MINISTRY OF EDUCATION AND TRAINING
VINH UNIVERSITY
FACULTY OF POST-GRADUATE STUDIES

LE THI HUYEN TRANG

APPLYING TASK - BASED APPROACH
IN TEACHING SPEAKING SKILL TO THE 1OTH
GRADERS AT SOME HIGH SCHOOLS
IN HA TINH

MASTER THESIS IN EDUCATION


VINH - 2013

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MINISTRY OF EDUCATION AND TRAINING
VINH UNIVERSITY
FACULTY OF POST-GRADUATE STUDIES

LE THI HUYEN TRANG

APPLYING TASK - BASED APPROACH
IN TEACHING SPEAKING SKILL TO THE 1OTH
GRADERS AT SOME HIGH SCHOOLS
IN HA TINH
Field: Theory and Methodology of English Language Teaching
Code: 601410

I would also like to thank all the teachers who have taught me during the
course and have given me useful advice and favourable conditions for the
completion of the thesis.
Additionally, I am grateful to all teachers of English and students at Cu Huy
Can High School, Le Huu Trac I High School, Cao Thang High School, who have
helped me much to carry out the survey for my thesis.
Finally, my thanks go to my family as well as my friends for their support
and encouragement.
Vinh, 2013

Le Thi Huyen Trang

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ABSTRACT
Task-based approach is a new teaching approach which is supposed to be
effective in promoting learners’ communicative competence. In a task-based class,
learners play the central role and the lessons become more relaxing and meaningful.
However, empirical studies of its application are rarely found in the field of English
language speaking instruction. This study investigated the application of task-based
language teaching and learning or task-based learning (TBL) to teaching English
speaking skills in high school suggested solutions. Also, the study displayed an
evaluation of the pilot teaching as an evidence of effective s in Ha Tinh province.
The study tried to find out how TBL can fit into English speaking classes to
promote the students’ communicative competence.
The methods for empirical investigation in the study included students’ and
teachers’ questionnaire survey, teachers’ interview, classroom observation and pilot
teaching. Both qualitative and quantitative methods were employed to create a
realistic and detailed description of the real teaching context and the attitudes,

1.2. Objectives of the Study......................................................................................8
1.3. Scope of the Study.............................................................................................8
1.4. Research Questions............................................................................................8
1.5. The Organization of the Study...........................................................................9
CHAPTER 2
LITERATURE REVIEW.....................................................................................................10

2.1. Overview..........................................................................................................10
2.2. Previous Studies Related to the Thesis............................................................10
2.3. The Importance of Speaking in Language Teaching......................................11
2.3.1. Definitions of Speaking.......................................................................11
2.3.2. Types of Speaking...............................................................................12
2.3.3. Stages of Teaching Speaking...............................................................13
2.3.4. Problems with Speaking and Speaking Activities..............................14
2.4. Task-based Instructions...................................................................................16
2.4.1. Definitions of Tasks.............................................................................16
2.4.2. Types of Tasks.....................................................................................18
2.4.3. Characteristics of Tasks.......................................................................22
2.4.4. Components of tasks............................................................................22
2.4.5. Principles of Tasks...............................................................................26
2.5. Task-based Language Teaching (TBL)...........................................................26
2.5.1. Definitions of TBL...............................................................................26

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2.5.2. Characteristics of TBL.........................................................................28
2.5.3. Frame of the Task-based Instructions.................................................28
2.5.4. Principles of TBL.................................................................................30
CHAPTER 3



4.2.4. Students and Teachers’ Feedbacks to TBL Used in English Speaking
Classes............................................................................................................72
4.2.5. What Should Be Done to Promote Teaching English Speaking with
TBL................................................................................................................74
4.3. Discussions.......................................................................................................78
4.3.1. The Reality of the Application of TBL to Teaching English Speaking
........................................................................................................................78
4.3.2. The Difficulties Emerging with the Implementation of TBL.............81
4.3.3. Solutions to Teaching English Language Speaking Skills with TBL 82
4.3.4. Teachers’ Solutions to Their Difficulties in Teaching Speaking Skills
........................................................................................................................84
4.4. Pilot Teaching..................................................................................................89
4.4.1. Designed Activities and Its Procedures...............................................90
4.4.2. Students’ Feedbacks on the Lesson.....................................................94
4.5.3. Teachers’ Evaluation on the Lesson....................................................95
4.4.4. The Researcher’s Reflection................................................................96
CHAPTER 5
CONCLUSION AND IMPLICATIONS.............................................................................97

5.1. Conclusion.......................................................................................................97
5.2. Implications of the Research...........................................................................98
5.2.1. Implications for Teaching....................................................................98
5.2.2. For Textbook Designers......................................................................99
5.3. Limitations of the Research.............................................................................99
5.4. Further Research............................................................................................100
REFERENCES...................................................................................................................101
APPENDICES....................................................................................................................104



ELT

:

English Language Teaching

GTM

:

Grammar Translation Method

P-P-P

:

Presentation - Practice - Production

S

:

Student

SLA

:

Second Language Acquisition

Figure 4.7: Factors Motivating Students in Speaking Classes.............................................48
Figure 4.8: Factors De-motivating Students in Speaking Classes........................................49
Figure 4.9: Student’s Evaluation of Learning Speaking Skill..............................................50
Figure 4.10: Teachers’ Evaluation of Teaching Speaking Skill.........................................51
Figure 4.11: Students’ Difficulties in Learning Speaking Skills.........................................52
Table 4.3: Difficulties from the Students.............................................................................52
Table 4.4: Difficulties from the Educational System..........................................................53
Table 4.5: Difficulties from the teachers..............................................................................54
Figure 4.12: Teachers’ Experiences in Applying TBL in Teaching Speaking....................54
Table 4.6: Teachers’ Frequency of Applying TBL in Teaching Speaking.........................55
Figure 4.13: The Importance of Applying TBL
in Teaching English Speaking..............................................................................................56
Figure 4.14: The Degree of Application TBL in Teaching Speaking Skill.........................57
Table 4.7: Reasons for Choosing TBL in Teaching Speaking Skill....................................57
Table 4.8: Reasons for Avoiding TBL in Teaching Speaking Skill.....................................58
Figure 4.15: Students’ Interests in the Speaking Lessons
with the Use of Tasks...........................................................................................................59
Figure 4.16: Students Recognizing the Changes
in Classroom after Applying TBL........................................................................................60
Figure 4.17: Students’ Comment on the Given Tasks..........................................................61
Table 4.9: Frequency of Teachers’ Application Types of Tasks
in Speaking Lessons.............................................................................................................62
Table 4.10: The Frequency of Using Interactions Patterns
in Teaching Speaking...........................................................................................................64
Figure 4.18: Students’ Favorite in Interactions Patterns......................................................65
Figure 4.19: Students’ Participation in Tasks......................................................................66
Figure 4.20: Teachers’ difficulties in applying TBL............................................................68
Table 4.11: Teachers’ Typical Difficulties in Shifting from a Traditional Method
Classroom to a Task-based Classroom.................................................................................68
Figure 4.21: Teachers’ Typical Difficulties Teachers Had When Conducting a Task-based

pursued by the Vietnamese government has increased a demand for studying
English, specially for students. English becomes a compulsory subject for all
education systems from primary schools to universities. With the demand and the
necessity of communicating English, four language skills including listening,
speaking, reading, writing have been given balanced weight in the national syllabus
of English teaching for high school students.
Among these skills, both teachers and learners find it hard to use an
effective way in teaching and learning speaking skill. Before 2005, the syllabuses
and curricula only focused on two skills: a little for reading and the majority is
grammar. Since 2006-2007, the ministry of education and training has decided to
adjust the text books. Therefore, every lesson contains five parts: reading,
speaking, listening, writing and language focus - the aim is to develop the
students’ language skills totally. In reality, most teachers, specially in rural area
mainly concentrate on grammar and students do not care much about other skills
because their examinations require the skills of grammar- no motivation for them
to speak. In some schools, the teachers are teaching speaking skills, however they
usually follow traditional ways or Present- Practice- Produce Approach. As a
result, most students graduated from high schools could not communicate in
English effectively.
Touching this pedagogical context, this study emphasizes on investigation
into the application of task- based approach in speaking skills to the 10 th students
at Cu Huy Can, Le Huu Trac 1, Cao Thang high schools in Ha Tinh province. By
applying task based learning, the educators can create a course around
communicative tasks to encourage students to their real- world activities. For all
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above mentioned reasons, the author carries out the study entitled “Applying
Task-based Approach in Teaching Speaking Skills to the 10 th Graders at
Some High Schools in Ha Tinh Province”. Hopefully, the results could serve as

The study includes five chapters as follows:
Chapter 1: Introduction
This chapter deals with rationale, the aims of the study, the scope of the
study, the research questions and the organization of the study.
Chapter 2: Literature Review and Theoretical Background
It provides the previous studies related to the thesis and some concepts such
as theoretical basis related to speaking skills, task- based and task-based language
teaching and learning for the study.
Chapter 3: Research Design and Methodology
This chapter describes participants, instruments for data collection, data
collection, data analysis, research procedures and reliability and validity, which
gives details of the research method and describes how the hypothesis of the thesis
is interpreted and explained.
Chapter 4: Findings and Discussions
This chapter presents the results of the research: the reality of applying TBL
to English speaking skills, the students attitudes toward the application of TBL, the
effectiveness of TBL in teaching speaking as well as gives some solutions and
suggestions to promote teaching speaking skills in TBL. The data collected from the
survey are quantitatively and qualitatively analyzed.
Chapter 5: Conclusion and Implications
This chapter summarizes the main issues touched upon in the research, the
limitations of the research and some suggestions for further studies.

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CHAPTER 2
LITERATURE REVIEW
2.1. Overview
In this chapter, the issues related to teaching speaking skill, tasks, task-based

performance.
“Applying Task-based Approach in Teaching English Grammar to the 1 st
year-non English majors at Ho Chi Minh University of Industry - Nghe An Branch”
by Nguyen Nu Ngoc Tram (2011) helped the teachers at Ho Chi Minh University of
Industry to interpret and had a thorough understanding of the task-based approach,
its theories and characteristics, hence providing an effective application to teaching
grammar at Ho Chi Minh University of Industry pedagogical context.
Phan Thi Mai (2011) explored “Applying Task-based Instructions to Teach
Reading Skill for Second-year Nursing Students”. The study investigated the
attitude of teachers and students toward task-based approach in teaching reading as
well as suggested extra useful texts for developing reading skills.
However, at some high schools in Ha Tinh province, the traditional method
is still used. The teacher is the center of classroom. This thesis, therefore, would
like to make a change in the attitude of students and teachers in teaching and
learning English underlying the application of the task-based approach.
2.3. The Importance of Speaking in Language Teaching
2.3.1. Definitions of Speaking
It is obvious that speaking is the key to human communication. It is usually
considered the most important goal in language learning. Up to now, there have
been many definitions of speaking. Chaney states that speaking is “the process of
building and sharing meaning through the use of verbal and non-verbal symbols, in
a variety of contexts” (Chaney, 1998: p13).
With the same point of view, Byrne (1976:8) confirms: “speaking is a two-way
process between the speaker(s) and the listener(s) involving the productive skill of
speaking and the receptive skill of understanding.” Both the listener and the speaker
engage in the speech. The speaker transmits the information and the listener has to

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b. Dialogue
A dialogue, conversely, involves two or more speakers to promote the social
relationship (transactional) and propositional or factual information (interactional).
There are turn takings to change the roles of speakers and listeners in this type. In this
case the participants may have a good deal of sharing knowledge. If the participants are
familiar the conversation could contain more assumptions even other meaning hidden
lines. In constrast, with the unfamiliar interlocutors the speech must be more explicit to
assure the effective comprehension. Byrne (1986) also said: “Dialogues seem to be
best suited to the teaching of the spoken language”.
2.3.3. Stages of Teaching Speaking
According to Methodology course 1- Teaching the skills (Ha Noi 2002: 4243) a speaking lesson should have three stages: pre-speaking, while- speaking, and
post- speaking. Obviously, each stage has it own characteristics.
a. The Pre-speaking Stage
This stage plays an essential role in the whole process of a speaking lesson.
According to Regina (1997), pre-speaking stage is a stage for planning and
organizing. Pre-speaking begins before students actually speak. Some activities are:
- Warming up: The teacher can motivate the class by setting up a context for
speaking topic to be presented by using some short activities or games,
brainstorming, asking questions to elicit students’ experience or by using some sort
of visual aids or their imagination.
- Introducing the topic of speaking lesson: The teacher briefly introduces the
topic of speaking lesson so that the students may get their mind ready for it.
- Presenting important new words or new structures relating the topic to
students.
b. The While- speaking Stage
Unlike the pre-speaking stage, it is the student’s turn to do most of the
talking. Teachers can design the activities basing on the tasks in the textbook or

(2000) states that some characteristics of spoken language can make oral
performance easy as well as, in some cases, difficult.
• Clustering
To make speech fluently, the speaker usually use phrases, not word by word
that can prevent learners from making fluent conversation.
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• Redundancy
Depending on unplanned or planned speech, the speaker could make
redundancy of language and have opportunities to explicit the information.
However, this also causes confusing to the learners when they use target language.
• Reduced Forms
Teaching spoken language sometimes faces with problems of contractions,
elisions, reduced vowels, etc.,. This makes students make a stilted, bookish quality
of speaking.
• Performance Variables
This allows learners to show a certain number of performance such as
hesitations, pauses, backtracking, and corrections. It is considered one of the
advantages of spoken language. However, learners should actually be taught how to
pause and hesitate, the way of using fillers such as uh, well, you know, I mean, like,
etc., to make their conversations smoothly. The hesitation phenomena can differ the
native and nonnative speakers of a language.
• Colloquial Language
In learning language students have to be familiar with words, idioms, and
phrases of colloquial language which are often in oral communication skill and they
have chance to practice these forms.
• Rate of delivery
This is a characteristic of fluency, when teaching speaking the teacher should
help students know how to accept speed as well as other attributes of fluency.

their ideas.
Basing on this view, the research is therefore written in order to investigate
the difficulties and the reality at some high schools in Ha Tinh province and suggest
the application of task-based approach in teaching speaking.
2.4. Task-based Instructions
2.4.1. Definitions of Tasks
Since the last decade of the 20 th century, tasks have been widely used as a
vehicle to elicit language production, interaction, negotiation of meaning and
processing of input. The proposes of the notion of “task” are known as a core unit

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of planning and teaching. According to Long (1985) task is “a piece of work
undertaken for oneself or for others freely or for some reward”. The tasks may be
paint a fence, dress a child, fill out a form, ask for help, borrow a pen, buy clothes,
….In other words, “ task” means the things people do in the daily life at work, at
play and in between.
Nunan (1989: 10) stated that task “is a piece of classroom work which
involves learners in comprehending, manipulating, producing, or interacting in
the target language while their attention is principally focused on meaning rather
than form. The task should also have a sense of completeness, being able to stand
alone as a communicative act in its own right”. In this view, we can see that the
authors take a pedagogical perspective. He claims that the aim of tasks is get
learner’s attention on meaning instead of linguistic structure. Tasks are the things
familiar with our real world.
Skehan (Skehan, 2011: 12-13) wrote that “a task is an activity in which:
- Meaning is primary.
- There is some communication problem to solve.
- The is some short of relationship to comparable real-word activities.

- Monthly calendar: Use the calendar to set or arrange the time for travelling
or to do any work
- Maps: The teacher lets students construct house, garden, floor with the
maps given
- School timetables: Students may have a chance to talk and share about the
timetables with teacher or their classmates
- Programs and itineraries: Construct itineraries from descriptions of travel
- Train timetables: Selecting trains appropriate to given needs
- Age and year of birth: talk about age or the birthday party
- Money: with the available of money, what they decide to buy
b. Willis (1996) proposed six types of tasks built on more or less
traditional knowledge hierarchies
- Listing
Listing may seem unimaginative, but in practice, listing tasks tend to
generate a lot of talks as learners explain their ideas. The processes involved are:

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