Luận văn techniques for organizing communicative activities in pải work and group work for the 1st year students at tourism faculty thanh hoa university of culture sports and tourism

TL1LA, Descriptions of teaching and learning of English speaking skills for the first year students at Tourism Faonly tư tzough 0 organizing pair work and group 1.3.1.4.. TL1LA, Descript

TECHNIQUES FOR ORGANIZING COMMUNICATIVE ACTIVITE

IN PAIR WORK AND GROUP WORK FOR THE 1*7 YEAR STUDENTS AT

TOURISM FACULTY, THANH TIOA TINIVERSTTY

OF CULTURE, SPORTS AND TOURISM

(Những thủ thuật tỗ chức cáo hoạt động giao tiếp theo cặp, nhóm

cho sinh viên năm thi: nhdt khoa Du Lich,

trường Dai hoc Van hoa, Thé thao, Du lịch Thanh Iloá )

M.A MINOR PROGRAMME TIIESIS

Field: English Language Teaching Methodology

Hanoi, 2013

TAO THI THU THAO

‘TECHNIQUES FOR ORGANIZING COMMUNICATIVE ACTIVITIES

IN PAIR WORK AND GROUP WORK FOR THE 1°" YEAR STUDENTS AT

TOURISM FACULTY, THANH HOA UNIVERSITY

OF CULTURE, SPORTS AND TOURISM

(Những thủ thuật tế chức các hoạt động giao tiếp theo cặp, nhỏm

cho sinh viên năm thứ nhất khoa Du Lịch,

trường Đại học Văn hoá, Thé thao, Du lich Thanh Hoá )

M.A MINOR PROGRAMME THESIS

Field: English Language Teaching Methodology Code: 60 14.10

Supervisor: M.A Nenyén Thi Minh Tâm

Hanoi, 2013

IIL Scope of the study

IV, Research questions

V Methods of the slndy,

VL Significance of the study

VII Design of the study

PART B: DEVELOPM T

1.1 Communicative langnage teaching

1.2.1 Definition of Communicative activitios

1.2.2 Types of Communicative activities

1.3 Interactions in speaking 0lass0es ceccsecsenseessssssrsersienansesoersnneenenananien

1.3.1 Definition of Classroom Interaction

1.3.2 Speaking skill in language teaching and learning

1.3.3 Types of interactions in speaking class

14, Pair work and group work in speaking classes

1.4.1 Definition of pair work

1.4.3 Definition of group work

to improve studcnt”s lcarning spcaking English after the Ist scinestcr

1.4, Summary

IIL.1 Research questions restated

IIL2, How pair work and group work are used in English speaking classes of the 1“

year students at ‘fourism Faculty TUCST

TIL3, What are uscful techniques of pair work and group work to the 1-year

students in learning speaking English? -

1113.1 The uscfal techniques of pair work and group work lo the 1 year

students in learning speaking English

11.3.2 The use of suggested activities at 'UOCST

T11.3.3, Sarnple lesson pÏan snemeeiniissemeamenne ieee

PART C: CONCLUSION

TL Lintitations of the study

ILL Suggestions for fiuther research

Appendix I: Questionnaires for students

Appendix 2: Questionnaires for teachers

Appendix 3: Interview questions for smdents

Appendix 4: Interview questions for teachers

1.4.4 Som: common activitics for pair work and group woiE

1.5 Review of previous studies

Chapter II: Methodology

TL.1 Background of the siuẩy seteieeerrer

TLL An overviw of the rescarch sile

IL.1.2 Deseriptions of English teachers, teaching method and teaching material

in TUCST

IL1.3 Descriptions of students at TUCST

TL1LA, Descriptions of teaching and learning of English speaking skills for the

first year students at Tourism Faonly tư tzough 0 organizing pair work and group

1.3.1.4 Students’ appreciation on how useful pair work and group work are

to improve their tearning speaking English afler the 1 semester

11.3.2.2 Teachers” appreciation of using pair work, group work

11,3.2.3 Teachers’ amplemention of pair work, group work in current

PART B: DEVELOPMENT CHAPTER L THEORETICAL BACKGROUND

dn this chapter, a brief description af the theoretical knowledge relating to the study was provided It includes some concepts af CLT, comaumicative activities, interaction in the

speaking clays, pair work, group work

1.1 Communicative language teaching (CLT)

Commumicative Language Teaching (CLT) is the most influcntiat language teaching

methodology in the world Since the introduction of communicative language teaching in the

late 1970s, there have been a variety of definitions and ideas about CLI’

CLT views language as a system for the expression of meaning Activities involve

eral communication, carrying oul meantigful tasks, and using language, which is

meaningful to the learners Objectives reflect the needs of the learners; they include fimetional skills as well as linguistic objectives The learner's role is as a negotiator

and an integrator The leacher’s role is as a facilitator of the communication process

Materials promote communicative language use, they are task based and authentic”

(Numan 1989:194) Richards and Rodgers (1986) consider CLT as an approach rather than a method which comprises two sets of theories: assumption of what to teach, and assumption of how to

teach Inthe first assumption, the purpose of language teaching is to develop "communicative

competence” - 4 basic conccpl in CLT Hymes (1972) defines “communicative competence”

as “what a speaker needs to know in order to be communicatively competent in a speech

conmuority” According to this, CLT has two following main aims pointed out by Richards

and Rogers (1986:64):

1 ‘To make communicative competence the goal of language teaching,

2 To develop procedures for the teaching of the four language skills that acknowledge

the interdependence of language and communication

The second assumption shows another point about CLT, that is: “is learner-centered

and experience based view of second language teaching Students in this approach are seen

to be able to play a more active and participatory part than in traditional approaches 4nd

therefore, the roles of teacher will be re-defined with the change of activity organisation

because each leaner is thought to have unique learning styles, needs and goals, which should

be reflected in the design of the method of instruction.” (Richards and Rodgers, 2001-67)

To sum up, CLT is beat considerođ an approach rathzr than a method It is most often defined as a list of general principles or characteristics One of the most recognized of these

lists is David Nunar's (1991: 279) five charactenstics of CLT:

- An emphasis on learning to communicate through interaction in the target language

- The introduction of authentic texts m to the learning sitiation

- The provision of opportunities for learners to focus, not only on language but also

on the learning process itself

- An enhancement of the leamer’s own personal experiences as important

comributing elements to classraom learning

- An attempt to link classroom language learning with language activation outside the

classroont

These characteristics will be the principles for teachers to choose to improve their

students’ participation in commumicative activities in a language classroom Some ideas

about communicative activitics will be discussed in the next section

1.2, Communicative activities

1.2.1, Definition of Communicative activities:

Communicative activities, defined by Littlewood (1981), are those that provide whole

task practice, improve students’ motivation, allow natural Jearning and create a context

supporting learning as well “Jn communicative activities the teacher creates a situation and sets an activity in notion, but it is the learners themselves who are respansible for conducting

the interaction to its conclusion” (Littlewood, 1981: 18)

Nolasco and Athur (1993) characterized communicative activities as follows:

- They involve using language for a purpose

- They create a desire to communicate This means there must he some kind of “gap”

which may be information, opinion, or reason that students seek lo bridge

- They encourage students to be creative and contribute their ideas

- They focus on the message and students concentrate on “what” they are saying rather than “how” they are saying it

- The students work independently off the teacher

- The students determine what they want ta write and say The activity is not designed

to control what the students will

(Nolasea and Athur 1993: 58)

Y Methods of the study:

In order to find out the answers to the research questions, both quantitative and qualitative methods wore cmploycd to carry out the study The data were collected by means

of questionnaires and inferviews for English teachers and the first year students of Tourism

VI Significance of the study:

This sludy is hoped to be uscd lo ball Leachers and shadents of Tourism Facully al TUCST This study has been able to contribute to teachers’ knowledge of communicative language teaching, communicative activities in general and pair work, group work in particular Resides that, from the finding of the study, leachers can be provided with important information which may be valuable for their fhture lesson planning On the other hand, the teachers’ transformation in pair work and group work implementation will be beneficial to the students

VIL Design of the study:

This study consists of three parts: Introduction, Development, and Conclusion

The development part comprises four chapters

+ Chapter I: Theoretical Background

+ Chapter II: Methodology

+ Chapter IIL: Finding and Discussion

PART B: DEVELOPMENT CHAPTER L THEORETICAL BACKGROUND

dn this chapter, a brief description af the theoretical knowledge relating to the study was provided It includes some concepts af CLT, comaumicative activities, interaction in the

speaking clays, pair work, group work

1.1 Communicative language teaching (CLT)

Commumicative Language Teaching (CLT) is the most influcntiat language teaching

methodology in the world Since the introduction of communicative language teaching in the

late 1970s, there have been a variety of definitions and ideas about CLI’

CLT views language as a system for the expression of meaning Activities involve

eral communication, carrying oul meantigful tasks, and using language, which is

meaningful to the learners Objectives reflect the needs of the learners; they include fimetional skills as well as linguistic objectives The learner's role is as a negotiator

and an integrator The leacher’s role is as a facilitator of the communication process

Materials promote communicative language use, they are task based and authentic”

(Numan 1989:194) Richards and Rodgers (1986) consider CLT as an approach rather than a method which comprises two sets of theories: assumption of what to teach, and assumption of how to

teach Inthe first assumption, the purpose of language teaching is to develop "communicative

competence” - 4 basic conccpl in CLT Hymes (1972) defines “communicative competence”

as “what a speaker needs to know in order to be communicatively competent in a speech

conmuority” According to this, CLT has two following main aims pointed out by Richards

and Rogers (1986:64):

1 ‘To make communicative competence the goal of language teaching,

2 To develop procedures for the teaching of the four language skills that acknowledge

the interdependence of language and communication

The second assumption shows another point about CLT, that is: “is learner-centered

and experience based view of second language teaching Students in this approach are seen

to be able to play a more active and participatory part than in traditional approaches 4nd

therefore, the roles of teacher will be re-defined with the change of activity organisation

because each leaner is thought to have unique learning styles, needs and goals, which should

be reflected in the design of the method of instruction.” (Richards and Rodgers, 2001-67)

Y Methods of the study:

In order to find out the answers to the research questions, both quantitative and qualitative methods wore cmploycd to carry out the study The data were collected by means

of questionnaires and inferviews for English teachers and the first year students of Tourism

VI Significance of the study:

This sludy is hoped to be uscd lo ball Leachers and shadents of Tourism Facully al TUCST This study has been able to contribute to teachers’ knowledge of communicative language teaching, communicative activities in general and pair work, group work in particular Resides that, from the finding of the study, leachers can be provided with important information which may be valuable for their fhture lesson planning On the other hand, the teachers’ transformation in pair work and group work implementation will be beneficial to the students

VIL Design of the study:

This study consists of three parts: Introduction, Development, and Conclusion

The development part comprises four chapters

+ Chapter I: Theoretical Background

+ Chapter II: Methodology

+ Chapter IIL: Finding and Discussion

PART A: INTRODUCTION

I Rattonale

In Vietnam, English is taught not only at all colleges and universities, but also almost every high school and it is considered as a compulsory subject at secondary school To mest the demand of Icarners, the teaching English in Vietnam has been changing By applying various new approaches, methods, and techniques, English teaching has shift tom the traditional grammar translation approach to the communicative approach According to Communicative Language Teaching (CLT), the purpose of language teaching and learning is

to develop communicative competence in the target language In the view of this approach, the learner is considered the center of the leaning process; the teacher serves as a facilitator, allowing students 1o be in change of Their own leamring,

In learner-centered approach, the choice of teaching methods are often more

complicated tun the construction of many leaching objectives Some authors suggest thal this type of work can carry out in two periods, In the first petiod, teachers need to find the student's experience and learning methods they prefer, and with their existing experience, leachers can select appropriate tsaching wethods In the second stage, leachers need to engage the active participation of students in planning their academie programs This work cen be done by encouraging students to think, to engage in learning activities organized by

‘Tourism Faculty, However, they have faced many challenges in organizing these techniques

during tessons, such as barge elas sex; lay and passive students, etc

PART A: INTRODUCTION

I Rattonale

In Vietnam, English is taught not only at all colleges and universities, but also almost every high school and it is considered as a compulsory subject at secondary school To mest the demand of Icarners, the teaching English in Vietnam has been changing By applying various new approaches, methods, and techniques, English teaching has shift tom the traditional grammar translation approach to the communicative approach According to Communicative Language Teaching (CLT), the purpose of language teaching and learning is

to develop communicative competence in the target language In the view of this approach, the learner is considered the center of the leaning process; the teacher serves as a facilitator, allowing students 1o be in change of Their own leamring,

In learner-centered approach, the choice of teaching methods are often more

complicated tun the construction of many leaching objectives Some authors suggest thal this type of work can carry out in two periods, In the first petiod, teachers need to find the student's experience and learning methods they prefer, and with their existing experience, leachers can select appropriate tsaching wethods In the second stage, leachers need to engage the active participation of students in planning their academie programs This work cen be done by encouraging students to think, to engage in learning activities organized by

‘Tourism Faculty, However, they have faced many challenges in organizing these techniques

during tessons, such as barge elas sex; lay and passive students, etc

1.4.4 Som: common activitics for pair work and group woiE

1.5 Review of previous studies

Chapter II: Methodology

TL.1 Background of the siuẩy seteieeerrer

TLL An overviw of the rescarch sile

IL.1.2 Deseriptions of English teachers, teaching method and teaching material

in TUCST

IL1.3 Descriptions of students at TUCST

TL1LA, Descriptions of teaching and learning of English speaking skills for the

first year students at Tourism Faonly tư tzough 0 organizing pair work and group

1.3.1.4 Students’ appreciation on how useful pair work and group work are

to improve their tearning speaking English afler the 1 semester

11.3.2.2 Teachers” appreciation of using pair work, group work

11,3.2.3 Teachers’ amplemention of pair work, group work in current

PART B: DEVELOPMENT CHAPTER L THEORETICAL BACKGROUND

dn this chapter, a brief description af the theoretical knowledge relating to the study was provided It includes some concepts af CLT, comaumicative activities, interaction in the

speaking clays, pair work, group work

1.1 Communicative language teaching (CLT)

Commumicative Language Teaching (CLT) is the most influcntiat language teaching

methodology in the world Since the introduction of communicative language teaching in the

late 1970s, there have been a variety of definitions and ideas about CLI’

CLT views language as a system for the expression of meaning Activities involve

eral communication, carrying oul meantigful tasks, and using language, which is

meaningful to the learners Objectives reflect the needs of the learners; they include fimetional skills as well as linguistic objectives The learner's role is as a negotiator

and an integrator The leacher’s role is as a facilitator of the communication process

Materials promote communicative language use, they are task based and authentic”

(Numan 1989:194) Richards and Rodgers (1986) consider CLT as an approach rather than a method which comprises two sets of theories: assumption of what to teach, and assumption of how to

teach Inthe first assumption, the purpose of language teaching is to develop "communicative

competence” - 4 basic conccpl in CLT Hymes (1972) defines “communicative competence”

as “what a speaker needs to know in order to be communicatively competent in a speech

conmuority” According to this, CLT has two following main aims pointed out by Richards

and Rogers (1986:64):

1 ‘To make communicative competence the goal of language teaching,

2 To develop procedures for the teaching of the four language skills that acknowledge

the interdependence of language and communication

The second assumption shows another point about CLT, that is: “is learner-centered

and experience based view of second language teaching Students in this approach are seen

to be able to play a more active and participatory part than in traditional approaches 4nd

therefore, the roles of teacher will be re-defined with the change of activity organisation

because each leaner is thought to have unique learning styles, needs and goals, which should

be reflected in the design of the method of instruction.” (Richards and Rodgers, 2001-67)

PART A: INTRODUCTION

I Rattonale

In Vietnam, English is taught not only at all colleges and universities, but also almost every high school and it is considered as a compulsory subject at secondary school To mest the demand of Icarners, the teaching English in Vietnam has been changing By applying various new approaches, methods, and techniques, English teaching has shift tom the traditional grammar translation approach to the communicative approach According to Communicative Language Teaching (CLT), the purpose of language teaching and learning is

to develop communicative competence in the target language In the view of this approach, the learner is considered the center of the leaning process; the teacher serves as a facilitator, allowing students 1o be in change of Their own leamring,

In learner-centered approach, the choice of teaching methods are often more

complicated tun the construction of many leaching objectives Some authors suggest thal this type of work can carry out in two periods, In the first petiod, teachers need to find the student's experience and learning methods they prefer, and with their existing experience, leachers can select appropriate tsaching wethods In the second stage, leachers need to engage the active participation of students in planning their academie programs This work cen be done by encouraging students to think, to engage in learning activities organized by

‘Tourism Faculty, However, they have faced many challenges in organizing these techniques

during tessons, such as barge elas sex; lay and passive students, etc

Y Methods of the study:

In order to find out the answers to the research questions, both quantitative and qualitative methods wore cmploycd to carry out the study The data were collected by means

of questionnaires and inferviews for English teachers and the first year students of Tourism

VI Significance of the study:

This sludy is hoped to be uscd lo ball Leachers and shadents of Tourism Facully al TUCST This study has been able to contribute to teachers’ knowledge of communicative language teaching, communicative activities in general and pair work, group work in particular Resides that, from the finding of the study, leachers can be provided with important information which may be valuable for their fhture lesson planning On the other hand, the teachers’ transformation in pair work and group work implementation will be beneficial to the students

VIL Design of the study:

This study consists of three parts: Introduction, Development, and Conclusion

The development part comprises four chapters

+ Chapter I: Theoretical Background

+ Chapter II: Methodology

+ Chapter IIL: Finding and Discussion

To sum up, CLT is beat considerođ an approach rathzr than a method It is most often defined as a list of general principles or characteristics One of the most recognized of these

lists is David Nunar's (1991: 279) five charactenstics of CLT:

- An emphasis on learning to communicate through interaction in the target language

- The introduction of authentic texts m to the learning sitiation

- The provision of opportunities for learners to focus, not only on language but also

on the learning process itself

- An enhancement of the leamer’s own personal experiences as important

comributing elements to classraom learning

- An attempt to link classroom language learning with language activation outside the

classroont

These characteristics will be the principles for teachers to choose to improve their

students’ participation in commumicative activities in a language classroom Some ideas

about communicative activitics will be discussed in the next section

1.2, Communicative activities

1.2.1, Definition of Communicative activities:

Communicative activities, defined by Littlewood (1981), are those that provide whole

task practice, improve students’ motivation, allow natural Jearning and create a context

supporting learning as well “Jn communicative activities the teacher creates a situation and sets an activity in notion, but it is the learners themselves who are respansible for conducting

the interaction to its conclusion” (Littlewood, 1981: 18)

Nolasco and Athur (1993) characterized communicative activities as follows:

- They involve using language for a purpose

- They create a desire to communicate This means there must he some kind of “gap”

which may be information, opinion, or reason that students seek lo bridge

- They encourage students to be creative and contribute their ideas

- They focus on the message and students concentrate on “what” they are saying rather than “how” they are saying it

- The students work independently off the teacher

- The students determine what they want ta write and say The activity is not designed

to control what the students will

(Nolasea and Athur 1993: 58)

1.4.4 Som: common activitics for pair work and group woiE

1.5 Review of previous studies

Chapter II: Methodology

TL.1 Background of the siuẩy seteieeerrer

TLL An overviw of the rescarch sile

IL.1.2 Deseriptions of English teachers, teaching method and teaching material

in TUCST

IL1.3 Descriptions of students at TUCST

TL1LA, Descriptions of teaching and learning of English speaking skills for the

first year students at Tourism Faonly tư tzough 0 organizing pair work and group

1.3.1.4 Students’ appreciation on how useful pair work and group work are

to improve their tearning speaking English afler the 1 semester

11.3.2.2 Teachers” appreciation of using pair work, group work

11,3.2.3 Teachers’ amplemention of pair work, group work in current

For all the above mentioned reasons, I have decided to carry out a rescarch work in:

chniques for organizing communicative activities in pair work and group work for the TT

wear students at Tourism Faculty, Thanh oa University of Culture, Sports, and Tourism”

This study is intended ta make a small contribution on how to use the pair work, group work

effectively and successfully in English teaching and leaming practice in Viet Nam

TI Aims of the siudy:

This study is aimed al:

- finding out the use of pair work and group work in English speaking classes of the

19 year students al Tourism Faculty, TUCST

- suggesting the useful techniques of pair work and group work to the |* year students

al Tourism Faculty in learning speaking English

IIL Scope of the study:

To improve communivalive skills for students at TUCST, the teachers can amke us

of various techniques and a number of things should be done However, within the framework of a minor thesis, the researcher only intends to draw a bnef overview of how are the pair work and group work used at TECST

Among for language skills, namely listening, speaking, reading, and writing, pair work and group work arc used ficquenlly in the speaking lessons, Thercfore, this rescarch tends Lo find out the useful pair work and group work techniques in speaking classes

Also, duc to the time constraints, this study only involves a small number of English

teachers and students in their first academic year of Tourism Faculty, TUCST

TV Research question:

This study was aimed to answer the following research questions:

1 How pair work and group work are used in English speaking classes of the 1" year

students at Tourism Faculty, TUCST?

2 What are usefiil techniques of pair work and group work to the 1” year students at

Tourism Faculty in learning speaking English?

PART B: DEVELOPMENT CHAPTER L THEORETICAL BACKGROUND

dn this chapter, a brief description af the theoretical knowledge relating to the study was provided It includes some concepts af CLT, comaumicative activities, interaction in the

speaking clays, pair work, group work

1.1 Communicative language teaching (CLT)

Commumicative Language Teaching (CLT) is the most influcntiat language teaching

methodology in the world Since the introduction of communicative language teaching in the

late 1970s, there have been a variety of definitions and ideas about CLI’

CLT views language as a system for the expression of meaning Activities involve

eral communication, carrying oul meantigful tasks, and using language, which is

meaningful to the learners Objectives reflect the needs of the learners; they include fimetional skills as well as linguistic objectives The learner's role is as a negotiator

and an integrator The leacher’s role is as a facilitator of the communication process

Materials promote communicative language use, they are task based and authentic”

(Numan 1989:194) Richards and Rodgers (1986) consider CLT as an approach rather than a method which comprises two sets of theories: assumption of what to teach, and assumption of how to

teach Inthe first assumption, the purpose of language teaching is to develop "communicative

competence” - 4 basic conccpl in CLT Hymes (1972) defines “communicative competence”

as “what a speaker needs to know in order to be communicatively competent in a speech

conmuority” According to this, CLT has two following main aims pointed out by Richards

and Rogers (1986:64):

1 ‘To make communicative competence the goal of language teaching,

2 To develop procedures for the teaching of the four language skills that acknowledge

the interdependence of language and communication

The second assumption shows another point about CLT, that is: “is learner-centered

and experience based view of second language teaching Students in this approach are seen

to be able to play a more active and participatory part than in traditional approaches 4nd

therefore, the roles of teacher will be re-defined with the change of activity organisation

because each leaner is thought to have unique learning styles, needs and goals, which should

be reflected in the design of the method of instruction.” (Richards and Rodgers, 2001-67)

PART B: DEVELOPMENT CHAPTER L THEORETICAL BACKGROUND

dn this chapter, a brief description af the theoretical knowledge relating to the study was provided It includes some concepts af CLT, comaumicative activities, interaction in the

speaking clays, pair work, group work

1.1 Communicative language teaching (CLT)

Commumicative Language Teaching (CLT) is the most influcntiat language teaching

methodology in the world Since the introduction of communicative language teaching in the

late 1970s, there have been a variety of definitions and ideas about CLI’

CLT views language as a system for the expression of meaning Activities involve

eral communication, carrying oul meantigful tasks, and using language, which is

meaningful to the learners Objectives reflect the needs of the learners; they include fimetional skills as well as linguistic objectives The learner's role is as a negotiator

and an integrator The leacher’s role is as a facilitator of the communication process

Materials promote communicative language use, they are task based and authentic”

(Numan 1989:194) Richards and Rodgers (1986) consider CLT as an approach rather than a method which comprises two sets of theories: assumption of what to teach, and assumption of how to

teach Inthe first assumption, the purpose of language teaching is to develop "communicative

competence” - 4 basic conccpl in CLT Hymes (1972) defines “communicative competence”

as “what a speaker needs to know in order to be communicatively competent in a speech

conmuority” According to this, CLT has two following main aims pointed out by Richards

and Rogers (1986:64):

1 ‘To make communicative competence the goal of language teaching,

2 To develop procedures for the teaching of the four language skills that acknowledge

the interdependence of language and communication

The second assumption shows another point about CLT, that is: “is learner-centered

and experience based view of second language teaching Students in this approach are seen

to be able to play a more active and participatory part than in traditional approaches 4nd

therefore, the roles of teacher will be re-defined with the change of activity organisation

because each leaner is thought to have unique learning styles, needs and goals, which should

be reflected in the design of the method of instruction.” (Richards and Rodgers, 2001-67)

Y Methods of the study:

In order to find out the answers to the research questions, both quantitative and qualitative methods wore cmploycd to carry out the study The data were collected by means

of questionnaires and inferviews for English teachers and the first year students of Tourism

VI Significance of the study:

This sludy is hoped to be uscd lo ball Leachers and shadents of Tourism Facully al TUCST This study has been able to contribute to teachers’ knowledge of communicative language teaching, communicative activities in general and pair work, group work in particular Resides that, from the finding of the study, leachers can be provided with important information which may be valuable for their fhture lesson planning On the other hand, the teachers’ transformation in pair work and group work implementation will be beneficial to the students

VIL Design of the study:

This study consists of three parts: Introduction, Development, and Conclusion

The development part comprises four chapters

+ Chapter I: Theoretical Background

+ Chapter II: Methodology

+ Chapter IIL: Finding and Discussion

To sum up, CLT is beat considerođ an approach rathzr than a method It is most often defined as a list of general principles or characteristics One of the most recognized of these

lists is David Nunar's (1991: 279) five charactenstics of CLT:

- An emphasis on learning to communicate through interaction in the target language

- The introduction of authentic texts m to the learning sitiation

- The provision of opportunities for learners to focus, not only on language but also

on the learning process itself

- An enhancement of the leamer’s own personal experiences as important

comributing elements to classraom learning

- An attempt to link classroom language learning with language activation outside the

classroont

These characteristics will be the principles for teachers to choose to improve their

students’ participation in commumicative activities in a language classroom Some ideas

about communicative activitics will be discussed in the next section

1.2, Communicative activities

1.2.1, Definition of Communicative activities:

Communicative activities, defined by Littlewood (1981), are those that provide whole

task practice, improve students’ motivation, allow natural Jearning and create a context

supporting learning as well “Jn communicative activities the teacher creates a situation and sets an activity in notion, but it is the learners themselves who are respansible for conducting

the interaction to its conclusion” (Littlewood, 1981: 18)

Nolasco and Athur (1993) characterized communicative activities as follows:

- They involve using language for a purpose

- They create a desire to communicate This means there must he some kind of “gap”

which may be information, opinion, or reason that students seek lo bridge

- They encourage students to be creative and contribute their ideas

- They focus on the message and students concentrate on “what” they are saying rather than “how” they are saying it

- The students work independently off the teacher

- The students determine what they want ta write and say The activity is not designed

to control what the students will

(Nolasea and Athur 1993: 58)

PART B: DEVELOPMENT CHAPTER L THEORETICAL BACKGROUND

dn this chapter, a brief description af the theoretical knowledge relating to the study was provided It includes some concepts af CLT, comaumicative activities, interaction in the

speaking clays, pair work, group work

1.1 Communicative language teaching (CLT)

Commumicative Language Teaching (CLT) is the most influcntiat language teaching

methodology in the world Since the introduction of communicative language teaching in the

late 1970s, there have been a variety of definitions and ideas about CLI’

CLT views language as a system for the expression of meaning Activities involve

eral communication, carrying oul meantigful tasks, and using language, which is

meaningful to the learners Objectives reflect the needs of the learners; they include fimetional skills as well as linguistic objectives The learner's role is as a negotiator

and an integrator The leacher’s role is as a facilitator of the communication process

Materials promote communicative language use, they are task based and authentic”

(Numan 1989:194) Richards and Rodgers (1986) consider CLT as an approach rather than a method which comprises two sets of theories: assumption of what to teach, and assumption of how to

teach Inthe first assumption, the purpose of language teaching is to develop "communicative

competence” - 4 basic conccpl in CLT Hymes (1972) defines “communicative competence”

as “what a speaker needs to know in order to be communicatively competent in a speech

conmuority” According to this, CLT has two following main aims pointed out by Richards

and Rogers (1986:64):

1 ‘To make communicative competence the goal of language teaching,

2 To develop procedures for the teaching of the four language skills that acknowledge

the interdependence of language and communication

The second assumption shows another point about CLT, that is: “is learner-centered

and experience based view of second language teaching Students in this approach are seen

to be able to play a more active and participatory part than in traditional approaches 4nd

therefore, the roles of teacher will be re-defined with the change of activity organisation

because each leaner is thought to have unique learning styles, needs and goals, which should

be reflected in the design of the method of instruction.” (Richards and Rodgers, 2001-67)

For all the above mentioned reasons, I have decided to carry out a rescarch work in:

chniques for organizing communicative activities in pair work and group work for the TT

wear students at Tourism Faculty, Thanh oa University of Culture, Sports, and Tourism”

This study is intended ta make a small contribution on how to use the pair work, group work

effectively and successfully in English teaching and leaming practice in Viet Nam

TI Aims of the siudy:

This study is aimed al:

- finding out the use of pair work and group work in English speaking classes of the

19 year students al Tourism Faculty, TUCST

- suggesting the useful techniques of pair work and group work to the |* year students

al Tourism Faculty in learning speaking English

IIL Scope of the study:

To improve communivalive skills for students at TUCST, the teachers can amke us

of various techniques and a number of things should be done However, within the framework of a minor thesis, the researcher only intends to draw a bnef overview of how are the pair work and group work used at TECST

Among for language skills, namely listening, speaking, reading, and writing, pair work and group work arc used ficquenlly in the speaking lessons, Thercfore, this rescarch tends Lo find out the useful pair work and group work techniques in speaking classes

Also, duc to the time constraints, this study only involves a small number of English

teachers and students in their first academic year of Tourism Faculty, TUCST

TV Research question:

This study was aimed to answer the following research questions:

1 How pair work and group work are used in English speaking classes of the 1" year

students at Tourism Faculty, TUCST?

2 What are usefiil techniques of pair work and group work to the 1” year students at

Tourism Faculty in learning speaking English?

To sum up, CLT is beat considerođ an approach rathzr than a method It is most often defined as a list of general principles or characteristics One of the most recognized of these

lists is David Nunar's (1991: 279) five charactenstics of CLT:

- An emphasis on learning to communicate through interaction in the target language

- The introduction of authentic texts m to the learning sitiation

- The provision of opportunities for learners to focus, not only on language but also

on the learning process itself

- An enhancement of the leamer’s own personal experiences as important

comributing elements to classraom learning

- An attempt to link classroom language learning with language activation outside the

classroont

These characteristics will be the principles for teachers to choose to improve their

students’ participation in commumicative activities in a language classroom Some ideas

about communicative activitics will be discussed in the next section

1.2, Communicative activities

1.2.1, Definition of Communicative activities:

Communicative activities, defined by Littlewood (1981), are those that provide whole

task practice, improve students’ motivation, allow natural Jearning and create a context

supporting learning as well “Jn communicative activities the teacher creates a situation and sets an activity in notion, but it is the learners themselves who are respansible for conducting

the interaction to its conclusion” (Littlewood, 1981: 18)

Nolasco and Athur (1993) characterized communicative activities as follows:

- They involve using language for a purpose

- They create a desire to communicate This means there must he some kind of “gap”

which may be information, opinion, or reason that students seek lo bridge

- They encourage students to be creative and contribute their ideas

- They focus on the message and students concentrate on “what” they are saying rather than “how” they are saying it

- The students work independently off the teacher

- The students determine what they want ta write and say The activity is not designed

to control what the students will

(Nolasea and Athur 1993: 58)

to improve studcnt”s lcarning spcaking English after the Ist scinestcr

1.4, Summary

IIL.1 Research questions restated

IIL2, How pair work and group work are used in English speaking classes of the 1“

year students at ‘fourism Faculty TUCST

TIL3, What are uscful techniques of pair work and group work to the 1-year

students in learning speaking English? -

1113.1 The uscfal techniques of pair work and group work lo the 1 year

students in learning speaking English

11.3.2 The use of suggested activities at 'UOCST

T11.3.3, Sarnple lesson pÏan snemeeiniissemeamenne ieee

PART C: CONCLUSION

TL Lintitations of the study

ILL Suggestions for fiuther research

Appendix I: Questionnaires for students

Appendix 2: Questionnaires for teachers

Appendix 3: Interview questions for smdents

Appendix 4: Interview questions for teachers

Y Methods of the study:

In order to find out the answers to the research questions, both quantitative and qualitative methods wore cmploycd to carry out the study The data were collected by means

of questionnaires and inferviews for English teachers and the first year students of Tourism

VI Significance of the study:

This sludy is hoped to be uscd lo ball Leachers and shadents of Tourism Facully al TUCST This study has been able to contribute to teachers’ knowledge of communicative language teaching, communicative activities in general and pair work, group work in particular Resides that, from the finding of the study, leachers can be provided with important information which may be valuable for their fhture lesson planning On the other hand, the teachers’ transformation in pair work and group work implementation will be beneficial to the students

VIL Design of the study:

This study consists of three parts: Introduction, Development, and Conclusion

The development part comprises four chapters

+ Chapter I: Theoretical Background

+ Chapter II: Methodology

+ Chapter IIL: Finding and Discussion

PART B: DEVELOPMENT CHAPTER L THEORETICAL BACKGROUND

dn this chapter, a brief description af the theoretical knowledge relating to the study was provided It includes some concepts af CLT, comaumicative activities, interaction in the

speaking clays, pair work, group work

1.1 Communicative language teaching (CLT)

Commumicative Language Teaching (CLT) is the most influcntiat language teaching

methodology in the world Since the introduction of communicative language teaching in the

late 1970s, there have been a variety of definitions and ideas about CLI’

CLT views language as a system for the expression of meaning Activities involve

eral communication, carrying oul meantigful tasks, and using language, which is

meaningful to the learners Objectives reflect the needs of the learners; they include fimetional skills as well as linguistic objectives The learner's role is as a negotiator

and an integrator The leacher’s role is as a facilitator of the communication process

Materials promote communicative language use, they are task based and authentic”

(Numan 1989:194) Richards and Rodgers (1986) consider CLT as an approach rather than a method which comprises two sets of theories: assumption of what to teach, and assumption of how to

teach Inthe first assumption, the purpose of language teaching is to develop "communicative

competence” - 4 basic conccpl in CLT Hymes (1972) defines “communicative competence”

as “what a speaker needs to know in order to be communicatively competent in a speech

conmuority” According to this, CLT has two following main aims pointed out by Richards

and Rogers (1986:64):

1 ‘To make communicative competence the goal of language teaching,

2 To develop procedures for the teaching of the four language skills that acknowledge

the interdependence of language and communication

The second assumption shows another point about CLT, that is: “is learner-centered

and experience based view of second language teaching Students in this approach are seen

to be able to play a more active and participatory part than in traditional approaches 4nd

therefore, the roles of teacher will be re-defined with the change of activity organisation

because each leaner is thought to have unique learning styles, needs and goals, which should

be reflected in the design of the method of instruction.” (Richards and Rodgers, 2001-67)

For all the above mentioned reasons, I have decided to carry out a rescarch work in:

chniques for organizing communicative activities in pair work and group work for the TT

wear students at Tourism Faculty, Thanh oa University of Culture, Sports, and Tourism”

This study is intended ta make a small contribution on how to use the pair work, group work

effectively and successfully in English teaching and leaming practice in Viet Nam

TI Aims of the siudy:

This study is aimed al:

- finding out the use of pair work and group work in English speaking classes of the

19 year students al Tourism Faculty, TUCST

- suggesting the useful techniques of pair work and group work to the |* year students

al Tourism Faculty in learning speaking English

IIL Scope of the study:

To improve communivalive skills for students at TUCST, the teachers can amke us

of various techniques and a number of things should be done However, within the framework of a minor thesis, the researcher only intends to draw a bnef overview of how are the pair work and group work used at TECST

Among for language skills, namely listening, speaking, reading, and writing, pair work and group work arc used ficquenlly in the speaking lessons, Thercfore, this rescarch tends Lo find out the useful pair work and group work techniques in speaking classes

Also, duc to the time constraints, this study only involves a small number of English

teachers and students in their first academic year of Tourism Faculty, TUCST

TV Research question:

This study was aimed to answer the following research questions:

1 How pair work and group work are used in English speaking classes of the 1" year

students at Tourism Faculty, TUCST?

2 What are usefiil techniques of pair work and group work to the 1” year students at

Tourism Faculty in learning speaking English?

to improve studcnt”s lcarning spcaking English after the Ist scinestcr

1.4, Summary

IIL.1 Research questions restated

IIL2, How pair work and group work are used in English speaking classes of the 1“

year students at ‘fourism Faculty TUCST

TIL3, What are uscful techniques of pair work and group work to the 1-year

students in learning speaking English? -

1113.1 The uscfal techniques of pair work and group work lo the 1 year

students in learning speaking English

11.3.2 The use of suggested activities at 'UOCST

T11.3.3, Sarnple lesson pÏan snemeeiniissemeamenne ieee

PART C: CONCLUSION

TL Lintitations of the study

ILL Suggestions for fiuther research

Appendix I: Questionnaires for students

Appendix 2: Questionnaires for teachers

Appendix 3: Interview questions for smdents

Appendix 4: Interview questions for teachers

PART B: DEVELOPMENT CHAPTER L THEORETICAL BACKGROUND

dn this chapter, a brief description af the theoretical knowledge relating to the study was provided It includes some concepts af CLT, comaumicative activities, interaction in the

speaking clays, pair work, group work

1.1 Communicative language teaching (CLT)

Commumicative Language Teaching (CLT) is the most influcntiat language teaching

methodology in the world Since the introduction of communicative language teaching in the

late 1970s, there have been a variety of definitions and ideas about CLI’

CLT views language as a system for the expression of meaning Activities involve

eral communication, carrying oul meantigful tasks, and using language, which is

meaningful to the learners Objectives reflect the needs of the learners; they include fimetional skills as well as linguistic objectives The learner's role is as a negotiator

and an integrator The leacher’s role is as a facilitator of the communication process

Materials promote communicative language use, they are task based and authentic”

(Numan 1989:194) Richards and Rodgers (1986) consider CLT as an approach rather than a method which comprises two sets of theories: assumption of what to teach, and assumption of how to

teach Inthe first assumption, the purpose of language teaching is to develop "communicative

competence” - 4 basic conccpl in CLT Hymes (1972) defines “communicative competence”

as “what a speaker needs to know in order to be communicatively competent in a speech

conmuority” According to this, CLT has two following main aims pointed out by Richards

and Rogers (1986:64):

1 ‘To make communicative competence the goal of language teaching,

2 To develop procedures for the teaching of the four language skills that acknowledge

the interdependence of language and communication

The second assumption shows another point about CLT, that is: “is learner-centered

and experience based view of second language teaching Students in this approach are seen

to be able to play a more active and participatory part than in traditional approaches 4nd

therefore, the roles of teacher will be re-defined with the change of activity organisation

because each leaner is thought to have unique learning styles, needs and goals, which should

be reflected in the design of the method of instruction.” (Richards and Rodgers, 2001-67)

For all the above mentioned reasons, I have decided to carry out a rescarch work in:

chniques for organizing communicative activities in pair work and group work for the TT

wear students at Tourism Faculty, Thanh oa University of Culture, Sports, and Tourism”

This study is intended ta make a small contribution on how to use the pair work, group work

effectively and successfully in English teaching and leaming practice in Viet Nam

TI Aims of the siudy:

This study is aimed al:

- finding out the use of pair work and group work in English speaking classes of the

19 year students al Tourism Faculty, TUCST

- suggesting the useful techniques of pair work and group work to the |* year students

al Tourism Faculty in learning speaking English

IIL Scope of the study:

To improve communivalive skills for students at TUCST, the teachers can amke us

of various techniques and a number of things should be done However, within the framework of a minor thesis, the researcher only intends to draw a bnef overview of how are the pair work and group work used at TECST

Among for language skills, namely listening, speaking, reading, and writing, pair work and group work arc used ficquenlly in the speaking lessons, Thercfore, this rescarch tends Lo find out the useful pair work and group work techniques in speaking classes

Also, duc to the time constraints, this study only involves a small number of English

teachers and students in their first academic year of Tourism Faculty, TUCST

TV Research question:

This study was aimed to answer the following research questions:

1 How pair work and group work are used in English speaking classes of the 1" year

students at Tourism Faculty, TUCST?

2 What are usefiil techniques of pair work and group work to the 1” year students at

Tourism Faculty in learning speaking English?

1.4.4 Som: common activitics for pair work and group woiE

1.5 Review of previous studies

Chapter II: Methodology

TL.1 Background of the siuẩy seteieeerrer

TLL An overviw of the rescarch sile

IL.1.2 Deseriptions of English teachers, teaching method and teaching material

in TUCST

IL1.3 Descriptions of students at TUCST

TL1LA, Descriptions of teaching and learning of English speaking skills for the

first year students at Tourism Faonly tư tzough 0 organizing pair work and group

1.3.1.4 Students’ appreciation on how useful pair work and group work are

to improve their tearning speaking English afler the 1 semester

11.3.2.2 Teachers” appreciation of using pair work, group work

11,3.2.3 Teachers’ amplemention of pair work, group work in current

To sum up, CLT is beat considerođ an approach rathzr than a method It is most often defined as a list of general principles or characteristics One of the most recognized of these

lists is David Nunar's (1991: 279) five charactenstics of CLT:

- An emphasis on learning to communicate through interaction in the target language

- The introduction of authentic texts m to the learning sitiation

- The provision of opportunities for learners to focus, not only on language but also

on the learning process itself

- An enhancement of the leamer’s own personal experiences as important

comributing elements to classraom learning

- An attempt to link classroom language learning with language activation outside the

classroont

These characteristics will be the principles for teachers to choose to improve their

students’ participation in commumicative activities in a language classroom Some ideas

about communicative activitics will be discussed in the next section

1.2, Communicative activities

1.2.1, Definition of Communicative activities:

Communicative activities, defined by Littlewood (1981), are those that provide whole

task practice, improve students’ motivation, allow natural Jearning and create a context

supporting learning as well “Jn communicative activities the teacher creates a situation and sets an activity in notion, but it is the learners themselves who are respansible for conducting

the interaction to its conclusion” (Littlewood, 1981: 18)

Nolasco and Athur (1993) characterized communicative activities as follows:

- They involve using language for a purpose

- They create a desire to communicate This means there must he some kind of “gap”

which may be information, opinion, or reason that students seek lo bridge

- They encourage students to be creative and contribute their ideas

- They focus on the message and students concentrate on “what” they are saying rather than “how” they are saying it

- The students work independently off the teacher

- The students determine what they want ta write and say The activity is not designed

to control what the students will

(Nolasea and Athur 1993: 58)

1.4.4 Som: common activitics for pair work and group woiE

1.5 Review of previous studies

Chapter II: Methodology

TL.1 Background of the siuẩy seteieeerrer

TLL An overviw of the rescarch sile

IL.1.2 Deseriptions of English teachers, teaching method and teaching material

in TUCST

IL1.3 Descriptions of students at TUCST

TL1LA, Descriptions of teaching and learning of English speaking skills for the

first year students at Tourism Faonly tư tzough 0 organizing pair work and group

1.3.1.4 Students’ appreciation on how useful pair work and group work are

to improve their tearning speaking English afler the 1 semester

11.3.2.2 Teachers” appreciation of using pair work, group work

11,3.2.3 Teachers’ amplemention of pair work, group work in current

PART B: DEVELOPMENT CHAPTER L THEORETICAL BACKGROUND

dn this chapter, a brief description af the theoretical knowledge relating to the study was provided It includes some concepts af CLT, comaumicative activities, interaction in the

speaking clays, pair work, group work

1.1 Communicative language teaching (CLT)

Commumicative Language Teaching (CLT) is the most influcntiat language teaching

methodology in the world Since the introduction of communicative language teaching in the

late 1970s, there have been a variety of definitions and ideas about CLI’

CLT views language as a system for the expression of meaning Activities involve

eral communication, carrying oul meantigful tasks, and using language, which is

meaningful to the learners Objectives reflect the needs of the learners; they include fimetional skills as well as linguistic objectives The learner's role is as a negotiator

and an integrator The leacher’s role is as a facilitator of the communication process

Materials promote communicative language use, they are task based and authentic”

(Numan 1989:194) Richards and Rodgers (1986) consider CLT as an approach rather than a method which comprises two sets of theories: assumption of what to teach, and assumption of how to

teach Inthe first assumption, the purpose of language teaching is to develop "communicative

competence” - 4 basic conccpl in CLT Hymes (1972) defines “communicative competence”

as “what a speaker needs to know in order to be communicatively competent in a speech

conmuority” According to this, CLT has two following main aims pointed out by Richards

and Rogers (1986:64):

1 ‘To make communicative competence the goal of language teaching,

2 To develop procedures for the teaching of the four language skills that acknowledge

the interdependence of language and communication

The second assumption shows another point about CLT, that is: “is learner-centered

and experience based view of second language teaching Students in this approach are seen

to be able to play a more active and participatory part than in traditional approaches 4nd

therefore, the roles of teacher will be re-defined with the change of activity organisation

because each leaner is thought to have unique learning styles, needs and goals, which should

be reflected in the design of the method of instruction.” (Richards and Rodgers, 2001-67)