The application of communicative language teaching in teaching english speaking to non english major students at hanoi university of industry

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ------ NGUYỄN THỊ HOA THE APPLICATION OF COMMUNICATIVE LANGUA

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

- -

NGUYỄN THỊ HOA

THE APPLICATION OF COMMUNICATIVE LANGUAGE TEACHING IN TEACHING ENGLISH SPEAKING TO NON-ENGLISH MAJOR STUDENTS AT

HANOI UNIVERSITY OF INDUSTRY

ÁP DỤNG PHƯƠNG PHÁP THỰC HÀNH GIAO TIẾP TRONG DẠY NÓI TIẾNG ANH CHO SINH VIÊN KHÔNG CHUYÊN TIẾNG ANH CỦA TRƯỜNG ĐẠI

HỌC CÔNG NGHIỆP HÀ NỘI

M.A MINOR PROGRAMME THESIS

Field : English Teaching Methodology

Code : 60.14.10

HA NOI – 2013

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

- -

NGUYỄN THỊ HOA

THE APPLICATION OF COMMUNICATIVE LANGUAGE TEACHING IN TEACHING ENGLISH SPEAKING TO NON-ENGLISH MAJOR STUDENTS AT

HANOI UNIVERSITY OF INDUSTRY

ÁP DỤNG PHƯƠNG PHÁP THỰC HÀNH GIAO TIẾP TRONG DẠY NÓI TIẾNG ANH CHO SINH VIÊN KHÔNG CHUYÊN TIẾNG ANH CỦA TRƯỜNG ĐẠI

HỌC CÔNG NGHIỆP HÀ NỘI

M.A MINOR PROGRAMME THESIS

Field : English Teaching Methodology

Code : 60.14.10

Supervisor: Nguyễn Huyền Minh , M.A

HA NOI – 2013

LIST OF ABBREVIATIONS

CLT: Communicative Language Teaching

SLL: Second Language Learning

HaUI: Hanoi University of Industry

SLA: Second Language Acquisition

EFL: English as Foreign Language

TABLE OF CONTENTS

PART A: INTRODUCTION………1

1 JUSTIFICATION OF THE STUDY………1

2 THE SCOPE, OBJECTIVE, RESEARCH QUESTIONS, METHOD AND OUTLINE OF THE STUDY………1

2.1 The scope of the study……… 1

2.2 Objectives of the study……… 1

2.3 Research questions………1

2.4 Method of the study……… 2

2.5 Outline of the study……… 2

PART B: DEVELOPMENT……… 4

CHAPTER I: LITERATURE REVIEW……… 4

1 APPROACHES OF LANGUAGE TEACHING ……… 4

1.1 The Grammar-Translation method……… 4

1.1.1 Overview……… 4

1.1.2 Advantages of the method………4

1.1.3 Disadvantages of the method……… 4

1.2 The Audio-lingual method……….5

1.2.1 Overview……… 5

1.2.2 Advantages of the method……… 5

1.2.3 Disadvantages of the method……… 5

2 COMMUNICATIVE LANGUAGE TEACHING……… 5

2.1 Definition of CLT……… 5

2.2 Characteristics of CLT……… 7

2.3 Conditions of applying CLT……… 8

2.3.1 Authentic materials……… 8

2.3.2 Teachers ……… 8

2.4 Communicative competence……… 8

2.4.1 Overview……… 8

2.4.2 The five components of communicative competence……….8

3 USING CLT IN TEACHING SPEAKING……… 10

3.1 The nature of communication……… 10

3.2 Oral communication practice……… 10

3.3 Oral communicative activities……….11

CHAPTER II: METHODOLOGY………14

I BACKGROUND OF THE STUDY……… 14

1 Description of English course in HaUI……… 14

2 Description of the physical setting………14

3 Description of objectives of the English course………15

4 Description of time allocation of the course……… 15

II SUBJECTS……….15

1 Description of teachers in HaUI……….15

2 Description of students in HaUI……….16

III RESEARCH TOOLS……… 17

1 Class observation………17

2 Questionnaire……… 18

2.1 Questionnaire for teachers……… 18

2.2 Questionnaires for students……….19

3 Data analysis……… 20

CHAPTER III: DATA PRESENTATION & ANALYSIS……… 21

I CLASS OBSERVATION……… 21

II QUESTIONNAIRE………23

1 Questionnaire for the teachers………23

2 Questionnaire for the student……… 27

CHAPTER IV: RESULT DISCUSSION……….31

I DIFFICULTIES ……….31

1 Difficulties from teachers……….31

2 Difficulties from students……….32

II SOLUTIONS……… 34

1 Solutions for teachers………34

2 Solutions for students………35

PART C: CONCLUSION……… 39

REFERENCES……….43 APPENDICES

PART A: INTRODUCTION

1 Justification of the Study

Nowadays, English is widely taught in Vietnam in almost all educational institutions, at every level Moreover, English teaching programs are available on radio, television and internet English learners and teachers also raise their awareness of the importance of English to the country’s development and integration

However, for some time, English teaching has been strongly influenced by the traditional methods According to that, teachers and students used to concentrate on grammatical items This means that learners might be structurally competent but communicatively incompetent As a result, they have encountered a lot of problems with English in real life such as: understanding and using intonation or addressing in different situations Therefore, speaking skills play a much more important role in modern English than ever before Many English teachers share the same opinion of communicative language teaching as one of the most effective approaches in making students speak

2 The Scope, Objectives, Research questions, Method, Outline of the Study 2.1 The Scope of the Study

The study focuses on applying CLT in teaching speaking to non-English major students

in Hanoi University of Industry

2.2 Objectives of the Study

The main purpose of my study is to research on difficulties if any experienced by teachers in teaching speaking with CLT From that, some recommendations can be made

to deal with these difficulties

2.3 Research questions

The researcher needs to find answers for the two following questions:

- How do the teachers of HaUI apply CLT in teaching Speaking?

- Which difficulties do both teachers and students encounter in the process of implementing CLT?

2.4 Methods of the Study

Firstly, classroom observations are carried out to check whether teachers apply CLT in teaching speaking or not Secondly, questionnaires are given to teachers to collect more information on difficulties that they face

2.5 Outline of the Study

The thesis consists of three main parts as following:

Part A is the introduction, which mentions the rationales, the focus, the objectives, the

methods and the design of the study

Part B consists of four chapters:

Chapter I presents two main issues The first is an overview of some methods used to

teach foreign language The second one is about communicative language teaching in terms of the definition, characteristics, condition in applying CLT, communicative competence and using CLT in teaching speaking

Chapter II mentions methodology in terms of the background, the subject and research

tools Questionnaires are distributed to both teachers and students Besides, the class observation also helps to investigate applying CLT in teaching speaking to non-English major students

Chapter III deals with the data of the study basing on the questionnaires and the class

observation

Chapter IV discusses the result drawing from the previous chapter In this chapter, the

researcher talks about difficulty as well as solutions to overcome problem in the process

of adopting CLT in teaching speaking

Part C is ended with a summary, which summarizes all the issues in the research

PART B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW

1 APPROACHES OF LANGUAGE TEACHING

1.1 The Grammar-Translation method

1.1.1 Overview

This method is also called “traditional method” It was used for the purpose of helping students read and appreciate foreign language literature This method has some characteristic such as:

- Reading and writing are the major focus

- Vocabulary is taught through bilingual word lists, dictionary and memorization

- Grammar is taught deductively

- Accuracy is emphasized

1.1.2 Advantage of the method

This method is easy to apply because it requires few resources It seems to be suitable for the classes with a lot of students

1.1.3 Disadvantage of the method

This method concerns itself primary with the written language of classical literature and ignore authentic spoken communication and social variation of language According to River (1981: 31), “there is much stress on knowing rules and exceptions” and “little stress is laid on accurate pronunciation and information; communication is neglect”

1.2 The Audio-lingual Method

1.2.1 Overview

According to Stern (1983: 463), the Audio-lingual Method was the first language teaching method that was derived from linguistics and psychology According to River (1964: 19), this method has four principles:

- Foreign language learning is a process of mechanical habit formation Good habits are formed by giving correct responses rather than making mistakes

- Language skills are learned more effectively if the spoken form is learned before the written form

- Analogy provides a better foundation for language learning than analysis Drills can enable learners to form correct analogies

- The meaning that the words of a language have for the native speaker can be learned only in the context, not in isolation

Moreover, in this method, the teacher acts as a controller selecting the language, the students are to repeat and insisting on acute reproduction of the items

1.2.2 Advantages of the method

This method develops students’ listening comprehension and fluency in speaking in the target language

1.2.3 Disadvantage of the method

When the teacher wants to apply this method, he/she must be a fluent speaker and very resourceful to prevent students from feeling bored

2 COMMUNICATIVE LANUAGE TEACHING

2.1 Definition of CLT

It is pointed out by Brindley (1986: 11) that “the 1970’s and 1980’s could be regarded as the era of communicative language teaching” Nunan (1989: 194) overviews this method

as following:

CLT views language as a system for the expression of meaning Activities involve oral communication, carrying out meaning tasks and using language, which is meaningful to the learners Objectives reflect the needs of the learners; they include functional skills as well as linguistic objectives The learner’s role is as a negotiator and integrator The teacher’s role is as a facilitator of the communication process Materials promote communicative language use; they are task-based and authentic CLT is based on the theory of language as proposed by Hymes (1972) which brought together two dependent developments: transformational generative grammar and ethnography of communication

CLT was expanded with the development of the notional-functional syllabus (Wilkins: 1976) and a communicative syllabus (Munby: 1978)

Canale and Swain (1980) expanded on the theoretical basis of CLT for both teaching and testing

According to Bock (2000), CLT is tailored to get at meaning and learners negotiate meaning in class Meaning is considered as what is communicated

According to Hedge (2000), there are five components of communicative language ability

- Linguistic competence: achievement of knowledge of spelling pronunciation,

vocabulary, word formation, grammatical structure, sentence structure and linguistic semantics

- Pragmatic competence: According to Hedge (2000), pragmatic competence

includes illocutionary competence and socio-linguistic competence of which the

formers shows how to use language to gain some communicative goals or intention, the latter involves social language to select appropriate language forms

in different contexts Socio-linguistic competence is related to non-verbal and verbal communication as well

- Discourse competence: achievement of how to understand meanings and forms in

a unified spoken or written text through cohesive devices involving forms (such as: pronouns, conjunctions, ellipses, comparisons) and coherent devices involving

meanings (such as: repetition, progression, consistency and relevance of ideas) This competence is called “textual competence” (Bachman, 1990)

- Strategic competence: achievement of verbal and non-verbal strategies to find

ways to balance insufficient competence or performance limitations as well as to promote communicative effectiveness

- Fluency: ability to link units of speech with facility and without strain or

inappropriate slowness, or undue hesitation

2.2 Characteristics of CLT

According to Li (1998: 967), CLT has six features as follows:

- Focusing on communicative functions

- Focusing on meaningful tasks rather than on language use

- Trying to make tasks and language relevant to a target group of learners through

an analysis of genuine, realistic situations

- Using of authentic materials

- Using of group activities

- Attempting to create a secure and non-threatening atmosphere

2.3 Conditions of applying CLT

2.3.1 Authentic materials

The teacher needs to use authentic materials suitably for the students’ different levels For students with the low level of proficiency in the target language, he/she can use weather forecast and ask them to predict For those with higher level, the authentic material can

be newspaper articles, books, live radio and television broadcasts

2.3.2 Teachers

Teachers play the most important role in applying CLT They are both facilitators of students’ learning and managers of classroom activities When students take part in activities, teachers act as advisors and monitors and sometimes as co-communicator to involve in communicative activities with students

2.4 Communicative Competence

2.4.1 Overview

Communicative competence is recognized as primary goal of language teaching It is composed of both grammatical competence and socio-linguistic competence Communicative language teaching tries to facilitate the integration of these two equally important components for the learners and helps them to acquire communicative competence

2.4.2 The five components of communicative competence

2.4.2.1 Rules of grammar

According to Savignon (1983), “Grammatical competence is the mastery of the linguistic code, the ability to recognize the lexical, morphological, syntactic and phonological features of a language and to manipulate these features to forms words and sentences Grammatical competence does not link to any single theory of grammar, nor does it

assume the ability to make explicit the rule of usage A person demonstrates grammatical competence by using a rule, not by stating a rule.”

2.4.2.2 Sociocultural rules of use

It requires an understanding of the social context in which language is used: the role of the participants, the information they share, the functions of the interaction, the degree of formality, setting, topic, channel and purposes of communication so that judgments can

be made on the appropriateness of a particular utterance

2.4.2.3 Rules of discourse

Competence in rules of discourse is the ability to understand a group of utterances as a whole depending on the cohesive relationship marked by cohesive devices such as pronouns, conjunctions, synonyms, ellipses, comparisons, parallel structures which relate what is about to be said to what has already been said It is also the ability to understand the logical relationship between utterances depending on one’s general knowledge of the world

2.4.2.4 Probability rules of occurrence

The competence of probability rules of occurrence is the ability to understand what communicative functions are likely to be expressed in a given context and what not This competence may be acquired more through using the language in real life communication than in classroom practice

2.4.2.5 Communication strategies

They are used to compensate for imperfect knowledge of rules, or limiting factors in their application such as fatigue, distraction, inattention They are also included the ability to adapt when one’s message is not taken, and to sustain communication by paraphrase, circum-locution, repetition, hesitation, avoidance, guessing and shift in register and style

Communication strategies are important for communicative competence in all contexts and considered being an essential component in a descriptive framework for communicative competence

3 Applying CLT in Teaching Speaking

3.1 The nature of communication

Communication is a complex and changing phenomenon We can summarize the generalizations about the nature of communication in the following figure:

Speaker/hearer Wants to say something

Has a communicative purpose Selects from language store Listener/reader Wants to listen to something

Interested in communicative purpose Processes a variety of language

3.2 Oral communication practice

Pattison (1987: 7) finds the characteristics of typical oral practice between teachers and learners in the classroom, and the way foreign and native speakers communicate with each other outside classroom They are listed below:

List 1 FL (oral)

Practice in the classroom

List 2 FL (oral) Communication outside the classroom WHAT: content of communication

Content or topic is decided by teacher,

textbook, tape, etc the content is highly

predictable

Speakers express freely They are fully aware of the meaning conveyed The exact content is unpredictable

WHY 1: reason for communication Students speak to practice speaking;

because teacher tells them to; to get to

Students have a reason to speak, to fill an information gap, etc or the information is

good mark, etc interesting or useful for the participants

WHY 2: Result of communication The “extrinsic motivation” is achieved as

the FL is practiced; the teacher accepts or

corrects what is said and good mark is

given

The “intrinsic motivation” is satisfied when the aims are reached, information gap is filled, a problem is solved, or a social contact is made, etc

WHO: participants in communication Not everyone pays attention to what is

expressed except for the teacher, who pays

less attention to what they say than to how

well they say it

Two or more people usually face each other, paying attention and responding to what is said, rather than how correctly it is said

HOW: means of communication Language is closely adapted to learners’

level All speech is as accurate as possible

and completed sentences Problems in

communicating meaning are solved by

translation Learners are controlled to use

standard forms

Native speaker output is adjusted to foreigners’ level Meaning is conveyed by any means at the speakers’ command Problems are dealt with by negotiation and exchange of feedback between speakers Errors not affecting communication are largely ignored

3.3 Oral communicative activities

There are many speaking activities for use in the classroom as followings:

3.3.1 Role-play

This activity is very important in CLT because it gives students opportunities to communicate in different social contexts and in different social roles The students in the class are divided into pairs or groups and given contexts and roles to act out The roles can be shopkeeper, policeman, interviewer, etc who can be in different moods such as: bold or frightened, irritated or amused, etc Situations are usually true to life, so the

speech is close to authentic discourse Students also receive feedback on whether or not they have effectively communicated

3.3.2 Problems-solving tasks

Problem solving tasks work well in CLT because they usually include the three features

of communication: information gap, choice and feedback They can be structured so that students share information or work together to arrive at a solution In this activity, the class is divided into groups of about four students and is given “problem” Each group negotiates with each other and then selects a representative to report in front of the class after working out solution to that problem

3.3.3 Discussion

Discussion is also very effective in CLT because it gives students a practice in negotiating meaning and chances to express themselves in the target language Groups of four or ten students are working on a topic of common interest for about ten or more minutes and then a representative is chosen to report what they have discussed

3.3.4 Cued story

Cued story is used effectively with the beginner because it helps them improve their speaking skills and be familiar with speaking in front of the crowd Students work individually, imagine or devise a complete story based on the given cues Then they are invited to speak from their memory with some help from the paper sheet

3.3.5 Picture story

This is like cued story but students learn to work and negotiate meaning with their partner

or people in group to act on the tasks Students work in pairs or in groups, making up a story from a set of pictures Then one of them in the group is summoned up to the front to tell the story

4 Previous study

Li (1998) investigates the difficulties experienced by 18 South Korean secondary school teachers of English when CLT is applied in teaching English to secondary pupils in South Korea He carries out his research by delivering the formal questionnaires as well as interviewing all of these teachers to find out the difficulties in implementing CLT in teaching English The hindrances in the result of his survey fall into four categories: by the teachers, by the students, by the educational system and by CLT itself The troubles that the teachers have to encounter are categorized into 6 major constraints such as: deficiency in spoken English deficiency in strategic and socio-linguistic competence; lack of training in CLT; few opportunities for retaining in CLT; misconceptions about CLT; little time and expertise for developing communicative materials The difficulties caused by the students are low English proficiency, lack of motivation for communicative competence and resistance to participating in class The others caused by the educational system are classified into 4 major kinds as large classes, grammar-based examinations, lack of money funding, and lack of support The rest of problems caused by CLT ifself are identified as CLT’s inadequate account of EFL teaching; the lack of effective and efficient assessment instrument in CLT

CHAPTER II: METHODOLOGY

I Background of the study

1 Description of English course in HaUI

The English course in HaUI is divided into two stages:

The first stage is the stage for general English which lasts 450 periods, from the first semester to the fifth semester Depending on the characteristics of each major, different textbooks are used Normally, New Headway the 3rd edition is used for the most majors

in HaUI The textbook develops students’ four skills and have the following features:

- The textbook helps students learn the real things from newspapers, magazines and daily conversations

- The book develops students’ communicative competence They are required to work in pairs, in groups, to practice English in common situations Furthermore, students have chances to listen both to native and non-native English speakers from the tapes or CDs used with the books

- The book focuses on communicative competence without ignoring linguistic competence, so in the book the students are required to master the grammatical structures such as: tenses, comparison, passive voice, conditional sentences, etc The second stage is the stage for specific purpose which lasts 45 periods in the last semester The course book for this stage is designed by teachers in the English department

2 Description of the physical setting

- The class size: each class has about 25-30 students

- English department has an overhead projector, a cassette player, CD, a television

- There is a library in HaUI but there are not many English books for reference and self-study

- All of the classrooms are designed for lecture lessons It means that the seating is arranged orderly in front of the teacher and classroom equipment is just a blackboard

3 Description of objectives of the English course

The requirements of students at the end of semester are stated in the syllabus as follows:

- To have general knowledge of English grammar and an active vocabulary of about

2000 words

- The ability to communicate with foreigners in the target language in some situations such as: showing ways, asking to check foreigner’s suspecting luggage, contacting with someone for special mission, etc

- The ability to understand the professional terms used in their job

4 Description of time allocation of the course

There are 6 periods a week for all four skills whereas a higher proportion of contact hours are needed to develop the speaking skill

II The subjects

1 Description of teachers in HaUI

In HaUI, the English department consists of three groups:

- English major group

- The first non-English major group: in charge of pupils at vocational level

- The second non-English major group: in charge of students at university and college level

Teachers the researcher mentions here come from the 2nd non-English major group There are 80 teachers in this group and none of them have ever been to English speaking

countries There are 20 male and 60 female teachers ranged from 23 to 38 years in age Their experience in teaching English varies from 3 to 16 years

The following table shows that the staff members in the 2nd non-English major group of the English Department in HaUI are very young

Table 1: Description of teachers’ working experience

2 Description of students in HaUI

They all have passed a rather challenging University Entrance Examination with other subjects except for English They are both male and female from different parts of the country such as: big cities, provinces and mountainous areas

The percentage in table 2 shows the background of English of the students

Table 2: Students’ background of English

Students have learnt English for 7 years 350 58.3%

Students have learnt English for 3 years 225 37.5%

Never speak English to the foreigners 500 83.3% Sometimes speak English to the foreigners 90 15% Always speak English to the foreigners 10 E1.7% Students attend English classes in foreign language centers 150 25% Students participate in English speaking clubs 200 33.3% There are 39 English classes (only first year), belonging to 10 non-English major faculties in HaUI at the time of class observation and delivering questionnaire To have reliable statistics, more than half of the classes should be included in the survey To be objective, judgmental sampling is not possible because these classes are not at the same level So the classes must be picked by random sampling Therefore, the researcher writes

on 20 pieces of paper 20 numbers ranged from 20 to 39 (to be sure that the number chosen is more than half of the classes) and randomly selects one of them The number chosen is 25 Therefore, twenty-five classes are selected

Only first year classes are chosen because there are so many classes at that time Moreover, students of the other 8 faculties passed University Entrance Examination with English as a compulsory subject Therefore, their textbook is International Express instead of New Headway After the English course, they will get Toefl certification

II Research Tools

Two measurement instruments were developed for data collection They are consists of:

1 Class observation

The class observation was carried out by visiting 25 classes and recording all activities occurred in each class Basing on the information about CLT and the conditions of applying CLT mentioned in the previous parts, the researcher conducted the class observation with four following criteria:

The assessment is divided into two scales: applicable (using CLT) and not applicable (not using CLT)

2 Questionnaire

The two questionnaires were designed by basing on the results of the class observation They include both closed and open-ended questions

2.1 Questionnaires for teachers

The questionnaire designed for the teachers aimed at seeking information about the teachers’ working experience, teachers’ perceptions of CLT, problems they confronted with in the process of teaching, and way to exploit available teaching aids in teaching English There are ten questions:

- Question 1 requests the matter concerning the teacher’s working experience

- Question 2 is about the teachers’ perception of CLT through the workshops on language teaching

- Question 3, 9 relate to the teachers’ opinion about the implementing of CLT

- Question 4, 5, 6, 7 aim at finding out the problems that teachers confront with in the process of teaching

- Question 8, 10 ask teachers’ solutions for the difficult situations they met

2.2 Questionnaires for students

To make sure that the questionnaire has adequate reliability, the second questionnaire is distributed to 750 students This questionnaire consists of 10 questions:

- Question 1 relates to the English background of the learners before entering Hanoi University of Industry

- Question 2, 3, 4 relate to extra-curriculum activities such as English speaking clubs, English evening courses which students have been attending, the opportunities of using English out of the classroom

- Question 5, 6 focus on the students’ needs and wants when attending the English course in the curriculum

- Question 7, 8 are concerning about the difficulties that the students probably face with while learning English

- Question 9 aims at detecting the students’ opinion about the time allotted for teaching and learning English in the curriculum

- Question 10 help to find out the students’ needs in learning English and their

suggestions

The questionnaire designed for the students tends to survey on their target needs (what they need to do in the target situation), their learning needs (what they need to do in order

to learn), and their motivation in learning English

In short, totally 750 copies of the questionnaires are delivered to students and 80 to the teachers and all of the copies are returned However, incompletely filled questionnaires are rejected, leaving 600 and 75 respectively for analysis

3 Data Analysis

Data analysis is not a single description of the data collected but a process by which the researcher interprets the data In this process, the researcher will identify and note recurrent themes and salient comments in regard to the constraints that the EFL teachers

in Hanoi University of Industry has encountered and might have encountered in applying CLT in their classroom

CHAPTER III: DATA PRESENTATION & ANALYSIS

I Class Observation

The result of the class observation was shown in the below table:

Note: A: Applicable NA: Not Applicable

(using CLT) (not using CLT)

Table 3: Result of class observation

I Teacher’s role

II Student’s role

2 Students become comfortable with listening to their peers in

group work or pair work tasks

20% 80%

III Methodology

4 Using authentic materials to make real communication the

focus of language learning

52% 48%

5 Provide opportunities for learners to experiment and try out

what they know

60% 40%

6 Be tolerant of learners’ errors as they indicate that the learner

is building up his or her communicative competence

96% 4%

7 Provide opportunities for learners to develop both accuracy

and fluency

44% 56%

8 Link the different skills such as speaking, reading, and

listening together, since they usually occur so in the real world

84% 16%

9 Let students induce or discover grammar rules 24% 76%

IV Classroom activities

10 Students practice information gap in pairs 48% 52%

11 The class is divided into groups and practice jigsaw activity 48% 52%

12 Students are assigned roles and improvise a scene or exchange

based on given information or clues

72% 28%

13 Students use their language resources to complete a task such

as puzzles, games, and map-reading

80% 20%

14 Students are required to take information that is presented in

one form, and represent it in a different form

Student’s role