Topic 1: For your own knowledge, what is the best method of learning Speaking skill for Vietnamese high-school students? Why?
In general, Vietnamese students from 15 to 18 often have some typical difficulties in learning English, especially with speaking skill, and therefore finding out an efficient way of learning the skill is one of the appropriate solutions for this problem. Communicative language teaching (CLT) is considered the most effective way that teachers can use in teaching speaking skill for upper secondary school students in Vietnam.
Firstly, communicative language teaching has characteristics that can be applied for learning the speaking skill. The method’s goal is to enable the students to communicate in the target language while Vietnamese students in an English class often tend to be shy when they are asked to speak English despite their wide range of vocabulary. This way of learning, as a result, will encourage them to actively engaged in many communicative activities and freely present their ideas. Also, the use of authentic materials in CLT is considered to allow the students to develop their speaking skill and experience. Moreover, by learning to communicate, high-school students will be more motivated, and they will feel that they are learning to do something useful with the language. All these characteristics, which the previous teaching methods do not have, make communicative language teaching more worthy to be used in teaching speaking skill.
Studying by communicative approach not only fits the high-school students’ status but also satisfies demands of the Vietnam Ministry of Education and Training’s new general education curriculum. According to the new curriculum, Vietnamese high-school students are supposed to achieve the third level base on the Six English Language Proficiency Levels of Vietnam. This means Vietnamese students should be able to deal with most situations likely to arise whilst traveling in an area where the language is spoken; describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans. Through communicative activities in class, students’ confidence is built, which means they can deliver their thoughts and wants in their speech or speaking. In the new curriculum, teachers and teaching methods are no longer the core matter that needs to be assessed; learners and learning, now, has become a more important component that should be paid attention to. For this reason, Vietnamese students can communicate in English more frequently, so that communicative language teaching is highly recommended for its relating characteristics to the curriculum.
However, CLT requires the teachers’ constant creativity and a wide deep range of knowledge of teaching methods so that they can make use of it in helping students improve their skills, especially speaking. Though it is hard to create many truly communicative activities to get students involved, there will be a worthy outcome when it succeeds. Students’ weaknesses in speaking somehow will be improved and developed.
Overall, communicative language teaching will create many difficulties for the teachers, implying new teaching plans from the old curriculum to the new one, for example. It is regarded as the best method for the difference in characteristics that overweight the previous ones, the useful and appropriate characteristics which fit best the new general curriculum’s demand.
Grammar and spelling errors:
Line 2, column 95, Rule ID: AFFORD_VBG[1]
Message: This verb is used with infinitive: 'to speak'.
Suggestion: to speak
...istics that can be applied for learning speaking skill. The method’s goal is to enable t...
^^^^^^^^
Transition Words or Phrases used:
also, briefly, but, first, firstly, however, if, moreover, second, so, then, therefore, third, while, for example, in general, as a result
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 22.0 13.1623246493 167% => OK
Auxiliary verbs: 13.0 7.85571142285 165% => OK
Conjunction : 17.0 10.4138276553 163% => OK
Relative clauses : 14.0 7.30460921844 192% => OK
Pronoun: 30.0 24.0651302605 125% => Less pronouns wanted
Preposition: 60.0 41.998997996 143% => OK
Nominalization: 6.0 8.3376753507 72% => OK
Performance on vocabulary words:
No of characters: 2861.0 1615.20841683 177% => OK
No of words: 510.0 315.596192385 162% => Less content wanted.
Chars per words: 5.60980392157 5.12529762239 109% => OK
Fourth root words length: 4.75217629947 4.20363070211 113% => OK
Word Length SD: 3.15614991998 2.80592935109 112% => OK
Unique words: 244.0 176.041082164 139% => OK
Unique words percentage: 0.478431372549 0.561755894193 85% => More unique words wanted or less content wanted.
syllable_count: 864.9 506.74238477 171% => OK
avg_syllables_per_word: 1.7 1.60771543086 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 5.43587174349 55% => OK
Article: 3.0 2.52805611222 119% => OK
Subordination: 3.0 2.10420841683 143% => OK
Conjunction: 2.0 0.809619238477 247% => Less conjunction wanted as sentence beginning.
Preposition: 5.0 4.76152304609 105% => OK
Performance on sentences:
How many sentences: 19.0 16.0721442886 118% => OK
Sentence length: 26.0 20.2975951904 128% => The Avg. Sentence Length is relatively long.
Sentence length SD: 47.3191556674 49.4020404114 96% => OK
Chars per sentence: 150.578947368 106.682146367 141% => OK
Words per sentence: 26.8421052632 20.7667163134 129% => OK
Discourse Markers: 7.26315789474 7.06120827912 103% => OK
Paragraphs: 5.0 4.38176352705 114% => OK
Language errors: 1.0 5.01903807615 20% => OK
Sentences with positive sentiment : 13.0 8.67935871743 150% => OK
Sentences with negative sentiment : 4.0 3.9879759519 100% => OK
Sentences with neutral sentiment: 2.0 3.4128256513 59% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.289083340721 0.244688304435 118% => OK
Sentence topic coherence: 0.104884337886 0.084324248473 124% => OK
Sentence topic coherence SD: 0.0610264992244 0.0667982634062 91% => OK
Paragraph topic coherence: 0.184504198138 0.151304729494 122% => OK
Paragraph topic coherence SD: 0.0570416011231 0.056905535591 100% => OK
Essay readability:
automated_readability_index: 18.4 13.0946893788 141% => OK
flesch_reading_ease: 36.63 50.2224549098 73% => OK
smog_index: 11.2 7.44779559118 150% => OK
flesch_kincaid_grade: 14.6 11.3001002004 129% => OK
coleman_liau_index: 15.55 12.4159519038 125% => OK
dale_chall_readability_score: 8.73 8.58950901804 102% => OK
difficult_words: 123.0 78.4519038076 157% => OK
linsear_write_formula: 14.5 9.78957915832 148% => OK
gunning_fog: 12.4 10.1190380762 123% => OK
text_standard: 15.0 10.7795591182 139% => OK
What are above readability scores?
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Rates: 73.0337078652 out of 100
Scores by essay e-grader: 6.5 Out of 9
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.