Communicative Language Teaching
Table of Content Abstract
I. Introduction
1. Problem statement
2. Research goals
3. Significance of the research
II. Literature review
1. What is the definition of speaking?
2. The definition of Communicative Language Teaching?
3. The definition of Grammar-Translation
4. The situation of English speaking teaching at Vietnamese high schools
5. The characteristics of CLT approach
5.1. History and background of CLT approach
5.2. The comparison between CLT approach and Grammar-Translation method
5.3. The teachers and students’ roles in CLT classroom
5.4. The advantages of CLT approach
6. Difficulties and challenges in implement CLT approach
7. Some suggestions in the application of CLT approach into English speaking teaching
III. Research design
1. The place where I investigated
1.1. The Industrial University of Hochiminh city
1.2. The faculty of Foreign Languages
2. Research object
3. Research methodology (questionnaire)
3.1. Reasons of choosing this method (advantages and disadvantages)
3.2. List of questionnaire
ABSTRACT
Over the year, English has become the international language because of its importance. More and more people around the world are studying English as the second language. In this context, the English teaching has more concerned in Vietnam. However, it is not easy to have a logical teaching method for each language skill. There are four main skills in English language: Listening skill, Speaking skill, Reading skill, and Writing skill. Speaking skills have been considered the most important skill. Currently some Vietnamese high schools are applying Communicative Language Teaching (CLT) approach to English speaking teaching. So, what is Communicative Language Teaching? And what are the benefit of this method?
By this investigation, the writer desires to mention the importance of speaking skills and the advantages of CLT approach. Moreover, there are some possible ways to apply CLT approach to English
I. Introduction
1. Problem statement
2. Research goals
3. Significance of the research
II. Literature review
1. What is the definition of speaking?
2. The definition of Communicative Language Teaching?
3. The definition of Grammar-Translation
4. The situation of English speaking teaching at Vietnamese high schools
5. The characteristics of CLT approach
5.1. History and background of CLT approach
5.2. The comparison between CLT approach and Grammar-Translation method
5.3. The teachers and students’ roles in CLT classroom
5.4. The advantages of CLT approach
6. Difficulties and challenges in implement CLT approach
7. Some suggestions in the application of CLT approach into English speaking teaching
III. Research design
1. The place where I investigated
1.1. The Industrial University of Hochiminh city
1.2. The faculty of Foreign Languages
2. Research object
3. Research methodology (questionnaire)
3.1. Reasons of choosing this method (advantages and disadvantages)
3.2. List of questionnaire
ABSTRACT
Over the year, English has become the international language because of its importance. More and more people around the world are studying English as the second language. In this context, the English teaching has more concerned in Vietnam. However, it is not easy to have a logical teaching method for each language skill. There are four main skills in English language: Listening skill, Speaking skill, Reading skill, and Writing skill. Speaking skills have been considered the most important skill. Currently some Vietnamese high schools are applying Communicative Language Teaching (CLT) approach to English speaking teaching. So, what is Communicative Language Teaching? And what are the benefit of this method?
By this investigation, the writer desires to mention the importance of speaking skills and the advantages of CLT approach. Moreover, there are some possible ways to apply CLT approach to English
References: Richards, J. C. and T. S. Rodgers. 1986. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.