Thạc Sĩ Khoa sư phạm đh cần thơ - đặng thị kim mai – implementing communication strategies in listenning/spe

ĐẶNG THỊ KIM MAI – IMPLEMENTING COMMUNICATION STRATEGIES IN LISTENNING/SPEAKING CLASSES AT THE CFL – CAN THO UNIVERSITY
LUẬ N ÁN THẠC SĨ KHOA H Ọ C
LÝ LUẬN VÀ PHƯƠNG PHÁP GI ẢNG DẠ Y TIẾNG ANH
MASTER OF EDUCATION THESIS
Major: PRINCIPLES and METHODS in ENGLISH LANGUAGE EDUCATION
Supervisor: LÊ THỊ TUY Ế T MAI (M.Ed)

TABLE OF CONTENTS
Table of contents i
Acknowledgements iii
Abstract i v
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 spea king 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 a nd 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 te sts in two groups .42
4.3 Students’ attitude towards th e use of communicative strategies 44
CHAPTER 5. DISCUSSI ONS, LIMITATIONS and RECOMMENDATIONS .52
5.1 Discussions .52
5.1.1 The provision of communica tive 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
ABSTRACT

The choice of the research was mainly determined by the fact that little attention
has been given to communicative strategies in the textbook- Let’ s Talk 3, which is
currently used at the Center of Foreign Language (CFL) at Can Tho university, whereas
the previously used material- Mosaic One: A Listening/Speaking Skills Book explicitly
provides students with communication skills for speaking and lis tening. So this research
was conducted to find out the impact of communication strategies on student’s
development in speaking performance; a nd with the result obtained, I propose
implementing communication strategies in li stening/speaking classes at the CFL. The
participants of this study included sixty-eight intermediate students in listening and
speaking classes 7 at the CF L. Two questionnaires were given, one for teachers and
another one for students. The first questionnair e aims to find the answer to the first
research question about the degree that Let’s Talk 3 explicitly prov ides students with
communicative strategies and, the second is to see the attitude of students towards the
use of communication strategies, which have been taught during the course. A pre-test
and a post-test were given to two groups of students in two listening and speaking
classes, an experiment group and a control group. The test criteria to assess the two
tests also help the resear cher to see whether or not the implementation of
communication strategies enhances the students’ development in their speaking
performance .The findings revealed that communication strategies were not explicitly
provided in the main material, and the aim of the research was achieved, that is,
communication strategies enhance the stud ents’ improvement in their speaking
performance.

TÓM T ẮT

Đề tài nầy đượ c th ự c hi ện là do các chiến thuật giao tiếp rất ít đượ c quan tâm trong giáo trình Let’s Talk 3 đ ang đượ c sử d ụ ng t ại Trung Tâm Ng ọ ai Ngữ - Tr ường Đại học Cần Thơ , trong khi đó giáo trình Mosaic one đã từng được dạy trước đây cung cấp các chiến lược giao tiếp một cách rõ ràng. Vì v ậy vi ệc th ự c hi ện đề tài nầy nhằm để
xem ảnh h ưởng c ủ a các chi ến lược giao tiêp vào s ự phát triển kh ả n ăng giao ti ếp cúa
h ọ c sinh. V ớ i kết qu ả nh ận đượ c, tôi xin đề ngh ị áp dụng các chiến thuật nầy trong các
lớ p nghe nói t ại trung tâm ngo ại ng ữ tr ường Đại họ c Cần Th ơ . Đối t ượng tham gia đề
tài nghiên c ứ u nầy gồm sáu mươi tám h ọ c sinh có trình độ trung cấp ng ọ ai ngữ , đ ang
theo h ọ c lớp 7 t ại trung tâm. Hai bảng khảo sát đượ c phân phát, m ộ t cho hai m ươi th ầy
cô và mộ t cho các h ọc sinh tham gia đề tài. M ụ c tiêu c ủ a bảng khảo sát th ứ nh ất là để
tìm ra vấn đề là giáo trình Let’s Talk 3 có cung c ấp các chi ến lược giao tiếp hay không,
và b ảng khảo sát thứ hai là xem thái độ c ủ a họ c sinh trong nhóm th ự c nghi ệm về việc
áp d ụng các chiến lược nầy. Hai bài tâp đầ u khóa và cuố i khóa đượ c đưa ra cho hai
nhóm thự c nghi ệm và nhóm đố i ch ứng. Một bảng tiêu chu ấn đ ánh gía để l ấy kết qu ả
củ a hai nhóm. K ết qu ả cho th ấy, giáo trình Let’s Talk 3 không có cung c ấp các chi ến
thu ật giao tiếp m ộ t cách bài b ản. Qua k ết qu ả nghiên c ứ u, ta có thể k ết lu ận rằng các
chiến thuật giao tiếp đ ã làm t ăng khả n ăng nghe nói c ủ a họ c sinh.
LIST OF FIGURES

Figure 2.1 Classification of Learning Strategy (O’Malley et al. 1985) 6
Figure 2.2 The Manifestation of So cioaffective Strategies (O’Malley et al. (1990) ) .7
Figure 2.3 The Sub Category of Communication Strategies (Gabrielatos, 1992) 8
Figure 4.1 The percentage of the teac hers ’choices in statement 1 33
Figure 4.2 The percentage of the teachers’ choices in statement 2 33
Figure 4.3 The percentage of the teachers’ choices in statement 3 34
Figure 4.4 The percentage of the teachers’ choices in statement 4 34
Figure 4.5 The percentage of the teachers’ choices in statement 5 35
Figure 4.6 The percentage of the teachers’ choices in statement 6 35
Figure 4.7 The percentage of the teachers’ choices in statement 7 36
Figure 4.8 The percentage of the teachers’ choices in statement 8 36
Figure 4.9 The percentage of the teachers’ choices in statement 9 37
Figure 4.10 The percentage of the teachers’ choices in statement 10 37
Figure 4.11 The total mean scores of the teacher’s questionnaire .38
Figure 4.12 The comparison of the two tests in the experimental group 40
Figure 4.13 The comparison of the two tests in the control group .41
Figure 4.14 The comparison of the two groups 43
Figure 4.15 The mean scores of the students’questionnaire .45
Figure 4.16 The percentage of the student s’ choices in statement 1 45
Figure 4.17 The percentage of the student s’ choices in statement 2 46
Figure 4.18 The percentage of the student s’ choices in statement 3 46
Figure 4.19 The percentage of the student s’ choices in statement 4 47
Figure 4.20 The percentage of the student s’ choices in statement 5 47
Figure 4.21 The percentage of the student s’ choices in statement 6 48
Figure 4.22 The percentage of the student s’ choices in statement 7 48
Figure 4.23 The percentage of the student s’ choices in statement 8 49
Figure 4.24 The percentage of the student s’ choices in statement 9 49
Figure 4.25 The percentage of the students’ choices in statement 10 .50
Figure 4.26 The percentage of the student s’ choices in statement 11 .50
Figure 4.27 The percentage of the student s’ choices in statement 12 51
LIST OF TABLES

Table 2.1 Summary of the impacts of CSs according to Mariani(1994) .10
Table 2.2 Examples of commonly-used communicative strategies .12
Table 2.3 Mosaic one: A Listening/Speaking skills Book (Ferrer, 1995, p.vi-vii) 14
Table 2.4 Let’s Talk3 (Jones,2002, P.iii) 15
Table 3.1 Items in sections of questionnaire for students .26
Table 3.2 The reasons of learning English for two groups of learners 23
Table 3.3 The classification of point rank 24
Table 3.4 Summary of the research activities in two groups 30
Table 4.1 The comparison of the contents between the two books .31
Table 4.2 The times of CSs used in Let’s Talk 3 .32
Table 4.3 The statistic result of the teachers’ questionnaire 38
Table 4.4 Mean score of the pre test and post test in the experimental group .39
Table 4.5 The points of the eight target students in the experimental group .40
Table 4.6 Mean score of the two tests in the control group 41
Table 4.7 Mean scores of the two groups .42
Table 4.8 Paired Samples T Test in th e experimental and control groups 43
Table 4.9 The total mean scores of the students’questionnaire 44