Tải miễn phí Khoa sư phạm đh cần thơ - đặng thị kim mai – implementing communication strategies in listenning/speaking classes at the cfl – can tho university
TABLE OF CONTENTS
Table of contents.................................................................................................................. i
Acknowledgements............................................................................................................ iii
Abstract .............................................................................................................................. iv
List of figures ..................................................................................................................... vi
List of tables..................................................................................................................... viii
CHAPTER 1. INTRODUCTION.....................................................................................1
1.1 Problem and rationale...............................................................................................1
1.2 Research aims...........................................................................................................2
1.3 Research questions ...................................................................................................2
1.4 The organization of the research ..............................................................................2
CHAPTER 2. THEORETICAL FRAMEWORK OF CSs ............................................4
2.1 Characteristics and functions of spoken language ...................................................4
2.1.1 Characteristics of spoken language ....................................................................4
2.1.2 Functions of spoken language ............................................................................4
2.1.3 Communicative competence...............................................................................5
2.2 Communicative strategies ........................................................................................6
2.2.1 Definitions and classifications of communicative strategies..............................6
2.2.2 The impacts of communicative strategies in different contexts .........................9
2.2.3 Commonly-used communication strategies .....................................................10
2.3 Syllabus design issues ............................................................................................12
2.4 Principles for teaching speaking to intermediate learners......................................17
2.4.1 Plan speaking tasks that involve negotiation for meaning ...............................17
2.4.2 Design both transactional and interpersonal speaking activities......................18
2.4.3 Personalize the content of speaking activities whenever possible ...................19
2.5 Communicative activities .......................................................................................19
2.5.1 Conversations ...................................................................................................20
2.5.2 Information gap activities.................................................................................20
CHAPTER 3. RESEARCH METHODODOLOGY.....................................................22
3.1 Research questions .................................................................................................22
3.2 Research design
3.3 Participants .............................................................................................................22
3.3.1 The teachers ......................................................................................................22
3.3.2 The students ......................................................................................................23
3.4 Research instruments..............................................................................................22
3.4.1 The questionnaires ............................................................................................25
3.4.2 The two tests .....................................................................................................26
3.4.3 The test criteria .................................................................................................27
3.5 Materials ................................................................................................................24
3.6 Procedure................................................................................................................28
3.6.1 Pretest ...............................................................................................................28
3.6.2 The supplementary course ................................................................................29
3.6.3 Post test .............................................................................................................29
CHAPTER 4. RESULTS ................................................................................................31
4.1 To which degree, the currently-used Let’s Talk 3 provides students with
communicative strategies. ............................................................................................31
4.1.1 Comparison of the textbooks............................................................................31
4.1.2 The result of the questionnaire for teachers......................................................32
4.2 The result of the pretest and post test on oral performance ...................................38
4.2.1 The result of the pretest and post test in the experimental group.....................38
4.2.2 The result of the pre test and post test in the control group .............................41
4.2.3 Comparison of the result of the pretests and post tests in two groups .............42
4.3 Students’ attitude towards the use of communicative strategies............................44
CHAPTER 5. DISCUSSIONS, LIMITATIONS and RECOMMENDATIONS .......52
5.1 Discussions .............................................................................................................52
5.1.1 The provision of communicative strategies in the textbook.............................52
5.1.2 The impacts of communicative strategies ........................................................53
5.2 Limitations..............................................................................................................54
5.3 Recommendations ..................................................................................................55
Reference ...........................................................................................................................56
List of Appendices .............................................................................................................59
ACKNOWLEDGEMENTS
As a teacher of listening and speaking for many years, I would be very interested
in conducting a study to present some communication strategies for teaching listening
and speaking. This research could not have been undertaken by a single person and my
debt to many others will be immediately obvious. So it is impossible to mention here all
those who deserve acknowledgement.
First, I would like to acknowledge Ms. Le Thi Tuyet Mai (MA), my supervisor,
for her time and her enthusiastic Giúp in correcting the drafts, in supporting me a variety
of reference books and also giving me valuable comments and encouragement to
complete this research.
Second, I am very grateful to Mr. Trinh Quoc laptop (PhD) who has shared his
experience so generously and who has given me valuable comments and feedbacks. He
is also the one that gave me a source of inspiration to follow the topic when instructing
me the course “Research methodology.” Moreover, he is the one who initiates the use
of SPSS to analyze the research data at English Department at Can Tho University.
Third, I would also like to acknowledge all the authors of the books and articles
which I have read before and during carrying out the research.
Fourth, I would like to warmly acknowledge the contribution, the consideration
and the encouragement of my colleagues, especially, Mrs. Bui Minh Chau for her initial
ideas about the research; Mrs. Trinh Kim Loc for her Giúp in analyzing data and in
finding some reference books , and Mrs. Luu Hoang Anh for her encouragement.
Fifth, I would like to acknowledge Mr. Tran Minh Tuan, my beloved former
student as well as my colleague for his enthusiastically helping me read and correct my
questionnaire and analyze my research data with the SPSS software.
Sixth, I also would like to say special thanks to all of the students in my listening
and speaking classes in the Foreign Language Center at Can Tho University for being
willing to Giúp me to collect the data for the research.
Last but not least, I would like give special thanks to my husband and my two
children who have helped and encouraged me to complete this research.
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