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 on the necessity of testimonies This research seeks to identify specific purposes that will contribute to the improvement of various aspects within the school environment.
This study aims to assess the current state of English language teaching at Dong Hy Secondary School by examining key factors such as teachers' perceptions of Communicative Language Teaching (CLT), their practical implementation of CLT strategies, the effectiveness of assessments, the impact of the new English textbook, as well as the students' 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 examines the implementation of the Communicative Language Teaching (CLT) approach in English instruction at Dong Hy Secondary School in Thai Nguyen It specifically explores teachers' perceptions of CLT, their practical application of the method, the effectiveness of the new English textbook, and the overall teaching and learning environment, as well as student engagement.
This study focuses on grade 10 students and six teachers from Dong Hy Secondary School in Thai Nguyen, selected due to time constraints and the scope 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
Class observations were carried out in three randomly selected classrooms, ensuring that the teachers and students observed were not specifically chosen based on their experience or performance levels.
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 pertinent to the study of Communicative Language Teaching (CLT) It highlights the various communicative activities involved, the advantages of implementing CLT in foreign language instruction, and the challenges faced when applying CLT in teaching English as a foreign language Additionally, it examines previous studies on the application of CLT and the specific conditions necessary for its effective implementation.
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 enhanced student engagement and practical language use It also addresses the challenges faced when implementing CLT in teaching English as a foreign language, including resource limitations and varying student proficiency levels Additionally, the chapter reviews previous studies on CLT application and discusses the necessary conditions for its successful implementation in educational settings.
The goal of a Communicative Activity (CA) in the classroom is to encourage learners to engage with the language in realistic and meaningful interactions, often through information exchange To effectively organize and enhance CA, several key factors must be considered.
Communicative activities, as defined by Harmer (1991) and Scrivener (1994), involve learners using their language skills for meaningful communication These activities encourage students to engage in speaking and listening with a genuine desire to communicate, which is essential for effective interaction For communication to be successful, learners must have a clear purpose, using language to achieve specific objectives Consequently, the focus should be on the content of the communication rather than the language form itself, promoting an authentic learning experience.
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 individual must seek to gain insights, highlighting the presence of an "information gap" or "opinion gap" that motivates interaction For instance, when a teacher prompts students to describe their homes, they are fostering a scenario 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 forms In real-life situations, students inquire about their friends' families not to practice specific grammatical structures like "have got," but out of genuine interest in the information being shared This highlights that their primary focus is on understanding meaning, rather than merely mastering language forms.
A well-designed communicative activity (CA) can significantly enhance language learning by offering whole-task practice, boosting motivation, facilitating natural learning processes, and establishing a supportive context for learning According to Littlewood (1981), these elements are crucial for effective language acquisition and development.
Communicative activities offer "whole-task practice," allowing learners to engage in complete skills, unlike non-communicative activities that focus on individual components For instance, learning to swim requires not just practicing specific movements but also actual attempts to swim a short distance, integrating all skills into a cohesive experience.
(whole-task practice in order to suit the learners‟ level of ability through various kinds of communicative activity
Communicative activities significantly boost learners' motivation by aligning classroom learning with their ultimate goal of engaging in effective communication When students recognize the relevance of their studies to real-world interactions, their motivation to learn is more likely to be maintained, leading to greater success in achieving their communication objectives.
Communicative activities facilitate natural language learning by engaging individuals in real communication Essential aspects of language acquisition occur through natural processes that arise when people actively use the language Therefore, incorporating communicative activities is vital for effective language learning.
(inside or outside the classroom) is an important part of the total learning process