Sáng kiến kinh nghiệm The application of task based approach in teaching speaking lessons in English 10 (new textbook)

 SỞ GIÁO DỤC & ĐÀO TẠO NGHỆ AN 
 TRƯỜNG THPT NGHI LỘC 5 
 - - - - -  - - - - - 
 SÁNG KIẾN KINH NGHIỆM 
The application of task based approach in teaching 
 speaking lessons in English 10 (new textbook) 
 LĨNH VỰC: TIẾNG ANH 
 Giáo viên : 1. Nguyễn Thị Hà Ân 
 2. Bùi Lan Anh 
 Tổ chuyên môn : Tiếng Anh 
 Số điện thoại : 0973.263.580 - 0385.770.828 
 Năm học: 2022 - 2023 
 PRACTICAL REVIEW .......................................................................................................... 17 
1. An overview of Nghi Loc 5 High School ........................................................... 17 
2. Current situation of applying TBA in teaching speaking skill ........................... 17 
3. Research context ................................................................................................. 18 
4. Setting and participants ....................................................................................... 19 
CHAPTER 3: Solutions to Teaching English Language 
Speaking Skills with TBA .......................................................................... 19 
1. Teachers‟ solutions to multi-level classes ........................................................... 22 
2. Solutions to students‟ low motivation in learning .............................................. 22 
3. Solutions to students‟ use of Vietnamese during groups work or pair work ...... 23 
4. Teachers solutions to students‟ low English proficiency .................................... 24 
5. Teachers‟ solutions to students‟ passive learning style ...................................... 24 
6. Teachers‟ solutions to unadequate tasks from textbook ..................................... 25 
CHAPTER 4. SAMPLE LESSON PLAN IN A REAL SPEAKING LESSON ...... 26 
CHAPTER 5. METHODOLOGY ........................................................................................ 34 
1. Research methodolgy .......................................................................................... 34 
2. Participants .......................................................................................................... 34 
3. Data collecting procedures .................................................................................. 34 
3.1. Questionnaire ................................................................................................... 34 
3.2. Data analysis .................................................................................................... 34 
CHAPTER 6. FINDING ANS AND DISCUSSION ...................................................... 35 
1. Finding................................................................................................................. 35 
1.1. Teachers‟ implementation of TBA in teaching speaking skills ....................... 35 
1.2. The attitudes toward applying TBA in speaking lessons ................................ 35 
1.3. The interactions patterns in speaking class ..................................................... 37 
1.4. What should be done to promote teaching English speaking with TBA ........ 37 
2. Discussions .......................................................................................................... 38 
CHAPTER 7. RESULTS GAINED AFTER APPLYING THE RESEARCH IN 
TEACHING SPEAKING ....................................................................................................... 40 
1. Students‟ feeback ................................................................................................ 40 
2. Teachers‟ feedback .............................................................................................. 40 
CHAPTER 6. SURVEY OF EMERGENCY AND FEATIBILITY OF 
PROPOSED SOLUTIONS .................................................................................................... 42 
1. Survey purpose .................................................................................................... 42 
2. Survey content and methods ............................................................................... 42 
2.1. Survey content .................................................................................................. 42 
2.2. Survey method and rating scale ....................................................................... 42 PART A: INTRODUCTION 
 1. Reasons for choosing the study 
 In today‟s global world, the importance of English can‟t be denied. English is 
the greatest common language spoken universally. English is used for socialising, 
entertainment as well as work. In learning English, we should master both language 
skills and language components. Language skill consists of two divisions that are 
receptive skill and productive skill. Receptive skill consists of listening and reading 
skill while productive skill consists of speaking and writing skill. 
 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. 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 10th students 
at Nghi Loc 5 high school in Nghe An 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 above mentioned reasons, we carries 
out the study entitled “The application of task based approach in teaching 
speaking lessons in English 10”. Hopefully, the results could serve as a useful 
source of references for teachers and students. 
 2. Objectives of the study 
 With the above reasons, we have decided to carry out the thesis with the 
purpose of: 
 - Helping students realize the importance of speaking skill. 
 - Evaluating the effectiveness of the task based approach in teaching English 
speaking skill at Nghi Loc 5 High school. 
 - Suggesting some solutions and implications to promote English speaking 
teaching based on the task-based approach at Nghi Loc 5 High school. 
 - Helping foreign language teachers have more suggestions in teaching speaking 
 3. Significance of the study 
 1 PART B: CONTENT 
 CHAPTER 1: LITERATURE REVIEW 
 1. Speaking skill 
 1.1. Communicative competence 
 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 
receive or understand that information. That we call it is the process of encode massage 
(speaker) and decode message (listener). The message contains a great deal of 
information that the listener needs. And at the same time, the listener is helped by the 
speakers‟ prosodic features such as stress and intonation which accompany the spoken 
utterances and form part of its meaning, and also by his facial and body movements. 
 Brown (1983) also states that “speaking is an interactive process of 
constructing meaning that involves producing, receiving and processing 
information.” One more, he confirms the interaction between speaker and listener 
in speaking. However, its form and meaning are dependent on the context in which 
it occurs, including the participants themselves, their collective experiences, the 
physical environment, and the purposes for speaking. 
 In short, speaking can be seen as the way people interact and share 
information. It is the ability in using oral language to explore ideas, intentions, 
thoughts and feelings to other people as a way to make the message clearly 
delivered and well understood by the hearer. It can be confirmed that the major 
purpose of teaching speaking is to train the learner oral fluency, the ability to 
express oneself intelligibly, accurately. 
 1.2. Teaching and learning 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 
 3 explicit to assure the effective comprehension. Byrne (1986) also said: “Dialogues 
seem to be best suited to the teaching of the spoken language”. 
 1.4. Difficulties in teaching speaking 
 1.4.1 Problems with Speaking 
 Speaking skill is considered to be similar to oral communication skill. 
Brown (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. 
 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. 
 Stress, rhythm, and intonation 
 Pronunciation with its characteristics: stress, rhythm, intonation is one of the 
important part in speaking. It contributes to make the message clearly and in the 
concrete situations the speaker may use different form of these characteristics 
therefore it sometimes make the hearer have difficulty. 
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