(Luận văn thạc sĩ) appropriate classroom activities for effective teaching of business english speaking skill necessary for vietnamese businessmen

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST GRADUAGE STUDIES

NGUYỂN THỊ MINH TRÂM

APPROPRIATE CLASSROOM ACTIVITIES FOR EFFECTIVE
TEACHING OF BUSINESS ENGLISH SPEAKING SKILL NECESSARY
FOR VIETNAMESE BUSINESSMEN

Những hoạt động trên lớp thích hợp để dạy hiệu quả kĩ năng nói
tiếng Anh thƣơng mại cần thiết cho các thƣơng gia Việt Nam

SUMMARY OF M.A COMBINED PROGRAMME THESIS

FIELD: ENGLISH METHODOLOGY
CODE: 601410

HANOI - 2010


VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST GRADUAGE STUDIES

NGUYỂN THỊ MINH TRÂM

APPROPRIATE CLASSROOM ACTIVITIES FOR EFFECTIVE
TEACHING OF BUSINESS ENGLISH SPEAKING SKILL NECESSARY
FOR VIETNAMESE BUSINESSMEN

Những hoạt động trên lớp thích hợp để dạy hiệu quả kĩ năng nói
tiếng Anh thƣơng mại cần thiết cho các thƣơng gia Việt Nam
SUMMARY OF M.A COMBINED PROGRAMME THESIS

FIELD: ENGLISH METHODOLOGY
CODE: 601410
SUPERVISOR: DR. TÔ THỊ THU HƢƠNG

HANOI - 2010


iv

TABLE OF CONTENTS
Page
Certificate of Originality of Study Project Report …………………….…i
Acknowledgments…………………………………………………….…......ii
Abstract…………………………………………………………..……….....iii
Table of Contents ...……………………………………………………......iv
PART1:
INTRODUCTION……………………………………………………….....1
1.1. Rationale for the study..……………………………………….…1
1.2. Aims of the study and research questions:……………………...2
1.3. Scope of the study:……………………………………………......3
1.4. Significance of the study:…………………………………….…..4
1.5. Methods of the study:………………………………………….....4
PART2: DEVELOPMENT ……………………………………………....5
CHAPTER 1: LITERATURE REVIEW ………………………………..5
CHAPTER 2: DEVELOPMENT OF THE RESEARCH…………........7
2.1. PHASE 1: NECESSARY B.E SPEAKING SUB SKILLS………....7

2.1.1. Subjects: ........................................................................................ ..7
2.1.2. Instrument .................................................................................... ..7
2.1.3 Instrument construction and development: ........................ ..8
2.1.4. Data Collection ............................................................................. ..8
2.1.5. Data analysis ................................................................................. ..8
2.1.6.Findings: ........................................................................................ ..8
2.2. PHASE 2: APPROPRIATE ACTIVITIES………………………...9
2.3. PHASE 3: ACTION RESEARCH …………………………....9
2.3.1. Problem identification and action plan:…………………………9
2.3.1.1. Research design:…………………………………………………9


v

2.3.1.2. Research Sample ……………………………………..….10
2.3.1.3. Setting of the study:

………………………………………...10

2.3.1.4. Design of the activities: ……………………………..…...11
2.3.2. Methodology: …………………………………….………...11
CHAPTER

3:

FINDINGS

OF

ACTION

RESEARCH,

IMPLICATIONS AND FUTURE ACTION …………….……….....11
3.1. Summary of findings:……………………………..….....…..11
3.2. Implications and future action: …………………………....12
PART 3: CONCLUSION…………..……………………………..….13
3.1. Conclusions …………………………..……………….…......13
3.2. Summary of implications ………………………………..….14
3.3. Limitations of the research and suggestions for further
study…………………………………………………………………...15
REFERENCES……………………………………………………........I


iii

ABSTRACT
The focus of this study was on the investigation of the BE speaking sub-skills often
used by Vietnamese businessmen in their workplace, appropriate activities mostly
suggested by Vietnamese teachers at university level for teaching those sub skills, and the
effectiveness of the activities in developing students’ BE speaking skill. The study was
conducted in three phases employing the methodology with the combination of both
quantitative and qualitative methods. Phase 1 used a survey questionnaire among selected
sales personnel in import-export companies in Hanoi who have chances of more frequent
communication with foreigners in English. The results of this phase showed that the often
used BE speaking sub-skills were exchanging information, telephoning and bargaining.
Another survey questionnaire was conducted phase 2 on the first and second year teachers
of Departments of BE in four universities majoring in business in Vietnam including
National Economics University, Foreign Trade University, Trade University, and Business
and Administration University to investigate the appropriate classroom speaking activities

for teaching of the sub skills identified in phase 1. The results were activity discussion,
guessing game, role play, and information gap for teaching exchanging information;
activity card game, jigsaw puzzle and role play for teaching telephoning; and activity using
noticing the gap, information gap, and simulation for teaching bargaining. In phase 3,
teacher’s journal, students’ interview and questionnaire was used in an action research that
is applied to a sample of students at intermediate level of the second year at the
Department of Business English, National Economics University to explore the
effectiveness of the suggested classroom activities. The quantitative and qualitative data in
phase 3 revealed that all the activities the teacher practised with the students were useful
and contributive and they developed different areas of speaking as a language skill.


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