THE APPLICATION OF TASK-BASED APPROACH TO ENGLISH SPEAKING ACTIVITIES FOR FIRST-YEAR FAST-TRACK STUDENTS BY THE TEACHERS OF ENGLISH IN FELTE, ULIS, VNU = Việc áp dụng phương pháp dạy học theo nhiệm vụ vào bộ môn nói Tiếng Anh cho sinh viên năm nhất CLC ĐH Ngoại Ngữ, ĐHQG Hà Nội

• Main Author: Lê, Thị Hồng Nhung
• Other Authors: Phạm, Thị Thanh Thủy
• Format: Final Year Project
• Language: English
• Published: 2020
• Subjects: Tiếng Anh > Dạy và học; Kỹ năng nói; Phương pháp dạy học
• Online Access: http://repository.vnu.edu.vn/handle/VNU_123/100243
• Institution: Vietnam National University, Hanoi

Communicative Language Teaching approaches (CLT) have become more and more popular in recent years since the ultimate goal of language learning is to be able to effectively communicate in that language. Task-based approach is widely known as one of the approaches influenced by CLT and has been applied in teaching both receptive and productive skills. Due to the fact that there has been little research in this field for English major students at tertiary level, this paper was conducted to investigate the application of task-based approach for fast-track freshmen in University of Languages and International Studies, Vietnam National University. It is expected to offer useful information for pedagogical tasks for English teachers in general. Qualitative research design was applied to address the two research questions relating to the reasons of using task-based approach and its application. The teachers from first-year fast-track classes majoring in English Language Teacher Education were chosen to join the study. Document observations, class observations and the interviews with teachers were used as data collection instruments; content analysis was the data analysis method. The findings of the study showed a number of benefits that task-based approach could bring to students and how task-based approach was strictly applied in Forum activity as well as how it influenced Functional Language lesson. It is recommended that the teacher should use task-based approach for a maximum of 10 students to ensure the quality of this learning task. Additionally, the teacher should equip themselves with related knowledge when facilitating authentic tasks and also help students develop supplementary skills in other activities so as to accomplish the task.