ENGLISH LANGUAGE TEACHERS' PRACTICES OF DEVELOPING DISCOURSE COMPETENCE THROUGH SPEAKING SKILLS FOR GRADE 10 STUDENTS: A CASE STUDY
Main Article Content
Abstract
Being one of the compulsory foreign languages in Vietnam and recently regarded as one of the requirements for higher education enlistment, English has received growing attention from Vietnam high school students (Nguyen, 2021). In Circular 32 (2018), the Vietnam Ministry of Education and Training [MOET] officially recognised communicative competence as the primary outcome of the English National Program of which Discourse Competence (DC) is a crucial component (MOET, 2018). Although the program aims to achieve the outcome with more emphasis on listening and speaking skills, Vietnamese high school students remain to struggle to form extended spoken discourse (Le, 2011). With the view to gaining insights into the actual state of cultivating DC through speaking skills in students, the study investigates four Grade 10 teachers with varied backgrounds and teaching styles in a private school awarded twice by the MOET for educational reforms and their attempts to integrate CLT in the English language teaching curriculum. After conducting the interviews and classroom observation, the findings imply that teachers devised a combination of approaches that had implicit impacts on different aspects of DC-based on students' English proficiency while preserving their teaching philosophies. Such innovativeness could suggest a rudimentary framework for teaching and teacher training programs regarding fostering DC in speaking for EFL students.
Article Details
Keywords
English language teachers, discourse competence, speaking skills, perceptions, practices, grade 10 students, Hanoi
References
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Hussein, N. O., & Elttayef, A. I. (2016). The impact of utilising Skype as a social tool network community on developing English major students' discourse competence in the English language syllables. Journal of Education and Practice, 7(11), 29-33.
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Larrivee, B. (2008). Development of a tool to assess teachers' level of reflective practice. Reflective Practice, 9(3), 341-360.
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Li, H., & Lui, Y. (2011). A brief study of reticence in ESL class. Theory and Practice in Language Studies, 1(8), 961-965.
Li, J. (2013). The application and significance of discourse cohesion and analysis in practical teaching of foreign language. Theory and Practice in Language Studies, 3(8), 1393.
Liao, X. (2000). How communicative language teaching became acceptable in secondary schools in China. The Internet TESL Journal, 6(10). http://iteslj.org/Articles/Liao-CLTinChina.html
Long, M. H. (1981). Input, interaction, and second‐language acquisition. Annals of the New York Academy of Sciences, 379(1), 259-278.
MacIntyre, P. D., & Gardner, R. C. (1989). Anxiety and second‐language learning: Toward a theoretical clarification. Language Learning, 39(2), 251-275.
Maley, A. (1984). On chalk and cheese, babies and bathwater and squared circles: Can traditional and communicative approaches be reconciled? In P. Larson, E. L. Judd & D. S. Messerschmitt (Eds.), On TESOL'84 (pp. 159-169). TESOL.
Mauranen, A. (1996). Discourse competence - evidence from thematic development in native and non-native texts. In E. Vantola & A. Mauranen (Eds.), Pragmatics and beyond new series (pp. 195 -230). John Benjamins Publishing Company.
McCarthy, M. (1991). Discourse analysis for language teachers. Cambridge University Press.
Merrell, J., & Williams, A. (1994). Participant observation and informed consent: Relationships and tactical decision-making in nursing research. Nursing Ethics, 1(3), 163-172.
National Center for Education. (2019, July 24). Giáo viên, yếu tố then chốt nâng cao chất lượng dạy và học ngoại ngữ [Teachers as the key factor in enhancing foreign language education’s quality]. Vietnam Ministry of Education and Training. https://moet.gov.vn/Pages/tim-kiem.aspx?ItemID=6131
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