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

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

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

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

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

2.4.2 Process APPLOOCH seieteneteint sense 10 2.4.3 Produet approach verse Process approach - - cee dL

2.3.1 Theorslical basis af the TBLT approach 13 2.5.2 Methodology of the TBLT approach - L4

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 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

3.1.3 The stuđeNfS, cocccetiieeierirnrre 17

3.3 The patticipants enineneemeneninssensnee 18

3.3.1 Questionnaires ., nsiesneenenenensennne 19

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

2.2 Wiiting in langtage leaming and teaching 6

2.3.1 Writing and speaking .ccssensseseintmiensnenannenaninetatanenaes 7

2.4 Approaches to teaching writing Wo

2.4.2 Process APPLOOCH seieteneteint sense 10 2.4.3 Produet approach verse Process approach - - cee dL

2.3.1 Theorslical basis af the TBLT approach 13 2.5.2 Methodology of the TBLT approach - L4

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:

2.2 Wiiting in langtage leaming and teaching 6

2.3.1 Writing and speaking .ccssensseseintmiensnenannenaninetatanenaes 7

2.4 Approaches to teaching writing Wo

2.4.2 Process APPLOOCH seieteneteint sense 10 2.4.3 Produet approach verse Process approach - - cee dL

2.3.1 Theorslical basis af the TBLT approach 13 2.5.2 Methodology of the TBLT approach - L4

3.1.3 The stuđeNfS, cocccetiieeierirnrre 17

3.3 The patticipants enineneemeneninssensnee 18

3.3.1 Questionnaires ., nsiesneenenenensennne 19

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

3.1.3 The stuđeNfS, cocccetiieeierirnrre 17

3.3 The patticipants enineneemeneninssensnee 18

3.3.1 Questionnaires ., nsiesneenenenensennne 19

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

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

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

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

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

3.1.3 The stuđeNfS, cocccetiieeierirnrre 17

3.3 The patticipants enineneemeneninssensnee 18

3.3.1 Questionnaires ., nsiesneenenenensennne 19

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

2.2 Wiiting in langtage leaming and teaching 6

2.3.1 Writing and speaking .ccssensseseintmiensnenannenaninetatanenaes 7

2.4 Approaches to teaching writing Wo

2.4.2 Process APPLOOCH seieteneteint sense 10 2.4.3 Produet approach verse Process approach - - cee dL

2.3.1 Theorslical basis af the TBLT approach 13 2.5.2 Methodology of the TBLT approach - L4

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 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

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 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

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

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

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:

2.2 Wiiting in langtage leaming and teaching 6

2.3.1 Writing and speaking .ccssensseseintmiensnenannenaninetatanenaes 7

2.4 Approaches to teaching writing Wo

2.4.2 Process APPLOOCH seieteneteint sense 10 2.4.3 Produet approach verse Process approach - - cee dL

2.3.1 Theorslical basis af the TBLT approach 13 2.5.2 Methodology of the TBLT approach - L4

3.1.3 The stuđeNfS, cocccetiieeierirnrre 17

3.3 The patticipants enineneemeneninssensnee 18

3.3.1 Questionnaires ., nsiesneenenenensennne 19

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

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:

3.1.3 The stuđeNfS, cocccetiieeierirnrre 17

3.3 The patticipants enineneemeneninssensnee 18

3.3.1 Questionnaires ., nsiesneenenenensennne 19

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

3.1.3 The stuđeNfS, cocccetiieeierirnrre 17

3.3 The patticipants enineneemeneninssensnee 18

3.3.1 Questionnaires ., nsiesneenenenensennne 19

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