The application of instructional strategies in teaching speaking english to first year students in the college of urban works construction

VIETNAM NATIONAL UNVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ HỒNG ANH THE APPLICATION OF INSTRUCTIONAL STRATEGIES I

VIETNAM NATIONAL UNVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

NGUYỄN THỊ HỒNG ANH

THE APPLICATION OF INSTRUCTIONAL STRATEGIES

IN TEACHING SPEAKING ENGLISH TO FIRST – YEAR STUDENTS IN THE COLLEGE OF URBAN WORKS

CONSTRUCTION

(Ứng dụng các chiến lược hướng dẫn trong dạy nói tiếng Anh cho sinh viên năm thứ nhất trường Cao Đẳng Xây Dựng

Công Trình Đô Thị)

M.A Minor Programme Thesis Field: Methodology

Code: 60 14 10

Hanoi – 2011

NGUYỄN THỊ HỒNG ANH

THE APPLICATION OF INSTRUCTIONAL STRATEGIES

IN TEACHING SPEAKING ENGLISH TO FIRST – YEAR STUDENTS IN THE COLLEGE OF URBAN WORKS

CONSTRUCTION

( Ứng dụng các chiến lược hướng dẫn trong dạy nói tiếng Anh

cho sinh viên năm thứ nhất trường Cao Đẳng Xây Dựng

Công Trình Đô Thị )

M.A Minor Programme Thesis Field: Methodology Code: 60 14 10

Supervisor: Pham Minh Hien, M.A

Hanoi - 2011

4

TABLE OF CONTENTS

STATEMENT OF AUTHORSHIP

ACKOWLEDGEMENTS

ABSTRACT

TABLE OF CONTENTS

LIST OF ABBREVIATIONS

LIST OF FIGURES, CHARTS AND APPENDICES ………

Part A: INTRODUCTION………

1 Rationales for the study……… …

2 Aims of the study……… ………

3 Scope of the study………

4 Methods of the study……… ……

5 Research questions……… …

6 Significance of the study………

7 Design of the study……… …

Part B: DEVELOPMENT……….…………

Chapter 1 Literature review………

1 Current trends in teaching English as a second language………

2 Communicative approach……… ………

3 Instructional strategies……… …………

3.1 History……… ………

3.2 Categories……… ………

3.2.1 Direct Instruction……… ………

3.2.2 Indirect Instruction……… ……

3.2.3 Interactive Instruction……… ………

3.2.4 Experiential learning……… ………

3.2.5 Independent study………… ………

Chapter 2 The study………

1 An overview of the current situation of teaching and learning speaking at CUWC

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1.2 Learning and teaching condition ……… ………

1.3 Learners………

1.4 Teachers………

2 The study……… ………

2.1 Informants……… ………

2.2 Data collection instruments………

2.2.1 Questionnaires……… ………

2.2.2 Class observation ………

2.2.3 Interview………

2.3 Data analysis and discussion of the findings……… ………

2.3.1 Data analysis………

2.3.2 Discussion of the findings………

2.3.2.1 The advantages of applying instructional strategies in teaching speaking English ………

2.3.2.2 The difficulties of applying instructional strategies in teaching speaking English ………

Chapter 3 Suggested solutions 1 Learning condition improvement ………

2 Discipline maintenance……… …

3 Engaged learning time increasing………

4 Provision for individual differences……… ………

5 Evaluation of learning……… ………

6 Some suggested speaking activities for large classes………

6.1 Topic brainstorming……… ………

6.2 Tell a long story……… ……

6.3 Make presentation on certain topics………

Part C: CONCLUSION ……….………

1 Summary of the study………

2 Limitations of the study………

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3 Suggestions for further research

REFERENCES………

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LIST OF ABBREVIATIONS

1 CUWC: College of Urban Works Construction

2 ESL: English as a second language

ABSTRACT

This minor thesis aims at describing the application of instructional strategies

in teaching speaking English to first – year students in the College of Urban Works Construction The study is hoped to reveal the real situation of learning and teaching speaking English in a general college As a result of this, some effective instructional strategies can be chosen to applied to better the students’ speaking English ability In order to reach the goal, 70 first - year students and 7 teachers of English were invited to finish survey questionnaires After that, all the questionnaire data were analyzed The findings expresses that direct and interactive instructions are the major strategies applied in the speaking classes Some advantages and disadvantages of this application were discussed in details and thanks to this discussion and teachers’ suggestions, various solutions were mentioned in the study with the hope to help teachers enhance their teaching speaking quality and support students to better their oral exam results

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