficial for both teachers and learners. However, there were some problems such as students low proficiency and their passive way of learning styles, which prevent them from taking part in pair work and group work activities. Teachers lack time and have to deal with large and multi-level classes in unqualified conditions hindering them a lot in implementing pair work and group work activities to teach English speaking. By analyzing and comparing the results of students’ and teachers’ response to questionnaire about pair work and group work activities, the author attempts to shed some light on the effectiveness of these activities and how to best implement them
Electronic Resources
TABLE OF CONTENT
PART 1: INTRODUCTION
1. Rationale of the study 1
2. Aims of the study 2
3. Scope of the study 2
4. Research questions 2
5. Methods of the study 3
6. Design of the study 3
PART 2: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW 4
1.1. Communicative Language Teaching 4
1.1.1. Traditional methods of second language teaching 4
1.1.2. Communicative language teaching methods 5
1.2. The communicative learning process 8
1.3. Pair work and group work 9
1.3.1. Definition and description 9
1.3.2. Common pair work and group work oral activities 11
1.3.2.1. Role – play 11
1.3.2.2. Information gap activity 12
1.3.2.3. Problem solving 12
1.3.2.4. Communication games 13
1.3.2.5. Discussion 13
1.3.3. Advantages and disadvantages of using pair work and group work
activities
13
1.3.3.1. Advantages of using pair work and group work activities 13
1.3.3.2. Disadvantages of using pair work and group work activities 15
CHAPTER 2: DESIGN AND ANALYSIS OF THE STUDY
2.1. Design and Methodology 17
2.1.1. The setting of the study 17
2.1.2. Data collection instrument 18
2.1.3. The Participants 19
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2.1.3.1. The students 19
2.1.3.2. The teachers 19
2.2. Presentation and discussion of the results 19
2.2.1. Students’ survey 19
2.2.1.1. Students’ opinions about speaking skills. 19
2.2.1.2. Students’ judgments about the use of pair work and group work activities
in English speaking class at FFL – TNU
21
2.2.1.3. Students’ difficulties when working in pairs/ groups 24
2.2.1.4. Students’ desires to learn English speaking skills 25
2.2.2.Teachers’ survey 27
2.2.2.1. Teachers’ opinions on teaching English speaking skills 27
2.2.2.2. Teachers’ opinions about the use of pair work and group work activities
to teach English speaking skills.
28
2.2.2.3. Teachers’ current teaching methods of using pair work and group work
activity in using pair work and group work activities in English speaking class.
31
2.2.2.4. Teachers’ difficulties in using pair work and group work activities to
teach English speaking skills.
34
2.2.2.5. Teachers’ solutions to overcome difficulties in using pair work and
group work activities
36
CHAPTER 3: FINDINGS AND RECOMMENDATIONS
3.1. Findings 37
3.1.1. How pair work and group work activities are used at FFL, TNU 37
3.1.2. Difficulties in applying pair work and group work activities 39
3.1.2.1. Students’ difficulties 39
3.1.2.2. Teachers’ difficulties 40
3.1.2.3. Classroom conditions’ difficulties 40
3.2. Recommendations 41
PART 3: CONCLUSION
1. Summary of the study 43
2. Limitations of the study 44
3. Recommendations for further research 44vi
REFERENCES 45
APPENDIX 1 I
APPENDIX 2 IV
Ket-noi.com kho tai lieu mien phi Ket-noi.com kho tai lieu mien phivii
LIST OF ABBREVIATIONS
FFL, TNU: Faculty of Foreign Languages, Thai Nguyen University
CLT: Communicative Language Teaching
TESOL: Teaching English to Speakers of Other Languages
TEFL: Teaching English as Foreign Language
TESL: Teaching English as a Second Language
LIST OF TABLES
Table 1:Students’opinions about speaking skills
Table 2: Students’ judgments about how they like to practise speaking in English speaking
class at FFL – TNU
Table 3: Students’ judgments about the frequency of their teachers to organize pair work
and group work activities in an English speaking class
Table 4: Students’ judgments about their participation in pair and group work activities in
an English speaking class
Table 5: Students’ judgments about the benefits of pair work and group work activities to
their speaking skills.
Table 6: Students’ difficulties when working in pairs/ groups
Table 7: Students’ desires to learn English speaking skills via pair work and group work
Table 8: Teachers’ opinions about English speaking skills
Table 9: Teachers’ opinions about the use of pair work and group work activities to teach
English speaking skills
Table 10: Teachers’ current teaching methods of using pair work and group work activities
in English speaking class
Table 11: Teachers’ difficulties in using pair work and group work activities to teach
English speaking skills
Table 12: Teachers’ solutions to overcome difficulties in using pair work and group work
activities1
PART I: INTRODUCTION
This chapter presents the rationale, aims, scope, research questions, research methods and
design of the study.
1. Rationale of the study
“Better English, more opportunities” has become a target of most university
students in recent years. English is a useful means they need for their future career since it
equips them with linguistic, social and cultural knowledge and provides them with access
to the modern world in the era of informatics and technology. It is used as the official
language in many powerful and developed countries. Additionally, it is also considered as
the means of communication in a number of aspects such as business, education, science,
and so on. Therefore, English teaching and learning play an important role in social
developing policies in a large number of countries throughout the world.
In Vietnam, English has been used widely, and becomes the most popular language
in the country. Because of our country’s regional and global participation in every aspect,
the demand for English speaking people has increased. English is also a compulsory
subject to be taught and learned at schools and universities. With a strategic view to the
future, teaching and learning English in recent years are changing. There have been several
international organizations and projects and teachers who attended TESOL, TEFL, or
TESL courses with efforts to introduce and apply new approaches, methodology and
techniques to their teaching of English nationwide. Methodologically, the methods of
English teaching have shifted from traditional grammar translation approach to
communicative approach. New syllabi, new textbooks which focus on communicativeoriented and learner-centered have been designed. Therefore, according to the National
Foreign Language Project 2020, teachers of English have to improve their capability of
communicating successfully in English. Not to be the exception to the trend, teaching
English at the Faculty of Foreign Languages, Thai Nguyen University (FFL, TNU) is also
the strategic duty of all teachers and students. Although communicative language teaching
is the aim to approach, the process to achieve is quite difficult.
As a teacher of English at the FFL, TNU, I would like to Giúp my students to
master the language and have an ability to communicate confidently in English. However,
Ket-noi.com kho tai lieu mien phi Ket-noi.com kho tai lieu mien phi2
there still remain some questions that how can we cooperate new approaches with the
previous one and how to implement them in class. One of the effective ways that I often
work with students in our speaking class is pair work and group work. From what I have
experienced, this kind of activities has created chances for students to talk and
communicate with each other in English naturally.
For the above reasons, the researcher chose the topic “An investigation into the use
of pair work and group work activities to develop speaking skill of the 1st year English
major students at FFL, TNU.”
2. Aims of the study
This study aims to:
- Investigate the current situation of using pair work and group work activities in
teaching and learning speaking skill at FFL, TNU.
- Identify the difficulties for the teachers to apply pair work and group work in the
speaking class of 1st year English major students at FFL, TNU.
- Give practical recommendations for the use of pair and group work to develop
speaking skill for 1st year English major students at FFL, TNU.
3. Scope of the study
Teachers can employ a variety of techniques and methods to improve speaking skill
of 1st year students at FFL, TNU. However, the researcher only intends to examine the
current situation of using pair work and group work in speaking class of 1st year students at
FFL, TNU and making some suggestions for improvement. Additionally, the study is only
limited to the 1st year students at FFL, TNU, therefore, their opinions about pair work and
group work may not be representative of all students at FFL, TNU in particular and all
students learning English throughout the country in common.
4. Research questions
Three research questions are used to find out answers for the use of pair work and group
work activities in teaching and learning English speaking skills at FFL, TNU.3
1. How pair work and group work activities are used to teach the 1st year English major
students at FFL, TNU?
2. What difficulties do the teachers cope with in using pair work and group work activities
in the speaking class of the 1st year English major students at FFL, TNU?
3. What suggestions are needed to make pair work and group work activities effective and
successful in developing speaking skill for 1st year English major students at FFL, TNU?
5. Methods of the study
To investigate the situation of the study, the researcher conducts survey on the use
of pair work and group work in teaching and studying speaking skills at the FFL, TNU.
6. Design of the study
The study consists of three main parts:
Part 1 provides an introduction which includes the rationale, aims, scope, research
questions, methods and design of the study.
Part 2 provides a development which is divided into three chapters.
- Chapter 1 is attempt to review some key theories related to the study such as
communicative language teaching, communication learning process, definitions of pair
work and group work along with some common pair work and group work oral activities.
The chapter also mentions advantages and disadvantages of using pair work and group
work.
- Chapter 2 presents a design and analysis of the research.
- Chapter 3 provides the findings and recommendations
Part 3 is the conclusion of the study. Some explanations, interpretations of the findings of
the study and some pedagogical implications are given in this chapter. In addition, some
possible suggestions for further research are also discussed.
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PART 2: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
This chapter aims to explore the theoretical background for the thesis, focusing on the
following points: an overview of Communicative Language Teaching, the communicative
learning process, and pair work and group work
1.1. Communicative Language Teaching
1.1.1. Traditional methods of second language teaching
How to teach foreign languages always stay at the core of any discussion about method
innovation. Changes in language teaching methods throughout history have reflected
recognition of changes in the kind of proficiency learners need. In the past, there are two
methods applied to teach language, which consists of the Grammar-Translation method
and the Audio-Lingual method.
The Grammar-Translation method: By the late nineteenth century and the
twentieth, the Grammar-Translation method was the primary used to teach
language. This approach based on the study of Latin became the standard way of
studying foreign languages in schools. A typical textbook in the mid-nineteenth
century therefore consisted of chapters or lessons organized around grammar
points. The Grammar-Translation method embraced a wide range of approach, but,
generally speaking, it viewed foreign language study as a “mental discipline and
intellectual development” (Richards and Rodgers, 1986). This kind of approach
focused on grammatical analysis and translation. According to Richards and
Rodgers (1986:5), “it hence view language learning as consisting of little more than
memorizing rules and facts in order to understand and manipulate the morphology
and syntax of the foreign language.” In this method, reading and writing are major
focus and little or no attention is paid to speaking or listening. Students who are
taught in this way do not have chance to practise their speaking and listening.
The Audio- lingual method: The theory of language underlying Audio-lingualism
was known as Structural Linguistics, resulted from the World War II and viewed5
language as “a system of structurally related elements for the encoding of meaning,
the elements being phonemes, morphemes, words, structures, and sentence types.”
The overall goal of the Audio-Lingual method was to create linguistic competence
in learners. Through tapes, visual aids, the students listened and then repeated
several times to memorize the pronunciation as well as vocabulary. Therefore, just
listening and speaking skills of students could be drilled in a mechanical way.
However, the above two methods only focus on grammar, linguistic competence and
individual learning. Grammar-translation method was based on language study (grammar,
literature) and written exercises (translation) rather than real life communication and
speech. As a result, after several years of studying, students might have a fairly good
knowledge of grammar and translating skills, but could hardly communicate. The overall
goal of the Audio-lingual method was to create communicative competence in learners.
However, it was thought that the most effective way to do this was for students to
“overlearn” the language being studied through extensive repetition and a variety of
elaborate drills. These old methods fell out of fashion because in recent years, people tend
to learn language by communicating and keep on searching for a new method which is the
combination of the old ones.
1.1.2. Communicative language teaching method
The origins of Communicative Language Teaching (CLT) are to be found in the
changes in the British language teaching transition dating from the late 1960s. According
to Richards and Rodgers (1986), the work of the Council of Europe, the writings of
Wilkins (1972), Widdowson, Candlin, Christopher Brumfit, Keith Johnson, and other
British applied linguists on the theoretical basis for a communicative or functional
approach to language teaching. Later on, the rapid application of these ideas by textbook
writers, the equally rapid acceptance of these new principles by British language teaching
specialists, curriculum development centers, and even governments gave prominence
nationally and internationally to what came to be referred to as the Communicative
Approach, or Communicative Language Teaching (CLT).
The communicative approach could be said to be the product of educators and
linguists who had been dissatisfied with the audio-lingual and grammar-translation
methods of foreign language teaching. It starts from a theory of language as
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communication. The goal of language teaching is to develop what Hymes (1972) referred
to as “communicative competence.” Another theorist frequently studied on the
communicative nature of language is Henry Widdowson. He presented a view of the
relationship between linguistic systems and their communicative values in text and
discourse in his book Teaching Language as Communication (1978). Widdowson focused
on the communicative acts underlying the ability to use language for different purposes.
Authentic language use and classroom exchanges where students were engaged in real
communication with one another became popular.
Today, language is considered as a dynamic resource for the creation of meaning.
In terms of learning, it is obviously accepted that we need to distinguish between “learning
what” and “knowing how”. To say by other words, it is necessary for us to distinguish
between knowing a variety of grammatical rules and having capability of using these rules
effectively and suitably in communication. No longer being considered as passive, learners
are seen as active participants in the negotiation of meaning. Communicative language
teaching makes use of real life situations that need communication. It provides students
with a number of opportunities to use communicative purposes. The teacher builds up a
situation that students may encounter in real life; therefore, it is familiar and useful for
them to learn purposefully. Unlike the audio-lingual method of language teaching, which
depends much on repetition and drills, the communicative approach can make students
react and response to the various class exercises. The real life simulations change from day
to day, so students’ motivation to learn comes from their desire to communicate in
meaningful ways about meaningful topics.
In this book Communicative Language Teaching Today (2006), Richards points out
that in recent years, language learning has been viewed from a different perspective. It is
seen as resulting from processes such as:
Interaction between the learner and users of the language
Collaborative creation of meaning
Creating meaningful and purposeful interaction through language
Negotiation of meaning as the learner and his or her interlocutor arrive at
understanding
Learning through attending to the feedback learners get when they use the language7
Paying attention to the language one hears (the input) and trying to incorporate new
forms into one’s developing communicative competence
Trying out and experimenting with different ways of saying things
According to Littlewood, there are four domains of skill which makes up a person’s
communicative competence, which must be recognized in foreign language teaching:
The learner must attain as high a degree as possible of linguistic competence. That
is, he must develop skill in manipulating the linguistic system, to the point where
he can use it spontaneously and flexibly in order to express his intended message.
The learner must distinguish between the forms he has mastered as part of his
linguistic competence and the communicative functions, which they perform. In
other words, items mastered as part of a linguistic system must also be understood
as part of a communicative system.
The learner must develop skills and strategies for using language to communicative
meaning as effectively as possible in concrete situations. He must learn to use
feedback to judge his success and if necessary, remedy failure by using different
language.
The learner must become aware of the social meaning of language forms. For many
learners, this may not entail the ability to vary their own speed to vary their own
speed to suit different social circumstances but rather the ability to use general
acceptable forms and avoid potential offensive ones.
(Littlewood, 1981:6)
When discussing communicative language teaching, Nunan (1991:279) offers five
features to characterize communicative language teaching:
An emphasis on learning to communicate through interaction in the target language
The introduction of authentic texts into the learning situation
The provision of opportunities for learners to focus, not only on languages but also
on the learning process itself
An enhancement of the learner’s own personal experiences as important
contributing elements to classroom learning
PART 3: CONCLUSION
The chapter will provide the summary of the study and also discuss the limitations as well
as suggestions for further research.
1. Summary of the study
This study was carried out at the Faculty of Foreign Languages among 100 1st year
English major students and 10 teachers of English. With the use of instruments such as two
questionnaires, and interviews for both students and teachers at FFL - TNU, the researcher
has found out the answers to her three research questions as mentioned in part I -
Introduction.
In terms of how pair work and group work activities were used at FFL – TNU, both
teachers and students affirm that pair work and group work activities are frequently applied
in English speaking class with two main activities that students have to master are
discussion and role-play. The use of pair work and group work activities are also beneficial
because students can learn a lot from their partners and other group members. They can be
more independent and learn how to cooperate with others in pairs or groups. For teachers,
pair work and group work Giúp them comprehend new teaching methodology approach
which is common today. It frees them from talking most of the time and change the status
of teaching and learning into learner-centered learning.
However, difficulties happen as an inevitable situation. Students low proficiency
and their passive way of learning styles prevent them from taking part in pair work and
group work activities. Teachers lack time and have to deal with large and multi-level
classes in unqualified conditions hindering them a lot in implementing pair work and group
work activities to teach English speaking.
Recommendations are made to improve the situation in order to let pair work and
group work activities be applied more frequently and successfully. Students should find
their own suitable learning styles to make their English proficiency higher. They should
also take part in other learning activities outside classrooms to create their own
opportunities to practise speaking English in a language learning environment. Teachers
should pay more attention to enhance teaching methodology in order to conduct various
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