PART ONE: INTRODUCTION
1. Rationale of the Study
For the past few years, with the introduction of the new Tieng Anh 6-9 textbook series
based on Communicative Language Teaching (CLT) in junior high schools, language
teaching in Quang Ngai has experienced the shift from grammatical form to communicative
function. In order to prepare for this shift, short training courses (usually from 3 - 5 days in
length) have been organized for junior high school (JHS) teachers in Quang Ngai province
on how to use these textbooks. However, these short courses cannot satisfy teachers' needs
in communicative language teaching because these courses largely deal with the
introduction of the textbooks with little methodology component. Besides, teachers in
Quang Ngai province, most of whom graduated from 1979 to 1999, had to learn English
under difficult conditions without any opportunity to meet native English speakers, and did
not have access to up to date materials. As a result, they have met a lot of difficulties in
English language teaching, especially techniques for teaching oral skills.
Being teachers at Quang Ngai Teachers' Training College, we have met many junior high
school teachers, observed junior high school lessons and have been involved in the training
courses on how to use the new Tieng Anh textbook series for JHS teachers. Through this
process, we have begun to identify the particular problems that many teachers of English
deal with in Quang Ngai province. With this in mind, I decided to conduct the research
named "A Study on Techniques for the Improvement to the Teaching of Oral Skills in
Light of Communicative English Language Teaching for Junior High School Teachers
in Quang Ngai Province".
The aim of the study is to give teachers a greater understanding of the communicative
approach and to introduce practical techniques for the teaching of oral skills that can be
used with the new Tieng Anh textbooks. Many of these techniques are a change from what
teachers normally do. We know that teachers in Quang Ngai province deal with such
particular problems as large classes, limited resources which make their language teaching
difficult. However, by making some small changes and trying out new techniques, teachers
can help the English language come alive for the students and slowly move away from the
teacher-centered approach. I hope the study will encourage the process of change in
language teaching.

practical techniques for language teaching.
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Chapter 2 deals with the analysis on the current performance of English teaching and
learning in junior high schools in Quang Ngai province, teaching requirements, teachers
and teaching methods, materials as well as material assessment. This chapter also focuses
on data collections, findings and discussion.
Chapter 3 emphasizes the implication of the study in which practical techniques for
improving the teaching of oral skills for junior high school teachers in Quang Ngai
province are suggested.
Part 3 (Conclusion) summarizes what is addressed in the study, points out the limitations
and provides some suggestions for further study.
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PART TWO: DEVELOPMENT
CHAPTER ONE: LITERATURE REVIEW
1.1. Introduction
To provide a theoretical background to the study, this chapter is devoted to the
reexamination of the concepts most relevant to the thesis’s topic. They are definitions of
techniques, methods, approaches and a brief history of methods/approaches. In addition, the
definition, principles and techniques of the communicative approach will also be discussed.
1.2. An Overview on Techniques, Methods and Approaches
1.2.1. Definitions
According to Hubbard, P. et al (1983) when we use the word technique, we mean a
procedure used in the classroom. When we talk about method, we mean a set of procedures
or a number of techniques arranged in a specific order which will result in efficient
learning. The word approach has the implication that whatever method or techniques the
teacher uses, he does not feel bound by these, but only by the theory in which he believes.
According to Anthony, E. (1963) a technique is a particular trick, stratagem, or contrivance
used to accomplish an immediate objective in a classroom. A method is an overall plan for
the orderly presentation of language material. An approach is a set of correlative
assumptions dealing with the nature of language teaching and learning.

The Communicative Approach uses many different techniques such as pair work, group
work, gap fill, role play, etc.
1.3. Communicative Language Teaching
1.3.1. Definition
According to American and British proponents, Communicative Language Teaching is an
approach that aims to (a) make communicative competence the goal of language teaching
and (b) develop procedures for the teaching of the four language skills that acknowledge
the interdependence of language and communication.
1.3.2. Principles
According to Richard, J. C. and Rodgers, T. S., Communicative Language Teaching
follows these principles:
- Learners learn a language through using it to communicate.
- Authentic and meaningful communication should be the goal of classroom activities.
- Fluency is an important dimension of communication.
- Learning is a process of creative construction and involves trial and error.
1.3.3. Techniques for Communicative Language Teaching
There are plenty of techniques for CLT. Here are some of them:
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• Pair-work Independent work by pairs of students working simultaneously on a task
or practice activity. Often an extension of ordinary controlled practice or drilling,
with more opportunity for students to talk, hence higher student talking time.
• Group-work Independent work carried out simultaneously by groups of three or
more students on a task or tasks.
• Information gap The principle that two or more students engaged in a practice
activity do not share exactly the same information. If the task is correctly set, the
students must pool their information and are thus forced to communicate through
English. The information gap is therefore an important element in many
communicative practice tasks.
• Role-play A communicative activity in which students talk to each other in
different character roles.

The JHS student population ranges from 11 to 15 years old. In the 2006-2007 academic
year there are 114.068 students, of which 58.008 are girl students.
JHS students are required to learn English in 35 weeks with 3 periods a week for grades 6,
7 and 8 and 2 periods a week for grade 9. The aims and objectives are not defined for each
grade but for the whole JHS level as follows:
After finishing JHS students are able to:
- understand detail and gist at an elementary level in listening
- respond to questions and interact in familiar situations in speaking
- understand gist, detail and text structure in reading
- write non-specialized text types such as letters, reports and compositions for a given
purpose in writing
2.4. Teachers and Teaching Methods
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There are totally 594 JHS teachers of English aged from 23 to 57 in Quang Ngai province.
About two-thirds of them have a TJC BA degree (CDSP) and one-third have a TSC BA
degree (DHSP). Slightly more than one quarter of them are teachers of Russian who have
been retrained to teach English since 1991.
In recent years, with the introduction of new TIENG ANH textbook series to junior high
schools in Quang Ngai province the Communicative Approach has been introduced to JHS
teachers of English. However, a lot of teachers still attach themselves to the traditional
teaching method and they usually concentrate on only two of the skills, reading and writing.
This is mainly because the other two are not tested in examinations. In addition, teachers
find it difficult to apply the communicative approach to their teaching because of large
classes and poor school equipment. As a result, teachers take the key role in classroom
activities and students remain passive learners.
2.5. Materials and Assessments
The TIENG ANH textbook series by Loi, N. V et al (2002) for JHS students consists of 4
textbooks for 4 grades: 6, 7, 8 and 9. Each textbook has 16 units with the exception of
TIENG ANH 9 of 10 units. Each unit is based around a theme and contains 5 lessons with
the length of 5 periods:

30
40
50
12% below 29 years 46% 30-39 years 41% 40-49 years 1% 50+ years
Figure 2.6.2.1.1. Age of teachers
Teaching experience and training
More than two- thirds of teachers have been teaching for 10 years or less and one- third of
teachers have been teaching for five years or less.
0
5
10
15
20
25
30
35
3%2-years 16% 2-5 years18% 6-10 years27% 11-15years 33% 16-20
years
3% 20+ years

Figure 2.6.2.1.2. No. years of ELT experience
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Approximately one third (31%) have received some form of in-service training, mostly in
the form of short summer workshops (usually from 3 to 5 days in length) which largely deal
with the introduction of the new TIENG ANH series with little methodology component.
Two-thirds (69%) have received no in-service training.
Qualifications
Approximately two-thirds of teachers have a TJC (CDSP BA) degree and slightly more
than one-third have a TSC (DHSP BA) degree.


Conditions that impede teaching
10
36% TSC
64%
TJC
The teachers surveyed listed the following unfavorable conditions for teaching:
Shortage of reference books and materials 58%
Poor equipment 30%
Long textbooks 27%

2.6.2.3. Students' Attitude
Students' needs for English
Teachers believe that their students learn English to go on to further study (63%) or find a
better job (28%). 18% believe that their students will not use English after school.
Students’ strengths and weaknesses
Teachers believe that students have difficulties with:
Listening 86% Speaking 64%
Writing 47% Reading 46%
2.6.2.4. Teachers' Performance and Perception
Teachers’ workload
The average teacher has 44 students in a class and teaches 16 lessons a week. S/he prepares
his/her lessons at home because it is more convenient and quieter than at school and s/he
has access to the required books there. S/he does not specialize in any one level but may be
called on to teach any level in the JHS system, probably teaching two or more levels in one
academic year.
The average teacher tests her/his students regularly with self-written weekly, monthly and
end-of-term tests. End-of-year tests are usually written by DES specialists.
Professional support
Half the teachers surveyed report that their source of support comes from their colleagues.
One in three feel that they receive no support.

Testing spoken English 44
Teaching writing 43
Teaching speaking 37
Using dictation 20
Using songs 20
Teaching listening 11
TOPICS %
Teaching listening 55
Teaching speaking 54
Teaching writing 46
Grammar practice activities 45
Using songs 43
Testing comprehension 43
Presenting new grammar 37
Testing spoken English 37
Practicing new vocabulary 34
Teaching reading 32
Using dictation 32
Using dialogues for practice 31
Giving instructions for activities 30
Using drills 29
Using dialogues for presentation 27
Presenting new vocabulary 26
Planning lessons 26
Eliciting 24
Classroom management 22
Organizing pair and group work 22
Testing vocabulary 21
Testing grammar 21
Checking understanding 21

know how to teach the oral skills and how to improve their own speaking
ability since they are as important as a model for those they teach.
CHAPTER THREE:
SUGGESTED TECHNIQUES TO IMPROVE THE TEACHING
OF ORAL SKILLS FOR JUNIOR HIGH SCHOOL TEACHERS
IN QUANG NGAI PROVINCE
3.1. TECHNIQUES FOR TEACHING SPEAKING
3.1.1. Introduction
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In junior high schools, one of the main ways speaking is taught is through dialogues. In this
procedure students repeat each line of the dialogue after the teacher many times. Instead of
asking students to repeat long dialogues, teachers follow these steps:
1. Choose useful structures from the dialogue and do meaningful drills.
2. Put prompts on the board and get students to ask and answer questions.
3. Set up communication pair work activities to practice useful language.
However, speaking practice in the classroom does not come from dialogues only. Good
speaking activities can be integrated into lessons with a grammar, reading, listening, or
writing focus.
EXPLOITING DIALOGUES
Unlike ordinary texts, dialogues are intended to be spoken aloud. A good dialogue tries to
present natural speech. It is like a short theoretical play. It should be acted out in class
rather than read aloud. If the dialogue has some really useful structures and vocabulary,
then it is worth teaching. This can be practiced in a drill and then lead on to a role play or
pair work.
THE PRINCIPLES OF A GOOD DRILL
1. The students must know what they are saying. This means there must be some
presentation before asking students to repeat sentences. The teacher should predict
beforehand what pronunciation problems the students will have and pay attention to their
own pronunciation during presentation.
2. Let students hear the drill about three or four times before asking them to repeat it.

STEP 2: MODELLING
Give the model. Speak clearly but naturally. Give the model two or three times with pauses
so that the students can repeat it mentally to themselves.
STEP 3: FULL CLASS REPETITIONS
Repeat the model again. This time make gestures for them to repeat. Ask for three or four
repetitions until the students are confident.
STEP 4: HALF CLASS REPETITIONS
Get half the class to repeat by gestures. Do not give verbal orders. This slows down the
drill.
STEP 5: SMALL GROUP REPETITIONS
Get small groups to repeat. Make a circular direction with the teacher's hand in the direction
of the group. Remember to smile if they do it well. The teacher remodels once or twice if
the students have difficulties.
STEP 6: INDIVIDUAL REPETITIONS
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Ask individuals to repeat. Point clearly and avoid using names. It does not matter if a
different student responds, or two students instead of one. Using names slows down the
drill. At this stage the teacher will hear mistakes clearly. Remodel if necessary and smile
encouragingly .
STEP 7: COMPLETION
Finally, get a few more class repetitions. Each drill should only take about a minute.
Remember to keep it flowing.
Note : When they can say all the lines well, the teacher could ask one half of the class to be
Student 1 and the other half Student 2. Drill a few times then swap roles.
3.1.2.2. The Substitution Drill
Remember that the original sentence structure from a drill can generate many other
useful sentences. This usually goes easily and quickly once the main structure has been
drilled. The substitutions can be prompted by pictures or mine.
Example 1:
ORIGINAL STUCTURE: How often do you | go | to the zoo?

Teacher: How often do you play sports?
Student: Twice a week.
3. OPEN PAIRS
Choose two students who are sitting far away from each other. Ask them to stand. Get one
to ask and one to answer. Use either pictures or prompts on the board to guide students to
ask different questions. The answers should be realistic.
Student 1: How often do you go camping?
Student 2: Once a year.
4. SIMULTANEOUS PAIR WORK
Now tell the students to work in pairs and ask each other how often they do things. They
should take it in turns to ask. Go around and listen to them working. The teacher can leave
some prompts on the board if necessary, e.g. zoo, park, sports, camping, fishing, mom.
5. PUBLIC CHECK
Stop the activity and choose a random pair. Ask them to repeat the activity. Do the same
with two other pairs. If the students know the teacher is going to check after the activity,
they will work harder.
6. CORRECT ANY COMMON MISTAKES
If the teacher has noticed any common mistakes, bring them to the attention of the students.
• FURTHER PRACTICE
If the teacher has enough time and the students have mastered the structure, the teacher can
give them some more practice. Show some pictures of sport and leisure activities. Elicit the
language from students.
How often do | you | VERB | NOUN?
Teacher: (Show a picture of someone watching TV.)
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Students: How often do you watch TV?
Teacher: (Show a picture of someone swimming.)
Students: How often do you go swimming?
Teacher: (Show a picture of someone listening to the radio)
Students: How often do you listen to the radio?