A research on the advantages and disadvantages of the application of task-based approach in teaching speaking to the fisrt-year non -English major students at H

VIET NAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST – GRADUATE STUDIES





PHẠM MAI KHÁNH


A RESEARCH ON THE ADVANTAGES AND
DISADVANTAGES OF THE APPLICATION OF TASK-
BASED APPROACH IN TEACHING SPEAKING TO THE
FIRST-YEAR NON-ENGLISH MAJOR STUDENTS AT
HANOI UNIVERSITY OF INDUSTRY

(Nghiên cứu những khó khăn và thuận lợi của việc áp dụng phương pháp
giao nhiệm vụ trong dạy nói cho sinh viên không chuyên năm thứ nhất
ở Trường Đại học Công nghiệp Hà Nội)


M.A. MINOR THESIS


Field: English Methodology
Code: 601410
Supervisor: Dr. To Thi Thu Huong

Hanoi - 2010


iv
TABLE OF CONTENTS
Page
Declaration i
Acknowledgements ii
Abstract iii
Table of Contents iv
List of Abbreviations vii
List of tables viii
List of figures viii
PART ONE: INTRODUCTION 1
1. Rationale for the study 1
2. Aims of the study 2
3. Scope of the study 2
4. Significance of the study 2
5. Methods of the study 2
6. Structure of the study 3
PART TWO: DEVELOPMENT 4
CHAPTER ONE: LITERATURE REVIEW 4
1.1. Task-based language teaching 4
1.1.1. What is a task? 4
1.1.2. Task types 4
1.1.3. What is TBLT? 5

1.1.4. A framework for designing TB lessons 6
1.2. Speaking skill in language teaching 8
1.2.1. What is speaking skill? 8
1.2.2. The importance of speaking skill in language teaching programs 8
1.3. Factors affecting TBLT application in speaking skill 9
1.3.1. Teachers 9
1.3.1.1. Teachers’ attitudes and beliefs 9


v
1.3.1.2. Teachers’ qualities and personalities 9
1.3.2. Learners 10
1.3.2.1. Learners’ motivation 10
1.3.2.2. Learners’ attitudes and beliefs 10
1.3.2.3. Learners’ anxiety and confidence 10
1.3.3. Learning environment and Text books 11
CHAPTER TWO: THE STUDY 12
2.1. The context of the study 12
2.1.1. English language teaching at HaUI 12
2.1.2. The teaching materials and assessment 13
2.1.3. Teachers and students 13
2.1.4. Teaching and learning facilities 14
2.2. The research methodology 14
2.2.1. Research questions 14
2.2.2. The participants 15
2.2.3. Data collection instruments 15
2.2.3.1. Questionnaire 15
2.2.3.2. Class Observation 16
2.2.3.3. Interviews 17
2.3. Data analysis methods 17

2.3.1. The questionnaires 17
2.3.1.1. The questionnaires for students 17
2.3.1.2. The questionnaires for teachers 22
2.3.2. The class observation 25
2.3.2.1. Class environment 25
2.3.2.2. Teachers’ preparation 25
2.3.2.3. Teachers’ attitude 26
2.3.2.4. Teachers’ method 26
2.3.2.5. Students 27


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2.3.3. The interview 28
2.3.3.1. The interview for teachers 28
2.3.3.2. The interview for students 31
2.4. Conclusion 33
CHAPTER THREE: FINDINGS AND RECOMMENDATIONS 34
3.1. Findings of the study 34
3.1.1. Advantages 34
3.1.1.1. From the students 34
3.1.1.2. From the teachers 34
3.1.1.3. From the administrators 35
3.1.2. Disadvantages 36
3.1.2.1. From the students 36
3.1.2.2. From the teachers 37
3.1.2.3. From the administrators 37
3.1.2.4. From the syllabus 38
3.2. Recommendations for better TBLT application 38
3.2.1. For the teachers 38
3.2.2. For the students 39

3.2.3. For the administrators 39
PART THREE: CONCLUSION 41
1. Conclusion 41
2. Limitations of the study 41
3. Suggestions for further study 41
REFERENCES 43
APPENDIXES I
APPENDIX 1: QUESTIONNAIRE FOR STUDENTS I
APPENDIX 2: QUESTIONNAIRE FOR TEACHERS IV
APPENDIX 3: CLASS OBSERVATION SHEET VII
APPENDIX 4: INTERVIEW DATA VIII