Introduction
Foreign dialects play a very important role inside our system of knowledge. They are not only a highly effective tool for all of us to exploit information to obtain scientific technology, to talk about experiences with or to learn encounters from others in specialized domains but also a useful means of increasing people's materials and spiritual lives. Inside the sixteenth century English became known as a communication vocabulary for people surrounding the world. Its reputation as a foreign language has been increasing since that time and been developing into the second language of many countries (Richards and Rodgers, 2002). British is now the most popular spanish in Vietnam and British competence is considered one of the most necessary characteristics for anyone who would like to integrate themslves into the global society and gain access to the world's knowlege to be sucessful in life. British gradually becoming the key communication vocabulary in elements of education, business, entertainment and culture exchanges with other cultures excitingly occurring in lifestyle in Vietnam require appropriate acceptance of English speaking from Vietnamese learners, especially instructors and the ones who are working in education. Language coaching occupation has experienced many changes and a number of different language coaching methods and methods have been proposed and applied for the sake of educators and learners' benefits in their teaching and learning up to now. However, which is the most appropriate for professors and their learners depending a whole lot in their coaching and learning context. Therefore, Communicative Terms Coaching has been employed in most of Vietnamese classrooms, especially in PVMTC, for its advantages in improving the speaking skills though it isn't the latest one.
HISTORICAL Track record - THE MAJOR Fashion OF LANGUAGE Coaching METHODS AND Solutions.
Since the begining of the twentieth century, communication between people of different ethnicities in differrent elements of the earth has became immediate request. Teaching and learning a foreign language became more and more popular. However, to teach a foreign language effectively requires a lot of effort from the educators who have direct and significant effect on their students' success which is controled by the technique they choose to use to their vocabulary teaching in different learning and coaching contexts. Understanding the value of the matter, linguists and professors themselves have been done a big number of studies on terminology teaching to be able to determine and create more useful and effective vocabulary educating methods and approaches that help professors in executing well their job.
The two recent ages have observed ceaseless changes and innovation in language coaching in conditions of educating methods and approaches. These decide how the vocabulary is trained and what materials and activities are used in the classroom to help learners find the best accomplishment in their dialect learning. Thus, each strategy shows its view of the type of the terms and how the vocabulary is learnt.
According to Richards and Rodgers (2002, p. 3), Latin was the "dominant terminology of education, business, religion and federal under western culture" until the sixteenth century when People from france, Italian and British gradually replaced it to be the languages of communication. However, the remarkable impact of Latin coaching and learning rules and procedures along the way of coaching and learning the recently emerging dialects was still occuring before nineteenth century. This vocabulary teaching method has been known as Grammar Translation Method (GMT). As the effect, the words lessons occured usually in students' first terms, heavily centered on grammar rules that have been deductively educated to students to be able to guide these to decoding written texts and producing right writing in aim for dialects (Prator & Celce-Murcia, 1979). Translation activities with the assistant of billingual dictionaries were conducted to achieve the accuracy. Students were likely to memorize lots of words and their meanings and everything grammar guidelines and then apply these to make sentences. They were also likely to read, comprehend literature and write phrases without errors. Listening skill and speaking skill were completely disregarded (Larsen-Freeman, 1986) in GMT classrooms.
However, the changes in the world at that time resulted in the change of learners' goal of learning dialects: learning dialects to connect. The Grammar Traditional Method then couldn't meet the requiement since it seemed to fail to provide learners with connections and communication skills in the prospective language (Larsen-Freeman, 2000, p. 23). In 1880 Francois Gouin, a tutor of Latin in France launched a famous booklet called "Art of teaching and learning of dialects" to the general public. His assumptions of how a spanish could be educated together with those of Henry Lovely, an English philologist, came mutually on encouraging students to believe in the prospective dialect in learning process (Nagaraj, 1996, p. 71-72). This designed the first version of the Immediate method, a trend in foreign language teaching, which proceeded to go against the existing traditional one. The Immediate Method (known as Natural Method) was initially unveiled in Germany and France and it was the strong response to the downsides of the Grammar Translation Method. After that it became popular in The United States in the later of nineteenth century. At the time, Lambert Sauveur, "a fantastic man" and his colleage, Gottlied Henness, first applied thing lesson technique to educate German and French in their classrooms plus they appreciated great success. Sauveur after that developed this teaching method to the main one known as Natural Method and used it broadly in his terms academic institutions (Howatt, 2004, p. 217). At the same time, Maximilian D Berlitz also used this teaching method in his vocabulary schools in the US but in another name: Berlitz Method. In essence, the Direct Method based on the assumption of using the prospective language to instruct itself and this oral practice may help students assess the mark language in conditions of forms and meanings. It was also the advocacy for the natural dialect learning ideas and teaching of oral skill. So all instructions in the classroom were in the target vocabulary. Pronunciation and speaking skill were firmly emphasized by performing question-and-answer activities to stimulate and encourage students in using the dialect confidently (Larsen-Freeman, 1986). Connection between educator and students in the mark language was considerd a way to present it. Grammar, vocabulary and translation skills which were very important under the Sentence structure Translation method was now marginalized to guaratee the acquisition of dental proficiency because the proponents of the method had a strong idea that everyday vocabulary used in the class could be learnt effectively through visible presentations which grammar rules could be exercised by students through the teacher's inductive sentence structure teaching. By means of its technology in language teaching, the Immediate method, which negated the potency of the Grammar Translation method, became the first and the most concerned language teaching method that "marked scuff of the method era" (Richards & Rodgers, 2002, p. 14). However, apart from being a breakthrough in educating interactive speaking skills, the Direct Method also showed its weaknesses in terms of applied linguistics which made the method "not take well in public education where in fact the constraints of budget, school room size, time, and tutor background made such a method difficult to use" (Dark brown, 1994, p. 54) or to Richards and Rodgers it was a dramatic alteration in language teaching which securely focused on dental skill but "lacked a organized basic in applied linguistic theory and practice" (2002, p. 38).
In the 1920s and 1930s in Britain, British applied linguists led by Harole Palmer and A. S. Hornby exerted themselves to establish an approach called Oral Methodology (or Situation Language Teaching) to language teaching predicated on "more scientific groundwork", in which sponken terminology was important, only general and useful vocabulary was created, grammar was graded totally and everything practice took place in situations. The approach also savored the acceptance in English for decades there and many textbooks and programs were designed under it guidelines (Richards and Rodgers, 2002, p. 36-41).
Another method became known as the Army method fisrt and then Music Lingual Method (ALM) as we realize it now was a new creative trend in language coaching methodology in america in the next World War. It had been first applied in a special terminology training programs of Military of america. It was devised by an American linguist, Leonart Bloomfield for the servicemen who have been going to are translators, interpreters and quickly had a need to have perfect communicative skills to execute their jobs in different parts of the earth. The method was the combo of language teaching through intense practice of speaking skills to build up communicative competence with the terms learning method predicated on the disciplines of descriptive linguistics and behaviuor pychology (which considers terminology learning is a set of terminology). In this method, immitation, repetition, memorization and support were impressed within speaking practice with variety of drills. Small vocabulary was launched. Grammar was important but was trained inductively and inexplicitly throughout the conversational dialogues that learners practised orally but no problems were accepted because relating to them errors could become negative traits. It had been Charles Fries, another American linguist advocating Sound Lingual Method applied the method extensively in his English language center, who deserved credit for making this method popular in foreign language teaching in the United States specifically in the 1950s and 1960s (Wong, 2006) and the entire world.
However, the effectiveness of Audio Lingual Method on oral proficiency got questioned in the 1960s. Many tests were done and regarding to Scherer and Wertheimer (1964), this efficiency had not been significant. In the 1970s, the new method predicated on the wiew of terms learning as effective mental processes, that was advocated J. B. Carroll and K. Chastain in the 1960s, Cognitive-code-Method was created. As Carrol stated, this deductivist method was a "modified, up- to-date grammar-translation theory" (1966 cited in Stern, 1987, p. 469). It followed generativist grammatial theory (Danesi, 2003) and focused on grammar buildings and all four skills. Clear samples and grammar composition justification to learners came first. Learners were then asked to pracise them in significant contexts. Despite the fact that the method did not win the educators and linguists' favour for long, it deserved merit in leaving "contexttualized gramar tranning and the strategy of Error Research" to language coaching (Danesi, 2003, p. 11).
In the early 1980s, the Natural Way originated by Tracy Terrell and Stephen Krashen based on Krashen's theory about second language acquisition. It talks about language as a couple of messages that can be grasped. Vocabulary and indicating are major (Terrell & Krashen, 1983 cited in Richards and Rodgers, 2002) and the key points for instructing a language are based on the five hypotheses in Krashen's second language acquisition theory. The methodology was greatly welcomed in the US and around the world because of its positive influence on building more overall concepts for effective terms teaching that contain been considered in the later methods.
In the 1970s, the need for communicative competence extended to upsurge in collection with the changes of economical and politics situation in European countries. But professors and linguists didn't satisfy with the current language coaching methods and methods which were not effective in helping learners use the prospective language to socialize or connect in true to life situations. Communicative Words Teaching (CLT) or Communicative Approach to the coaching of foreign languages then surfaced as the answer to the problem. It has didfferent features from those of the other strategies since "one of the most characteristic features of Communicative Language Coaching is the fact it compensates basic attention to practical as well as structural aspects of language" (Littlewood, 1992, p. 1). To serve communicative goal of dialect learning, "the Communicative Methodology is based on the idea that what we do in the classroom must have some true to life communicative worth" or it "looks at what folks do with dialect and how they responde to what they hear" (Flowerdew & Miller, 2005, p. 12). Therefore, all activities used in a CLT class are correctly designed predicated on these principles. Educators measures terminology learners'success by looking at their development in communicative competence which is implied in their making use of any means of communication, verbal or nonverbal, within the limited knowledge of the language they need to. Somewhat, CLT makes use of showing and practising speaking and tuning in in real life situations to help students complete responsibilities and build their fluency and self confidence.
The last methodology I would like to say is Task-Based Strategy popularized by Prabhu. The method has attracted educators and linguists in recent years. It impresses on using authentic language in real life, classrooms are managed to happen in real world communicative context in form of jobs and the responsibilities' result, not the correctness of language forms, is used to evaluate students' improvement and competence. The actions in the class room mainly focus on speaking and students are required to be highly energetic and cooperative. The way is rather new rather than very familiar to professors and students in a few Southeast Parts of asia. However, no person who concerns linguistics negates its high tech in the field and it is considered the development of CLT.
ENGLISH LANGUAGE Coaching IN VIETNAM: Point out WITH THE ART
In the previous twenty years, the demand for communicating between folks of different ethnicities has pushed British to its recent status as a popular global language. English has become the official languge in Singarpore, India, the Philipines, Hongkong and a popular foreign language in most Asian countries for monetary and political reasons. English coaching profession in the region, as the effect, receives more concern of teachers, teachers and linguists. Good current language teaching trends of the world, British language coaching in Asia in addition has been influenced by a more effective alternative, Communicative strategy which emerged in the ash of less effective approachs and ways of language teaching that experienced big impact on English vocabulary learning and educating for a long period. The wind of changes prevails and ends up with a whole lot of other changes related to British language teaching. Instructors have been prompted to employ CLT in their English classrooms to improve students' speaking skill. However, in a few Asian countries of ESL where CLT and other later approaches have been imployed in English classrooms and stated for some success whilst in Asian EFL classrooms whether CLT has been really applied or not, if it includes, how effective it's been, continues to be questioned. So, what has been the issues?
In his study, Hird (1995, cited in Lewis & McCook, 2002) explained that the differences in cultures led to the distinctions in interpreting CLT. The Asian customarily appreciate the excellence such as acurracy in learning, CLT with their understanding, however, emphasizes more on fluency, appropriateness and spontaneity, not acurracy. Therefore, professors as well as students were dubious about the potency of CLT. A report of Musthafa Personal author, compiler, or editor name(s); select any author to perform a new search on that name. (2001, p. 1-10) on CLT in Indonesian argued that "the communicative approach has didn't help students become any longer competent in the utilization of the British dialect for real-life purposes". Or Manajitt (2008, p. 83-87) described, although the majority of the Thai EFL college teachers in Bangkok were very intersted in CLT, learnt about any of it in lots of ways and possessed clear CLT conceptualization, their teaching and their students' learning was still a combination between traditional and communicative approach or still stayed traditional because of problems they faced while managing a CLT school room.
In Vietnam, British became one of the things at school in 1987 after Vietnam began Doi Moi in 1986. English made an appearance in classrooms in some parts of the country. The course literature at the time centered on reading skills and sentence structure and the Sentence structure Translation Method was applied greatly in English coaching in Vietnam (Denham, 1992) beacause the new techniques and ways of teaching English didn't reach the country yet and the educators who had been trained before 1986 sensed "most confident deploying it" (Pham, 1999). Speaking skills were forgotten. Students had to work very difficult with grammar guidelines to past the examinations. Teachers educated to test and students studied to do assessments. In 1996, British skills at different levels was required to high chool and university or college students when they completed their study. English joined the get ranking of major topics at education corporations. However, teacher-centred or teacher-fronted classrooms remained typical ones in Vietnam (Sullivan, 2000). Students persisted using their rote learning in teacher-centred classrooms and the British teaching methods of the instructors in Vietnam in the overdue of 1990s were out-of-date (Kennett & Knight, 1999). The fact that coaching and learning British in Vietnam for over a dacade was remaining the same. The social demands for British for communication purposes were increasing because more and more activities in several fields requiring poeple with good communicative British competence urgently required a significient change in words teaching career.
In an attempt to enhance the quality of teaching and learning English especially the speaking skill, a movements to "transform curriculum, text books, and coaching methodologies" (Kim, 2001, p. 140) was launched. Now, CLT has been announced to be the best option to replace Sentence structure Translation strategy in Vietnam. Educators are annually invited to wait workshops about CLT. The new versions of British text literature for students at extra and high universities have substituted the old ones. The new text literature, however, include more every day dialogues as the one proof for the change since long reading texts and sentence structure exercies which guarantee to be the most in typical checks that students are going to take still predominent these literature. As a result, speaking skills are skipped in school. Teachers spend most of the time on explaining sentence structure rules and translating reading texts to students. Students have to work with reading and sentence structure even harder than ever to make it through the exams which mainly include long reading text messages and extremely complicated grammar things. So, CLT although is officially prefered in Vietnam but whether it is actually applied in classrooms to improve students' communitive competence or not is still a big question to whoever has ever taught English in Vietnam. These lead to far-reaching effect. At universities and schools, Communicative course literature are also chosen for students like the Lifelines set (Hutchinson, 2001), International Exhibit set in place (Taylor & Lane, 2007). The course books cover four macro skills. However, no dental or listening exams but reading and writing testing are carried out through the course. Inconsistencies between coaching and examinations lead to serious outcome like speaking skills are inorged in such these test-oriented tertiary EFL classrooms, students don't have even oppotunities to make use of the words verbally of their classrooms because Vietnamese is employed by professors and students most of the time (Bui, 2006). Under these conditions, students suffer from the failure in communicating or interacting. In terms of applying effectively new methods to teach British to students to help them use English communicatively, teachers fail to train their students how to speak or listen closely but read and write in the target language. Matching to Pham (1999), there are "socio-cultural factors against success in tertiary British vocabulary training programs in Vietnam". He emphasizes the actual fact that not only students but also educators who lack capability of communicating in the target vocabulary get so worried to be in CLT classrooms where speaking skills are focused. The brand new method required both educators and students actually work actively in school. However, they got used to learning and teaching passively with Sentence structure Translation Method and they have to struggle to triumph over their inherent passiveness, shyness, inferiority and fear to cope with the lesson in the new method. To these instructors and students, their British class put them in a state of panic. These have resulted in "the grade of coaching speaking skills at university or college in Vietnam" is still "poor". And the reason of the poor quality speaking coaching in English language tertiary education in Vietnam which "results in a large variety of graduates who have difficulty with communicating English" (Bui, 2006) must take into account the concrete factors such as professors and students' conceptualization and practice of CLT, educators' capacity and enthusiasm because of their badly paid jobs, budget for terms education, syllabus design, material and examination which are the same generally in most developing countries (Gorlach, 1995).
PetroVietnam Manpower Traning University (PVMTC) is one of the system of vocational classes in Vietnam but mainly funded by Petrovietnam. For nearly fifteen years, the Streamlines place was used as the key course catalogs and Sentence structure Translation Method was applied in teaching English inside our university. But since 2007, we've replaced the course catalogs with the Lifelines and International Exhibit collection. CLT has rarely received any warm welcome from the older teachers beause they don't want to improve the method that they have used for so very long and as for them, they don't believe in the potency of the new method and they even do not exactly know what CLT is and how to apply it. However, it includes enjoyed the acceptance among the younger instructors like me. We've been delivered to have classes on CLT as well as our acquaintances from other universities and colleges. We've excitingly discorvered it and applied or adapted it to our classes whenever we teach a large number of both types of students learning English there: regular students and task students.
Most of the students in PVMTC now are task students who are recent graduates or experienced technicians and technicians from different parts of Vietnam recruited to improve tasks of Petrovietnam. They are really paid to have a special intensive British course at PVMTC to boost their British skills, especially speaking skills, to perform their job together with foreign experts in their field at professional facilities or in office buildings. They are really highly motivated because they are given test of four skills and they're likely to achieve at least 650 grades on TOIEC when they complete working out course. They already took a location test before doing the course and their English effectiveness is Pre-intermediate. These are also advantages to us to use CLT in these classrooms. International Exhibit set is chosen for the course for its characteristics which support instructors and students a great deal in conducting a communicative way classroom. Inductive approach to grammar employed to guide students to work out rules and consumption which is generally a foreseen failure to many regular classes for regular students can be acceptable in these classes although both educators and students have to work difficult when interacting with complicated grammar points and occasional failures are unavoidable. Students can be found oppotunities speak, to discuss to complete all the duty distributed by the teacher or even to solve the issues emerging in the lessons. They are encouraged to use their own experience, limited language they have got learnt and appropriate learning strategies to deal with the English language in particular situations collectively in couple and group work activities. They are encouraged to keep speaking English with the classmates and educators approximately they can without caring much about making mistakes when speaking. Real materials such as video clips or articles from the web or newspapers, or any sourses associated with the subject areas of the lessons can be studied into the classroom to link the words they learn in the cousre booklet and those in true to life. Although English is employed by professors and students almost all of the time in class, most of the students, especially more advanced and senior ones, generally seem to be successful and get advanced in their learning in terms of using the language communicatively, fluently and confidently. In regards to to making use of CLT in teaching English speaking effectively in these kinds of classrooms, we proudly claim that both professors and students in PVMTC have worked increadibly hard to make it success.
We, however, confess our less successful result when making use of CLT to almost all of the classes for regular students who are adults at school and are being trained as staff to help PetroVietnam's subsidiaries. Many of them have been learning English for at least three years at senior high school but their British proficiency level continues to be beginner only. They are required to pass an British reading and writing test after finishing 90 time of learning English in the first semester. They are offered a free of charge optional 200 hour span of English to receive the A level qualification as the education insurance plan of PetroVietnam. The influences of different learning framework on English teaching and learning are clear in this situation. Therefore, as stimulated language teachers, we have been doing our better to adapt the most appropriate teaching methods we've known to train our students to have them improved and to these classrooms, an adapted combination of Audio tracks Lingual Method and CLT has were the most likely.
To a large extent, CLT has loved the level of popularity in PVMTC for demonstrating itself a far more effective method in educating and learning English speaking skills in PVMTC framework in this level.
CONCLUSION AND RECOMMENDATION FOR FUTURE DIRECTIONS
In conclusion, terminology teaching profession has been through great changes. Teaching methods and methods ranging from Sentence structure Translation to Task-based were created in different phases in educators, linguists' tireless efforts to improve quality of coaching and learning dialects. The later coming into the world will not completely exclude of the prior ones but it retains the quintessence and condemns the disadvantages of them and contributes development to the field guaranteeing its appropriateness for coaching and learning contexts in a specific period. Several studies have been done for centeries on coaching solutions and methods reflecting progressively concerns about speaking skills and the identification of the importance of the the skills in coaching, learning and using the mark language.
Improving the grade of coaching and learning English are the primary chalenges facing Vietnam teachers and government beacause it has been considered part of its public, economic and political development strategies. The first step as usage of expected success has been made. In Vietnam, CLT has just really been popularized and used in British classrooms to ameliorate learners' British competence. A lot of goal and subjective factors impacting on the potency of this communicative method remain existing in Vietnam education system. So CLT would be the most appropriate someone to use in the next years in Vietnamese teaching and learning framework before trying to exploit the later ones.
PVMTC have grown to be alert to the neccessary of choosing and applying CLT in educating British to acheive the proposed objective of any British courses to gratify our students' need, to prepare them for his or her future jobs by getting students involved in using English communicatively effectively, As I mentioned early, we have appreciated remarkable success but sometimes our teaching leads to falures. Regardless of those, I believe that no coaching methos or solutions are perfect to all or any types of learners which depending on subject of the training, as asthusiastic language teachers of course, if we have been creative enough in instructing fine art, we will learn how to adapt the methods we have known for use within each of our particular teaching and learning contexts and we will be successful in getting ready our students with communicative competence.
