THỰC HÀNH CỦA GIÁO VIÊN TIẾNG ANH TRONG VIỆC PHÁT TRIỂN NĂNG LỰC DIỄN NGÔN THÔNG QUA KỸ NĂNG NÓI CHO HỌC SINH LỚP 10: NGHIÊN CỨU TRƯỜNG HỢP ĐIỂN HÌNH
Nội dung chính của bài viết
Tóm tắt
Tiếng Anh hiện nay đã trở thành môn học bắt buộc từ bậc tiểu học và dần trở thành một tiêu chí xét tuyển quan trọng tại các bậc đại học và cao đẳng, cho nên việc học tiếng Anh đã trở thành ưu tiên hàng đầu của rất nhiều học sinh trung học phổ thông (Nguyen, 2021). Thêm vào đó, việc học tiếng Anh hiện nay đang hướng đến hình thành năng lực giao tiếp cho học sinh, mà năng lực diễn ngôn chính là một phần không thể thiếu. Đây cũng là một mục tiêu then chốt được khẳng định trong Thông tư 32 (2018) của Bộ Giáo dục và Đào tạo. Mặc dù chương trình tiếng Anh mới đã có sự chú trọng nhiều hơn vào các kĩ năng giao tiếp như nghe và nói, nhưng học sinh vẫn gặp nhiều khó khăn khi diễn ngôn bằng lời (Le, 2011). Để mở ra những phương án giải quyết nhằm nâng cao năng lực diễn ngôn thông qua kĩ năng nói cho học sinh, nghiên cứu đã tập trung vào bốn đối tượng giáo viên tiếng Anh với lý lịch, kinh nghiệm và phong cách giảng dạy đa dạng từ một hệ thống giáo dục đã hai lần được giải thưởng của Bộ Giáo dục và Đào tạo cho những đóng góp vào phong trào cải cách giáo dục và đưa đường hướng giao tiếp vào giảng dạy tiếng Anh. Sau khi thực hiện phỏng vấn và quan sát lớp học của bốn giáo viên, nghiên cứu nhận thấy giáo viên thường kết hợp linh hoạt nhiều cách tiếp cận khác nhau để giúp học sinh phát triển năng lực diễn ngôn, tuy nhiên, sự kết hợp này vẫn phản ảnh đúng phương châm và phong cách giảng dạy của giáo viên đó. Kết quả của nghiên cứu có thể trở thành nguồn tham khảo hữu ích cho các giáo viên tiếng Anh, cũng như mở ra bước đầu trong việc xây dựng một bộ quy chiếu giúp giáo viên tự tìm ra phương pháp thích hợp để nâng cao năng lực diễn ngôn cho học sinh của mình.
Chi tiết bài viết
Từ khóa
giáo viên tiếng Anh, năng lực diễn ngôn, kĩ năng nói, nhận thức, thực hành, học sinh lớp 10, Hà Nội
Tài liệu tham khảo
Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford University Press.
Belmonte, I. A., & McCabe, A. (2004). The development of written discourse competence in ELT materials: A preliminary analysis. Revista Canaria de Estudios Ingleses, 49, 29-48.
Berg, E. C. (1999). The effects of trained peer response on ESL students' revision types and writing quality. Journal of Second Language Writing, 8(3), 215-241.
Borg, S. (2006). The distinctive characteristics of foreign language teachers. Language Teaching Research, 10(1), 3-31.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999). How people learn: Brain, mind, experience, and school. National Academies Press.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Brown, H. D. (2000). Principles of language learning and teaching (Vol. 4). Longman.
Bui, T. M. H. (2006). Teaching speaking skills at a Vietnamese university and recommendations for using CMC. Asian EFL Journal, 14, Article 2.
Cameron, L., Moon, J., & Bygate, M. (1996). Language development of bilingual pupils in the mainstream: How do pupils and teachers use language? Language and Education, 10(4), 221-236.
Canale, M. (1983). From communicative competence to communicative language pedagogy. Language and Communication, 1(1), 1-47.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47.
Carroll, K., Iedema, R., & Kerridge, R. (2008). Reshaping ICU ward round practices using video-reflexive ethnography. Qualitative Health Research, 18(3), 380-390.
Castro, P., Sercu, L., & Méndez García, M. D. C. (2004). Integrating language‐and‐culture teaching: An investigation of Spanish teachers' perceptions of the objectives of foreign language education. Intercultural Education, 15(1), 91-104.
Celce-Murcia, M. (2008). Rethinking the role of communicative competence in language teaching. In E. Alcón Soler & M. P. Safont Jordà (Eds.), Intercultural language use and language learning (pp. 41-57). Springer.
Celce-Murcia, M., Dörnyei, Z., & Thurrell, S. (1995). Communicative competence: A pedagogically motivated model with content specifications. Issues in Applied linguistics, 6(2), 5-35.
Chaudron, C. (1988). Second language classrooms: Research on teaching and learning. Cambridge University Press.
Chomsky, N. (2014). Aspects of the theory of syntax (Vol. 11). MIT Press.
Chun, D. M. (1994). Using computer networking to facilitate the acquisition of interactive competence. System, 22(1), 17-31.
Cohen, Y., & Norst, M. J. (1989). Fear, dependence and loss of self-esteem: Affective barriers in second language learning among adults. RELC Journal, 20(2), 61-77.
Collier, A., Phillips, J. L., & Iedema, R. (2015). The meaning of home at the end of life: A video-reflexive ethnography study. Palliative Medicine, 29(8), 695-702.
Cziko, G. A. (1978). Differences in first-and second-language reading: The use of syntactic, semantic and discourse constraints. Canadian Modern Language Review, 34(3), 473-489.
Do, B. Q. (2009). Vai trò của kiến thức đầu vào trong phát triển năng lực giao tiếp ngoại ngữ [The role of input knowledge in the developing of foreign language communicative competence]. VNU Journal of Foreign Studies, 25(3), 140-145.
Do, T. X. D. (2018). Những ứng dụng của nghiên cứu diễn ngôn vào giảng dạy ngôn ngữ [Practical applications of discourse study on language teaching]. Hue University Journal of Science: Social Sciences and Humanities, 127(6A), 55-67.
Do, T. X. D., & Truong, T. C. (2018). Discourse structure and its implication in the reading classes. Hue University Journal of Science: Social Sciences and Humanities, 127(6B), 39-46.
Dönyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
Dörnyei, Z., & Thurrell, S. (1994). Teaching conversational skills intensively: Course content and rationale. ELT Journal, 48, 40-49.
Edwards, A. D. (1987). Language code and classroom practice. Oxford Review of Education, 13(3), 237-247.
Egan, K. B. (1999). Speaking: A critical skill and a challenge. CALICO Journal, 16(3), 277-293.
Ellis, E. (2002). Teaching from experience: A new perspective on the non-native teacher in adult ESL. Australian Review of Applied Linguistics, 25(1), 71-107.
Ellis, N. C. (2008). The dynamics of second language emergence: Cycles of language use, language change, and language acquisition. The Modern Language Journal, 92(2), 232-249.
Feagin, J. R., Orum, A. M., & Sjoberg, G. (Eds.). (1991). A case for the case study. UNC Press Books.
Fischer, R. A. (1979). The inductive-deductive controversy revisited. The Modern Language Journal, 63(3), 98-105.
Flowerdew, J. (2002). Genre in the classroom: A linguistic approach. In A. M. Johns (Ed.), Genre in the classroom: Multiple perspectives (pp. 91-102). Routledge.
Gable, G. G. (1994). Integrating case study and survey research methods: An example in information systems. European Journal of Information Systems, 3(2), 112-126.
Golkova, D., & Hubackova, S. (2014). Productive skills in second language learning. Procedia-Social and Behavioral Sciences, 143, 477-481.
Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. (2009). Teaching practice: A cross-professional perspective. Teachers College Record, 111(9), 2055-2100.
Halliday, M., & Hasan, R. (1989). Language, context, and text: Aspects of language in a social semiotic perspective. Oxford University Press.
Hammerly, H. (1975). The deduction/induction controversy. The Modern Language Journal, 59(1/2), 15-18.
Hanks, W. F. (1992). The indexical ground of deictic reference. Cambridge University Press.
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.
Hymes. D. (1972). On communicative competence. In J. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269-293). Penguin Books.
Kinneavy, J. L. (1971). A theory of discourse. W.W. Norton & Company.
Lampert, M. (2010). Learning teaching in, from, and for practice: What do we mean? Journal of Teacher Education, 61(1-2), 21-34.
Larrivee, B. (2008). Development of a tool to assess teachers' level of reflective practice. Reflective Practice, 9(3), 341-360.
Le, N. (2011, May 21). Vì sao học sinh Việt Nam "ngại" nói tiếng Anh? [Why do Vietnamese students hesitate to speak English?]. Dân trí. https://dantri.com.vn/giao-duc-huong-nghiep/vi-sao-hoc-sinh-viet-nam-ngai-noi-tieng-anh-1306225111.htm
Legutke, M. K. (2012). Teaching teenagers. In J. C. Richards & A. Burns (Eds.), The Cambridge guide to pedagogy and practice in second language teaching. Cambridge University Press.
Li, D. (1998). It's always more difficult than you plan and imagine: Teachers' perceived difficulties in introducing the communicative approach in South Korea. TESOL Quarterly, 32, 677-703.
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
Ngo, H. H. (2012). Vai trò của văn hóa và kiến thức văn hóa nền trong việc hình thành và tiếp nhận diễn ngôn [The role of culture and cultural knowledge in discourse formation and acquisition]. VNU Journal of Foreign Studies, 28(1), 25-32.
Ngoc, D. (2021, April 14). Các trường xét tuyển bằng chứng chỉ quốc tế, nhiều học sinh thiệt thòi? [English international certificate as an significant advantage in higher education’s application: An opportunity or barrier?] Tuổi trẻ online. https://tuoitre.vn/cac-truong-xet-tuyen-bang-chung-chi-quoc-te-nhieu-hoc-sinh-thiet-thoi-20210414084953175.htm
Nguyen, H. N. (2021, March 12). 'Tôi biết nhiều học sinh học chưa tốt tiếng Anh' [I am aware that there are students who might not be fluent in English]. Tuổi trẻ online. https://tuoitre.vn/toi-biet-nhieu-hoc-sinh-hoc-chua-tot-tieng-anh-20210312215855479.htm
Nguyen, Q. (2016). Từ năng lực ngôn ngữ đến năng lực liên văn hoá [From linguistic competence to intercultural competence]. VNU Journal of Foreign Studies, 32(3), 1-9.
Nguyen, Q. T., Duong, C. D., & Vu, K. H. (2017). Thiết kế chương trình bổ trợ nói cho học sinh lớp 10 trường trung học phổ thông Thái Nguyên [Designing a supplementary English speaking material for the 10th form students at Thai Nguyen high school]. Tạp chí Khoa học và Công nghệ - Đại học Thái Nguyên, 167(07), 67-71.
Nguyen, T. H. (2002). Vietnam: Cultural background for ESL/EFL teachers. The Review of Vietnamese Studies, 2(1), 1-6.
Nguyen, T. T. H., & Nguyen, T. H. (2020). Nghiên cứu sử dụng tài liệu bổ trợ trong dạy kỹ năng nói tiếng Anh tại trường trung học phổ thông [An investigation into using supplementary materials in teaching English speaking skills at high school]. TNU Journal of Science and Technology, 225(12), 64-69.
Ntuli, D., & Pretorius, E. J. (2005). Laying foundations for academic language competence: The effects of storybook reading on Zulu language, literacy and discourse development. Southern African Linguistics and Applied Language Studies, 23(1), 91-109.
Nunan, D. (1987). Communicative language teaching: Making it work. ELT Journal, 41(2), 136-145.
Pace, G. (1992). Stories of teacher-initiated change from traditional to whole-language literacy instruction. Elementary School Journal, 92(4), 461-476.
Pennycook, A. (1994). Incommensurable discourses? Applied Linguistics, 15(2), 115-138.
Pham, H. H. (2007). Communicative language teaching: Unity within diversity. ELT Journal, 61(3), 193-201.
Pham, H. L. (2017). Phát triển năng lực tiếng của người học dưới ánh sáng lý luận ngôn ngữ học hiện đại [Language learners’ proficiency development in the light of modern linguistics]. Tạp chí Khoa học giáo dục, 142, 34-37.
Piaget, J. (1976). Piaget's theory. In B. Inhelder, N. N. Chipman & C. Zwingmann (Eds.), Piaget and his school (pp. 11-23). Springer.
Postiglione, G. A., Wang, L. & Watkins, D. (2008). Vocational and continuing education in China. In P. A. Elsner, G. R. Boggs & J. T. Irwin (Eds.), Global development of community colleges, technical colleges, and further education programs (pp. 91-104). American Association of Community Colleges.
Rajesh, M. (2015). Revolution in communication technologies: Impact on distance education. Turkish Online Journal of Distance Education, 16(1), 62-88.
Richard, J. C. (1990). Conversationally speaking: Approaches to the teaching of conversation. In J. C. Richards (Ed.), The language teaching matrix: Curriculum, methodology, and material (pp. 67-86). Cambridge University Press.
Richards, J. C. (2005). Communicative language teaching today. SEAMEO Regional Language Centre.
Rutherford, W. E., & Smith, M. S. (1985). Consciousness-raising and universal grammar. Applied Linguistics, 6(3), 274-282.
Saldaña, J. (2009). The coding manual for qualitative researchers. Sage Publications Ltd.
Savaşçı, M. (2014). Why are some students reluctant to use L2 in EFL speaking classes? An action research at tertiary level. Procedia-Social and Behavioral Sciences, 116, 2682-2686.
Savignon, S (1983). Communicative competence: Theory and classroom practice. Addison-Wesley.
Segalowitz, N. (2010). Cognitive bases of second language fluency. Routledge.
Skehan, P. (1998). A cognitive approach to language learning. Oxford University Press.
Stern, H. H., Tarone, E. E., Stern, H. H., Yule, G., & Stern, H. (1983). Fundamental concepts of language teaching: Historical and interdisciplinary perspectives on applied linguistic research. Oxford University Press.
Tan, M. (2005). CLT - beliefs and practices. Journal of Language and Learning, 3(1), 104-115.
Vietnam Ministry of Education and Training (2017). Quyết định số 2080/QĐ-TTg về phê duyệt điều chỉnh, bổ sung Đề án dạy và học ngoại ngữ trong hệ thống giáo dục quốc dân giai đoạn 2017-2025 [Decision No. 2080/QĐ-TTg on the approval of adjustments and additions to the project entitled “Teaching and learning foreign languages in the national education system, period 2017-2025”].
Vietnam Ministry of Education and Training (2018). Thông tư số 32/2018/TT-BGDĐT về ban hành chương trình giáo dục phổ thông: Chương trình môn Tiếng Anh [Circular No. 32/2016 QĐ-TTg on the publication of general education program: English as a foreign language program].
Vygotsky, L. (1978). Interaction between learning and development. Readings on the Development of Children, 23(3), 34-41.
Widdowson, G. H. (2001). Aspects of language teaching. Oxford University Press.
Wiggins, G., & McTighe, J. (2006). Examining the teaching life. Educational Leadership, 63(6), 26-29.
Wiliam, D. (2013). Assessment: The bridge between teaching and learning. Voices from the Middle, 21(2), 15.
Willis, J. (1996). A framework for task-based learning (Vol. 60). Longman.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100.
Yang, W., & Sun, Y. (2012). The use of cohesive devices in argumentative writing by Chinese EFL learners at different proficiency levels. Linguistics and Education, 23(1), 31-48.
Zhu, W. (1995). Effects of training for peer response on students' comments and interaction. Written Communication, 12(4), 492-528.
Belmonte, I. A., & McCabe, A. (2004). The development of written discourse competence in ELT materials: A preliminary analysis. Revista Canaria de Estudios Ingleses, 49, 29-48.
Berg, E. C. (1999). The effects of trained peer response on ESL students' revision types and writing quality. Journal of Second Language Writing, 8(3), 215-241.
Borg, S. (2006). The distinctive characteristics of foreign language teachers. Language Teaching Research, 10(1), 3-31.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999). How people learn: Brain, mind, experience, and school. National Academies Press.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Brown, H. D. (2000). Principles of language learning and teaching (Vol. 4). Longman.
Bui, T. M. H. (2006). Teaching speaking skills at a Vietnamese university and recommendations for using CMC. Asian EFL Journal, 14, Article 2.
Cameron, L., Moon, J., & Bygate, M. (1996). Language development of bilingual pupils in the mainstream: How do pupils and teachers use language? Language and Education, 10(4), 221-236.
Canale, M. (1983). From communicative competence to communicative language pedagogy. Language and Communication, 1(1), 1-47.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47.
Carroll, K., Iedema, R., & Kerridge, R. (2008). Reshaping ICU ward round practices using video-reflexive ethnography. Qualitative Health Research, 18(3), 380-390.
Castro, P., Sercu, L., & Méndez García, M. D. C. (2004). Integrating language‐and‐culture teaching: An investigation of Spanish teachers' perceptions of the objectives of foreign language education. Intercultural Education, 15(1), 91-104.
Celce-Murcia, M. (2008). Rethinking the role of communicative competence in language teaching. In E. Alcón Soler & M. P. Safont Jordà (Eds.), Intercultural language use and language learning (pp. 41-57). Springer.
Celce-Murcia, M., Dörnyei, Z., & Thurrell, S. (1995). Communicative competence: A pedagogically motivated model with content specifications. Issues in Applied linguistics, 6(2), 5-35.
Chaudron, C. (1988). Second language classrooms: Research on teaching and learning. Cambridge University Press.
Chomsky, N. (2014). Aspects of the theory of syntax (Vol. 11). MIT Press.
Chun, D. M. (1994). Using computer networking to facilitate the acquisition of interactive competence. System, 22(1), 17-31.
Cohen, Y., & Norst, M. J. (1989). Fear, dependence and loss of self-esteem: Affective barriers in second language learning among adults. RELC Journal, 20(2), 61-77.
Collier, A., Phillips, J. L., & Iedema, R. (2015). The meaning of home at the end of life: A video-reflexive ethnography study. Palliative Medicine, 29(8), 695-702.
Cziko, G. A. (1978). Differences in first-and second-language reading: The use of syntactic, semantic and discourse constraints. Canadian Modern Language Review, 34(3), 473-489.
Do, B. Q. (2009). Vai trò của kiến thức đầu vào trong phát triển năng lực giao tiếp ngoại ngữ [The role of input knowledge in the developing of foreign language communicative competence]. VNU Journal of Foreign Studies, 25(3), 140-145.
Do, T. X. D. (2018). Những ứng dụng của nghiên cứu diễn ngôn vào giảng dạy ngôn ngữ [Practical applications of discourse study on language teaching]. Hue University Journal of Science: Social Sciences and Humanities, 127(6A), 55-67.
Do, T. X. D., & Truong, T. C. (2018). Discourse structure and its implication in the reading classes. Hue University Journal of Science: Social Sciences and Humanities, 127(6B), 39-46.
Dönyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
Dörnyei, Z., & Thurrell, S. (1994). Teaching conversational skills intensively: Course content and rationale. ELT Journal, 48, 40-49.
Edwards, A. D. (1987). Language code and classroom practice. Oxford Review of Education, 13(3), 237-247.
Egan, K. B. (1999). Speaking: A critical skill and a challenge. CALICO Journal, 16(3), 277-293.
Ellis, E. (2002). Teaching from experience: A new perspective on the non-native teacher in adult ESL. Australian Review of Applied Linguistics, 25(1), 71-107.
Ellis, N. C. (2008). The dynamics of second language emergence: Cycles of language use, language change, and language acquisition. The Modern Language Journal, 92(2), 232-249.
Feagin, J. R., Orum, A. M., & Sjoberg, G. (Eds.). (1991). A case for the case study. UNC Press Books.
Fischer, R. A. (1979). The inductive-deductive controversy revisited. The Modern Language Journal, 63(3), 98-105.
Flowerdew, J. (2002). Genre in the classroom: A linguistic approach. In A. M. Johns (Ed.), Genre in the classroom: Multiple perspectives (pp. 91-102). Routledge.
Gable, G. G. (1994). Integrating case study and survey research methods: An example in information systems. European Journal of Information Systems, 3(2), 112-126.
Golkova, D., & Hubackova, S. (2014). Productive skills in second language learning. Procedia-Social and Behavioral Sciences, 143, 477-481.
Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. (2009). Teaching practice: A cross-professional perspective. Teachers College Record, 111(9), 2055-2100.
Halliday, M., & Hasan, R. (1989). Language, context, and text: Aspects of language in a social semiotic perspective. Oxford University Press.
Hammerly, H. (1975). The deduction/induction controversy. The Modern Language Journal, 59(1/2), 15-18.
Hanks, W. F. (1992). The indexical ground of deictic reference. Cambridge University Press.
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.
Hymes. D. (1972). On communicative competence. In J. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269-293). Penguin Books.
Kinneavy, J. L. (1971). A theory of discourse. W.W. Norton & Company.
Lampert, M. (2010). Learning teaching in, from, and for practice: What do we mean? Journal of Teacher Education, 61(1-2), 21-34.
Larrivee, B. (2008). Development of a tool to assess teachers' level of reflective practice. Reflective Practice, 9(3), 341-360.
Le, N. (2011, May 21). Vì sao học sinh Việt Nam "ngại" nói tiếng Anh? [Why do Vietnamese students hesitate to speak English?]. Dân trí. https://dantri.com.vn/giao-duc-huong-nghiep/vi-sao-hoc-sinh-viet-nam-ngai-noi-tieng-anh-1306225111.htm
Legutke, M. K. (2012). Teaching teenagers. In J. C. Richards & A. Burns (Eds.), The Cambridge guide to pedagogy and practice in second language teaching. Cambridge University Press.
Li, D. (1998). It's always more difficult than you plan and imagine: Teachers' perceived difficulties in introducing the communicative approach in South Korea. TESOL Quarterly, 32, 677-703.
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
Ngo, H. H. (2012). Vai trò của văn hóa và kiến thức văn hóa nền trong việc hình thành và tiếp nhận diễn ngôn [The role of culture and cultural knowledge in discourse formation and acquisition]. VNU Journal of Foreign Studies, 28(1), 25-32.
Ngoc, D. (2021, April 14). Các trường xét tuyển bằng chứng chỉ quốc tế, nhiều học sinh thiệt thòi? [English international certificate as an significant advantage in higher education’s application: An opportunity or barrier?] Tuổi trẻ online. https://tuoitre.vn/cac-truong-xet-tuyen-bang-chung-chi-quoc-te-nhieu-hoc-sinh-thiet-thoi-20210414084953175.htm
Nguyen, H. N. (2021, March 12). 'Tôi biết nhiều học sinh học chưa tốt tiếng Anh' [I am aware that there are students who might not be fluent in English]. Tuổi trẻ online. https://tuoitre.vn/toi-biet-nhieu-hoc-sinh-hoc-chua-tot-tieng-anh-20210312215855479.htm
Nguyen, Q. (2016). Từ năng lực ngôn ngữ đến năng lực liên văn hoá [From linguistic competence to intercultural competence]. VNU Journal of Foreign Studies, 32(3), 1-9.
Nguyen, Q. T., Duong, C. D., & Vu, K. H. (2017). Thiết kế chương trình bổ trợ nói cho học sinh lớp 10 trường trung học phổ thông Thái Nguyên [Designing a supplementary English speaking material for the 10th form students at Thai Nguyen high school]. Tạp chí Khoa học và Công nghệ - Đại học Thái Nguyên, 167(07), 67-71.
Nguyen, T. H. (2002). Vietnam: Cultural background for ESL/EFL teachers. The Review of Vietnamese Studies, 2(1), 1-6.
Nguyen, T. T. H., & Nguyen, T. H. (2020). Nghiên cứu sử dụng tài liệu bổ trợ trong dạy kỹ năng nói tiếng Anh tại trường trung học phổ thông [An investigation into using supplementary materials in teaching English speaking skills at high school]. TNU Journal of Science and Technology, 225(12), 64-69.
Ntuli, D., & Pretorius, E. J. (2005). Laying foundations for academic language competence: The effects of storybook reading on Zulu language, literacy and discourse development. Southern African Linguistics and Applied Language Studies, 23(1), 91-109.
Nunan, D. (1987). Communicative language teaching: Making it work. ELT Journal, 41(2), 136-145.
Pace, G. (1992). Stories of teacher-initiated change from traditional to whole-language literacy instruction. Elementary School Journal, 92(4), 461-476.
Pennycook, A. (1994). Incommensurable discourses? Applied Linguistics, 15(2), 115-138.
Pham, H. H. (2007). Communicative language teaching: Unity within diversity. ELT Journal, 61(3), 193-201.
Pham, H. L. (2017). Phát triển năng lực tiếng của người học dưới ánh sáng lý luận ngôn ngữ học hiện đại [Language learners’ proficiency development in the light of modern linguistics]. Tạp chí Khoa học giáo dục, 142, 34-37.
Piaget, J. (1976). Piaget's theory. In B. Inhelder, N. N. Chipman & C. Zwingmann (Eds.), Piaget and his school (pp. 11-23). Springer.
Postiglione, G. A., Wang, L. & Watkins, D. (2008). Vocational and continuing education in China. In P. A. Elsner, G. R. Boggs & J. T. Irwin (Eds.), Global development of community colleges, technical colleges, and further education programs (pp. 91-104). American Association of Community Colleges.
Rajesh, M. (2015). Revolution in communication technologies: Impact on distance education. Turkish Online Journal of Distance Education, 16(1), 62-88.
Richard, J. C. (1990). Conversationally speaking: Approaches to the teaching of conversation. In J. C. Richards (Ed.), The language teaching matrix: Curriculum, methodology, and material (pp. 67-86). Cambridge University Press.
Richards, J. C. (2005). Communicative language teaching today. SEAMEO Regional Language Centre.
Rutherford, W. E., & Smith, M. S. (1985). Consciousness-raising and universal grammar. Applied Linguistics, 6(3), 274-282.
Saldaña, J. (2009). The coding manual for qualitative researchers. Sage Publications Ltd.
Savaşçı, M. (2014). Why are some students reluctant to use L2 in EFL speaking classes? An action research at tertiary level. Procedia-Social and Behavioral Sciences, 116, 2682-2686.
Savignon, S (1983). Communicative competence: Theory and classroom practice. Addison-Wesley.
Segalowitz, N. (2010). Cognitive bases of second language fluency. Routledge.
Skehan, P. (1998). A cognitive approach to language learning. Oxford University Press.
Stern, H. H., Tarone, E. E., Stern, H. H., Yule, G., & Stern, H. (1983). Fundamental concepts of language teaching: Historical and interdisciplinary perspectives on applied linguistic research. Oxford University Press.
Tan, M. (2005). CLT - beliefs and practices. Journal of Language and Learning, 3(1), 104-115.
Vietnam Ministry of Education and Training (2017). Quyết định số 2080/QĐ-TTg về phê duyệt điều chỉnh, bổ sung Đề án dạy và học ngoại ngữ trong hệ thống giáo dục quốc dân giai đoạn 2017-2025 [Decision No. 2080/QĐ-TTg on the approval of adjustments and additions to the project entitled “Teaching and learning foreign languages in the national education system, period 2017-2025”].
Vietnam Ministry of Education and Training (2018). Thông tư số 32/2018/TT-BGDĐT về ban hành chương trình giáo dục phổ thông: Chương trình môn Tiếng Anh [Circular No. 32/2016 QĐ-TTg on the publication of general education program: English as a foreign language program].
Vygotsky, L. (1978). Interaction between learning and development. Readings on the Development of Children, 23(3), 34-41.
Widdowson, G. H. (2001). Aspects of language teaching. Oxford University Press.
Wiggins, G., & McTighe, J. (2006). Examining the teaching life. Educational Leadership, 63(6), 26-29.
Wiliam, D. (2013). Assessment: The bridge between teaching and learning. Voices from the Middle, 21(2), 15.
Willis, J. (1996). A framework for task-based learning (Vol. 60). Longman.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100.
Yang, W., & Sun, Y. (2012). The use of cohesive devices in argumentative writing by Chinese EFL learners at different proficiency levels. Linguistics and Education, 23(1), 31-48.
Zhu, W. (1995). Effects of training for peer response on students' comments and interaction. Written Communication, 12(4), 492-528.