Luận văn a study on the use of task based approach in teaching speaking to the 2nd year english majored students

VIETNAM NATIONAL UNIVERSITY, HA NOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES LƯƠNG THỊ MINI PHƯƠNG ASTUDY ON ‘THE LSE OF TASK-BASED APPROACH

VIETNAM NATIONAL UNIVERSITY, HA NOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST - GRADUATE STUDIES

LƯƠNG THỊ MINI PHƯƠNG

ASTUDY ON ‘THE LSE OF TASK-BASED APPROACH IN

TEACHING SPEAKING TO THE 2“ YEAR ENGLISH MAJORED

STUDENTS

(NGHIÊN CỨU VIỆC SỬ DỰNG PHƯƠNG PHAP DAY HOC THEO

ĐƯỜNG HƯỚNG GIÁO NHIỆM VỤ TRONG DẠY HỌC KĨ NĂNG

NÓI CHO SINH VIÊN NĂM THỨ HAI CHUYÊN TIẾNG ANH}

MLA MINOR PROGRAMME THESIS

Field: English Teaching Methodology Code: 6014.0111

HA NOI, 2014

VIETNAM NATIONAL UNIVERSITY, HA NOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST - GRADUATE STUDIES

LƯƠNG THỊ MINH PHƯƠNG

ASTUDY ON TIIE USE OF TASK-BASED APPROACII IN

TEACHING SPEAKING TO THE 2™ YEAR ENGLISH MAJORED

STUDENTS

(SGIMEN CỨỬU VIỆC SỬ DỤNG PHƯƠNG PHÁP DẠY HỌC THEO DƯỜNG HƯỚNG GIAO NHTEM VỤ TRONG DAY HOC ki NANG

NÓI CHO SINH VIÊN NĂM THỨ HAI CHUYỂN ‘TLENG ANH}

MLA MINOR PROGRAMME THESIS

Field: English caching Mcthodology Code: 6014.0111

Supervisor: Dr Duong Thi Nu

ILA NOT, 2014

CERTIFICATION OF ORIGINALITY

I hereby certify that the thesis entitled “A stedy on the use of task-based approach

in teaching speaking to the 2" year English majored students” is my own study in the fulfillnent of (he requirement for the Degree of Master of Arts al Faculty of Post-Graduate Studies, University of Languages and Intemational Studies, Vietnam

National University, [anoi

Hanoi, 2014

Luong Thi Minh Phuong

vi

LIST OF ABBREVIATIONS:

ELT: English language Teaching

ESL: English as a Second Language ESP English for Specific Purposes

Acknowledgements

L would like to express my most sincere gratitude to my respectable supervisor, Dr Duong Thi Nu for her restless and sympathetic encouragement, valuable advice and patient guidance until the completion

of this study

My sincere thanks also go to my dear colleagues at Vietnam University of Commerce for all their helps, supports and encouragement

when I encountered difficulties

I wish to acknowledge my thankfulness to class 140SENPRSOL of English Fuculty at Vietnam Universi

2 of Commerce for their enthusiastic

participation in the experiment

Finally, I am deeply indebted to my beloved mother, my family members and my post-graduate friends Nguyen Thi Mat Huong, Anh20B,

Ta Thi Mai Huong, Anh20B, Tran Thi Long, Anh20B, Tran Thi Huyen, Anh20B, Nguyen Hoang Do, Anh20A and others for their sacrifice and encouragement and care.

PART A - INERODUCTION

i Rationale

Courses in (listening and) speaking skills have a prominent place in language programmes around the world today Tver-growing needs for fluency in English around (he world as a cousequence of the role of English as the world’s international language have given priority to finding more effective ways to teach English (Richards, 2009) Vietnam is not aut of this current trends for English teaching and leaming

The needs for meeting job requirements put students majored in business to

enhancing their language skills and ability for international business

communication However, the current situation of teaching and learning now in Vietnam is of critical problem to solve xesulting from inappropriate teaching

qmalcrials and instructional techniques Here comes the same context to what

happens in the teaching and learning HSP at Vietnam University of Commerce The traditional method being applied now is mainly teacher-centered and lecture- oriented, which commonly results in the passivity and non-involvernent in speaking activities of students Krom all of the above, finding appropriate methods is an urge that the teachers here are striving for

Willis and Willis (2007-1) asseris that “ the most clfcctive way lo tcach a

language is by engaging learners in real language use in the classroom This is done

by designing tasks — discussions, problems, games, and so on — which require

leamers to use the language for themselves.” Othor language roscarchers and

practitioners like Candlin (1987), Swain (1995) and IIutchinson and Walter (1987)

all agree thal TRLT could bring good opporlmtics for studetits to master the

language skills through numerous and useful kinds of tasks,

From this suggestion and above initial problems, the author decided to develop a quasi-cxporimental rescarch on the use of task-based approach in teaching speaking for the 2™! year English majored students at Viemam

University of Commerce.

Acknowledgements

L would like to express my most sincere gratitude to my respectable supervisor, Dr Duong Thi Nu for her restless and sympathetic encouragement, valuable advice and patient guidance until the completion

of this study

My sincere thanks also go to my dear colleagues at Vietnam University of Commerce for all their helps, supports and encouragement

when I encountered difficulties

I wish to acknowledge my thankfulness to class 140SENPRSOL of English Fuculty at Vietnam Universi

2 of Commerce for their enthusiastic

participation in the experiment

Finally, I am deeply indebted to my beloved mother, my family members and my post-graduate friends Nguyen Thi Mat Huong, Anh20B,

Ta Thi Mai Huong, Anh20B, Tran Thi Long, Anh20B, Tran Thi Huyen, Anh20B, Nguyen Hoang Do, Anh20A and others for their sacrifice and encouragement and care.

PART A - INERODUCTION

i Rationale

Courses in (listening and) speaking skills have a prominent place in language programmes around the world today Tver-growing needs for fluency in English around (he world as a cousequence of the role of English as the world’s international language have given priority to finding more effective ways to teach English (Richards, 2009) Vietnam is not aut of this current trends for English teaching and leaming

The needs for meeting job requirements put students majored in business to

enhancing their language skills and ability for international business

communication However, the current situation of teaching and learning now in Vietnam is of critical problem to solve xesulting from inappropriate teaching

qmalcrials and instructional techniques Here comes the same context to what

happens in the teaching and learning HSP at Vietnam University of Commerce The traditional method being applied now is mainly teacher-centered and lecture- oriented, which commonly results in the passivity and non-involvernent in speaking activities of students Krom all of the above, finding appropriate methods is an urge that the teachers here are striving for

Willis and Willis (2007-1) asseris that “ the most clfcctive way lo tcach a

language is by engaging learners in real language use in the classroom This is done

by designing tasks — discussions, problems, games, and so on — which require

leamers to use the language for themselves.” Othor language roscarchers and

practitioners like Candlin (1987), Swain (1995) and IIutchinson and Walter (1987)

all agree thal TRLT could bring good opporlmtics for studetits to master the

language skills through numerous and useful kinds of tasks,

From this suggestion and above initial problems, the author decided to develop a quasi-cxporimental rescarch on the use of task-based approach in teaching speaking for the 2™! year English majored students at Viemam

University of Commerce.

Abstracts

The foous of this study was on the use of task-based approach in

teaching speaking for the 2°4 year Fnglish majored students al Viebwan

University of Commerce A one group pro-test/post-test quasi- experimental design was employed with the participation of 40 students from English Faculty The test results showed thal lhe task-based approach had a positive impact on students’ speaking achievement after the experiment Another instrument, the questionnaire, was administered ta the participants in order io draw on qualitative data The data revealed the positive consequences for significant changes in students’ learning attitude

and motivation The task-based project also welcomed favorable cvaluations from the students that would be of great help to the future applications of task-based language teaching.

vi

LIST OF ABBREVIATIONS:

ELT: English language Teaching

ESL: English as a Second Language ESP English for Specific Purposes

Abstracts

The foous of this study was on the use of task-based approach in

teaching speaking for the 2°4 year Fnglish majored students al Viebwan

University of Commerce A one group pro-test/post-test quasi- experimental design was employed with the participation of 40 students from English Faculty The test results showed thal lhe task-based approach had a positive impact on students’ speaking achievement after the experiment Another instrument, the questionnaire, was administered ta the participants in order io draw on qualitative data The data revealed the positive consequences for significant changes in students’ learning attitude

and motivation The task-based project also welcomed favorable cvaluations from the students that would be of great help to the future applications of task-based language teaching.

Aims of the study

Scape of the sindy

Significanes of the sluty

Method of the sluty

Organization of the steady

1.2.1 Task-bascd language teaching ộ

1.2.2Definitions of Tasks within TBI

1.2.3TBL ina Business English course

1.2.4Framework for Task-based Instruction (TBI)

1,3 Advantages of TBLT

1.4 Misanderstanding about TBLT

1.5 Theoretical justificafion for FBLT

CHAPTER 2: RESEARCH METHOD

CHAPTER 3: FINDINGS AND DISCUSSION

3.1 Students’ improvement in learning speaking

Aims of the study

Scape of the sindy

Significanes of the sluty

Method of the sluty

Organization of the steady

1.2.1 Task-bascd language teaching ộ

1.2.2Definitions of Tasks within TBI

1.2.3TBL ina Business English course

1.2.4Framework for Task-based Instruction (TBI)

1,3 Advantages of TBLT

1.4 Misanderstanding about TBLT

1.5 Theoretical justificafion for FBLT

CHAPTER 2: RESEARCH METHOD

CHAPTER 3: FINDINGS AND DISCUSSION

3.1 Students’ improvement in learning speaking

vi

LIST OF ABBREVIATIONS:

ELT: English language Teaching

ESL: English as a Second Language ESP English for Specific Purposes

Acknowledgements

L would like to express my most sincere gratitude to my respectable supervisor, Dr Duong Thi Nu for her restless and sympathetic encouragement, valuable advice and patient guidance until the completion

of this study

My sincere thanks also go to my dear colleagues at Vietnam University of Commerce for all their helps, supports and encouragement

when I encountered difficulties

I wish to acknowledge my thankfulness to class 140SENPRSOL of English Fuculty at Vietnam Universi

2 of Commerce for their enthusiastic

participation in the experiment

Finally, I am deeply indebted to my beloved mother, my family members and my post-graduate friends Nguyen Thi Mat Huong, Anh20B,

Ta Thi Mai Huong, Anh20B, Tran Thi Long, Anh20B, Tran Thi Huyen, Anh20B, Nguyen Hoang Do, Anh20A and others for their sacrifice and encouragement and care.

Acknowledgements

L would like to express my most sincere gratitude to my respectable supervisor, Dr Duong Thi Nu for her restless and sympathetic encouragement, valuable advice and patient guidance until the completion

of this study

My sincere thanks also go to my dear colleagues at Vietnam University of Commerce for all their helps, supports and encouragement

when I encountered difficulties

I wish to acknowledge my thankfulness to class 140SENPRSOL of English Fuculty at Vietnam Universi

2 of Commerce for their enthusiastic

participation in the experiment

Finally, I am deeply indebted to my beloved mother, my family members and my post-graduate friends Nguyen Thi Mat Huong, Anh20B,

Ta Thi Mai Huong, Anh20B, Tran Thi Long, Anh20B, Tran Thi Huyen, Anh20B, Nguyen Hoang Do, Anh20A and others for their sacrifice and encouragement and care.

Acknowledgements

L would like to express my most sincere gratitude to my respectable supervisor, Dr Duong Thi Nu for her restless and sympathetic encouragement, valuable advice and patient guidance until the completion

of this study

My sincere thanks also go to my dear colleagues at Vietnam University of Commerce for all their helps, supports and encouragement

when I encountered difficulties

I wish to acknowledge my thankfulness to class 140SENPRSOL of English Fuculty at Vietnam Universi

2 of Commerce for their enthusiastic

participation in the experiment

Finally, I am deeply indebted to my beloved mother, my family members and my post-graduate friends Nguyen Thi Mat Huong, Anh20B,

Ta Thi Mai Huong, Anh20B, Tran Thi Long, Anh20B, Tran Thi Huyen, Anh20B, Nguyen Hoang Do, Anh20A and others for their sacrifice and encouragement and care.

43.2 Students’ attitudes towards and motivation of the Task-based project

4.2 Limitations of the study

RRKEERENCES che hước .40

APPENDIX I

APPENDIX IT

APPENDIX TT

vi

LIST OF ABBREVIATIONS:

ELT: English language Teaching

ESL: English as a Second Language ESP English for Specific Purposes

Table 3.2: T-test Resutts

Table 4: Scores of Pre-treatment and post-treatment Tests

Table 5: Students’ attitude towards the task-based project

List of Graphs

Graph 1: Frequency distribution of the pro-test scores

Graph 2: ‘requency distribution of the post-test scores

Graph 3: Levels of interest in the new speaking learning metho

Graph 4: Students’ attitude towards the TB project

Graph 5: Students’ evaluation of the effectiveness of the TBL approach

PART A - INERODUCTION

i Rationale

Courses in (listening and) speaking skills have a prominent place in language programmes around the world today Tver-growing needs for fluency in English around (he world as a cousequence of the role of English as the world’s international language have given priority to finding more effective ways to teach English (Richards, 2009) Vietnam is not aut of this current trends for English teaching and leaming

The needs for meeting job requirements put students majored in business to

enhancing their language skills and ability for international business

communication However, the current situation of teaching and learning now in Vietnam is of critical problem to solve xesulting from inappropriate teaching

qmalcrials and instructional techniques Here comes the same context to what

happens in the teaching and learning HSP at Vietnam University of Commerce The traditional method being applied now is mainly teacher-centered and lecture- oriented, which commonly results in the passivity and non-involvernent in speaking activities of students Krom all of the above, finding appropriate methods is an urge that the teachers here are striving for

Willis and Willis (2007-1) asseris that “ the most clfcctive way lo tcach a

language is by engaging learners in real language use in the classroom This is done

by designing tasks — discussions, problems, games, and so on — which require

leamers to use the language for themselves.” Othor language roscarchers and

practitioners like Candlin (1987), Swain (1995) and IIutchinson and Walter (1987)

all agree thal TRLT could bring good opporlmtics for studetits to master the

language skills through numerous and useful kinds of tasks,

From this suggestion and above initial problems, the author decided to develop a quasi-cxporimental rescarch on the use of task-based approach in teaching speaking for the 2™! year English majored students at Viemam

University of Commerce.

Acknowledgements

L would like to express my most sincere gratitude to my respectable supervisor, Dr Duong Thi Nu for her restless and sympathetic encouragement, valuable advice and patient guidance until the completion

of this study

My sincere thanks also go to my dear colleagues at Vietnam University of Commerce for all their helps, supports and encouragement

when I encountered difficulties

I wish to acknowledge my thankfulness to class 140SENPRSOL of English Fuculty at Vietnam Universi

2 of Commerce for their enthusiastic

participation in the experiment

Finally, I am deeply indebted to my beloved mother, my family members and my post-graduate friends Nguyen Thi Mat Huong, Anh20B,

Ta Thi Mai Huong, Anh20B, Tran Thi Long, Anh20B, Tran Thi Huyen, Anh20B, Nguyen Hoang Do, Anh20A and others for their sacrifice and encouragement and care.

PART A - INERODUCTION

i Rationale

Courses in (listening and) speaking skills have a prominent place in language programmes around the world today Tver-growing needs for fluency in English around (he world as a cousequence of the role of English as the world’s international language have given priority to finding more effective ways to teach English (Richards, 2009) Vietnam is not aut of this current trends for English teaching and leaming

The needs for meeting job requirements put students majored in business to

enhancing their language skills and ability for international business

communication However, the current situation of teaching and learning now in Vietnam is of critical problem to solve xesulting from inappropriate teaching

qmalcrials and instructional techniques Here comes the same context to what

happens in the teaching and learning HSP at Vietnam University of Commerce The traditional method being applied now is mainly teacher-centered and lecture- oriented, which commonly results in the passivity and non-involvernent in speaking activities of students Krom all of the above, finding appropriate methods is an urge that the teachers here are striving for

Willis and Willis (2007-1) asseris that “ the most clfcctive way lo tcach a

language is by engaging learners in real language use in the classroom This is done

by designing tasks — discussions, problems, games, and so on — which require

leamers to use the language for themselves.” Othor language roscarchers and

practitioners like Candlin (1987), Swain (1995) and IIutchinson and Walter (1987)

all agree thal TRLT could bring good opporlmtics for studetits to master the

language skills through numerous and useful kinds of tasks,

From this suggestion and above initial problems, the author decided to develop a quasi-cxporimental rescarch on the use of task-based approach in teaching speaking for the 2™! year English majored students at Viemam

University of Commerce.

PART A - INERODUCTION

i Rationale

Courses in (listening and) speaking skills have a prominent place in language programmes around the world today Tver-growing needs for fluency in English around (he world as a cousequence of the role of English as the world’s international language have given priority to finding more effective ways to teach English (Richards, 2009) Vietnam is not aut of this current trends for English teaching and leaming

The needs for meeting job requirements put students majored in business to

enhancing their language skills and ability for international business

communication However, the current situation of teaching and learning now in Vietnam is of critical problem to solve xesulting from inappropriate teaching

qmalcrials and instructional techniques Here comes the same context to what

happens in the teaching and learning HSP at Vietnam University of Commerce The traditional method being applied now is mainly teacher-centered and lecture- oriented, which commonly results in the passivity and non-involvernent in speaking activities of students Krom all of the above, finding appropriate methods is an urge that the teachers here are striving for

Willis and Willis (2007-1) asseris that “ the most clfcctive way lo tcach a

language is by engaging learners in real language use in the classroom This is done

by designing tasks — discussions, problems, games, and so on — which require

leamers to use the language for themselves.” Othor language roscarchers and

practitioners like Candlin (1987), Swain (1995) and IIutchinson and Walter (1987)

all agree thal TRLT could bring good opporlmtics for studetits to master the

language skills through numerous and useful kinds of tasks,

From this suggestion and above initial problems, the author decided to develop a quasi-cxporimental rescarch on the use of task-based approach in teaching speaking for the 2™! year English majored students at Viemam

University of Commerce.

43.2 Students’ attitudes towards and motivation of the Task-based project

4.2 Limitations of the study

RRKEERENCES che hước .40

APPENDIX I

APPENDIX IT

APPENDIX TT

vi

LIST OF ABBREVIATIONS:

ELT: English language Teaching

ESL: English as a Second Language ESP English for Specific Purposes

Table 3.2: T-test Resutts

Table 4: Scores of Pre-treatment and post-treatment Tests

Table 5: Students’ attitude towards the task-based project

List of Graphs

Graph 1: Frequency distribution of the pro-test scores

Graph 2: ‘requency distribution of the post-test scores

Graph 3: Levels of interest in the new speaking learning metho

Graph 4: Students’ attitude towards the TB project

Graph 5: Students’ evaluation of the effectiveness of the TBL approach

Acknowledgements

L would like to express my most sincere gratitude to my respectable supervisor, Dr Duong Thi Nu for her restless and sympathetic encouragement, valuable advice and patient guidance until the completion

of this study

My sincere thanks also go to my dear colleagues at Vietnam University of Commerce for all their helps, supports and encouragement

when I encountered difficulties

I wish to acknowledge my thankfulness to class 140SENPRSOL of English Fuculty at Vietnam Universi

2 of Commerce for their enthusiastic

participation in the experiment

Finally, I am deeply indebted to my beloved mother, my family members and my post-graduate friends Nguyen Thi Mat Huong, Anh20B,

Ta Thi Mai Huong, Anh20B, Tran Thi Long, Anh20B, Tran Thi Huyen, Anh20B, Nguyen Hoang Do, Anh20A and others for their sacrifice and encouragement and care.

Acknowledgements

L would like to express my most sincere gratitude to my respectable supervisor, Dr Duong Thi Nu for her restless and sympathetic encouragement, valuable advice and patient guidance until the completion

of this study

My sincere thanks also go to my dear colleagues at Vietnam University of Commerce for all their helps, supports and encouragement

when I encountered difficulties

I wish to acknowledge my thankfulness to class 140SENPRSOL of English Fuculty at Vietnam Universi

2 of Commerce for their enthusiastic

participation in the experiment

Finally, I am deeply indebted to my beloved mother, my family members and my post-graduate friends Nguyen Thi Mat Huong, Anh20B,

Ta Thi Mai Huong, Anh20B, Tran Thi Long, Anh20B, Tran Thi Huyen, Anh20B, Nguyen Hoang Do, Anh20A and others for their sacrifice and encouragement and care.

43.2 Students’ attitudes towards and motivation of the Task-based project

4.2 Limitations of the study

RRKEERENCES che hước .40

APPENDIX I

APPENDIX IT

APPENDIX TT

Aims of the study

Scape of the sindy

Significanes of the sluty

Method of the sluty

Organization of the steady

1.2.1 Task-bascd language teaching ộ

1.2.2Definitions of Tasks within TBI

1.2.3TBL ina Business English course

1.2.4Framework for Task-based Instruction (TBI)

1,3 Advantages of TBLT

1.4 Misanderstanding about TBLT

1.5 Theoretical justificafion for FBLT

CHAPTER 2: RESEARCH METHOD

CHAPTER 3: FINDINGS AND DISCUSSION

3.1 Students’ improvement in learning speaking

Abstracts

The foous of this study was on the use of task-based approach in

teaching speaking for the 2°4 year Fnglish majored students al Viebwan

University of Commerce A one group pro-test/post-test quasi- experimental design was employed with the participation of 40 students from English Faculty The test results showed thal lhe task-based approach had a positive impact on students’ speaking achievement after the experiment Another instrument, the questionnaire, was administered ta the participants in order io draw on qualitative data The data revealed the positive consequences for significant changes in students’ learning attitude

and motivation The task-based project also welcomed favorable cvaluations from the students that would be of great help to the future applications of task-based language teaching.

Table 3.2: T-test Resutts

Table 4: Scores of Pre-treatment and post-treatment Tests

Table 5: Students’ attitude towards the task-based project

List of Graphs

Graph 1: Frequency distribution of the pro-test scores

Graph 2: ‘requency distribution of the post-test scores

Graph 3: Levels of interest in the new speaking learning metho

Graph 4: Students’ attitude towards the TB project

Graph 5: Students’ evaluation of the effectiveness of the TBL approach

vi

LIST OF ABBREVIATIONS:

ELT: English language Teaching

ESL: English as a Second Language ESP English for Specific Purposes

Table 3.2: T-test Resutts

Table 4: Scores of Pre-treatment and post-treatment Tests

Table 5: Students’ attitude towards the task-based project

List of Graphs

Graph 1: Frequency distribution of the pro-test scores

Graph 2: ‘requency distribution of the post-test scores

Graph 3: Levels of interest in the new speaking learning metho

Graph 4: Students’ attitude towards the TB project

Graph 5: Students’ evaluation of the effectiveness of the TBL approach

PART A - INERODUCTION

i Rationale

Courses in (listening and) speaking skills have a prominent place in language programmes around the world today Tver-growing needs for fluency in English around (he world as a cousequence of the role of English as the world’s international language have given priority to finding more effective ways to teach English (Richards, 2009) Vietnam is not aut of this current trends for English teaching and leaming

The needs for meeting job requirements put students majored in business to

enhancing their language skills and ability for international business

communication However, the current situation of teaching and learning now in Vietnam is of critical problem to solve xesulting from inappropriate teaching

qmalcrials and instructional techniques Here comes the same context to what

happens in the teaching and learning HSP at Vietnam University of Commerce The traditional method being applied now is mainly teacher-centered and lecture- oriented, which commonly results in the passivity and non-involvernent in speaking activities of students Krom all of the above, finding appropriate methods is an urge that the teachers here are striving for

Willis and Willis (2007-1) asseris that “ the most clfcctive way lo tcach a

language is by engaging learners in real language use in the classroom This is done

by designing tasks — discussions, problems, games, and so on — which require

leamers to use the language for themselves.” Othor language roscarchers and

practitioners like Candlin (1987), Swain (1995) and IIutchinson and Walter (1987)

all agree thal TRLT could bring good opporlmtics for studetits to master the

language skills through numerous and useful kinds of tasks,

From this suggestion and above initial problems, the author decided to develop a quasi-cxporimental rescarch on the use of task-based approach in teaching speaking for the 2™! year English majored students at Viemam

University of Commerce.

PART A - INERODUCTION

i Rationale

Courses in (listening and) speaking skills have a prominent place in language programmes around the world today Tver-growing needs for fluency in English around (he world as a cousequence of the role of English as the world’s international language have given priority to finding more effective ways to teach English (Richards, 2009) Vietnam is not aut of this current trends for English teaching and leaming

The needs for meeting job requirements put students majored in business to

enhancing their language skills and ability for international business

communication However, the current situation of teaching and learning now in Vietnam is of critical problem to solve xesulting from inappropriate teaching

qmalcrials and instructional techniques Here comes the same context to what

happens in the teaching and learning HSP at Vietnam University of Commerce The traditional method being applied now is mainly teacher-centered and lecture- oriented, which commonly results in the passivity and non-involvernent in speaking activities of students Krom all of the above, finding appropriate methods is an urge that the teachers here are striving for

Willis and Willis (2007-1) asseris that “ the most clfcctive way lo tcach a

language is by engaging learners in real language use in the classroom This is done

by designing tasks — discussions, problems, games, and so on — which require

leamers to use the language for themselves.” Othor language roscarchers and

practitioners like Candlin (1987), Swain (1995) and IIutchinson and Walter (1987)

all agree thal TRLT could bring good opporlmtics for studetits to master the

language skills through numerous and useful kinds of tasks,

From this suggestion and above initial problems, the author decided to develop a quasi-cxporimental rescarch on the use of task-based approach in teaching speaking for the 2™! year English majored students at Viemam

University of Commerce.