Group 1:

L Th Phng Tho
Phm Thi Bo Ngc
Nguyn Qunh Thy
Quch Yn Linh
Nguyn L B Tng
Subject: Advanced Teaching
Methodology
Instructor: PhD. Nguyen Thu Huong
Class: TESOL 13B
I. Introduction
II. Problems in teaching speaking English for EF
Ss in USSH
III. Solutions
IV. Lesson Plan
V. Conclusion and implications
1. Significance of teaching speaking
Importance of oral fluency
Speaking - most challenging skill to Ss
2. Reasons for choosing Freshmen
Importance of oral fluency
Learner belief: Mastery of speaking is a measure of success.
most foreign language learners are primarily interested in
learning to speak. (Ur, 2006, as cited in Murad, 2009, p. 14).
They [language learners] regard speaking as the most important
skill they can acquire, and they assess their progress in terms of
their accomplishments in spoken communication. (Bukart, 1998)
The mastery of speaking skills in English is a priority for many
second-language or foreign-language learners. (Richard, 2008)
Ss: acquired knowledge real life situations

3 areas of
knowledge of
speaking
Mechanics
Pronunciation Grammar Vocabulary
Functions
Transaction/information exchange
Interaction/relationship building
Social and cultural rules and norms
Speakers Circumstances Topic Reason
Speaking - most challenging skill to Ss
Capable of the mechanics of language/functions
Unfamiliar with social and cultural rules and norms
Not exposed to real life communication with native speaker
Unprepared and shocked (PPP CLT)
1. Ss problems
2. Ts problems
Think in Vietnamese translate to English
Be afraid of making mistakes
Suffer from peers pressure
Reliance on coursebook
Coursebook: Interaction
Drawback: some inappropriate topics
Ineffective activities
Unclear activities (start/end?)
No language focus stage no reflection
A. Adoption of TBLT to teaching speaking
1. Summary
2. Reasons for choosing TBLT

B. Ts assistance in familiarizing freshmen with new environment
1. Gradual change
2. Grouping
1. Summary
Definition of task
Characteristics of tasks - Criteria for identifying tasks for TBL
Framework
2. Reasons for choosing TBLT
TBLT is appropriate to the learners (EF freshmen) and the setting (at USSH)
Learners
Setting
TBL is a refinement of CLT / a strong version of CLT
High motivation
Implicit & explicit learning
Fluency & Accuracy
Private and Public Factors
Repetition
Definition of task
Task: a piece of classroom work which involves learners in comprehending,
manipulating, producing or interacting in the target language while their attention
is principally focused on meaning rather than form (Nunan, 1989:10)
Characteristics of tasks - Criteria for identifying tasks for TBL
Will the activity engage learners' interest?
Is there a primary focus on meaning?
Is there a goal or an outcome?
Is success judged in terms of outcome?
Is completion a priority?
Does the activity relate to real world activities?
Willis and Willis (2007:12-14)
Framework
TBL is appropriate to the learners and the setting
Learners (EF freshmen)
Setting (at USSH)
Resources available: Sufficient
Time / Syllabus: Flexible Negotiated
Types of test used: Oral test
Level of proficiency in English: intermediate, upper-intermediate, advanced
Interests:
Emphasis on learners
A variety of tasks & topics
Satisfy Ss interests
Real life communication Classroom
TBLT is appropriate to the learners and the setting
TBL is a refinement of CLT / a strong version of CLT
High motivation
Implicit & explicit learning
Fluency & Accuracy
Private and Public Factors
Repetition

TBL is a refinement of CLT / a strong version of CLT
High motivation:
Authentic tasks are intrinsically motivating.
Meaning is primary.
Targeted real-world tasks have much clearer outcomes
that can be more easily assessed.
In speaking, implicit knowledge: memories of previously experienced utterances
(Ellis, 2011, p. 42)
TBL is a refinement of CLT / a strong version of CLT
Language is acquired
through communication
Teaching
Activating an existing
knowledge of the language
Stimulating the development of
the language system itself
(Howatt, 1984, p. 279, as cited in Lochana & Deb, 2000, p. 468)
Fluency in second language performance is due to what we have acquired, not
what we have learned (Krashen, 1981, as cited in Brown, 2007, p. 294).
2 kinds of knowledge
Explicit: awareness
Implicit: no awareness (Ellis, 2003)
Doing the task implicit learning
Language focus explicit learning (Schmidt 2001)
Attention to form, one way or another, can occur in any (or indeed all) of the phases of a
task-based lesson. (Ellis, 2006, p. 38)
Planning stage: emphasis is on clarity, organization, and accuracy (Richards, 2006, 33)
Report stage: focus on fluency and accuracy.
Language focus stage: focus on form based on learner questions, mistake noted
and suggestions from T
Form-based and meaning-based can operate synergistically (Spada, 1997, cited in Zhao, 2011)
Bringing meaning and form together can have positive learning outcome (Ellis, 2011; Spada &
Frohlich 1995, as cited in Wesche & Skehan, 2002)
TBLT should be adopted to teach speaking English for EF students.
TBLT: emphasis on fluency at the expense of accuracy?
TBL is a refinement of CLT / a strong version of CLT
TBLT: a dual focus
Fluency
Accuracy
Action (Task stage)
Reflection (Language focus)
Learners privately
practice the
language
Publicly show
others their fluency
and accuracy
Boost confidence.
TBL is a refinement of CLT / a strong version of CLT
Private and Public Factors
Task cycle: Doing tasks in pairs/groups Planning (1
st
) Report to the class (2
nd
)
Language focus (3
rd
) consolidate their knowledge and improve their performance
There is no such opportunity in other methods.
Repetition
Vietnamese Ss have been familiar with PPP; they should be
prepared to get accustomed to TBL.
They should not expect the right answer from the outset.
Prepare Ss state of mind before engaging them into the tasks.
T should inform Ss about the effectiveness and procedure of
TBL trust in the new method
Encourage students to mix up and form different pairs
for different tasks increase intakes and concentration
Mix the students with different levels
1. Pre-Task
2. Task Cycle
3. Language Focus
4. Materials
Uh ohIm
lost
?
!
Students
Group A Group B
Maps of the same area
Different marked places
Work in pairs
Take turns to give the directions
Write the name of the places
directed on the maps
Plan and give reports
o Work in pairs (10 minutes)
Ask and give directions
Write them on the maps
o Plan a report
Teacher:
Monitor from a
distance
Encourages Ss
Not intervene
TASK
Students:
Use language
they already have
to perform the
task
o Work in pairs (10 minutes)
Ask and give directions
Write them on the maps
o Plan a report
Teacher:
Advise Ss on
language
(Emphasis: clarity,
organization, and
accuracy)
PLANNING
Student:
Draft and rehearse
their reports
REPORT
3 pairs (chosen by lucky
draw)
Report the results
REPORT
Teacher:
Comment on the
content of Ss
reports
Give no overt public
correction
Stage Student Teacher
Analysis

Read
Underline all expressions
used to request directions
Identify the type of
sentence used to give
directions
Circle new words related to
the topic
Give Ss the script of the clip
(in Pre-task)
Practice
Match the direction with
the right picture
Repeat following the
teachers model

Listen to the audio, do the
exercise (Exercise 2, p. 40,
Interaction 2)
Ask Ss to do the exercise in
the handout (1 2 3)
Model words, phrases, or
sentences related to the
topic
Instruct the students to do
the listening exercises
Handout (pt.1)
Handout (pt.2)
Handout (pt.3)
Teaching in TBLT procedure would require more work
and effort from teachers in terms of task preparation and
cost (i.e. handouts photocopying, etc.), what would be
acquired from this method is worth giving attention to.
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