Luận văn training reading strategies in english reading skill lessons for grade 10 students at le quy don high school hanoi

CANDIDATE'S STATEMENT Ihereby certify that the thesis entitled Application of task-based longuage teaching in teaching writing to non-major English students at Namdinh Industrial College

DECLARATION

T hereby state that, this thesis is the result of my own research and that it has not been submitted for any degree to any other universities or institutions Where other sources of information have been used, they have been identified and acknowledged

Signature

Dao Thủ Thuy Chứng

CANDIDATE'S STATEMENT Ihereby certify that the thesis entitled

Application of task-based longuage teaching in teaching writing to non-major

English students at Namdinh Industrial College (Ấp dụng phương pháp day hoc theo dường hưởng giao nhiệm vụ đễ đạy viễt cho

sinh viên không chuyên tiếng Anh tại trường Cao đẳng Công nghiệp Nam Dịnh )

is the result of my research for the Degree of Muster of Art at College of Language and International Studies, Ila Noi National University, and the thesis has not been

submitted for any degree at any other university or tertiary institution

Signature’

Dav Thi Thuy Chang

Daic:

ii

ACKNOWLEDGEMENTS

I wish to express my sincere gratitude to my supervisor, Ms Phan thi Van Quyen,

M.A for her sympathetic encouragement, valuable advice and patient guidance

during the completion of this study

My sincere thanks also go (o all of my colleagues at Namditih Industriat College for their support and encouragement

T would like to acknowledge a particular debt to the second year nor-major English students from groups CDS2KT1 and CDS2KT4 (Heonomics class) at Namdinh Industrial College for their enthusiastic participation in the experiment

Last of all, 1 am deeply indebted to my beloved people, my parents and my

shusband for their sacrifice and encouragement

Hanot, September 6.2011

Dao Thi Thuy Chung

iv

ABSTRACT

Nowadays, teaching English has received increasing attention as English has

thecome the language for global communication In order to meet the fumre job

xequiremenls, students in general and students of Namdinh Industrial College in particular need to enhance their skills of English, especially the writing skill

However, there exists a problematic matter in teaching and learning English

at colleges and universities resulting from unsuitable teaching materials and instructional techniques ‘I'he popular teaching approach applied in Lnglish lessons

al most of urnversilies and colleges is feacher-centered and lecture-oriented, which

normally results in learning passivity and non-involvement in language skills in general and in writing activities in particular Nowadays, teachers and students are

deeply unhappy with the present test-driven situation Therefore, it is the high time

to make a change in the traditional Jeaming process of English at colleges in Vietnam in general and at Namdinh Industrial College in particular

Among the modern teaching methods, the lask-based one is considered a

type of analytic learning and teaching method which owns numerous advantages It

is worth noting that the TBLT approach offer a bridge from reading-based

grammar-translalion 10 a sound altermalive in which language is learned in the most

effective, meaningful and long-last manner possible

2.2 Wiiting in langtage leaming and teaching 6

2.3.1 Writing and speaking .ccssensseseintmiensnenannenaninetatanenaes 7

2.4 Approaches to teaching writing Wo

2.4.3 Produet approach verse Process approach - - cee dL

2.5.2 Methodology of the TBLT approach - L4

CHAPTER 4: DATA ANALYSIS AND FINDINGS

4.1 The teachers” and non-major English students’ perception of using the TBLT in

4.1.1 The tzaehers' pereeption „21

4.1.2 The students” parception se vtssississenessieassnaenaeie 22

4-2 The benefits of ueing ths TDT.T approach in writing lessons 26 4.2.1 The tcachers" opinions so e 1.26

4.2.2 The students’ opinions 29

AB The difficulties of using the TBLT approach in writing lessons 30

4.3.2 The studenfs' opinlons 32

CHAPTER 5: CONCLUSIONS AND SUGGESTIONS 35

5.2 Suggestions for the application of the TBL'F approach in writing lessons 35 5.2.1 Suggestions [or IzatÏters ssse „36

5.2.2 Suggestions for siudenfs 36

5.4, Suggestions for further research - 37

APPENDIXES

vii

LIST OF TABLES & CHARTS

Page

Table 1: Product and process wriling: A comparison (Stes!) 12

‘Table 2: Teachers’ understanding of [I3L/T co —

Table 3: Teachers’ perception of TBLT in teaching writing 36 Table 4: Teachers’ perception of Ihe difficulties of spplying TRLT in tenching

Chart 1: The students’ perception of the importance of writing skill 23 Chart 3: The students’ perception of the difficulty of writing skill 23 Chart 3: ‘The students’ perception of the importance of teaching approach in the

Chart 4a: Frequency of writing †ask assignnment "¬ 25 Chart 4b: Frequency of writing task Eulfilliment s s22 25

Chart 5: The activities used to perform the tasks - - 24

Chart 6 The students’ perception of the benefibs of applying THLT in writine

Chart 7: The students’ perception of the writing improvement thanks to constantly

writing task fulfillrnent s2 re cee BE 29

Chart 8: The students’ perception of the difficulties of applying TBLT in the

PART A INTRODUCTION CHAPTER ONE: INFRODUCTION

1, Rationale

Today learning English language is very important, not to say really essential In the process of globalization, English plays a very important role in the socicty, English proficiency is now seen as a vital requirement for employment There is fluently communication in English demand in any enterprise and in any labor recruilinent Moreover, English has facilitated economic cooperation and development with the foreign investment mostly fiom capitalist countries which require English ability Furthermore, English has helped enhance the cooperation growth especially in higher education with many oversca courses for undergraduates and graduates, Eugtish has boon widely used nol only in education but also in daily-life activities Therefore, English has been favorable by both leamers and policy-makers and its rote was reconfirmed by an Order, signed by the Prime Miristor (August 15, 1994), in which goverment, officials would be required lo study foreign languages, mainly and favorably English

We have no doubt about the importance of foreign languages, especially English Towaver, English users are on the way to find out a perfecl way of aceptiring Pngtish becanse the education quality has not met the society’s expectation and mostly high- school graduates cannot communicate in English effectively in both oral and writien forms, (Trang and Baldolf (2007)

Writing is an important skill in both the mother tongue and second language It is a tool of expressing ideas in a structured way However, due to its complexity and high roquirament of linguistic means, i is ca

idorod ths most difficult language skill 1o have a

good command of Although there are many actions paid attention to on the improvement

of wating leaming and teaching, it still tends to be a neglected area in English language teaching in Viemam The reason for this negligence may be the fact that most examinations in English mainly cxamine the studcnts? grammar

Being a teacher at Namdinh Industrial College, the researcher finds teaching writing skill the most, challenge work and iL is often evaded by many Fnglish teachers, especially in teaching festivals because of its difficulties However, being aware of the importance of teaching wrifing skill and being aftaid of those students can not ensure their

success in their Hives wilhout mastering writing skill, the researcher, to the best

knowledge hopes to supply them with appropriate guide and support ‘The researcher intends to enable students to fulfill the writing tasks in order to give them the inspiring experience of leaming to write in English and the satisfaction of suecesstully expressing their ideas in written form of English language Therefore, I try to do this research

“Application of Task-based language teaching in teaching writing fa non-major English

students at Nam dink Industrial College” with the aim of removing my own obstacles and my siudents’ difficulties in writing and understanding the disadvantages and advantages my colleagues encountered when they use the TBLT approach in their writing lessons Another reason of using the TBLT is that because the course book New headway uses curriculum and syllabus with many designed-tasks so TBLT is appropriate to the oxtent thal tasks serves as the moans for implementing ä mothodelogiesl procedure The other reason, last but not least, is the advantage of the TBLT “TBLT is more student- centered, allow for more meaningful comnmnication and offen provides for practical oxtra-linguistic skill building”,

Above all, in order to get good restits in teaching process is the expectation of all teachers, Ne one can be the best teacher in the world with every student Hence, the

teaching tesult of this study may not he the best bul it alterpts to gain a better way of

teaching writing and lower students’ writing difficulties

2 Aims of the research

This study aims at exploring Namdinh Industrial College teachers and sludents attitudes towards writing and their zeal work in writing lessons, Task-based language teaching is applied and evainated by both teachers and students with the aim at giving

som

ccommendations on how Lo help students improve their writing

‘The specific amis of the research are:

+ To examine Namdinh Industial college teachers and students’ perceptions of using the TBLT approach in teaching writing,

+To investigate benefits and difficultics teachers and students cneounter in writing lessons

| To give recommendations on how lo use lask-besed tanguage leaching to improve students’ writing,

3, The rescarch questions

The research is carried out to find out the answers for two questions as follows:

| What are Namdinh Industrial College teachers” and non-majar Linglish students poreeptions of asing the TRLT approach in writing lessons?

+ What are the benefits and difficulties of using the TBLT approach in writing lessons?

4 The significance of the research

The research provides the English teacher with the understanding of Task-based language teaching and the advantage as well as disadvantage when applying il The result

of the research may help teachers fo make their wuiting lessons more effective and help their students develop waiting skill

5, Scope of the research

The study foouscs on investigating tho effectiveness of application of task-based language teaching in teaching waiing to non-major English students at Nam dink Industrial College Other approaches to teaching writing intended for students at other levels of Enghsh language proficieney or teaching other skills would be beyond the seape

of this study

6 Methods of the research

To achieve the aims stated, bot qualitative and quantitative methods were used The interviews, questionnaires and class observation will be used to collect data for the analysis of the research,

7 Design of the research

The study is expected fo consist of three main paits

Part A includes chapter 1 with discussions of the rationales, aims, significance, scope, and mmethads of the stady

Part B includes 3 chapters

Chapter 2 deals with definitions of writing, the differences between writing and other skills, the importance of writing in language classes and approaches to teaching writing, Chapter 3 discusses tho methodology of the study, ic describes the study context, participants, and instruments, Besides, the introduction of the course book New Headway Pre-Iniermediale is elaborated

Chapter 4 is about the data analysis and findings, It describes how collected data is analyzed and presented

Part C includes chapter 5

Chapter 5 provides ths conclusion which summerzes the thesis and offers recommendations for better teaching and learning English writing skill when using the

‘TBLT approach Besides, the limitations of the thesis and the suggestions of fimther study arc also pointed out,

PART

: DEVELOPMENT CHAPTER TWO: LITERATURE REVIEW This chapter is eoncemed with the theoretical background of the research which includes an overview of writing skill and Task-based Language Teaching

2.1 Definitions of writing

Writing is a very crucial area in language leaming and teaching so there is a variety

of definitions about il, According In Klein (1985) “writing is the abilily to put pen and paper to express ideas through symbols”, By this way, representations on the paper will have meaning and content that could be communicated to other people by the writer, Donn Byme (1298:1) stated that writing can be regarded as the “act of forming graphic symbols"

or the "rauiking marks on the flat surface of some kinds"

However, some authars agreed that wuiting is not simply connecting symbols or letter, they had intention of focusing on the linguistics features, for instance, Brannon, Knight and Neverow-Tark (1982, p 2) defined that “writing is a creative arl, nol as assembly line operation of locking words together ito sentence and bolting sentences together into paragraphs in accordance with a predefined plan” The researchers considered writing as abilily and an ari, and the wrilers are considered as an artist, In order

to become an attist, of cowse, it takes much time and challenges

From another view of writing, Murray (1978:29) and Perl (1979-43) described

writing as “a creative discovery procedure characterized by the dynamic interplay of content and language: the use of language to explore beyond the known content.” and Anais Nin shared the view “the role of a writer is not to say what we all can say, bot what

we arc unable to say”, ] am interested in this vicw because it indicates the significance of writing Writing is insightftdness and quintessence of mind Writing is a final produet of thinking and creating

In summary, writing is the final product of separate acts thai are hugsly challenging to lean sinnutaneously and the definitions of it are various according to the different scholars Additionally, the word “writing” itsel refers lo an act, a pro

„8 skill, which tequires paying much allention to mastery Writing needs the combination both physical and mental powers ftom the writers

2.2 Writing in language learning and teaching

2.2.1 The role of writing According to Clark (Clark:2003:13) “writing is pivotal fundamental skill not only for an education but a career as well” and an other anthor agreed with him “writing is the most important form of communication.” It would be cvident that cxecllont writing is sure

to eam respect, on the contrary, poor one is difficult to access which leads to mrismdersland The ability lo wrile well can have a profound iexpacl on our fife, Without the competency and practice of basic writing skills, no perfect works of written art can be structured While discussing the role of writing, Raimes (1983) stated “the writing process helps to hone our speaking abilities and perhaps change the way people view us” As the maller of the faol, the ability of cach porson ta write well is bocorning the primary source

of communication in society By practicing writing, a person Ieams proper word usage to persuade the reader to listen to them ‘I'he writer does this by using “key words” at the Proper intervals By playing on words, authors leamed how ta “cnter a person’s imagination and leave lasting impressions in the mind long after their spoken words became silent” Words do not make sentences unless they are arranged in accordance with the rules of grammer, logic, or commen sense, when written, words leave behind a record

of what was said This is vital to modem-day society, Words ate becoming the expressive tools thanks to writing By the same token, it can’t be denied that writing can be an art, but

itis the task of the arlist to construct the masterpisce

2.2.2 Writing in language classroom

Clearly, although all students ate aware of the importance of it as an essential job

skilt in their future, sludems are perhaps reluctant 10 lear how fo write in if because

*Wrillen work serves lo provide the leamers with some tangible evidence that they are making progress in the language

“Written work means final product with other properly-integrated skills

‘troyka (1987:3) suggested that writing gives students unique opportunities to explore ideas and acquire information By writing, students come to know the olher fields wall and

make them their own, As a result, writing belps them leam and gain authority over knowledge Moreover, according to Jiarris (1993), it is common tme that “tach of our learning, in the most general sense, acquired through writin language and thal our perceptions of experience are, in turn, influenced by inherent literacy in mother tongue” Needless to say, students will actively construct their points of view, belief and attitudes through language

‘As mentioned above, writing skill is very important for students to acquire because

it defines their success to attain their target It plays a crucial role in the students” career when they finished their education, Thus, sachers are expecled to apply new methods thal znable students to develop the students’ writing ability

2.3 Writing and other language skills

2.3.1 Writing and speaking

There are many differences between the processes of speaking and wiiting, Waiting is not simply speech written down on paper Learning to write is not a natural extension of leaming to speak Unlike speech, writing requites systematic instruction and practice, In conversations we usc our body language to aid to our meaning, In addition, in speaking we have an opportunity to explain ourselves so that the listener is following, and

to provide sponlancous feedback to the listener's questions and need for clarification In writing, we do not have this chance We have only one chance to make our point If we are not lear and succinct, we will loss our one and only chance Conversely, in writing

wrilers can rewrile and tevise sentences until wrilers are satisfied and “Ihe reader is in a

more privileged position than the listeners to some extent” (Donn Byme:1998; 3) From the point of view of the social functions, “speaking cmphasives on the building of relationship”, On the other hand, “writing focuses on recording things, completing tasks and developing ideas and argument” (Tribble: 1996, 9)

Cleauly, it is helpful to keep in mind some difftrent features between speaking and writing so that the writers avoid difficulties experienced when writing and make the writing pieces perfect with enongh care

2.3.2 Writing and reailing Etfectively, everybody learns to speak at least one lanpuage fluently, but many are unable to write with confidence because writing normally requires some form of

instruction How do the wrilors gel inslction? Tn this of course, thanks to

xp reading This implies that reading process is input and writing is output, While writing they were more concemed with setting goals and sub-goals, When reading, on the other hand, they focused morc on content and validation of the iext-wortds they ware developing, The reading is verbal process in which readers use mouths and brains simultaneously while writing involves the use of perceptual skills along with hands When reading people have to estinale, memorize, understand and pronounce, ơn lhe olher hand,

in waiting people add all above-mentioned with writing skills, As far as it is noted that both reading and writing are deeply related activities of languages thought that are shaped through ase

While it is clear that there are many similarities between writing and reading, It is useful to aware of different characteristics between them so that the English users keep in mind that “the two domains do have an impact upon one analhor, with implications for enthancing leaming, It also suggested a need to better understand the underlying processes

of writing and reading and how they relate to one another” (Dyson, 1989)

2.3.3 Welting and listening

Listening skills enable students to acquire insights and knowledge as well as achieve success in conversing with other individuals, Similarly, writing process aims at communicating with olhers, Neverthelass, listening skills allow one 10 make sense of and understand what another person is saying In other words, listening skills allow listener to

understand what someone is “talking about" In the contrast to listening, writing means

writers themselves “talking about something” It seems that the writers play many roles: listener, writers and reader as well

In short, speaking, reading and listening are important skills and in language area,

An individual may falter in one category while succeeding in another Through education and practice, these skills can be strengthened and mastered, thus incrcasing litcracy levels Further, these skills are all interdependent for one another Increasing the strength of the skills will help an individual beller express his/her ideas To increase the strength of these skills, practices should be incorporated into the classroom or daily routing

Admittedly, each skill has its own shape as well as fanetion in literacy It is concluded that writing is a hard area for English users to achieve although the mastery of

be good at it, learners must give much effort (Lnbble:1996, 13)

2.4 Approaches to teaching writing

There are many ways to approach wniting in the classroom There is no satisfactory answer to the question of how to teach writing efficiently

Rairues (1983; S- 10) presented 6 approaches lo writing, namely: The Controlled-to- Free Approach, The Free-Writing Approach, The Paragraph-Pattern Approach, The Grammar-Syntax-Organization Approach, ‘[he Communicative Approach, and The Process Ayproach Besides, Byme (1988; 21-23) suggested 4 approaches to writing such as: Focus

on Accuracy, Focus on Fluency, Focus on Text and Focus on Purpose In addition, Nunan (1991) introduced the two approaches called Product approach and Process approach

Tl shod be noted that there is not 1:

ily any ‘right' or ‘hesi' way to Loach

writing skills The best practice in any situation will depend on the type of student, the text tupe being studied, the school system and many other factors, Among mentioned above,

the two approaches to writing which have predominated in English language teaching

context arc the product approach and the process approach

2.4.1, Product approach

According 1o (Gabrielatos, 2002; S), a producl approach is a “traditional approach

in which students are encouraged to mimic a model text, usually is presented and analyzed

at early stage”, in order to share the view, Evan and St John stated “Ihe product approach

to writing usually involves the presentation of a modet texl, which is analyzed and then

forms the basis of a task that leads to the writing of an exactly similar or a parallel text” ( Evan and St John, 1998: 116) This implics that studn

re supplied with a stamdard sample of text and they are expected to tollow the standard to construct a new piece of

writing,

Product approach comprises of four stages (Stecle: 2004)

*Stage 1: Students study model texts and then the features of the genre are hightighted

*Stage 2: This stage consists of controlled practice of the highlighted features, usually individually,

*Stage 3: ‘his is the most important stage where the ideas are organized

*Stage 4: This is ond of prodnel of the learning pro

Admittedly, this approach can be used successfully in teaching writing for beginners All learners can not write well as soon as they begin the course but make improvement gradually with ostimation and repetition fram the sample lexts or the teachers, Moreover, teachers can clearly introduce grammatical structures, word choices, cohesive device uses, how to vary the content, how to organize the essay in order to make sindents’ progress in the process

However, the backward of this approach “is exposed in its own nature”, Using this approach often leads to a rather simplistic copying of the model text by only changing certain words from the original text lo produce a new text IL makes leamers passive, relying on teacher and samples in stead of creating and being ready for new topics out of samples

3.4.2 Process approach

Process approach has been advocated in contrast with the product approach, According to Graham Stanley, “the process approach treats all writing as a creative act which requires tie and positive feedback to be dons well” Unlike the product approach which is more interested in the written outcome, the process approach foeuscs on the thinking processes that are involved with writing Forthermore, Nunan (1991) clearly stated that the process approach focuses on the steps involved in creating a piece of work and the process writing allows for the fact that no text can be perfect, but that a writer will get closer to perfection by producing, reflecting on, discussing and reworking successive

draft of a text ‘This refers that students are not expected to submit a complete writing

2, thal the better expression is paid more allention

Henee a process approach tends to focus more on varied classroom activities which promote the development of language use The process approach consists of eight stages:

*Stagc 1: Brainstorming; This is goncrating ideas by brainstorming and discussion

*Stage 2: Planning/ structuring: This is exchanging ideas and judging the ideas

*Stage 3: Mind mapping: This is organizing ideas into a mind map, spider gram

*Stage 4; Writing the first draft: This is writing the first draft in pairs or in group

*Stage 5; Feedback: This is exchanging the drafts, responding and improving drafts

*Stage 6: Editing: This is retuming the

feedback

*Stage 7: Kinal draft: ‘This is writing a final draft

*Stage 8: Evalunlion and teachers’ feedback: This is evaluating and responding lo students’ writing made by teachers,

It is noticeable that process approach is similar to task-based leaming in that

drafls and improving ther based ơn

sindents are given considerable freedom within the task The process approach aims al achieving the best product possible, The process approach is based on the perception of the writing process ac cyclical The focus shifts from the text to the writer and the writer makes if their own and learns from one stage to another when they write

2.4.3 Product approach vs process approach

A distinction is made between two approaches by many authors James MeCrinnnon saw ỉL as the differonas betwoon writing as a way of knowing (process) and writing as a way of telling (proguet) Linda Flower saw it difference as writer-based and reader-based prose, Nunan (1991) clearly stated that whereas product approach focuses on the writing tasks in which leamers imitate, copy and transform teachers” supplied models, process involved in creating a picec of work, However, there is an important point which they all agreed “good product depends on good process” A comparison is clearly pointed out as the following lable by Steele (2004:1)

Text as a resource for comparison Tmilate model lox!

Taéeas as starting point Organization of ideas are more important than ideas

themselves

More global, focusod on pimpose, thom, | Foalures highlighted including controlled practice

Emphasis on creative process Emphasis on end product

Table I: Product and process writing: A comparison (Steele: 2004, 1)

‘The clear analysis of similarities and difficulties is showed as above-mentioned

The balancing lwo approaches is all language teachers’ expcolation Which approach is lo

be used will definitely depend on ‘teachers, on students and on the genre of the text

Arguably, each approach has its own strong point Nor instance, while teaching business

roporl writing, teachers and students feel more eomfarlable in-product approach ax the task

consists of the fixed layout, style and organization On the contrary, in case of teaching

nanrative, process one proved to be the first choice As a result, both provesses are

significant in teaching writing Process approach is really significant to let sluderts

penerate their ideas It helps students organize ideas in a systematic way enabling, students

to write fluently On the other hand, the latter is also helpful for students to recognize the

compolence level suudonls arc roquired fo meet, Thorofore, the batameiys lwo approach

the using both is a fair argument in teaching writing

2.5 Task-based language teaching

Task-based language teaching (TBI.T) is # communicative approach to language

instruction, using the suecessfd complction of commuricalive lasks as ils primary

organizing principle In task-based teaching, leamers will upgrade their language

competence by focusing on getting something done during using of the language The

task-based approach aims at giving leaners a real cnvironment to usc language in which

they get many chances to commnmunicate in their zeal life,

Task-based approach bas been applied since 1980s Tl Is grown oul of

communicative language teaching Is has been welcomed by many teachers and

institutions, At the beginning, according to Lillis “task-based language teaching is a bit of a

dark horse as there are so many variables involved in a single task (planning time,

familiarity with task, teacher involvement access, to reference materials ” (Rod Lis 2003; 18) Hor

approach to language teaching” (Edwards & Willis 2005: 28), It has been highly appreciated, like many other methodological innovations to many English language

er, il has been argued for decades now thal “TBLT is a fully-fledged

cunicukums, By implementing TBLT, teachers arc no longer controllers but partners and leamers are no Ionger recervers but principal agents, Through this approach, leamers are active and positive in their learninys during the task They can acquire language as well as

cultures to comprehensively use the target language

There is much evidence to show that task-based approach plays a very important role in foreign language teaching and leaming It is said that task-based language teaching works comparatively better than the traditional ones,

2.5.1 Theoretical basis of Task-based approach

‘Task-based approach is a teaching approach which uses tasks as its core programs

to serve language leaching IL ssems la be similar the Communication Linguisties because they share the same principles in teaching, According t Willis (1996), both task-based approach and Communication Linguistics consider the real communicative activities as the most important faclor in language leaming and they both agree thal the language which is meaningful to learners can facilitate the learning process

‘Task-based approach is a dynamic and developing leaming method It serves learning language knowledge and training skills in the process of completing tasks Through this approach, leamers will Jean how to make full use of their own

communicative abilities to transfer from Vietnamese to English Moreover, it provides an

opportimity for Isarners ta mobilize the polenlial abilities lo use and handle English skillfully Tts functions and value in building learner-centered classrooms and language leaming environments, providing learners with chances to communicate and interact and developing learners’ ability to use the target language and solve communicative problems were highly appreciated and recognized by experts and scholars in the ficld of language teaching

Since the 1980s, task-based approach has drawn more and more altention in the

foreign language teaching field., It is a learner-centered approach, which considers language as a coruminicative tool It is in accordance with the movement of English isaching reform in Vietram Task-based approach aims al providing opportumities for

leamers to learn language both in speaking and writing through leaming activites which are designed to engage feamers in the authentic, practical and fimctional use of language for meaningful purpose

2.5.2, Methodology of the TBLT approach

As a teaching approach, it is not persuasive when it only stops at the theoretical level; the key factor is the way teachers put it into practice, There are many researchers malure with this point, The (ollowing is the teaching pattern of task-based approach under Willis’s framework, Teaching framework can be divided into three stages: pre-task (topios and tasks are introduced, teachers present necessary knowledge, explain the requirements and procedures of the task), task cyole (task cycle can be divided into three parts: task, planning and reporl- learners are given many chances lo express idvas in largol language with the emphasis on fluency, leamers have to prepare to report under teachers” suggestion and correction, afterwards leamers’ reports are presented) and language focus (learners

em lươn grammar, vooabulary and language forms with the analysis and practice onwards), The author put the language focus in the last stage This point is different from traditional language teaching process It is contrary to traditional one Leamers start with experiencing the practice af language and end with accessing the rules of language

2.5.3 Principtes of the TBLT approach

Nunan defined that there are eight principles of 'BLT as following

*(1) Scaffolding: That is content of lesson and supplements related lo learning

+(2) Task dependency: That is one task will be developed basing on the previous

*(4) Active learning; That is leamers acquire the language by actively using it

(5) Integration of form and function: That is expectation of leamers’ literacy

+(6) Reproduction to cxcation: That is Icamcrs reproduce language models provided

*(7) Learning strategies: That is learners focus on both learning process and content

*(8) Reflection: ‘That is leamers get chances of reflecting on their work

2.6 Definitions of task

‘There are a lot of definitions for the word “task” According to Lillis, “a task is an activity which requires learners ta use language with fhe cinphasis on meaning, lo allain an objective and which is chosen so that it is most likely to provide information for leamers and teachers which will help them in meaning” (Ellis: 2003,9) The author focuses on meaning that means task must involved in Ieamers’ real life and task is meaningful to leamers Long (1985, 89) defines tasks as “a piece of work undertaken for oneself or for ofhers, freely oF for some rewards” that msans fask can be any activities occurred in daily routine, In other words, by “task” we mean the hundred of one thing people do in everyday life, at work, at play and in between

However, in foreign language teaching, especially when we refer to task-based approach, tasks always means aclivilies which make reference to real tile and can form

language meaning, In Nunan’s opinion, a task is “a piece of classroom work which involves leamers in comprehending, manipulating, producing or interacting in the target Iangnage; while their attention is principally focused on the meaning rather on form, The task should have a sense of completeness, being also to stand alone as a communicative act in its own right” (Nunan: 1989, 15), The anthor considered all the classroom activities

thai are helplil to achieve the language learning goals ax (asks, including those small prammnar exercises or complicated time-consuming, activities, Many definitions can be summarized from the above review Tasks are a series of correlative and purposeful activities im which Teamers perform when leaning a language, absorbing information solving problems and achieving goals with target language as they do in real would

‘Tasks in task-based approach are not as simple and isolated as in-class er after-

2.6.1 Classification of task

The task in task-based approach is similar to the tasks in real Tife in many aspects, Basing on the differences and the similarities of the tasks, Nunan divided tasks into two categories They are real-world tasks or target tasks and pedagogical tasks Pedagogical

tasks are derived from the tasks in teal Tife and could be sub-lasks im real ile Pedagogical

tasks are not apparently similar to the real fife and mainly apply to class teaching T¡

2.6.2 The TBLT approach in writing class

It is common knowledge that writing skill is a burden for both teachors and students despite its significance To help students meet the career’s demand in communicating in English in general, in Pnglish writing in particular is the desire of any teacher In this view, TBLT is satisthetory to the greatest extent possible Actually, many teachers are prone fo practice the old Grammar Translation method, They are more guided

by the control writing format which hinders them in trying new method to writing

In TBLT writing class, Prabhu (1987) suggests activities of task such as information

gap activities, reasoning gap activities and opinion gap activities However, Willis (2004)

states thal those activities imeluds listing, ordoring and sorting, comparing and contrasting, problem sclving, sharing personal experience and creative tasks and project, There are many suggestions of activities for performing tasks from other authors, it is necessary for the language teachers to choose the optimal ones being suitable with the particular settings

It comes to conclusion that there is not a perfect approach for teaching, any approach

is nol a panacea To my best knowledge, I de hope thal TB.T will be in a fair position to

deal with lowering students’ anxiety of leaming writing,

CHAPTER THREE: RESEARCH METHODOLOGY

It is noticeable to say that teachers, students and leaming environment play a crucial role in learning and teaching, In this part, the teachers and students’ profiles and their language proficiency as well as the course book used al Namdinh Industrial College will be discussed The instruments to collect data for analysis will be described,

3.1 The context for the research

3.1.1 The teachers

There are 10 teachers of English in the English group aged from 28 to 51, Their interests in teaching are different, not all of them are really motivated to their teaching job Only two leachers graduated from English Department, University of Languages and Intemational Studies The others graduated from the in-scrvice center in Namdinh city, Most of teachers were trained under the traditional teaching methods, they prefer convenlionat teaching with leacher-cenlared approach when they leach writing Only some young ones were trained basing on communicative-oriented and student-centered approach They are willing to explore new methodology and flexible in using different leaching stralegies in their writing lessons

“grammar focus” and “rote leaning” in their lessons The tcachers often gave samples of texts and stmuctures, the students imitate and leam by heart the given structures, As a result, the students become passive, they rarely work in pairs, groups or participate in some activities such as discussions or presentations Moreover, their majors are not English but Economics, Garment Industry, Mechanics They do not pay enough attention

to English, they only leam English in order to “pass the exams” In the English lessons in goneral and in tho writing lessons in particular, they are cayer for wl

cther the language focus will be examined or not Therefore, the students’ motivation and the students’ English competence are obstacles for teaching Linglish at Namdinh industrial College

3.1.3 The course book

As for the leaching and learning English at Namdinh Industrial College, the students here have three years training in the College but they only have three semesters leaming English with the total of 180 periods The English course is divided into two stages_ Goncrel English (G.E) and English for special purposes (ESP), In this study, the researcher only focuses on the first stage The very first stage — G.E for the second year sindents - lasts 150 periods and il is carried ont in two semesters This slage aims al providing students with general knowledge of English grammar, vocabulary as well as developing students’ four language skills At this very first stage, the textbook New

Headway Pre-Intermediate (NH Pre) by John and Liz Soars is used with the hope that we

can develop the sludents’ communicative competence and the students can learn the roal things from daily life, The course bock consists of fourteen units focusing on communicative purposes with a Lot of activities of four language skills

The tescarchor finds tris course book relevant lo the learning and toaching al Namdinh Industrial College although some handouts are out of update Arguably, the language teachers should know when and hew to use the course book so as to exploit the malerials and it is necessary for the teachers to adapl the course book if they wanl to leach writing effectively

3.2 Research questions

So as lo gel the objectives of this research which ar laled previousty, the the

designed to find out the answers for the following questions

+ What are Namdinh Industrial College teachers’ and non-major English students poreoptions of using the TRLT approach in writing lossons?

+ What are the benefits and difficulties of using the TBLT approach in writing lessons?

3.3 The partictpants

The rescarch was carried out at Namdinh Industrial Coleg, Data was collscted

from 100 second year students from Department of Economics and 10 teachers of English

al Mamdinh Industrial College The reasons for choosing the second year students from Department of Economics but students fom other departments are that they seems to be better at English than the others and the second year students were leamt English with 60 periods al the second semester of the first year

3.4 Methodology of the research

This

arch is conducted in the combination of quantilalive and qualitative method Data were collected by means of survey questionnaires, classroom observations and interviews The researcher hopes that the combination of different xnethods tơ colleot data could provide morc reliable and valid information for analysis Questionnaires of teachers and students and interviews are used to discover their perceptions of using the TRLT approach in the writing lessons, Questionnaires, classroom observations and interviews with both teachers and students are to explore their difficulties and benefits of using the TBLT approach in writing lessons

3.5 Data collection instruments

(McDonough & McDonough (1997:170-171) The questionnaire for the students was

waitten in Vietnamese so that they would not misunderstand the questions The questionnaire was designed to investigate the students’ attitudes toward the learning of writing and the TBLT approach of teaching writing given by their teachers, the students motivation and progress in leaming writing The questionnaire delivered to the teachers was strictly conducted in English it aimed to find out the teachers’ attitudes toward the leaching of writing and the TBIT approach, their views on applying TBLT in t

writing and their difficulties when using the TBLT in their lessons After conducting the

to serve the thesis

3.5.3 Class observations

It can be said that the class observation is very effective in evaluating the teacher’s approach and the interaction between teacher and students as well as their presentations

‘The researcher observed 3 writing lessons with total 135 minutes

The cvaluation was based on the eriteria in the checklist in the appondices

Summary: It comes to conclusion that this chapter presents the methodology of the study It states the aims, context, participants, and instruments of the study and

introduces the cours: book used al the fing (NA Pre}.Given the coltzcted dala,

Chapter 4 will depict the data analysis and the study results,