Aims of the study
The study is aimed at finding out the English language teaching and learning at Dong
Hy Secondary School in Thai Nguyen aims to enhance educational outcomes through a focused study This research will emphasize the importance of testimonies in addressing existing challenges The specific objectives of the study include identifying key areas for improvement and implementing strategies to foster academic growth.
This study aims to assess the current state of English language teaching at Dong Hy Secondary School by examining several key factors, including teachers' perceptions of Communicative Language Teaching (CLT) and its practical implementation, the effectiveness of assessments, the impact of the new English textbook, student engagement, and the overall teaching and learning environment.
- To find out difficulties that the teachers of English at Dong Hy Secondary School experience when applying CLT
- To offer some suggestions on how to improve the quality of teaching English when using CLT
III Scope of the study
This study explores the implementation of the Communicative Language Teaching (CLT) approach in English instruction at Dong Hy Secondary School in Thai Nguyen It specifically examines teachers' perceptions of CLT, their practical application of the method, the evaluation of the new English textbook, as well as the dynamics between students and the overall teaching and learning environment.
This study focuses on grade 10 students and six teachers from Dong Hy Secondary School in Thai Nguyen, selected as participants due to time constraints and the requirements of an M.A minor thesis.
IV Methods of the study
In order to complete this thesis, the quantitative method was used to collect the needed data from the participants
- The questionaire was for six teachers at Dong Hy Secondary School
- The class observations were conducted Three classrooms were chosen at random as the best or the weakest students)
All comments, remarks, recommendations, and conclusions given in this study were based on the data analysis
The thesis consists of three parts
Part A - Introduction- Presents the rationale, the aim, scope, methods, and design of the study
Part B - Development- consists of three chapters
Chapter One of the Literature Review explores key theories relevant to the study of Communicative Language Teaching (CLT) It examines the benefits of implementing CLT in foreign language instruction, as well as the challenges faced during its application in teaching English as a foreign language Additionally, this chapter analyzes previous research on CLT implementation and discusses the necessary conditions for its effective use in educational settings.
Chapter two-Research methodologies- Presents the methodology performed in the study It provides information about the participants, the instrumentation Data collection and findings are also presented in this chapter
Chapter three-Findings and recommendations Discusses the data of the study and propose recommendations for applying CLT in teaching English to grade10 students at DH secondary school
Part C: Conclusion- Summarizes all the key issues as well as the limitations of the study and suggestions for further study
Part b: Development CHAPTER 1: LITERATURE REVIEW
This chapter explores key concepts in communicative language teaching (CLT), highlighting its advantages in foreign language instruction, such as increased student engagement and practical language use It also addresses challenges faced in implementing CLT in teaching English as a foreign language, alongside a review of previous studies that examine its application and the necessary conditions for effective implementation.
The primary goal of a Classroom Activity (CA) is to encourage students to engage with the language they are learning through realistic and meaningful interactions, primarily focused on information exchange To effectively organize and enhance CAs, several key factors must be considered.
Communicative activities, as defined by Harmer (1991), involve learning through the use of language for specific communicative purposes, allowing learners to utilize their linguistic skills to convey meaningful messages Scrivener (1994) echoes this definition, emphasizing that such activities encourage students to engage in speaking and listening with one another For communication to be effective, students must have a genuine desire to participate and a clear communicative purpose, focusing on the content of their interactions rather than the language form By centering their attention on achieving specific objectives, learners enhance their ability to communicate effectively.
1.1.2 Characteristics of a good communicative activity
Effective communicative activities require a genuine desire to exchange information When a question is posed, the asker should seek to gain knowledge or insight, highlighting the presence of an "information gap" or "opinion gap." For instance, when a teacher prompts students to describe their houses, it generates an artificial context that encourages meaningful communication.
„communicative purpose‟ and making the activity more artificial by asking to do it in
English The teacher also creates „information gap‟ by giving different information to pairs of students so that they can have a reason to exchange information
A key aspect of communicative activities is the emphasis on meaning rather than language structures In everyday interactions, students inquire about their friends' families not to practice specific grammatical forms like "have got," but out of genuine interest in the information being shared This highlights that their focus is on understanding and conveying meaning, rather than merely on the language used.
A well-designed communicative activity (CA) enhances language learning by offering whole-task practice, boosting motivation, facilitating natural learning, and establishing a supportive context for learning, as noted by Littlewood (1981, p.17).
Communicative activities offer "whole-task practice," enabling learners to engage in complete skill application, while non-communicative activities focus on training individual components or part-skills For instance, mastering swimming requires both the practice of specific movements and actual attempts to swim short distances, highlighting the importance of integrating part-skills into overall skill development.
(whole-task practice in order to suit the learners‟ level of ability through various kinds of communicative activity
Communicative activities significantly enhance motivation among learners, as their primary goal is to engage in meaningful communication with others When students recognize the connection between their classroom learning and their communication objectives, their motivation to learn is more likely to remain strong, leading to greater success in achieving these goals.
Communicative activities facilitate natural language learning by engaging individuals in real communication Essential aspects of language acquisition occur through natural processes that are activated when a person actively uses the language Therefore, incorporating communicative activities is crucial for effective language learning.
(inside or outside the classroom) is an important part of the total learning process
Communicative activities foster a supportive learning environment by encouraging positive relationships among learners and between learners and teachers These connections enhance individual efforts to learn, creating a context that significantly aids the learning process.
Harmer (1991:19) has summarized those characteristics in a figure called the communication continuum; as follows:
NON - COMMUNICTIVE ACTIVITIES COMMUNICTIVE ACTIVITIES