The current situation of english language teaching to the 10 form students at dong hy secondary school

VIETNAM NATIONAL UNIVERSITY - HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPARTMENT OF POST-GRADUATE STUDIES LUÂN THỊ PHƯƠNG HẢO THE CURRENT SITUATION OF ENGLISH LANGUAGE

VIETNAM NATIONAL UNIVERSITY - HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

DEPARTMENT OF POST-GRADUATE STUDIES

LUÂN THỊ PHƯƠNG HẢO

THE CURRENT SITUATION OF ENGLISH LANGUAGE TEACHING

TO THE 10-FORM STUDENTS AT DONG HY SECONDARY

SCHOOL: A CASE STUDY

Nghiên cứu thực trạng dạy tiếng Anh cho học sinh lớp 10 của Trường THPT Đồng Hỷ: Nghiên cứu trường hợp điển hình

M.A MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60 14 10

SUPERVISOR: Prof Dr HOÀNG VĂN VÂN

HA NOI - 2010

VIETNAM NATIONAL UNIVERSITY - HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

DEPARTMENT OF POST-GRADUATE STUDIES

LUÂN THỊ PHƯƠNG HẢO

THE CURRENT SITUATION OF ENGLISH LANGUAGE TEACHING

TO THE 10-FORM STUDENTS AT DONG HY SECONDARY

SCHOOL: A CASE STUDY

Nghiên cứu thực trạng dạy tiếng Anh cho học sinh lớp 10 của Trường THPT Đồng Hỷ: Nghiên cứu trường hợp điển hình

M.A MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60 14 10

HA NOI - 2010

ACKNOWLEDGEMENTS

ABSTRACT

TABLE OF CONTENTS

LIST OF ABBREVIATIONS AND TABLES

PART A: INTRODUCTION

I Rationale 1

II Aims of the study 2

II Scope of the study 2

IV Methods of the study 2

V Design of the study 3

PART B: DEVELOPMENT Chapter 1: LITERATURE REVIEW 1.1 Communicative activities 4

1.1.1 Definition of a communicative activity 4

1.1.2 Characteristics of a good communicative activity 5

1.2 Communicative language teaching 6

1.2.1 Brief history of CLT 6

1.2.2 CLT definition 6

1.2.3 The principles of CLT 8

1.2.4 The characteristics of CLT 9

1.2.5 Conditions related to CLT 10

1.3 Advantages of using CLT 12

1.4 Problems of applying CLT 12

1.5 Previous studies related to CLT 13

Chapter 2: RESEARCH METHODOLOGY 2.1 Background of the study 15

2.1.1 Description of the students 15

2.1.2 Description of the teachers 15

2.1.3 Setting of the study 18

2.2.1 Subjects 16

2.2.2 The classroom observation 16

2.2.3 The instruments 17

2.3 Presentation of statistical results 17

2.3.1 Results of questionnaires 17

2.3.2 Results of the class observations 28

Chapter 3: Findings and recommendation 33

3.1 Findings 33

3.1.1 Difficulties from students 33

3.1.2 Difficulties from teachers 34

3.1.3 Difficulties from the testing 34

3.1.4 Difficulties from environment 35

3.2 Recommendations 35

3.2.1 For the students 35

3.2.2 For the teachers 37

3.2.3 Reform of the testing 37

3.2.4 Improving the environment 38

PART C: CONCLUSION 1 Summary of the study 39

2 Limitations and suggestions study of the study 39

FREFERENCES

APPENDICES

CLT : Communicative Language Teaching ELT : English Language Teaching

DH : Dong Hy

Table 1: Teachers’ ages 17

Table 2: Teachers’ years of teaching English 18

Table 3: Teachers’ CLT training background 18

Table 4: Teachers’ opinions about method 19

Table 5: Teachers’ information about the enrichment of knowledge on CLT 19

Table 6: Teachers’ information about perception on CLT 20

Table 7: Teachers’ point of view about CLT 20

Table 8: Teachers’ understanding about CLT 22

Table 9: The frequency of activities used in the classroom 24

Table 10: Teachers’ error correction 25

Table 11: The frequency of change the position of students’ seat, tables and benches for the lesson situations 25

Table 12: Teachers’ opinions about the currently- used textbook 26

Table 13: Teachers’ difficulties in their teaching 27

Table 14: Teachers’ self-assessment of their application of CLT 28

Table 15: Classroom observation (teacher 1) 29

Table 16: Classroom observation (teacher 2) 30

Table 17: Classroom observation (teacher 3) 31

Part A: Introduction

I Retionale of the stuty

It can‟t be denied that today English is the most widely used means of communication around the world English is important in almost all sectors, including education, business, industry, and science About fifteen years ago, English is compulsory given in our secondary school curriculum and widely taught in our colleges and universities

Many different methodologies have been used by English language teaching in our country; such as, the grammar translation, the direct method however our students still find it hard to communicate in real life situation So speaking skill, as a production and interaction skill, is especially paid attention to

Many years ago, teaching language and especially teaching English in Vietnam experienced many difficulties and we could see this clearly in the secondary school The curriculum is not unified Tests are not suitable to teaching so it makes learners despondent

in studying Teachers are not adequately trained Students lack motive learning Books are not communication-based Learners do not have many chances to use language to communicate with each other although they remember a lot of words, structures and understand grammar well Teachers mainly teach vocabulary and grammar, etc

However in 2006, the New English textbook for grade 10 (English 10) has been used

to teach next to English 6, English 7, English 8 and English 9 instead of the old textbooks English 10 is compiled based on “Themes” and follows two current approaches the learner-centered approach and communicative language teaching (CLT) English 10 contains sixteen teaching units Each teaching unit consists of five 45-minute periods with four skills: reading, speaking, listening, and writing skill, and a language focus lesson In the units, teachers teach learners to use language fluently in communication stead of presenting the exact language about grammar, vocabulary This new trend has opened more chances for students to improve their spoken language Students have chances to listen to both native and non-native English speakers from the tapes, CDs accompanied with the book

In order to having a look at situation realistically about the usefulness and application

of the new method - Communicative language teaching (CLT) in English language

teaching at the secondary school through three school years In this study, as a teacher of the school, I would like to investigate the current teaching situation of the 10th form students at Dong Hy Secondary School

II Aims of the study

The study is aimed at finding out the English language teaching and learning at Dong

Hy Secondary School in Thai Nguyen It is expected that the study will be referred to testimony necessity in improving those facts To be more specific of purposes in this study are:

- To investigate the current situation of English language teaching at Dong Hy Secondary School by focusing on studying the following conditions: the teachers with their perceptions of CLT and their CLT practical application, the examination, the new English text book, the students and the teaching and learning environment

- To find out difficulties that the teachers of English at Dong Hy Secondary School experience when applying CLT

- To offer some suggestions on how to improve the quality of teaching English when using CLT

III Scope of the study

The study focuses on the investigation of teaching English at Dong Hy Secondary School in Thai Nguyen when applying CLT approach As set in the aims of the study, I limited to focus on studying the following contents: the teachers with their perceptions of CLT and their CLT practical application, the examination, the new English textbook, the students and the teaching and learning environment

Due to the limit of time and within the scope of an M.A minor thesis, only grade 10 students and six teachers at Dong Hy Secondary Schools in Thai Nguyen are chosen as the participants of the study

IV Methods of the study

In order to complete this thesis, the quantitative method was used to collect the needed data from the participants

- The questionaire was for six teachers at Dong Hy Secondary School

- The class observations were conducted Three classrooms were chosen at random for observation (with no attempt to select the best or the most experienced teachers as well

as the best or the weakest students)

All comments, remarks, recommendations, and conclusions given in this study were based on the data analysis

V Design of the study

The thesis consists of three parts

Part A - Introduction- Presents the rationale, the aim, scope, methods, and design of the study

Part B - Development- consists of three chapters

Chapter one-Literature Review- Deals with the theories related to the study:

Communicative activities, Communicative language teaching, Advantages of using CLT in teaching foreign language, Problems of the application of CLT in teaching English as a foreign language, Previous studies relating to CLT application, Conditions related to CLT application

Chapter two-Research methodologies- Presents the methodology performed in the

study It provides information about the participants, the instrumentation Data collection and findings are also presented in this chapter

Chapter three-Findings and recommendations Discusses the data of the study and

propose recommendations for applying CLT in teaching English to grade10 students at DH secondary school

Part C: Conclusion- Summarizes all the key issues as well as the limitations of the study and suggestions for further study

Part b: Development

CHAPTER 1: LITERATURE REVIEW

This chapter briefly covers the concepts related to the study: communicative activities, communicative language teaching, advantages of using CLT in teaching foreign language, problems of the application of CLT in teaching English as a foreign language, previous studies relating to CLT application, conditions related to CLT application

1.1 Communicative activities

The aim of a CA in class is to get learners to use the language they are learning to interact in realistic and meaningful ways, usually involving exchanging of information Thus, in order to organize and improve CA the following should be taken into consideration

1.1.1 Definition of a communicative activity

According to Harmer (1991), communicative activities are the ones which involve learning through using language for a communicative purpose They are the activities in which learners use the linguistic repertoire they have learnt in order to communicate specific meanings for specific purposes Sharing the same definition, Scrivener (1994) claimed that communicative activities are classroom activities designed to get learners to speak and listen to one another In other words, whatever activity the students are involved

in, if it is to be genuinely communicative and if it is really promoting language use, the students should have a desire to communicate If they do not want to be involved in communication then that communication will probably not be effective The students should have some kind of communicative purpose That is to say, they should use language

in some way to achieve an objective Then their attention should be centered on the content

of what is being said or written not the language form that is being used

1.1.2 Characteristics of a good communicative activity

A communicative activity should have a desire to communicate When someone asks

a question, they must wish to get some information There must be either an „information

gap‟ or an „opinion gap‟ or some other reason to communicate For example, when the

teacher asks students to describe their house, the teacher is creating an artificial

„communicative purpose‟ and making the activity more artificial by asking to do it in

English The teacher also creates „information gap‟ by giving different information to pairs

of students so that they can have a reason to exchange information

Another characteristic of a communicative activity is that there is a focus on meaning

not language forms In real life students do not ask about their friends‟ family in order to

practice „have got‟ forms They ask the questions because they are interested in the

information That means what they are interested is the meaning not the language forms

According to Littlewood (1981, p.17) a good CA can provide „whole-task practice‟,

improve motivation, allow natural learning and create a context that supports learning The followings are the contributions that a good communicative activity can make to

language learning:

First, communicative activities provide "whole - task practice" While non -

communicative activities provide training in the part - skills (of which the performance is

composed), CA provides practice in the total - skill, sometimes called "whole-task

practice" Learning how to swim, for example, usually involves not only separate practice

of individual movements (part - skills), but also actual attempts to swim short distance

(whole-task practice in order to suit the learners‟ level of ability through various kinds of

communicative activity

Second, communicative activities improve motivation The learners‟ ultimate aim is

to take part in communication with others Their motivation to learn is more likely to be

sustained if they can see how their classroom learning is related to these objectives and

help them to achieve it with increasing success

Next, communicative activities allow natural learning Many aspects of language

learning can take place only through natural processes, which operate only when a person

is involved in using the language for communication If this is so, communicative activity

(inside or outside the classroom) is an important part of the total learning process

Last, communicative activities can create a context which supports learning Communicative activity provides opportunities for positive personal relationship to develop among learners and between learners and the teacher These relationships can help

to create an environment that supports the individual in his effort to learn

Harmer (1991:19) has summarized those characteristics in a figure called the

communication continuum; as follows:

1.2 Communicative language teaching

Communicative language teaching (CLT) has become the accepted orthodoxy theory

of TEFL over the past thirty years or more Its theoretical base, according to Richards & Rogers (2000: 71), includes the following characteristics First, language is a system for the expression of meaning Second, the primary function of language is for interaction and communication Third, the structure of language reflects its functional and communicative uses Fourth, the primary units of language are not merely its grammatical and structural

 form not content

 one language item

 teacher intervention

 materials control

features, but categories of functional and communicative meaning as exemplified in discourse

CLT method has brought many advantages Dubin and Olshtain (1986) in Burns (1997) have suggested one of the major benefits of CLT is that it brought about a more comprehensive view of teaching and learning Communicative language teaching makes use of real life situations that necessitate communication The teacher sets up a situation that students are likely to encounter in real life Students and teachers should try to get closer to real communication in the classroom The communicative approach can leave students in suspense as to outcome of a class exercise, which will vary according to their reactions and responses Students‟ motivation to learn comes from their desire to communicate in meaningful ways about meaningful topics Thus, CLT plays an important role in foreign language teaching in general and in teaching speaking in particular

1.2.1 Brief history of CLT

Communicative language teaching (CLT) is an innovation in English language teaching (ELT) CLT emerged as a new teaching approach in Britain in the 1970s The call for adoption of CLT was not accidental It came from the educational problem that needed

to be solved This problem was the existing unsatisfactory teaching results of the traditional grammar-oriented method

1.2.2 CLT definition

Many researchers have discussed communicative language teaching but few offer the definition of CLT Finally, the researcher takes CLT as a way of teaching in which the application of communicative activities and target language aims to develop learners‟ competence of understanding and exchanging different ideas, behavioral modes, values, beliefs, and cultures

“communicative language teaching is an approach to foreign or second language teaching which emphasizes that the goal of language learning is communicative competence and which seeks to make meaningful communication and language use a focus

of all classroom activities”.(Richard and Schmidt, 2001:90)

1.2.3 The principles of CLT

Principles of communicative language teaching: Learners learn a language through using it to communicate Authentic and meaningful communication should be the goal of classroom activities Fluency and accuracy are both important in language learning Learning is a process of creative construction and involves trial and error

A communicative approach is essentially learner- centered Communicative language teaching emphasizes the development of learners' ability and willingness to use the target language appropriately and accurately for the purposes of effective communication

1.2.3.1 The goal of teachers who use the communicative approach

The goal of the teacher is to have students become communicatively competence

1.2.3.2 The role of the teachers and students

Teachers in communicative classrooms will find themselves talking less and listening more-becoming active facilitators of their students' learning (Larsen - Freeman, 1986)

The role of the CL teacher is two: To facilitate the communication process between all classroom participants and to act as an independent participant within the learning-teaching group (Breen and Candlin, 1980:99)

The role of the communicative learner is as negotiator-between the self, the learning process, and the object of learning –emerges from and interacts with the role of joint negotiator within the group and within the classroom procedures and activities which the group undertakes The implication for the learner is that he should contribute as much as he gains, and thereby learn in an independent way (Breen and Candlin, 1980:110) Students are expected to interact primarily with each other, rather than with the teacher, and correction of errors may be absent or infrequent The cooperative (rather than individualistic) approach to learning stressed in CLT may likewise be unfamiliar to leaners (Richards and Rodgers, 2001: 166)

1.2.3.3 The feelings of the students

One of the basic assumptions of the communicative approach is that students will be more motivated to study a foreign language since they will feel they are learning to do something useful with the language they study

1.2.4 Characteristics of CLT

The characteristics of CLT help the learners understand what is happening in a CLT classroom And then the teacher can take advantage of this approach to promote her students' learning

A focus on communicative function: The communicative function is considered as the most important characteristic of CLT because the goal of CLT is to help the learners gain communicative competence

A focus on meaningful tasks rather than on language per se: The teacher gives the students meaningful tasks in order to improve the students' communicative competence The meaningful tasks create opportunities for the learners to use the language and to improve their communicative competence

Efforts to make tasks and language relevant to a target group of learners through an analysis of genuine, realistic situations It is clear that the genuine, realistic situations are essential in the class Through performing tasks relevant to those situations, the students learn the meaning and functions in the context

The use of authentic, from life materials: Authentic materials have a positive effect

on learner motivation in the foreign language classroom They create opportunities for the students to be exposed to the real language

The use of group activities: This kind of student collaboration has two benefits First, the whole class actively participates in a task at the same time and students can then compare their findings when the task is over; and second, the meaningful task is rehearsed

in class for later use in real communication outside the classroom

The attempt to create a secure, non- threatening atmosphere: It is clear that the students don't want to say anything when the atmosphere in classroom is serious And in

contrast, when the atmosphere in class is stress - free, the learners will speak enthusiastically

1.2.5 Conditions related to CLT application

Whether CLT is applied successfully or not depends on a number of factors They are teachers, students with their motivation, proficiency and learning style, authentic materials, teaching and learning materials, the support of the administration, teaching and learning environment, time, examination, and cultural factor

In terms of teachers, CLT requires the teacher with high English proficiency and with mastering the concept of CLT so that they can take advantage of the communicative approach and manage the class (Hird, 1995) The teachers of CLT must be flexible to adapt themselves in a particular context Furthermore, they have to invest much time in preparing the lessons and collecting and designing additional materials It is the teacher's responsibility to organize the classroom as a setting for communication and communicative activities

For the student, their motivation, proficiency, and learning style are the vital factors relating to the successful application of CLT (Hird, 1995; Gahin and Myhill, 2002)

When the learners determine their studying purpose, or when they are encouraged in study, it seems that they will be motivated to participate in the class

The students with their English level suitable with the teaching materials, they will catch up with the lesson, they will be able to do the tasks, activities and exercises in the textbook

If the students are active, they will be eager to speak English or do all the tasks, activities intentionally

Another factor which refers to the language used in real situations is authentic material Authentic materials help learns to learn better because the learners can transfer what they acquire in the classroom to the outside world and to introduce them to the natural language in different situations (Larsen - Free man, 1986) The class will be boring and unexciting if there is a lack of authentic material

Administrators also have influences on the success of CLT application (Gahin and

Myhill, 2002) The implementation of CLT will meet many difficulties if the administrators don't approve it The teachers need to be paid high salary so that they can try their utmost for the teaching career Besides, all the modern and necessary facilities used in the teaching and learning English such as cassette players, tapes, flash radiators, authentic materials, newspapers, library of English document, etc, are available only when

do the administrators support and approve the CLT implementation

The teaching and learning environment is very important An ideal classroom for CLT implementation is not too small, or too crowded or multi-level (Li, 1998) A too crowded class will make the teachers difficult to manage all the students and the efficiency

of teaching is not high The multi-level class will cause more difficulties for the teachers to attract both good and bad students In brief, the ideal teaching and learning environment plays a not small role in the success of CLT implementation

In applying CLT, the examination needs to be taken into consideration because the suitable exam will stimulate the students to learn English (Hird, 1995; Gahin and Myhill, 2002) The exam designed to test the students all what they had learned with CLT approach will promote them to learn English

Another element affecting CLT application is the time If the time in each period is not enough and the numbers of English periods per week are limited, the students will not have enough time to participate in the classroom activities to develop listening and speaking skills This also means that there is no place for supplementary materials

To implement CLT successfully, the material needs to be suitable for the students (Gahin and Myhill, 2002) If the content or activities in the material are too easy or too difficult, this will discourage the students to learn If the material is designed focusing on grammar, the teachers and the students have to fulfill all the grammatical points, therefore, the students will have fewer opportunities to develop their communicative competence In summary, the material should be designed to support CLT and suitable for the students‟ English level

The final element affecting CLT application is the cultural tradition (Hird, 1995; Gahin and Myhill, 2002) Vietnamese learners are influenced by the Confucian ideal The students are influenced by the Confucian ideal that they should not appeal more intelligent than their classmates Therefore, they are reluctant to ask or to answer a question So it is

necessary to improve students' cultural background

1.3 Advantages of using CLT approach in the foreign language classroom

There are some advantages of using the communicative language teaching approach Firstly, it allows learners to use the target language in meaningful contexts, thus bringing the real world into the classroom Even at the beginner level students want to learn English to communicate with people in their community They want to be able to make an appointment on the phone, give reasons for, speak to their children‟s teachers, ask for information or advice and to be able to speak with people in the community

A second advantage is that this approach can be adapted to any level ranging from pre-beginner to advanced and is suitable for classes comprising students with different linguistic backgrounds and varying levels of communicative competence, thus allowing learners to interact with each according to their level of proficiency

A third advantage is that the CLT approach enables the teacher to step back and take

on the role of „facilitator‟ The teacher is able to observe individual learning through various tasks and is able to determine and respond to student‟s needs

1.4 Problems of applying CLT in the foreign language classroom and in second language classroom

Littlewood (1984) point to the fact that ESL is the language which is widely spoken

in the community where it is learnt whereas EFL is used to communicate outside the local community CLT in an EFL classroom is a challenge for teachers and students Lacks of English - Speaking environment and authentic situations cause hindrances in the learning process

The differences in the English - speaking environment, the authentic situations the motivation, the school curriculum, the national curriculum goals, and the testing system bring different results when applying CLT in ESL class and EFL classroom

1.5 Previous studies related to CLT application

The four studies by Hird (1995), Li (1998), Gahin and Myhill (2001), Bock (2000), and Vu To Lan (2003), are presented in this thesis These studies were carried out in China, Egypt, South Korea and in Vietnam to find out difficulties hindering the success of CLT application in those countries

1.5.1 CLT in China

Basing on experience of teaching English in China, Hird (1995) had an article about the situation of communicative English language teaching in China The author shows the specific factors limiting the CLT application They are the grammar-focused examination system, influence of traditional teaching styles and teacher- related factors

1.5.2 CLT in Egypt

The findings of the research show that the teachers‟ difficulties in implementing CLT are economic factors, examination pressure, teachers‟ academic abilities, and Egyptian cultural traditions, feelings of frustration and stress of the teachers Economic constraints include low pay, lack of resources, large-sized unequipped classrooms, and lack of appropriate teacher training provision

CHAPTER 2: RESEARCH METHODOLOGY

2.1 Back ground of the study

2.1.1 Description of the students at §ong Hy (DH) Secondary School

The majority of secondary school students at DH have been learning English since they were in lower secondary schools This means by the time they go to secondary school, they have at least 4 or more years of experience in learning English Their lower secondary years were spent with the new text books and the two aspects: learner-centered approach and communicative language teaching (CTL) However, most students are not good at listening and speaking the target language They can do written exercises on English

grammar accurately but they can hardly communicate in English They do not feel confident in communicating in English Using English to communicate is a big challenge for them.They still thinks that learning a foreign language means learning grammar, structures and most of them still keep silent and do not participate in the activities of lessons

2.1.2 Description of the teachers at DH secondary school

The teachers are the most important factors in the process of teaching and learning a target language In DH secondary school, there are 12 teachers of English aged from 28 to

52 and none of them has ever been to any English speaking countries Two of them have been trained in the in-service training programmes because they used to be the teachers of Russian The rest has been trained at College of Foreign Language - Vietnam National University, Hanoi and Thainguyen Teachers‟ Training College

The teachers at DH Secondary School are familiar with traditional language teaching However, most of them usually try to acquire knowledge of the communicative competence and apply it in their teaching English

2.1.3 Setting of the study

- The class size: There are about 45 students in each class It is difficult to carry out a communicative activity in a mixed- ability and large class There is a lot of unavoidable noise in the classroom when the teachers create a communicative environment for students All the classrooms are designed for lecture lesson Students still sit in the tranditional oder It means that the seats are arranged orderly in front of the teacher in rows and classroom equipment is just a chalkboard and cassette recorder

- The textbook: The English textbook is “Theme-based”and follows two current approaches the learner-centered approach and communicative language teaching (CLT) English 10 contains sixteen teaching units Each teaching unit consists of five 45-minute periods with four skills: reading, speaking, listening, and writing In the units, teachers teach learners to use language fluently in communication stead of presenting the exact language about grammar, vocabulary Besides the skill-focused periods, Language focus is also an important part of each unit and is designed to summarize all language elements like vocabulary, grammar Students will catch an overview of the entire unit After every three units, students will have chances to evaluate their learning results units called „Test yourself‟

Materials for reference and self-study are not available There is a library at the school but there are not many English books for reference Most of the books here are for students only

2.2 Research methodology

2.2.1 Subjects

The subjects under study are all the teachers who are teaching English to the students‟ grade 10 at DH secondary school All of the teachers have taught English for at least 5 years and at most for 15 years, so they have accumulated a lot of experience in teaching English in many contexts

2.2.2 The classroom observation

- The classroom observation was conducted to gather information but not to evaluate the teachers' quality The researcher decided in advance what she was going to observe by designing a checklist that could prevent her from deviation and helped her focus on the categories that matched her intent for the research

All teaching and learning activities in class have been noted: for instance, the teachers‟ questions and explanation, the student‟s answers and their mistakes, the teachers and the students‟ interaction, the students‟ group work, etc

- The questionnaire was distributed to 6 teachers of English who teach grade 10 at

DH Secondary School The questionnaires which had been delivered were handed back The questionnaires are about

- Teachers‟ teaching experience (Questions 1,2)

- Teachers‟ CLT training background (Question 3)

- Teachers‟ opinions about the most suitable method for their teaching English at present (Question 4)

- Teachers‟ information on CLT (Questions 5,6)

- Teachers‟ understanding of subjects about CLT (Questions 7,8)

- Looking about applying CLT in the actual classroom practice (Questions 9,10,11)

- Inspecting the English textbook in CLT application (Question 12)

- Teachers‟ oppinions about the difficulties in the implementation of CLT in their context of language teaching (Question 13)

- The degree of success in applying CLT at DH secondary school (Question14)

2.3 Presentation of statistical results

2.3.1 Results

* Question1 and 2

Question 1 focuses on the teachers‟ ages Question 2 is about the teachers‟

experience of teacing English The results are shown the following table

Table2: Teachers’ years of teaching English

It can be seen in table 1 that teachers attended in the study are different ages Only 17

% of the teachers asked are above 45 and 33% are between 30 and 35 The teachers aged from 36 to 45 make up 50% This data show that the teachers are mainly in the midle age with quite a lot of living experience as well as teaching experience

The table 2 shows that English language teachers are quite experienced in their profession Four out of six teachers (67%) have been teaching foreign language for than eleven years

Table 3: Teachers’ CLT training background

CLT is now the dominant foreign language teaching method; however, the table 3 shows that not all teachers at school have attended in workshops for CLT Only 67% have received formal training in CLT Two teachers has never received any kinds of training in CLT.They have general knowledge about CLT as they have read books on CLT themselve

Question 4: What approach do you think most suitable for ?

The Grammar-Translation Method (GTM) 0

Table 4: Teachers’ oppinions about method

When asked the opinions about method that 2 out of 6 teachers (33%) think that CLT

is suitable for their teaching situation at present 4 out of 6 teachers (67%) teach with a combination of the grammar- translation method and the communcative language teaching approach Teachers have to combine methods because of the pressure and format of tests and the level of the students

Table 5 Teachers’ information about the enrichment of knowledge on CLT

Question 6 You understand the principle and the characteristics of CLT

Table 6 Teachers’ information about perception on CLT

Table 5 shows that all teachers sometimes attended workshops or the training course

on CLT to improve their knowledge of CLT

Table 6 shows that the majority of the respondents (67%) said that they understand the principles and characteristics of CLT and the rest admitted that they are uncertain about the principle and characteristic of CLT

*Question 7 and 8

Question 7: CLT…

always emphasizes fluency over accuracy 50

s‟ final goal is students‟communicative competence 100

is used only for teaching speaking and listening skill 67

focuses on meaningful tasks rather than on language itself 50

Table 7 Teachers’ point of view about CLT

According to the data in table 7, 100% of teachers asked think that CLT‟s final goal

is students‟communicative competence and they all also admit that CLT is centered The percentage of those who agree that CLT does not teach grammar and focuses

learner-on meaningful tasks rather than learner-on language itself is 50% 67% of teachers think that CLT

is used only for teaching speaking and listening skill

All information above show that the teachers donot have good knowledge of CLT and half of the teachers don‟t understand some important characteristics of CLT

Question 8 You find that:

Key concepts, principles and

characteristics Agree (%) Disagree (%) Uncertain (%)

Grammatical correctness is the most

important criterion by which language

performance should be judged

Group work activities are essential in

providing opportunities for co-operative

relationship to emerge and in promoting

genuine interaction among students

100

For students to become effective

communicators in the foreign language,

the teachers' feedback must be focused on

the appropriateness and not the linguistic

form of the students' responses

The learner- centered approach to 100

language teaching encourages

responsibility and self- discipline and

allows each student to develop his/ her

full potential

Group work allows students to explore

problems for themselves and thus have

some measures of control over their own

learning It is therefore an invaluable

means of organizing classroom

experiences

100

The teacher should correct all the

grammatical errors student make If errors

are ignored, this will result in imperfect learning

Key concepts, principles and

characteristics Agree (%) Disagree (%) Uncertain (%)

It is impossible in a large class of

students to organize your teaching so as to

suit the needs of all

Group work activities take too long to

organize and waste a lot of valuable

teaching time

The communicative approach to language

teaching produces fluent but inaccurate learners 67 33

By mastering the rules of grammar,

students become fully capable of

communicating with another

The role of the teacher in the language

classroom is to impart knowledge through

activities such as explanation, writing and

example

Tasks and activities should be negotiated

and adapted to suit the students' needs 100