Tác giả: Phan Tần Thái Thị Thùy Trang; PGS. TS. Phạm Vũ Phi Hổ (người hướng dẫn).

Trường Đại học Trà Vinh. Năm: 2019.

Mô tả: 50Tr, kích thước: 30cm. Số định danh: 428.24071/ Tr106. Vị trí: Phòng Tự Nghiên cứu.

Mục tiêu nghiên cứu:

With reference to the current trend of language teaching, CLT is supposed to primarily aim at developing learner’s communicative competence. Therefore, the design of most textbooks developed by the MOET (Ministry of Education and Training) in Vietnam is somehow based on CLT. However, after many years of studying English at school with these textbooks, Vietnamese students cannot apply their linguistic ability to real-life situations. Second, the school facilities cannot meet the demand of CLT application. Particularly, large-size classes are not ideal environment for a communicative lesson; and schools lack equipment (e.g. audiovisual teaching aids) (ibid.). Moreover, according to Khuong-Cam (2010), this problem of English grammar teaching derives from such constraints as grammar-based examinations and textbook-based syllabi rather than those mentioned by Nguyen and Nguyen (2014). Relating this common reality to VO VAN KIET High School, in KIEN GIANG province, Vietnam, the grammar teaching application has been in the same way. This fact is experienced by the researcher’s seventeen-year experience in teaching English at this school, through hundreds of classroom observations and daily personal communication with practitioners and students (personal communication, 2012).