nội dung tóm tắt tiếng anh rèn kĩ năng nghe - nói cho học sinh lớp 1 trong dạy học môn tiếng việt

PREAMBLE
1. Rationales
1.1. Language skills training means life skills training for students
Listening - speaking - reading - writing are regular activities in our life. However, among
these four activities, listening & speaking appear more frequently. Two features characterize
this pair of activities as follows:
- Firstly, it is a pair of spoken language activities - direct communication by sound in
language activities.
- Secondly, the listening & speaking pair includes features of both perceiving and making
speech.
At present, it is quite necessary to research and find out curricula and methods of
effective language skills training for students who are at the beginning of the primary level in
particular.
1.2. Good listening & speaking help students well perceive and explore the world
Listening & speaking are a means for students to reason and perceive the surrounding
world actively. Students use their listening & speaking activities directly addressing some
problem or situation arising in their communication environment.
Due to such an important role of listening & speaking in students’ perception and
exploration of the world, it is very necessary to study further features of listening & speaking
activities so that appropriate training methods for students’ psychological and perceptive
features and feasible for teaching in school can be created.
1.3. Language skills training in primary schools remains a lot of shortcomings
Our primary school curriculum aims at meeting students’ needs of four skills: Listening
- speaking - reading - writing. However, teachers, in current fact, focus too much on the
reading & writing skills, usually pay less attention to listening-speaking skills training and get
perplexed to organize studying activities related to practice of these two skills when teaching
Vietnamese subject.
In addition, teachers are not fully aware of the important role of listening and speaking
skills in the process of learning Vietnamese subject for primary students. System of exercises
is not attractive to students; ways of organizing are monotonous, boring. Especially, there are
too many programming contents taught in primary schools, teachers do not have enough

needed time to practice this activity as expected so the organization to train listening &
speaking skills for students at the beginning of primary levels now also has some difficult
problems.
1.4. Requirements of Vietnamese teaching method innovation in general and language
skills training for primary students in particular
Facing the requirement of the radical and comprehensive education innovation,
Vietnamese subject is also thoroughly well defined innovation according to orient
communication. Therefore, training language skills for primary students is extremely
important. In order to form and develop these skills, it is necessary to create a specialized,
multifarious and diversified curricula and method of formation language skills based on


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rationale as well as reality; this can help students practice language skills effectively in
schools.
2. Research purposes and tasks
2.1. Purposes
- Give orientations of reasonable curricula, methods and performance procedures to
help teachers overcome difficulties in creating communication-oriented Vietnamese teaching
activities.
- Give appropriate procedures of language skills training with some corresponding
exercises in order to promote teaching effectiveness as well as help students enhance their
language capability, especially know how to use spoken language as a means of
communication, learning and other leisure activities.
2.2. Tasks
- Generally study language skills training for primary students at home and abroad by
looking for and collecting reference materials.
- Systemize and analyze elaborately psychological, linguistic and active, psychological
hypotheses of language skills training for the students in the first grade classroom.
- Take a survey on the language skills training program and its system of exercises in

Vietnamese Language Textbook for grade 1 students; take a survey on language skills
training in real teaching situations. Based on the results of such surveys, advantages and
limitations of language skills training for grade 1 students will be found, and proposals for the
thesis will be released.
- Establish curricula and organization methods of the language skills training process.
- Propose system of exercises to train language skills for grade 1 students, and design
some sample lesson plans to concretize procedure of language skills formation.
- Verify feasibility of the proposals raised in the thesis by making experimental
assessments to finally come to necessary conclusions and recommendations.
3. Object and scope of research
3.1. Object
- Curricula and performance procedures of language skills training for grade 1 students
through Vietnamese subject.
- Organization methods of language skills training through practice exercises.
3.2. Scope
- The thesis is limited on considering and studying the two preliminary listening and
speaking skills.
- The thesis focuses on the curricula, methods and performance procedures of language
skills training for grade 1 students through Vietnamese subject in primary schools using the
current curriculum of Ministry of Education and Training.
4. Research methodology
4.1. Survey
4.2. Analysis
4.3. Statistics, categorization, comparison


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4.4. Pedagogical experiment
5. Scientific hypothesis
If we rely on a basis of solid scientific theory, the actual survey conducted thoughtful and

proposed contents as well as the process of training measures through scientific, attractive and
suitable exercise activities for students at the beginning of primary levels. It is certainly that
the quality of training listening & speaking skills for students at the beginning of primary
levels will enhance. Students will practice more forcefully and actively that helps them
perform speaking & listening activities more effectively, giving them the confidence, calm
and active when speaking & listening in learning and communication.
6. Contributions of the thesis
Set up the theoretical and practical bases on which the curricula and methods of language
skills training for grade 1 students through Vietnamese subject are established.
The thesis proposes not only curricula and methods of language skills training for grade 1
students but also its performance procedures as the final proof for the whole process, which
we think the most reasonable. Furthermore, the thesis clearly shows orientation of application
in the existing Vietnamese teaching reality.
7. Layout of the thesis
- The thesis consists of 148 main pages and 79 appendix ones.
- The thesis is composed of preamble, contents, general conclusions, reference materials,
and appendices.
CHAPTER 1
OVERVIEW OF RESEARCH ON LISTENING – SPEAKING SKILLS TRAINING
FOR STUDENTS IN THE FIRST GRADE CLASSROOM
1.1. Research on listening & speaking activities and listening & speaking teaching for
the students in the first grade classroom in some countries in the world
1.1.1. Some researches on listening & speaking skills training
Nowadays, there are variety of researches on capability of using language of primary
students in general and the formation of listening & speaking skills for the students in the first
grade classroom in particular all over the world. Following are some researches related to
formation and development of listening & speaking skills for primary students. Firstly, It can
be pointed out Russian scientists’ opinions of teaching mother tongue [1, pages 18-38], in
which the author Phe-do-ren-co L.L emphasizes the roles of verbal language and the concern
about listening – speaking skills right from the early period of children’s language studying

process. The author V.I. Ca-pi-nox focuses on opinions of activity theory in the psychological
field; his point of view creates basic effects on formation and development of children’s
speech.
Besides, there are some researches of British scientists: The work “Toward an analysis
of discourse” provides and describes dialogue models between teachers and students in the
class; the document “Teaching Speaking and Listening in the Primary School” - 2000 by the


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group of authors Elizabeth Grugeon, Lyn Dawers, Carol Smith and Lorraine Hubbard makes a
general introduction to listening – speaking skills; the book “Curriculum Guidance for the
Foundation Stage” considers development and language use capability in communication to
be the focal point in children’s study; the book “National Literacy Strategies: Framework for
Teaching” mainly focuses on the extremely important role of listening – speaking skills in
language teaching; these two skills are considered an indispensable part of primary students’
studying activities although they are not separately defined in the curriculum frame; the
document “Speaking, listening, learning” (2003) highly appreciates information exchange
activities by spoken language and encourages teachers to have such more activities, through
guidance on different kinds of dialogues, to develop children’s reasoning and reflection
abilities; In The “National Curriculum”, asserted that the duration for training speaking &
listening skills occupies one third English curriculum.
Especially, the book “Teaching oral language” (Building affirm foundation using
ICPALER in the early primary year) by John Munro (Australian Council for Educational
Research), the first edition in 2011, is worth paying attention to. In this book, the author not
only clearly states persuasive bases showing the importance of listening & speaking skills in
the process of reading & writing skills teaching and knowledge perception but also mentions
focal points of communication languages during the initial primary education stage with a
model named ICPALER. The model aims at equipping teachers with basic contents and
methods to control students’ listening – speaking skills.
J.A. Foley (2006), New Dimensions in the Teaching of Oral Communication (Anthology

series 47 Published by Seameo Regional language Centre) is also a good book. It comprises
16 issues selected as sample ideas and viewpoints of “New standards in communication
teaching”. Such issues divided into 3 groups: Basic theory, real application and
communication assessment. In general, the document has mentioned the roles of speaking
skill in studying a language, especially the development of children’s language skills.
According to R.J. Campbell (2006), “Developing the primary School Curriculum”,
documentation helps us have an overview of the development programs in primary education,
including issues: the political situation, the theory of program on education development, the
role of teachers, providing research experiences in educational programs of some countries.
Therefore, we can build up an ideal school model, which emphasizes teachers’ awareness of
their role, and working environment conditions of the Primary Teachers. Thereby, we have an
overall visualization of the role of research problems placed in a common system.
What is more, the author Wilson, Julie Anne noted. This author, via his book “A Program
to develop the listening and speaking skill of children in a first grade classroom” (1997)
provides us with an overview of the listening- speaking skills development program for
children in a first grade classroom.
1.1.2. Orientation of language skills training for primary students in some countries all
over the world
Language use skills include Listening – Speaking – Reading – Writing. However,
research on methods and procedures to form those skills, each skill’s role as well as their


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relationship is one of the top concerns in the primary education curriculum in some countries
around the world. Through the researches on listening – speaking skills training for primary
students as mentioned, some key points of view can be summarized as follows:
- Language skills training on the basis of capability
- Language skills training in and via communication
1.2. Researching and teaching listening & speaking for primary students in Vietnam
1.2.1. Researches on listening & speaking teaching in Vietnam

Followings are some of the documents directly related to the research issue that we would
like to repeat again:
+ The book “Some issues in teaching primary students dialogues” by the author Nguyen
Tri provides us with basic insights of dialogues, makes introduction to the dialogue
curriculum based on the Primary Curriculum issued in 2001 and 2006 and various types of
exercises for practicing listening and speaking skills used in Vietnamese language textbooks,
in which there are types of exercises of listening-speaking skills training for students; another
writing of the author “Experience in teaching the native language via communication method
in some countries” also takes written and spoken language teaching program structure for
primary students into consideration. According to his opinions, teaching via and for
communication has made changes in various aspects of the mother tongue teaching curricula
in some countries around the world.
+ The author Phan Phuong Dung, in her thesis “Language means represent respect in
Vietnamese communication”, systematically lists language means representing respect and
discusses about some samples of exercises to teach cultural speech for primary and secondary
students. In addition, she also elaborately states wording means expressing respect in
communication, application of such means in communication as well as in teaching
Vietnamese language subject for primary students in her writing “Wording means
representing respect in communication and capacity of application in teaching Vietnamese
for primary students”, The author specifically mentioned the means of word to express
politeness in communication features and the application of words to express politeness in
communication and the application of words to express politeness in teaching Vietnamese in
primary schools. These documents are foundations for us to think about listening and
speaking skills teaching methods for students at the beginning of primary levels in order to
correct mistakes made in communication.
+ In the book “Communication and Vietnamese teaching in primary school”, the two
authors Phan Phuong Dung and Dang Kim Nga study such communication issues and
activities as forms of communication, functions of communication, native language and
communication factors, types of speech and communication activities, the process of speech
making and perception in communication.

+ The author Nguyen Quang Ninh discussed the training speaking & writing skills in
communication method in his two studies “Some issues in communication-oriented written
and spoken native language teaching in primary schools” and “Vietnamese language skills


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training”, refers to communication-oriented speaking skills training. In addition, he also
emphasizes communication-oriented dialogues.
+ In her thesis “Some methods to promote effectiveness of speaking skills training for
primary students via Vietnamese subject”, the author Tran Thi Hien Luong clearly shows the
further practice-oriented teaching method to train speaking skills for students on the basis of
primary students’ age-group characteristics and the modern teaching theory. Within its scope,
this thesis has released speaking skills training methods like pronunciation skill training,
mono-dialogue skill training, dialogue skill training, in which language use skill training for
primary students is included.
It can be seen that the researches of the above-mentioned authors have already referred to
objectives, contents, methods to develop listening and speaking skills or train the skill using
via listening and speaking skills for students; nonetheless, the things discussed are just general
without being given as a big subject. Methods to promote effectiveness of training listening
and speaking skills for primary students, on the basis of the existing curriculum and
textbooks, have hot been studied thoroughly. Therefore, it is in need of studying contents to
find out relevant methods to promote effectiveness of training listening and speaking skills for
students in the first grade classroom to assist teachers in the process of teaching Vietnamese
according to the communication-oriented.
1.2.2. Some opinions of skills training via Vietnamese subject in primary school
1.2.2.1. Opinions on training skills via Vietnamese subject in Vietnam primary schools before
2000
The concept of teaching Vietnamese is incomplete, the teaching of Vietnamese is not
clear to emphasis on the main purpose that is teaching Vietnamese in communicating.
Vietnamese curriculum has not concerned with Vietnamese traditional cultural elements to

conduct training cultural behavior in communication.
Before 2000, Vietnamese curriculum in primary levels made light of training listening
and speaking skills. Most curricula were not interested in teaching Vietnamese in
conversations and enhanced communicative capacity in conversations for students. The
formation of communication skills only formed spontaneously in the process of the learning
Vietnamese at home and schools as well as in everyday of students’ life.
The teaching methods based on the viewpoint of communication have not been used in
teaching and learning Vietnamese. The training skills were not proficient and well trained
which causes the limitation to the results of learning Vietnamese in general.
1.2.2.2. Views of training Vietnamese listening & speaking skills in primary schools in
Vietnam in recent years
Curriculum of teaching Vietnamese in the year 2000 was compiled based on the
orientation: Teaching Vietnamese through communication; making full use of students’
experience in using Vietnamese language; applying opinions of integrated Vietnamese
language teaching; combine Vietnamese language teaching with culture and literature
teaching. Based on the above-mentioned orientations, the 2000 Vietnamese program has
defined objectives of the subjects in terms of three aspects: skill, knowledge and attitude.


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Especially, it considers formation of skills as one of the leading important factors in teaching
language in primary school and affirms that teaching Vietnamese means teaching students
how to use modern Vietnamese for learning and communication in environment which is
suitable for their age groups.
1.2.2.3. Vietnamese language curriculum of Research Center for Educational

Technology
The curriculum is built on the viewpoint on scientific language selection of modern
Vietnamese language to premise and express it in the form of a subject based on new
principles: Development principles, standard principles, minimum principles. Based on these

principles, Vietnamese language curriculum of Research Center for Educational Technology
has identified an explicit teaching process. Through the learning system, students can obtain
scientific knowledge along with the corresponding skills
Conclusion
Formation and development of listening & speaking skills have been taken into much
consideration, and listening & speaking skills teaching programs have been applied as a key
task in schools all over the world. Especially, listening & speaking skills are ranked at the
same level with the others and considered as the basic and foundation to help students deal
well with other skills. In fact, the educators has put forward purposes of Listening - Speaking
- Reading - Writing skills training for students in the first grade classroom in addition to
supplying knowledge in teaching Vietnamese. However, the contents and duration spent on
teaching listening-speaking is still much less than on reading and writing within the current
Vietnamese teaching program.
CHAPTER 2
THEORETICAL AND PRACTICAL RATIONALITIES OF LANGUAGE SKILLS
TRAINING FOR GRADE 1 STUDENT
2.1. Some general issues
2.1.1. Language use skills
2.1.1.1. Language skills
People need not only language-related knowledge but also four fundamental skills of
listening, speaking, reading, and writing in order to use any languages. Those four skills
closely interrelate. Vietnamese subject at primary education level in general and at Grade 1 in
particular aims to create those four skills for the students, among which listening and
speaking skills need forming right at the beginning of their learning process as a basis for the
good formation and development of the remaining skills.
2.1.1.2. Differences between written language and spoken one
Regarding lexicology, ellipsis and terseness are found more often in spoken language
than in written language; however, spoken language is not so concise and to the point as
written language. In terms of grammar, the grammatical structures of spoken language is often
more complicated and varied than those of written language. Regarding extra-linguistic

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elements, written language does not take advantage of the paralinguistic elements such as
intonation, tone, face expression, eye contact, gesture, and posture, etc. as spoken language
does. Thus, there are differences between spoken language and written language in the ways
of producing and receiving of speech.
Training spoken language along with communicative language (with teachers and friends
in school, with people who are proficient in language ...) provides students experience in the
new syntactic structures, the rites of new words, and develops new ways of expressing and
linking ideas.
2.1.1.3. Training of spoken language skills in relation to written language
In language teaching and learning, good language skills would help to prepare for
the process of learning how to write more easily. The form of writing, which exits as a way of
recording oral speech, quickly becomes a special form of language with specific traits of
appearance and semantics. The forms of oral communication and written communication
closely interrelate and interact with each other.
2.1.2. Phases of skills formation & development, and language development of Grade 1
students
2.1.2.1. Phases of listening and speaking skills formation
- Phase 1: When a child is newly born (1-2 years old), he has no sense of skills. He often
turns towards the source of the voice, listens to spoken language (start paying attention to
speech sounds
- Phase 2: From 2.5 to 5 years old, children start learning skills on demand of children
through three ways: imitation, role-play and monologues. Children know to observe the link
between speech sounds and objects, colors (start to understand the meaning of words).
- Phase 3: At primary education level, children form skills consciously. They listen to and
remember all words / sentences repeated many times daily (Begin engraving upon memory /
receiving vocabulary)
- Phase 4: At this stage, children’s’ mature skills become more sophisticated, children

practice speaking through simulation of sounds when they listen to (start passive speaking,
imitating speaking).
- Phase 5: Communicating in spoken language community (active speaking).
2.1.2.2. Language development of Grade 1 students
- During Grade 1 period, the students’ language increases fast; and the syntax is
developed. The students can present issues briefly, clearly as the result of not only their
exposure to scientific concepts but also the requirements of study activities and intellectual
activity. The primary schools become the best education environment for the children to be
guided to develop their vocabularies, to learn the correct structures of their mother tongue, to
expand their knowledge, and to improve their personalities. In order to develop the children’s
language, the teachers must be conscious of training their students in their spoken languages
skills (mainly conversational language) in conversations.
In summary, learning Vietnamese language in general and training language skills in
particular at primary education level must be based on the children’s past experience and their


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experience in using language so that their language ability and ability related to thinking with
language continues to be developed. It is the educational researchers’ prime duty to find out
suitable measures and organization modes to develop the primary students’ language skills.
2.1.3. Listening and speaking activities
2.1.3.1. The nature of listening and speaking activities
Verbal communication is essential in the human society. Listening is about receiving
information and processing the sounds having effects on the human auditory organs. It is also
a human activity, which happens often. It is an activity of transferring the speech producers’
thoughts and information contents of mental nature into a material form of language code.
2.1.3.2. Importance of listening and speaking activities
At schools, listening & speaking activities play a role as a communication tool to
develop thinking power and support study. Listening and speaking at schools are two
activities developed into skills under the guidance of teachers. These activities are important

in enabling the students to communicate well in ordinary situations. They partly help the
students to better their Vietnamese language practice skills as well as their thinking power
and cognition ability.
2.1.3.3. Several forms of listening and speaking
a) Forms of listening
- Conversation listening
- Text comprehension listening
b) Forms of speaking
- Speaking in conversations
- Speech speaking
2.1. Theories applied in research process
2.2.1. Theories on verbal communication
Listening and speaking are verbal communication activities. The verbal communication
is, in its nature, first and foremost a social activity. Through communication, each individual
shows his or her thoughts, emotions, and ideas. Especially, communication not only is a
structured activity with various different levels but also has specific objects. In the process of
having effects on the objects, it makes them changed.
Each communication includes, in order to bring its functions into play, two types of acts
which are formation (or production) of speech and receipt (or perception) of speech.
Communication is affected by communication-related elements, which are communication
purposes, communication contents, communication modes, and communication contexts.
Communication plays a very important role in life. People use language for
exchanging daily information, establishing and maintaining relations. It also helps people
relax and entertain after their hardworking hours. Therefore, it is a practical and necessary
approach to train the students in listening and speaking skills attached to communication
improvement direction. Through communication, the students are trained in language skills in
general and listening & speaking ones in particular. In addition, communication also helps to
create favorable conditions for them to express themselves in life.

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Applying the theory of communication into practicing listening & speaking skills for
students in grade 1 is considered from the aspect of pronunciation, vocabulary and syntax.
Students practice pronunciation correctly, use vocabulary, create and express sentences
correctly.
2.2.2. Theories on conversations
Conversation is a verbal communication activity created by the involved people in order
to help them exchange their information or thoughts, emotions... etc in accordance with a set
forth purpose.
Based on the interlocutors in communication, conversation is categorized into
monologue and multi-dialogue. Based on the narrow communication context of a
conversation, conversation is sorted into ritual normative conversation and non-ritual one.
Besides, there are possibly compulsory conversations and arbitrary ones.
The communicating activity consists of word exchange activity, word responding
activity, interactive activity. Principles of negotiation in conversation, principle of turntaking, principle of relevance in conversation; principle of respect of participators’ face, and
cooperative principle (CP) in conversation
To apply the theory of conversation in training listening & speaking skills for Grade 1
students with good results, teachers need to identify the factors that participate in the
conversation; creating students’ demand for engaging in the conversations, creating a
favorable communication context, creating objective for students in the process of
communication.
2.2.3. Theories on activity psychology
Leaning and training in listening and speaking skills is about leaning and training in a
kind of activity. However, listening and speaking is not a muscular activity but an activity of
mentality, perception, and cognition. This activity abides by the thinking rules during the
processes of speech production and perception. The psychologist namely A.N Leonchiep’s
theories on activity psychology enable us to imagine more clearly the specific language use
procedures like listening, speaking, reading, and writing skills and apply such procedures in
analyzing structure of speech acts and training in listening and speaking skills for students.
2.3. Practical rationalities

2.3.1. Some issues related to the current Vietnamese Language Textbook for Grade 1
students
Vietnamese language for primary education is not only the subject but also a tool one.
Primary students dominate the knowledge of Vietnamese subject and use that knowledge as a
tool for learning other subjects as well as communicate with friends, teachers and their
surrounding relatives. The curriculum also heightens the training of 4 corresponding skills:
listening - speaking - reading – writing.
The content of training listening & speaking skills in Vietnamese language focuses on
types of conversations: dialogue and monologue, corresponding to the two forms of content
is listening & speaking type in conversation, building up the complete speech.


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Organizational forms of training speaking & listening skills for students in grades 1 is
based on samples, answering questions according to the themes with illustration pictures,
students know how to pose and answer questions related to object selection through given
situations and purposes.
2.3.2. Exercise system for skills training in current Vietnamese Language textbook for
Grade 1 students
2.3.2.1. Purposes, methods, and criteria for exercise system categorization
- Purposes: The research aims to carry out a survey on the fundamental demands,
contents, and standards of language skills through the whole program, especially through the
system of exercises for students, to improve their language skills in the Vietnamese Language
textbook for Grade 1 students in order to find out the weakness and strengths of the exercise
system; based on which, we propose contents and methods of training in language skills for
the Grade 1 students through Vietnamese subject.
- Method: In order to survey the exercise system in Vietnamese Language Textbook for
Grade 1 students, we have mapped out a plan of carrying out the survey with the steps as
follows:
Step 1: Building up a criteria for classifying the exercises

Step 2: Creating the foundations for evaluation of the exercises
Step 3: Preparing statistics, processing data and giving correct and unbiased assessment
comments on the exercise system in the current Vietnamese Language education program.
- Criteria:
+ Based on the skills in need of being trained
+ Based on the purposes of the exercises
+ Based on the requirements and contents of the exercises
2.3.2.2. Categorization of the exercises used for language skills training for Grade 1
students in current Vietnamese Language textbook.
- Exercise group served for speaking skill training in syllable learning sections
- Exercise group served for speaking skill training in general practice sections
2.3.2.3. General comment and assessment
a) Strengths: Besides providing them with knowledge, the textbook helps to train the
students in Vietnamese skills. The exercise system is arranged in an order with higher and
higher requirement levels. The contents of the lessons in the study subjects aims to help the
students practice and be trained in language skills of listening, speaking, reading, and writing,
closely attached to the topics; which enables the students find it easier to use words as well as
to express their ideas in sentences.
b) Weaknesses: The issues of selecting topics, balancing the number of the exercises, and
organizing suitable modes of training need further discussing. It is necessary to specify more
clearly the procedures of language skills training for the students. It is also a need to
concretize the activity and to divide it into sub-activities that can be easily carried out.
Besides, it is also necessary to show how to apply the listening and speaking skills training


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methods, which not only is appropriate to the Grade 1 students’ cognitive psychology and
awareness but also makes them interest in study.
2.3.3. Real situation of training Grade 1 students in language skills
* Regarding teachers: Most teachers do not pay much attention to training their students

in listening and speaking skills. The main reason that make teachers do not like because the
amount of time spent on training listening & speaking skills is unreasonable. Teachers often
depend on the suggestion questions in the textbook and request their students to self-prepare
in advance. The teachers also hesitate to prepare school things. Furthermore, they do not take
initiative in applying the teaching methods that make the students show their positive roles in
activities, thereby having not drawn the attention of the students in the early years at primary
schools. The difficulties that teachers face is still the problem of methods and processes of
teaching organization. When discussing about this problem, the teachers express a wish to be
supported with teaching methods and skills training contents through practice exercise
systems.
* Regarding students: It is shown in the statistics and the surveys conducted through
language portfolios that there is a relatively high rate of students whose language use ability
meets the requirements. Note-worthily, regarding the students’ difficulties in language skills
formation and development, the number of students having difficulties related to vocabularies
accounts for 27.9% while the number of students who often utter short sentences, use wrong
adjuncts as well pronouns, and use wrong order of words in sentences takes an account of
41%. Moreover, in the process of message reception, the students understand only short
sentences; and they find it difficult to use the sentences with conjunctions and do not realize
ungrammatical sentences, etc. Also in the reception process, in terms of semantics, some
students can only utter the sentences describing an event; and they face difficulties as saying
the sentences describing many events or the ones with complicated meanings. On the
contrary, during the period of message reception, the students find it easier to listen simple
sentences describing an event; meanwhile, they use much less sentences describing two
events or more.
In summary: The students will be aware of their listening and speaking skills in
communication and practice them to perfect if the importance of listening and speaking skills
are paid attention to during the process of teaching Vietnamese language. This means that the
language ability must be formed in a way parallel with communication skills training. In order
to reach that goal, the work of training Grade 1 and Grade 2 students in listening and speaking
skills must be done through language as well as speech acts.

Conclusion to Chapter II
1. Verbal communication is an activity, which is very typical of and most important to
human beings.
2. One of the main purposes of language skills training in primary schools comes to
forming and developing the students’ verbal communication ability, including the ability of
speech perception (listening) and that of speech production (or speaking).


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3. On the other hand, the students will be aware of their listening and speaking skills in
communication and practice those skills to perfect if the importance of listening and speaking
skills are paid attention to in the work of Vietnamese language teaching.
4. In order to reach that goal, in the work of training Grade 1 students in language skills,
it is necessary to determine the contents of language skills training based on the purposes and
language standards for Grade 1 students. The work of language skills training for the students
must be considered in the courses of phonetics, lexicology, and grammar, based on which the
students’ skills of using words, sentences, and conjunctions are shaped.
5. Besides determining the contents of language skills training, we must pay attention to
the training organization process.
6. In order to train Grade 1 students in language skills training effectively, we not only
consider language skills training in relation with the skills systems but also combine it with
organization modes and teaching methods suitable for each skills training content as well as
for the cognitive psychology of the children at different ages.
CHAPTER 3
ORGANIZATION OF LISTENING & SPEAKING SKILLS TRAINING FOR GRADE
1 STUDENTS IN TEACHING VIETNAMESE
3.1. OBJECTIVES AND CONTENTS OF LISTENING & SPEAKING SKILLS
TRAINING FOR GRADE 1 STUDENTS
3.1.1. Objectives
- Help students perform correct pronunciation of sounds & syllables of Vietnamese

language.
- Help students build and link sentences in expressing ideas.
3.1.2. Contents of listening & speaking skills training for grade 1 students
Training spirit of listening & speaking skills for grade 1 students is shown in the model
below:
Period 1

Period 100

Pronunciation training
(descending)
Communication
training
(ascending)

a) Pronunciation training
Pronunciation training for grade 1 students is very important since it acts as the
foundation, the first step in the process of listening & speaking skills training. Pronunciation
training consists of 2 main sections: Sound training and syllable training.
This section aims to help students be accurate in pronunciation of vowels, consonants,
distinction between monophthongs and diphthongs, distinction of initial consonants, pairs of


14
final consonants. Particularly, training of difficult sounds and syllables are applied in voice,
words and sentences.
b) Communication training
Communication training consists of 2 basic forms: Communication-based listening and
speaking skills training and topic-based listening and speaking skills training.
By listening and speaking training in communication activities, students have

opportunities to practice simultaneously real and friendly communications. Topics are close to
students’ communication context. Their listening and speaking are used in word selection,
sentence building and in situations of speech in order to improve their ability of language
through communication activities.
3.2. EXERCISE SYSTEM AND METHOD OF ORGANIZING LISTENING &
SPEAKING SKILLS TRAINING
3.2.1. Principles of building exercise system
Activities of exercises built on 5 basic principles are: ensure objective, standard of
language, optimality, and systematic and development
3.2.2. Exercise system for listening & speaking skills training
Apart from introducing teaching methods to be used in listening –speaking skills training
for grade 1 students, this thesis also recommends an exercise system for providing more
support to teachers in listening & speaking skills training. The specialty of this exercise
system is not only the presentation of exercise contents or organization procedure but also the
introduction of methods in training listening – speaking skills for grade 1 students. Therefore,
if such method is mentioned as a measure for enhancing efficacy of listening – speaking
skills training in the previous section, in this section it may act as one of three core
components establishing exercise system in listening & speaking skills training for grade 1
students. On the other words, value of such exercise system recommended in the thesis is
formed by 3 basic factors including: content, implementation procedure and organization
method.
Based on such principle, our exercise system consists of 2 groups as follows:
Group 1: Exercises for listening & speaking skills training by pronunciation
 Type 1: Exercises for training skills in pronouncing sounds and accents
 Type 2: Exercises for training skills in pronouncing syllables
Group 2: Exercises for listening & speaking skills training by communication activities
 Type 1: Exercises of listening & speaking skills training by wording
 Type 2: Exercises of listening & speaking skills training by sentence building
 Type 3: Exercises of listening & speaking skills training by communication activities
in communicative situation.

3.2.3. Description of exercise system and organization of practice


15

GROUP 1: EXERCISES FOR LISTENING & SPEAKING
SKILLS TRAINING BY PRONUNCIATION
A. EXERCISE SYSTEM
With this exercise, through the process of separating (classifying, analyzing) sound into 2
parts (for example: ba), students will recognize phonetic characteristics of each part in /ba/:
sound /b/ - consonant, sound /a/ - vowel; recognize two sounds: consonant/vowel;
accordingly, students will know how to perform pronunciation of consonants, vowels and to
recognize the remaining consonants and vowels. In this group of exercises, students will be
trained:
- How to pronounce vowels: monophthongs and diphthongs, semi-vowels.
- How to pronounce consonants: initial consonants of easy confusion, final consonants,
and pairs of final consonants going together.
- How to pronounce accents, particularly accent pairs of easy confusion in order to treat
regional pronunciation features.
- How to pronounce difficult syllables, sounds, distinguish spelling in reading sounds,
words and sentences.
On the stable basis of clear listening and accurate pronunciation, students will bear the
skills of listening, repeating sounds, analyzing sounds (through pronunciation), students
will be able to write and reread naturally and effortlessly. Based on characteristics in
phonetic structure of Vietnamese language, this exercise group is divided into 2 types; each
type is subdivided into different patterns as follows:
 Type 1: Exercises for training skills in pronouncing sounds and accents
 Pattern 1: Exercise of distinguishing vowels
 Pattern 2: Exercise of distinguishing consonants
 Pattern 3: Exercise of distinguishing accents

 Type 2: Exercises for training skills in pronouncing syllables
 Pattern 1: Exercise of pronouncing syllables with only one main sound
 Pattern 2: Exercise of pronouncing syllables with main sound and final sound only
 Pattern 3: Exercise of pronouncing syllables with medial and final sounds only
 Pattern 4: Exercise of pronouncing syllables with medial and main and final sounds
only
B. ORGANIZATION OF PRACTICE
 Type 1: Exercises for training skills in pronouncing sounds and accents
 Pattern 1: Pronunciation of vowels
 Procedure
Step 1. Learn to pronounce /a/.
Step 2. Recognize characteristics of /a/
Step 3. Recognize other vowels.
 Illustrating exercise


16
Exercise 1: Distinguish monophthongs i/ê
Exercise 2: Distinguish diphthongs
 Pattern 2: Pronunciation of consonants
 Procedure
Step 1. Learn to pronounce /b/
Step 2. Recognize characteristics of /b/
Step 3. Recognize other consonants
 Illustrating exercise
Exercise 1: Pronounce and distinguish initial consonants
Exercise 2: Pronounce and distinguish final consonants
Exercise 3: Pronounce and distinguish semi-consonants
Pattern 3: Exercise of pronouncing and distinguishing accents
 Procedure

• Pronounce sound without accent mark
ba
Step 1. Pronounce the accent without accent mark /ba/
Step 2. Analyze the accent without accent mark /ba/
•
Pronounce sound with accent mark /bà/
bµ
Step 1. Pronounce sound with accent mark /bà/
Step 2. Analyze sound with accent mark
Step 3. More practice with the following sounds: /bà/ /bá/ /bả/ /bÃ/ /bạ/
Illustrating exercise
Exercise 1: Pronounce correctly: broken rising-tone and falling-rising tone
Exercise 2: Pronounce correctly: rising-tone and broken rising-tone
 Type 2: Exercise of training skills of pronouncing syllables
Pattern 1: Exercise of pronouncing syllables with only one main sound
 Procedure
Step 1. Introduce sound
Students, please pronounce the sound:/ba/
Step 2. Analyze sound
Step 3. Draw diagram of word /ba/
b
a
Step 4. Find new sound
 Illustrating exercise
Exercise 1: Based on syllable with only one main sound, students will replace initial
sound to make new sound.
Exercise 2:
Based on syllable with only one main sound, students will replace main sound to make
new sound.
Pattern 2: Exercise of pronouncing syllables with medial

l
o
a
and main sounds only
 Procedure
Initial
Final
Medial


17
Step 1. Pronounce /loa/
Step 2. Analyze it
Step 3. Take /loa/ to model
Step 4. Find new sounds
 Illustrating exercise
Based on the syllable /loa/ with main and medial sounds, replace initial sound to form
new sound
Pattern 3: Exercise of pronouncing syllables with main and final sounds only
 Procedure
Step 1. Pronounce a sample sound: /lan/.
Step 2. Analyze
Step 3. Draw diagram of the syllable /an/
Step 4. Find sound with syllable /an/
 Illustrating exercise
Exercise 1: Based on the syllable with main and final sounds in /nan/, replace initial
sound to form new sound
Exercise 2: Based on the syllable with main and final sounds in /nan/, replace final sound
/n/ by /t/ to form new sound.
Pattern 4: Exercise of pronouncing syllables with medial, main and final sounds

only
 Procedure
Step 1. Pronounce with round lips /an/: /an/ → /o/ - /an/ - /oan/
Step 2. Analyze /oan/: /oan/ → /o/ - /an/ - /oan/
Step 3. Draw diagram of /loan/:
l
o
a
n
Step 4. Find words with /oan/
Illustrating exercise
Based on examples with medial, main and final sound /oan/, do the same to sound /oat/
GROUP 2: EXERCISES FOR COMMUNICATION - BASED
LISTENING & SPEAKING SKILLS TRAINING
A. EXERCISE SYSTEM
The group of exercises for listening & speaking skills training for primary students
through communication can be divided into three types:
1. Exercises for listening & speaking skills training by wording
Pattern 1: Exercise of listening & speaking and vocabulary building through mind map
Pattern 2: Exercise of listening & speaking and vocabulary building through learning
games
Pattern 3: Exercise of listening & speaking and vocabulary building through synonyms
2. Exercises for listening & speaking skills training by sentence building
Pattern 1: Exercise of listening and expressing sentences following samples


18
Pattern 2: Exercise of listening and expressing sentences through questions and answers
Pattern 3: Exercise of listening and expressing sentences through visual channel
3. Exercises of listening & speaking skills training by communication activities

Pattern 1: Listening & speaking skills training through conversation
Pattern 3: Listening & speaking skills training through role play
Patter 4: Listening & speaking skills training through delivered stories
B. ORGANIZATION OF PRACTICE
1. Exercises for listening & speaking skills training by wording
 Procedure
Step 1: Listen and observe
Step 2: Select, classify, guess, and link through conversation, mind map, and
leaning games
Step 3: Speak words and sentences
 Illustration
Pattern 1: Practice listening & speaking and vocabulary building through mind map
Pattern 2: Practice listening & speaking and vocabulary building through learning games
Pattern 3: Practice listening & speaking and vocabulary building through synonyms
2. Exercises for listening & speaking skills training by sentence building
 Procedure
Step 1: Approach sample materials
Step 2: Analyze materials
Step 3: Apply
Step 4: Review, comment
 Illustration
- Pattern 1: Exercise of listening and speaking following samples
- Pattern 2: Exercise of listening and expressing sentences through questions and answers
- Pattern 3: Exercise of listening and expressing sentences through visual channel
3. Type 3: Exercises of listening & speaking skills training by communication
activities
 Pattern 1: Listening & speaking skills training through conversation
 Procedure
Step 1: Watch pictures
Step 2: Organize students to talk

Step 3: Students speak in sentences, texts
Step 4: Teacher reviews and motivates
 Illustrating exercise: Picture: House sweeping.
 Pattern 2: Listening & speaking skills training through role play
 Procedure


19

Procedure
Step 1: Prepare

Teacher
- State general requirement
- Give assignments to
students

Students
- Listen to requirements
- Get assignment (role)

Step 2: Fulfill
Step 3: Comment,
assess

- Organize students to fulfill
- Collect comment ideas
- Orient , adjust

- Role-play

- Self-review; assess
- Self-adjusting according to the
suggestions of teachers (if any)

Step 1: Prepare
Step 2: Students get their assignments
Step 3: Students play role
Step 4: Teacher reviews and motivates
 Illustrating exercise: Week 3, Grade 1: Story “ Friends of little deer”
 Pattern 3: Listening & speaking skills training through group discussion
 Procedure
Procedure
Step 1: Prepare

Teacher
- State general requirement
- Device groups
- Give assignments to students

Students
- Listen to requirements
- Device groups
- Get assignment

Step 2: Fulfill

- Organize students to discuss
- suggest, direct, orient
students by using questions
- observe, listen and help

support (if necessary)

Step 3: Comment,
assess

- Collect comment ideas
- Orient , adjust
- Organize comment,
evaluation and grading,
supplement needed
comments, motivate spirit of
team work

- Discuss
- Members present their
discussion ideas in front of
the group
- Representatives of each
group present the results
discussed in class
- Self-review; assess
- Self-adjusting according to
the suggestions of teachers (if
any)

Step 1: Give assignments to students
Step 2: Teacher introduces to divide students into groups in accordance with demand of


20

exercise.
Step 3: Teacher gives students assignments and discussion time.
Step 4: Observe discussion and instruct groups to discuss.
Step 5: Representatives of groups present findings
Step 6: Review, judge, classify, add necessary ideas, and appreciate working spirit of
groups.
 Illustration: Story “Grandmother and grandchildren” (Vietnamese language 2 –
week 11)
 Pattern 4: Listening & speaking skills training through telling delivered stories
 Procedure
Step 1: Provide materials
Step 2: Link ideas to express topic
Step 3: Review, adjust
 Illustration
Exercise 1: Present the story in time sequence
Exercise 2: Present the story by using pronouns
3.3.1. Direction to apply exercises in skills training

Apply in sub-subjects of Vietnamese language Apply in learning other subjects

Apply in real life
CHAPTER 4
PEDAGOGICAL PRACTICE
4.1. Objectives
Pedagogical practice aims to check feasibility and efficacy of a system of exercises and
the proposed procedure of using a system of exercises, then to confirm correctness of
scientific hypothesis presented in the thesis.
4.2. Subject and place of practice
4.2.1. Subject
- In terms of students: Grade 1students is chosen for practice in order to suit focus of the

thesis. Subjects are selected randomly with full typical characteristics of current primary
students and representativeness of regions.
- In terms of teachers, we chose primary teachers with basic training and good
qualification. They all are clearly aware of objectives and requirements of practice in order to
quickly understand spirit, content and method presented in the thesis and to effectively
cooperate with the researcher.
4.2.2. Place of practice
Practice is carried out in Hanoi and 2 other provinces (Hung Yen, Lao Cai). In Lao Cai
particularly, three different regions are chosen. Despite being in a mountainous province, Bao
Yen district has more favorable conditions than Simacai district. Apart from two mountainous
districts, a school in Lao Cai city is chosen for comparison. Such schools represent
mountainous area, rural area and urban.


21
4.3. Method of practice
To gain reliable data, practice is carried out in two phases:
- Phase 1: Investigation practice (academic year of 2010- 2011).
- Phase 2: Checking and reviewing practice (academic year of 2011-2012).
4.4. Practice contents
4.4.1. Investigation practice
Based on a system of exercises and language skills for grade 1 students proposed in the
thesis, we choose some exercises to design tests in the form of exercise sheets. Then extratime teaching is implemented in accordance with duration suitable with the requirements.
Prior to selecting exercises for investigation practice, some requirements that must be satisfied
include: typicality, newness, comprehensiveness and suitability. Following are groups of
exercise used in investigation practice.
Group 1: Exercise for listening & speaking skills training through pronunciation
Group 2: Exercise for listening & speaking skills training through communication
activities
We investigate in both groups, of 5 types of exercises, 3 are chosen corresponding to 3

exercise sheets (appendix 4):
• Exercise sheet 1: Training pronunciation skills of syllables
• Exercise sheet 2: Training listening & speaking skills in wording
• Exercise sheet 3: Training listening & speaking skills in sentence building
4.4.2. Teaching practice
As presented, the main content of comparative practice is to carry out teaching with 2
different syllabuses: practice syllabus (with a system of exercises proposed in the thesis) and
comparative syllabus (with normal syllabus). In fact, this also means: Part of teachers and
students are involved in practice teaching, the rest implement normal teaching (however, we
also help teachers design their syllabuses more carefully under spirit of textbook and teacher’s
book of each class of practice).
Due to limit scope of the thesis, it cannot present all lessons. Only 5 lessons are presented
5 designs in theme of "my family" to illustrate practice procedure and clarify designer’s ideas
(see appendix 6 – Illustrating design).
DESIGN
MY FAMILY TOPIC
1
Grandmother, love you so much!
2
All members of our family love each other
3
Father merit and mother kindness.
4
Brothers and sisters are as close as hands and feet
5
Mutual help between brothers and sisters
After each practice lesson, students of practice class and of comparative class take an
exam in the same condition in order to review teaching effectiveness. To ensure reliability, 2

22
investigation sheets are made to check the ability of pronouncing syllable, listening, reading
words and sentences of students. Such investigation sheets are built based on contents and
method proposed by the thesis in order to inspect effectiveness in real life. Each sheet consists
of 4 exercises at 4 levels: understand, know, apply and create. Exercise sheets aim to assess
listening & speaking skills of students. Assessment of students’ results in doing exercise
sheets is presented by marking with 10-mark scale. Due to limited time of practice and
regulations on scope of thesis, only some exercises that are considered to be typical and able
to explicitly reflect feasible level of a system of exercises of the thesis.
4.5. Practice outputs
Practice outputs are presented in the three following charts:
Chart 1. Comparing testing results of practice class and comparative class on
listening & speaking skills training for grade 1 students

Practice
Comparati
ve

Weak
good

Average

Good

Very

Chart 2. Comparing testing results of practice class and comparative class on listening &
speaking skills training in wording for grade 1 students.

Practice
Comparative

Weak

Average

Good

Very good


23

Chart 3: Comparing testing results of practice class and comparative class on listening &
speaking skills training in sentence building for grade 1 students

Practice
Comparative

Weak

Average

Good

Very good

4.6. General conclusion on practice
4.6.1. In terms of investigation practice

Contents of investigations, surveys used in practice are new. However, statistics, analysis
and summary of investigation carried out with students in all urban, rural and mountainous
areas show that general situation is quite optimistic and opens new ways of teaching in urban,
rural and mountainous areas, in difficult as well as convenient places. With the above results,
it is possible to preliminarily conclude that a system of exercises for listening & speaking
skills training is feasible and possible for use in actuality of teaching Vietnamese language in
primary schools.
4.6.2. In terms of teaching practice
Results of teaching practice of a system of exercises for listening & speaking skills
training proposed in the thesis present positive effects in training some important skills such
as: pronunciation, listening – reading words, listening – reading sentences. To equip students
with good skills of listening and speaking, teacher not only concerns the process of making
skills through a logic, tight and explicit working system but also meet difficulties in
application of effective teaching methods in each period for improving quality of listening &
speaking skills training for students. During the process of teaching, supply of knowledge is
coupled with corresponding skills. The thesis pays special attention on 2 skills of listening
and speaking.


24
GENERAL CONCLUSION
The thesis is distilled from the basic achievements of the theory (the theory of
communication activities in the language, conversation theory, theory of operation
Psychology) as a basis for theoretical scientific basis for training listening – speaking skills
for pupils who are the beginners of the elementary level. The study also based on the survey
results of the actual teaching Vietnamese subject for primary pupils today, and launched new
research orientations to enhance effectiveness in training listening-speaking skills:
The proposal content of training listening and speaking skills includes two parts:
pronunciation and communication training. The two parts have close relationships and
interactions with each other. On that basis, the researcher has built system of exercises to train

listening and speaking skills including two groups: group exercises on training listening and
speaking skills through pronunciation; group exercises on training listening and speaking
skills through communicative activities. Each group exercise is divided into categories / types
of different exercises forming abundant, diverse, attractive and suitable for cognitive
psychology of Grade 1 pupils. The core value of practice exercises is created by three basic
elements: content, procedures and organizational measures
With a view of training skills through activities, the theme built process of exercise
organization including the system of logical and scientific activities, in which pupils have to
practice, experience skills by themselves, teachers are the ones who organize, control,
orientate, guide, and encourage pupils to implement activities.
The theme identified the forms of activity organization and selected concrete measures
to apply in practice the listening and speaking skills. These measures are flexibly integrated
and applied in each category / type / style of exercises to make up attraction and effectiveness
of training listening and speaking skills for grade 1 pupils.
We hope that contributions of the theme will somewhat support to teachers and pupils
in the process of enhancing language capacity in general and listening and speaking skills in
particular. These issues studied in the theme can be applied immediately in Vietnamese
subject as well as in other subjects in learning and living environment pupils.