VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
****************
ĐỖ THỊ CẨM VÂN
AN INVESTIGATION INTO THE INSTRUCTIONAL STRATEGIES TO
DEVELOP SPEAKING SKILLS FOR THE SECOND YEAR STUDENTS
AT VINH PHUC TEACHER TRAINING COLLEGE
(Nghiên cứu những chiến lược giảng dạy nhằm nâng cao kỹ năng nói cho sinh
viên năm thứ hai Trường Cao đẳng Sư phạm Vĩnh Phúc)
M.A. MINOR PROGRAMME THESIS

Field: English Teaching Methodology
Code: 60.14.01.11

Hanoi – 2014
VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
****************
ĐỖ THỊ CẨM VÂN
AN INVESTIGATION INTO THE INSTRUCTIONAL STRATEGIES TO
DEVELOP SPEAKING SKILLS FOR THE SECOND YEAR STUDENTS
AT VINH PHUC TEACHER TRAINING COLLEGE
(Nghiên cứu những chiến lược giảng dạy nhằm nâng cao kỹ năng nói cho sinh
viên năm thứ hai Trường Cao đẳng Sư phạm Vĩnh Phúc)
M.A. MINOR PROGRAMME THESIS

Field: English Teaching Methodology
Code: 60.14.01.11
Supervisor: Dr. Tô Thị Thu Hương


ABSTRACT
“An investigation into the instructional strategies to
develop speaking skills for the second year students at Vinh Phuc Teacher
Training College”.         *        <
  8 
8,
<
   *  ,      8      0
        =      >  ,  
<


                    <
4,
0

TABLE OF CONTENTS
 ????????????????????????
4
4

/
/
/
/
INTRODUCTION
#@#
!.!
A4!

CHAPTER 3: FINDINGS AND DISCUSSION
#<8!!
1.1 Instructional strategies used by teachers in speaking lessons !!
1.2 Which instructional strategies help the students to overcome their
difficulties in speaking lessons? !C
1.2.1 Students’ difficulties in the speaking classes A"
1.2.2 Which instructional strategies help the students to overcome their
difficulties in speaking lessons? AA
2. 8,<8
AA
CONCLUSION
#.AC
!/AC
$.$"
REFERENCES$#
APPENDICES
LIST OF APPENDICES
Appendix 1DE#F

Appendix 2DE!F
Appendix 3DE#F
Appendix 4DE!F
Appendix 5D 
Appendix 6D. 
Appendix 7D5, 
Appendix 8D5,D:#;84
Appendix 9D5,D:#;8 
Appendix 10D.<>
Appendix 11D<>
Appendix 12: +

AD
8
$D<  <

7D
  8  
<
9D.<8
;D.<8<

=D.<,
CD.<,

PART A: INTRODUCTION
 
>

1. Rationale
       48
               *  
38
*
>8
88

8


EI#CC=FBH



8H
8
3. Aims of the study
 8
*8
+*
!
      8        >    

 8 .  
,<8

>D
E#F What are the instructional strategies applied by the English language
teachers in speaking classes at VTTC?
1.1. What instructional strategies are commonly used by the English
language teachers in their speaking lessons?
1.2. Which instructional strategies help the students to overcome their
difficulties in speaking lessons?
E!F How well can role- play practice help the students to overcome their
difficulties in speaking lessons?
4. Significance of the study
 
8

8
5. Methods of the study
8
8H 4 

E/F

1. An overview of speaking skills
1.1. Definition of speaking and teaching speaking skills
BEF
0E#CC!F

..E#CCAF

JK+E#CCC5I!""7F
J
K
                
E !""#F
                   
                  
*E+!"#"F
1.2. Principles for teaching speaking skills
-
.
3E#CC#D7779F
7
D
- Be aware of the difference between second language and foreign language learning
contexts.
- Give students practice with both fluency and accuracy.
- Provide opportunities for students to talk by using group works or pair works and
limiting teacher talk.
- Plan speaking tasks that involve negotiation for meaning.
- Design classroom activities that involve guidance and practice in both transactional



2. CLT Today
8
85
8
8
2.1. Definition of CLT
      0H
              JK    

@ME!""9F/


/
@@E!""#F/
./
E5!""#F
E #C;#F
;
/,,
8*
<
/,*
  /              

       /                  ,  
E:#CC$FE/!""AF
2.2. Current trends in CLT
4



, Jigsaw activities:




, Task- completion activities:
      0<

, Information- gathering activities:
      .,
>
, Opinion- sharing activities:
C
4
>

, Information- transfer activities:
>

, Reasoning- gap activities: 

, Role- play: 4
*
3. Instructional strategies
3.1. Definition
     
++<E#CC=F




,-HD

,D,
H
,      D         ,  
6,
,       D                

,D

,@D*
            *      H



  E-O/E#CC9FThe systematic design of instructionF
1IE#CC;F6E#CC9F5D
P*
E#CC9F8
**
6                    
**

   
  *              >
#!
P
From the above definitions of the instructional strategies of some linguists and the

, -(#
#
, -##

, -#
Summary: From all the above information, all the readers could see that there were
many useful activities (the instructional strategies) the language teachers can apply in
their English speaking classes to stimulate their students in the learning process. The
linguists mentioned the instructional strategies much in their studies such as group-
work, information gap activities, jigsaw activities, role- play . In the actual context
of VTTC, role- play activities have been applying widely. However, up to present, there
has not been a study relating how role- play activities affecting student’ performance
in the speaking classes at VTTC yet. That was the reason why I chose this aspect to
research.
CHAPTER II: METHODOLOGY
1. The context
1.1. Description of the English speaking classes and its objectives at VTTC
 H8
>
8

.8<
8
#$

*

D
Unit Topic Activities Content
1 Tourism

@, 4
7 Smoking
@, 4L
1 I<
#7