The use of simulation in speaking skill development of third-year students at Fast-track program, FELTE, ULIS-VNU
1. The research’s problem statement, background and the rationale
Along with the huge demand of good communication skill in English, the traditional teaching methods focusing much on grammar and vocabulary were gradually substituted by the appearance of a novel one named Communicative Language Teaching. This method aims at enhancing learners’ “communicative competence” which requires not only grammatical, lexical knowledge but strategic, actional and socio-cultural competence as well (Celce-Murcia et al, 1995). To meet the requirements of this new teaching method, simulation has been applied in language teaching lessons in order to improve speaking skills for students.
Simulation has long been considered to be an innovative and creative teaching technique in language lessons. According to Tompkins (1998), simulation is “a valuable method for L2 teaching” because it “encourages thinking and creativity”, “develop and practice new language and behavioral skills” and “create the motivation and involvement” in students.
In speaking lessons of the third-year students in Fast-track program in ULIS, the utilization of simulation has proved that the benefits of this teaching method in developing speaking skill of learners are considerable. This has opened a promising picture that it is highly recommended to make full use of simulation.
In the situation of Faculty of English Language Teacher Education, ULIS, it is the fact that only third- year Fast track students has an official speaking activity named Simulation in their syllabus, which earns fifteen assessment (15%) of the whole Speaking course assessment.
With all the a...
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...g for each simulation and carrying out it in class. As a result, it is possible for learners to derive benefits from the use of simulation in terms of speaking skill development.
* Reference list:
7. To, T. H. (Ed.). (2011). An introduction to language teaching methods. Hanoi: Hanoi University of Languages and International Studies – VNU.
8. Tompkins, P. K. (1998). Role Playing/Simulation. Retrieved March 10, 2014, from http://www.cal.org/resources/digest/rodgers.htmlhttp://iteslj.org/Techniques/Tompkins-RolePlaying.html.
Works Cited
7. To, T. H. (Ed.). (2011). An introduction to language teaching methods. Hanoi: Hanoi University of Languages and International Studies – VNU.
8. Tompkins, P. K. (1998). Role Playing/Simulation. Retrieved March 10, 2014, from http://www.cal.org/resources/digest/rodgers.htmlhttp://iteslj.org/Techniques/Tompkins-RolePlaying.html.
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Vogt, M. & Echevarria, J. (2008). 99 Ideas and Activities for Teaching English Learners with the SIOP Model. Boston: Pearson Education, Inc.
Elvis Wagner investigated the use of video texts in testing the listening of ESL students within the experiment exhibited in his article, “The effect of the use of video texts on ESL listening test-taker performance.” While the article itself was based heavily around the experiment conducted to test the effectiveness of video texts in testing listening, Wagner posed very interesting questions which he hoped his findings would portray. Wagner’s first question was the most interesting and asked,
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Littlebear, R. (2000). TO SAVE OUR LANGUAGES, WE MUST CHANGE OUR TEACHING METHODS. Tribal College Journal, 11(3), 18.
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Norris, J., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50, 417-528.
Kachru, B. B. (1992). Teaching world Englishes. The other tongue: English across cultures, 2, 355-366.
WORKS CITED Krashen, Stephen. The. Principles and Practice in Second Language Acquisition. New York: Pergamon Press, 2003. 1982 Omaggio, Alice C. Teaching Language in Context.
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