Summary of Doctorate Thesis in Education: Developing communicative competence in foreign language teaching and learning process for high school students through experiential approach

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INTRODUCTION

1. Reasons for choosing the topic

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topic "Developing communicative competence

1.1. Communication is the foundation of relationships, which is necessary premise for the formation and development of psychology, personality of any students in language process. For high school students in learning foreign language learning process, strengthening their communicative competence to develop foreign language is more significant and helps learners integrate with foreigners and boost the efficiency of the students' foreign language learning process. 1.2. Foreign language retardation in high school students causes many troubles in the issue of language reception and expression, in understanding foreign language (English), which can lead to less effective results in the learners’ language perception. A great number of nations in the world have taken different measures to improve communicative competence such as: the development of coherence speech, the development of vocabulary, the ability to understand the meaning of words, the ability to comprehend the grammatical structure and the ability to pronounce correctly. Choosing the measures of improving communicative competence for high school students in foreign language learning process in specific and practical conditions in Vietnam is one of the problems posed for solving by the thesis. 1.3. Foreign language communicative competence of high school students in Vietnam have not been studied widely and systematically from detection with specific tools in order to determine the level of development of the ability of reception and expression, to specific skills in the phase of communication; Educational measures to improve these high school students’ competences in the global with specific economic, social and cultural traits that should be solved in the thesis. Research in foreign language teaching and learning process for high school students through experiential approach", if successful, will help the teachers and educators have the support measures so that high school students can develop their foreign language communicative competence best.

2. Purpose of the study

On the basis of theoretical and real research, a wide range of activities are proposed to effectively develop communicative competence in foreign language teaching and learning process for high school students through experiential approach.

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3. Object and subject of the research 3.1. Object of the research: The process of educating foreign languages for high school students. 3.2. Subject of the research: The development of communicative competence for high school students in teaching and learning foreign language process through experiential approach. 4. Scientific hypothesis: The communicative competence (CC) of high school students (HSS) and the development of CC for HSS through experiential approach (EA) in teaching and learning Foreign Language process (TLFLP) are still limited. If proposing and applying methods to develop reasoning through EA in the direction of well preparing conditions and enhance experiential activities (including: enhancing HS to observe, increasing the use of problem situations, increasing the use of simple scientific experiments, increasing the use of projects scientific discoveries and increasing the use of learning games), the CC of HSS will be improved. 5. Missions and scope of the research 5.1. Missions of the research 5.1.1. Researching the theoretical basis of developing CC for HSS through experiential activities. 5.1.2. Researching the current situation of developing CC for HSS through experiential activities. 5.1.3. Develop measures to enhance CC for HSS through experiential activities. 5.1.4. Pedagogical experiment of methods to develop CC for HSS through experiential activities proposed. 5.2. Scope of the research 5.2.1. Content: The research distinguishes the norms of communicative language competence (CLC), rather than communicative competence in developing CC for HSS’s learning foreign language process. Also, based on experiential learning process designed by David. A.Kolb, the thesis aims to develop CLC in TLFLP for HSS through EA. 5.2.2. Location and time Directly survey 394 HSS and 127 principals, educators and English - teachers at 07 high schools in Hanoi, including: Kim Lien, Hecmann Gmeiner, Trung Gia, Phan Huy Chu, Dong Da, Tay Ho and Nguyen Thi Minh Khai High Schools from the school year 2015 -2016 to the second term of the year 2018-2019.

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- In-depth study/Case study by 2 cases HSS is applied measures to improve

CLC in the direction of the topic hypothesis in high schools in Hanoi.

research methods

Developing CLC for HSS through EA will help the HSS interact and

6. Approach and research methods 6.1. Approach methods: The study is conducted according to the following approaches: (1) Approaching education through experience; (2) Approaching competence; (3) Approaching the system (structural approach - system); (4) Approaching activities; (5) Approaching reality. 6.2. Research methods: The thesis uses theoretical research methods; (Pedagogical observation; Conversation; Practical Investigation; Case study; Expert method; Pedagogical experiment method) and Mathematical statistical method. 7.2. Research methods 7.2.1. Group of theoretical research methods 7.2.2. Group of practical research methods (1) Survey method by questionnaire; (2) Deep interview; (3) Observe; (4) Method of using the check table (checklist); (5) Work product research; (6) Pedagogical empirical method. 7.2.3. Group of supplementary method 8. The arguments of the thesis that requires to be defended - communicate with each other both at school and in real life. - The development of CLC for HSS through EA at high school has not been concerned reasonably in both theoretical and practical conditions (E.g. There is lack of theory, less common EA; many communication skill groups done by both teachers and students are limited). - In order to improve CLC for HSS through EA, there should be built a foreign language teaching and learning process through EA, which may have learning methods and impact on high school students’ awareness, motivations. - If the foreign language teaching and learning process through EA is carried out reasonably in foreign language class, we can surely improve foreign language learning quality for HSS in general and improve their CLC in particular. The HSS’s motivations will therefore be raised as well. 9. New contributions of the thesis 9.1. About Reasoning - Enriching reasoning theory of CLC development for HSS through EA, contributing to the development of the theory of the path and ways to positively impact EA development of HSS.

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Detecting some problems of CLC development for HSS through EA in - the current high school program, in awareness and organization, guiding EA of teachers and the level of expression of CLC development for HSS through EA. 9.2. About practices - The situation of CLC development of HSS through EA in language and educating English for these students at 07 high schools in Hanoi was described, analyzed, assessed on the basis of a rating ladder with 20 specific criteria into 5 groups of basic language skills built exclusively for HSS. - Proposing a foreign language teaching and learning process through EA for developing CLC development of HSS through EA effectively. Furthermore, an experiment of measures 1 and 2 has been done, showing the efficiency and reality of the measures suggested. - The content of the thesis are important materials as the basis for the construction of training materials for teachers, managers are currently working at high school; At the same time is a source of reference for the lecturers, students of universities and colleges which train high school teachers. 10. Layout of the thesis In addition to the introduction, conclusion and recommendation, the thesis consists of 04 chapters: Chapter 1: The theoretical basis of developing communicative language competence in teaching and learning foreign language process through experiential approach for high school students. Chapter 2: The situation of developing communicative language competence in teaching and learning foreign language process through experiential approach for high school students. Chapter 3: Organizing the activities of developing communicative language competence in teaching and learning foreign language process through experiential approach for high school students. Chapter 4: Experimental professionality.

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CHAPTER 1: THEORETICAL BASIS ON DEVELOPING COMMUNICATIVE COMETENCE IN TEACHING AND LEARNING FOREIGN LANGUAGE PROCESS FOR HIGH SCHOOL STUDENTS THROUGH EXPERIENTIAL APPROACH

for

forms

language development;

teaching and

learning foreign

(6) Developing communicative

1.1. Overview of research issues Most of the deep research focuses on the formation and development of language; In terms of development characteristics, the necessary conditions, content, methods, research on communicative competence in teaching and learning foreign language process through experiential approach for high school students. This study goes deeper in developing verbal communicative language competence in teaching and learning foreign language process through experiential approach for high school students in an inclusive education environment. 1.2. Some basic concepts Concepts such as: (1) Competence; (2) Communicative Competence; (3) Communicative Language Competence; (4) Communicative Language language process; (5) in Competence Experiential approach and language competence in teaching and learning foreign language process through experiential approach for high school students has been elucidated. 1.3. Reasoning on teaching and learning foreign language process and communicative language competence in teaching and learning English as a foreign language in general educational program for high school students 1.3.1. The roles, meanings and goals of developing communicative language competence in teaching and learning foreign language process through experiential approach for high school students CLC meets the needs of cognition, eagerness to learn and discover of HSS; help HSS develop skills such as observation, comparison, conjecture...; help them expand vocabulary and enhance their ability to express in spoken language; allow HSS to use existing premises for reasoning; help HSS to know how to test known premises to make appropriate conclusions; create opportunities for HSS to manipulate directly with diverse materials with all senses, helping their senses and perceptions develop and become more sensitive. 1.3.2. The nature of developing CLC in teaching and learning foreign language process (TLFLP) for HSS through EA - Developing CLC in TLFLP for HSS through EA is understood as the process of educating HSS in TLFLP so that HSS can actively think and apply their

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accumulated knowledge, experience to strengthen and correct the arguments and conclusions about the world around them. - Measures to develop CLC in TLFLP for HSS through EA are ways teachers conduct the preparation of conditions and implement EA to help HSS actively explore, discover and experience practices as the development of learner- center-based approach. 1.3.3. Structure of communicative language competence The structure of communicative English language competence includes 5 component competences: (1) Grammatical competence; (2) Social linguistic competence; (3) Discourse competence; (4) Strategy competence and (5) Action competence. 1.3.4. Basic assessment of communicative language competence The thesis uses a 3-level communicative language competence scale (elementary, intermediate, and advanced) with 6 levels introduced in the framework of Vietnamese communicative language capacity. For students, studying English in high schools, the development of students' English language skills is appropriate from level 2 to level 3 on the competency scale of the framework of Vietnamese communicative language capacity. 1.3.5. Characteristics of TLFLP for HSS through EA The thesis identifies the characteristics of foreign language teaching based on experiential approach in high schools as follows: (1) Teaching foreign languages according to experiential approach at high schools changes the perception of the teacher's role in activities. teaching and student activities for learning activities; (2) The content of teaching foreign languages according to approach to experience in high schools is highly differentiated; (3) In teaching using experiential approach in high schools, the learning process of students is a comprehensive process of adaptation; (4) Teaching foreign languages according to approach to experience at high schools helps students acquire experience in some knowledge areas that no learning method can do, through which they realize the value of experience; (5) In teaching foreign languages according to approaching experiences in high schools, students always have to interact with documents and learning environment to complete learning tasks; (6) In teaching foreign languages according to approaching experiences in high schools, teachers always encourage students to balance between positive experiences and negative experiences; (7) In teaching foreign languages according to approach to experience in high schools, the assessment of students not only gives scores but also focuses on evaluating the process

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Advantages:

1.3.7. Advantages and disadvantages of TLFLP for HSS through EA  If high school teachers create conditions for students to learn a foreign language through experience, it will help them with some of the following benefits: (1) Balance between perception, emotion and behavior; (2) Have the opportunity to learn a shared foreign language; (3) Make use of existing experiences to create new experiences; (4) Maximize the capacity of useful communication skills related to the working environment in the future; (5) Apply knowledge to specific jobs; (7) Improve the initiative and creativity of students. ● Disadvantages: In addition to the above advantages, teaching foreign languages according to the experiential approach in high schools also has a number of disadvantages as follows: (1) The results of the process of learning a foreign language through experience are mainly based on the learning style by students. price; (2) Being personal and making it difficult for teachers to understand and explain the change of experience in each student; (3) If you abuse or use this foreign language teaching strategy inappropriately, it can cause lazy thinking and limit HSS’ ability to develop abstract thinking; (4) Not useful when the main purpose of teaching a Foreign Language is to convey systematic knowledge, information and facts; (5) Teaching based on experiential approach at high schools requires a lot of time and always sets high demands on the competence of foreign language teachers as a coordinator. 1.4. Developing CLC in TLFLP for HSS through EA 1.4.1. The goal of developing CLC in TLFLP for HSS through EA The goal of teaching foreign languages in high schools is that the components of communication competency are specifically integrated: (1) support the methods and develop the capacity of communication skills to be able to accurately and comprehensively assess the foreign learning capacity. student language; (2) confirm the competency of students' communication skills to serve decision-making of related parties; (3) practical support for teaching other foreign languages in the direction of developing CLC for HSS through EA in other foreign language process. 1.4.2. Content This includes developing 20 component skills in 5 skill groups: (1) Group of skills in giving messages; (2) Group of skills to receive messages; (3) Group of judgment skills and information processing in communication process; (4)

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through

(6) Project

implementation;

Group of management skills, mastering communication situations; (5) Group of skills create conditions for communicating and using means of communication. 2.4.3. Forms of developing CLC in TLFLP for HSS through EA The process of forming and developing communicative competence (competency of communicative language skills) in teaching English for high school students by using experience approaches is through the following ways: (1) Developing the ability of communication skills according to approach the experience is conducted through periodic practice of communication skills in class; (2) Developing the capacity of communication skills according to experience approaching the process of self-study and self- development; (3) Developing communicative language competencies in English teaching through experiential approach by conducting activities in forums, competitions, seminars and community clubs ... outside the classroom. 1.4.4. Methods (1) Interview, chat; (2) Storytelling; (3) Information gaps; (4) Writing articles; (5) Answer open-ended questions; (7) Presentation; (8) Role playing, acting; (9) Academic records; (10) Observation. 1.4.5. Process of developing CLC in TLFLP for HSS through EA - Step 1: Students receive information, raise awareness about competency of communication skills in English by approaching their own experiences, including: (1) defining the purpose; (2) development planning. - Step 2: Students process the income information and determine the competencies of communication skills in English by approaching experience by: (3) Determining the standard by processing the obtained information; (4) Develop criteria and development activities by identifying competencies of communication skills in English following experiential approach. - Step 3: Students apply knowledge to solve problems and situations related to their English language competency and make a decision to choose appropriate English language ability to (5 ) both select development measures and (6) perform development and collect information. - Step 4: (7) Using the development results to help students have the right attitude and action with activities of developing English language skills of communication skills according to experiential approach. 1.4.6. Teachers’ activities in TLFLP for HSS through EA 1.4.7. Evaluate the results of developing CLC in TLFLP for HSS through EA (1) Regarding the content of evaluation; (2) About skills; (3) Students' attitudes and feelings; (4) About evaluation method; (5) About the subject of evaluation

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1.5. Factors affecting the development of reasoning ability - Objective factors: Natural environmental factors and social environment; Factors of culture, local customs and family. - Subjective factors: The management and direction of management levels; Foreign language teachers directly teach; Coordination between educational forces inside and outside the school; The elements, instructional documents, and learning skills in teaching foreign languages through experiential approach.

Conclusion of chapter 1 1) Communicative competence depends on the purpose of communication, the nature of each different activity and there are different classifications of CLC in TLFLP for HSS through EA, leading to unanimity between the authors. 2) Developing communicative competence in teaching foreign languages for high school students according to experiential approach is done on the principle of teaching "follow the object", effective in promoting self- consciousness, positivity, independence, brightness create for students to follow the innovation trend of modern education. 3) The development of CLC in TLFLP for HSS through EA has many levels of manifestations according to specific experience approaches; factors affecting the development of CLC in TLFLP for HSS through EA; organize experiments to perfect the process of developing CLC in TLFLP for HSS through EA.

CHAPTER 2: CURRENT SITUATION OF DEVELOPING COMMUNICATIVE COMETENCE IN FOREIGN LANGUAGE TEACHING AND LEARNING PROCESS FOR HIGH SCHOOL STUDENTS THROUGH EXPERIENTIAL APPROACH

2.1. Overview of the actual process of organizing the survey 2.1.1. Purposes of the survey Surveying 4 main issues: (1) awareness of managers, educational experts, teachers and students about English communicative competence development by experiential approach; (2) The current situation of CLC in TLFLP for HSS through EA in Hanoi; (3) The situation of developing CLC in TLFLP for HSS through EA in Hanoi; and (4) Factors affecting the development of CLC in TLFLP for HSS through EA. 

Evaluate the current state of CLC in TLFLP for HSS through EA

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To evaluate CLC in TLFLP for HSS through EA, we choose 20 skills in 5 specific areas: (1) Group of skills to give messages; (2) Group of skills to receive messages; (3) Group of judgment skills and information processing in the communication process; (4) Group of management skills, mastering communication situations; (5) The skill group creates the conditions for communicating and using CLC in TLFLP for HSS through EA.  Evaluate the current status of traffic energy development in English teaching for high school students according to experiential approach (1) Awareness of educational experts, educational managers, English teachers and students on the development of CLC in TLFLP for HSS through EA; (2) Measures, ways, forms of organization to develop CLC in TLFLP for HSS through EA that have been used; (3) The advantages and disadvantages in implementing CLC in TLFLP for HSS through EA. 2.1.2.2. Survey methods 2.1.2.3. Object of research survey of the topic 2.1.2.4. Survey forms a) Evaluate students' communication ability in teaching English according to experiential approach b) Determine the level of awareness, measures, ways and forms of organization to develop CLC in TLFLP for HSS through EA. 2.1.2.5. How to process the data 2.2. Results of reviewing CLC in TLFLP for HSS through EA 2.2.1. Awareness of the importance of developing CLC in TLFLP for HSS through EA in Hanoi city

Important Normal Total

Very important SL % SL % SL % Less important SL % Not important SL %

50 39,4 40 31,5 33 26,0 4 3,1 0 0 127

38 29.9 50 39,0 36,4 28,3 3 2.4 0 0 127

Levels Content 1. Develop English language skills to contribute to improve English language skills for high school students 2. Developing the ability of English language skills to contribute to the

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48 37,8 44 34,6 31 24,5 4 3,1 0 0 127

achievement of the school's foreign language teaching objectives 3. Capacity development for English language skills contributes to improving the quality of language teaching in schools Total

381 2.2.2. Situation of competency of communication skills in teaching English for high school students in Hanoi city

1 SL % 3 SL % 2 SL % 4 SL % Content 5 SL %

6 7 37 25 18 13 38 38 14,2 10,2 22,0 34,6 29,9 30,0 4,7 5,5

28 44

8 36 16 29 38 28,3 12,6 22,8 30,0 6.3

33 17 37 34 26,0 13,3 29,2 26,8 6 4,7

29 42 22,9 33,1 28,3 11,9 36 15 5 3.8

34 26,8 13,3 28,3 17 33 36 7 5,5 26, 0

35 27,5 11,0 26,8 14 40 34 4 3,2 31, 5

35 27,5 17,4 25,2 22 35 32 3 2,4 27, 5

26,8 28,3 14,2 25,2 34 36 18 32 7 5,5

Groups of communication skills in teaching English Group 1: The skills of giving message 29,2 1. Idea expressing skill 2. Negotiating skill 19,7 Group 2: Skills of receiving message 3. Positively listening skill 4. Information confirming skill 5. Further information confirming skill Group 3: Skills to judge and process information in the communication process 6. Guessing skill (information, communication process) 7. Information Processing skill (information, communication process) 8. Skills to evaluate communication results and make decisions after communication Group 4: Management skills, mastery of communication 9. Time-management communication skills 10. Skills of controlling 25,2 29,1 17,4 22,8 32 37 22 29 7 5,5

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9 33 14 29 42 7,1 26,0 11,0 22,8 33,1

6 36 14 35 36 4,8 28,3 11,0 27,6 28,3

10 33 15 31 38 7,8 26,0 11,9 24,3 30,0

34 18 27 40 26,8 14,2 21,3 31,5 6,3 8

18,1 29,1 12,6 32,4 7,8 23 37 16 41 10

26,8 24,3 15,8 28,3 4,8 34 31 20 36 6

26,0 22,0 11,9 34,6 5,5 33 28 15 44 7

24,3 28,3 15,8 26,8 4,8 31 36 20 34 6

31,5 27,6 10,2 23,6 7,1 40 35 13 30 9

24,3 30,7 11,9 23,6 9,5 31 39 15 30 12

communication process (starting point - ending point) 11. Skills to cooperate with listeners 12. Skills to choose communication rituals 13. The skills to master the situation of communication 14. Questioning skills to confirm information Group 5: Skills that establish the conditions for performing communication and using means of communication 15. Skills to orient their position and behavior in communication 16. Communication evaluation skills 17. Expressive attitude skills, create sympathy in communication 18. Skills to use GT vehicles 19. The skill of asking for additional information 20. Skills to evaluate information after the communication process Average 27,9 26,6 13,1 25,2 5,6

Levels

1 5 3 4 2 Rank

1 105 3,50 9 20 30 48 6

1 106 3,53 7 39 44 2

2.3. Situation of developing CLC in TLFLP for HSS through EA in Hanoi 2.3.1. Situation of developing levels of CLC in TLFLP for HSS through EA in Hanoi Groups of communication skills in teaching English Group 1: The skills of giving message 1. Idea expressing skill 2. Negotiating skill 20 Group 2: Skills of receiving message 3.Positively

3,30 19 6 99 35 18 36 4

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2 109 3,63 3 6 40 21 40

2 103 3,43 12 10 32 24 35

2 105 3,50 7 4 36 33 30

3 103 3,43 12 6 40 24 30

10 28 30 30 2 100 3,33 18

30 36 24 10 1 101 3,36 17

3 97 35 27 20 12 3,23 20

45 27 20 6 4 102 3,40 15

45 24 28 8 2 107 3,56 5

45 30 24 6 2 107 3,56 5

55 18 28 8 2 111 3,70 2 listening skill 4. Information confirming skill 5. Further information confirming skill Group 3: Skills to judge and process information in the communication process 6. Guessing skill (information, communication process) 7. Information Processing skill (information, communication process) 8. Skills to evaluate communication results and make decisions after communication Group 4: Management skills, mastery of communication 9. Time- management communication skills 10. Skills of controlling communication process (starting point - ending point) 11. Skills to cooperate with listeners 12. Skills to choose communication rituals 13. The skills to master the situation of communication 14. Questioning skills to confirm

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2 103 3,43 12 8 28 30 35

2 32 33 35 3 105 3,50 9

45 18 24 12 3 102 3,40 15

40 27 24 12 1 104 3,46 11

50 30 32 2 1 115 3,83 1

2 108 3,6 45 27 32 2 4

information Group 5: Skills that establish the conditions for performing communication and using means of communication 15. Skills to orient their position and behavior in communication 16. Communication evaluation skills 17. Expressive attitude skills, create sympathy in communication 18. Skills to use GT vehicles 19. The skill of asking for additional information 20. Skills to evaluate information after the communication process

communication

2 4 1 3 Results 5 Rank

3 4 78 87 26 30 124 112 3,61 3,48 351 338 1 7

3,60 3,44 120 100 350 334 75 84 26 26 4 7 2 10

3,43 128 333 85 90 24 11 6

3,40 112 330 90 26 96 12 6

3,50 116 340 130 28 57 9 6

2.3.2. Situation of results of CLC in TLFLP for HSS through EA in Hanoi Groups of skills in teaching English Group 1: The skills of giving message 120 1. Idea expressing skill 2. Negotiating skill 105 Group 2: Skills of receiving message 125 3. Positively listening skill 4. Information confirming skill 120 5. Further information confirming skill Group 3: Skills to judge and process information in the communication process 6. Guessing skill (information, communication process) 7. Information Processing skill (information, communication process) 8. Skills to evaluate

3,47 128 337 110 40 54 5 8

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6 13 78 38 100 326 104 3,36

6 11 34 81 96 115 332 3,42

4 4 30 75 130 347 108 3,57

8 5 69 36 115 337 112 3,47

3 5 32 57 135 349 120 3,59

7 7 75 26 110 338 120 3,48

3,54 104 344 130 22 81 7 5

3,45 112 335 120 32 63 8 9

3,61 108 351 145 22 69 7 1

3,59 100 349 145 78 18 8 3

3,50 340 140 84 87 20 9 6

3,34 100 324 115 11 14 66 32

communication results and make decisions after communication Group 4: Management skills, mastery of communication 9. Time-management communication skills 10. Skills of controlling communication process (starting point - ending point) 11. Skills to cooperate with listeners 12. Skills to choose communication rituals 13. The skills to master the situation of communication 14. Questioning skills to confirm information Group 5: Skills that establish the conditions for performing communication and using means of communication 15. Skills to orient their position and behavior in communication 16. Communication evaluation skills 17. Expressive attitude skills, create sympathy in communication 18. Skills to use GT vehicles 19. The skill of asking for additional information 20. Skills to evaluate information after the communication process 2.3.3. Comparing the situation of communicative language competency groups in teaching English for high school students in Hanoi 2.4. Situation of the factors affecting the HSS’s CLC in TLFLP through EA 2.4.1. The reality of the content of developing CLC in TLFLP for HSS through EA The results confirmed that most teachers said that the content of the current English teaching textbooks is not really favorable for designing English teaching by experiential approach. This shows that there are difficulties in designing English teaching according to experiential approach, but it does not

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mean that it is impossible to design but requires more investment from qualified and enthusiastic teachers and have pedagogical arts. 2.4.2. The current situation of teaching facilities and conditions in designing content to develop English CLC in TLFLP for HSS through EA in Hanoi The content of the current English teaching textbooks is not really favorable for designing English teaching by experiential approach. This shows that there are difficulties in designing English teaching according to experiential approach, but it does not mean that it is impossible to design but requires more investment from qualified and enthusiastic teachers. 2.4.3. Situation of organizational forms to develop English CLC in TLFLP for HSS through EA in Hanoi Forms of developing English competency skills according to the experiential approach under the evaluation of English language educators, administrators and teachers have not achieved high results because the activities are not systematic but personal. 2.5. Assess the situation 2.5.1. Advantages in developing English CLC in TLFLP for HSS through EA in Hanoi (1) With rich and diversified resources, managers, educators and English teachers are all well aware of the importance of developing English language competencies according to learning experiences for students. High school; (2) The dynamism of high school students, along with the support of Science and Technology for strong development of English teaching, especially in the fields of IT and school equipment; (3) English teachers are trained regularly and methodically. 2.5.2. Difficulties in developing English CLC in TLFLP for HSS through EA in Hanoi (1) A part of managers and teachers have not really determined their responsibilities for the development of English language skills according to experiential approach to high school students; (2) Some high schools still lack facilities, technical facilities; (3) Some English teachers have not fully and properly understood the competency system of English communication skills; (4) The number of students in an English class at high schools is now too crowded to organize teaching experiences in English, while the content of English teaching program is still grammar heavy, but some teachers have not innovated. teaching and assessment methods in high schools; (5) The process

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of testing and assessing in teaching English at high schools has not been renewed; (6) The process of monitoring and evaluating the results of developing English language competency skills according to the approach of high school students is not scientific, not according to the process.

Conclusion of chapter 2 1) The current situation of the development of English CLC in TLFLP for HSS through EA in Hanoi, is of little interest and is implemented infrequently in the English teaching plan at high schools. The English program at high schools is still in the traditional way, less requiring teaching experience in general and developing English traffic energy capacity in particular, into the criteria for evaluating English learning results. 2) The process of developing English CLC in TLFLP for HSS through EA in Hanoi has many advantages such as: good awareness of teachers and students about teaching English to experience, materials about developing English CLC in TLFLP for HSS through EA in Hanoi, the support of high school students for extreme English teaching. In addition, the development of English CLC in TLFLP for HSS through EA in Hanoi also faces many difficulties, typically: the content of the work experience is still complicated, the teaching of English to experience in general and the teaching of English to experience in particular, in some high schools, there are still many limitations, opportunities to show many forms and methods of teaching English to experience are few, facilities conditions, the structure of the number of students in each classroom, which needs a long time to overcome. 3) Most of the survey participants did not appreciate the performance level and the level of results for the development of English CLC in TLFLP for HSS through EA in Hanoi; The attainment level of the skills in 5 groups is not high and the effectiveness of the skills is not satisfactory.

CHAPTER 3. ORGANIZATION OF LANGUAGE CAPACITY DEVELOPMENT ACTIVITIES IN LANGUAGE LEARNING FOR HIGH SCHOOL STUDENTS THROUGH EXPERIENTIAL APPROACH 3.1. The meaning of developing CLC in TLFLP for HSS through EA in Hanoi to meet the requirements of the general education program 2018 Unlike the previous programs, the new general education program focuses on enhancing the experiential activities to exploit the activeness and initiative of learners to form and develop the competencies and qualities for them.

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reading competencies according

to

3.3. Processes and activities to develop CLC in TLFLP for HSS through EA 3.3.1. The process of organizing activities to develop CLC in TLFLP for HSS through EA 3.3.1.1. Stage design 3.3.1.2. The implementation phase of CLC in TLFLP for HSS through EA 3.3.1.3. Instruction and encouragement phase for students to summarize and report implementation results 3.3.1.4. Stage 4: Controlling students to evaluate and adjust the process of solving experiential situations to develop CLC in TLFLP for HSS through EA 3.3.2. Activities to develop English CLC in TLFLP for HSS through EA 3.3.2.1. Activity 1: Developing listening comprehension competencies according to experiential approach The content circuit of the activity included Content 1: Building listening tasks Content 2: Selecting methods, building criteria and tools for developing listening skills according to experiential approach Content 3: Organizing and developing listening comprehension ability Content 4: Information processing and use of evaluation results 3.3.2.2. Activity 2: Develop speaking competency based on experiential approach The content circuit of the activity includes: Content 1: Develop speaking tasks Content 2: Selection of methods, building criteria for the development of speaking capacity Content 3: Organize to develop speaking capacity according to experience approach Content 4: Information processing and use of assessment results to develop speaking capacity according to experiential approach 3.2.2.3. Activity 3: Developing experiential approach The content circuit of the activity includes: Content 1: Develop reading tasks Content 2: Selecting methods, building criteria for developing reading capacity according to experiential approach Content 3: Organize and develop reading comprehension capacity according to experiential approach

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Content 4: Information processing and using the results of developing reading comprehension capacity according to experiential approach 3.3.2.4. Activity 4: Developing Writing competencies by approaching experience The content circuit of the activity includes: Content 1: Build writing tasks Content 2: Selecting methods, building evaluation criteria and tools to develop writing capacity according to experiential approach Content 3: Organizing the development of writing capacity according to the experiential approach Content 4: Information processing and using assessment results to develop writing capacity.

the

Conclusion of chapter 3 In this chapter, on the basis of theoretical research on experience and developing CLC in TLFLP for HSS through EA, we propose the process of organizing activities to develop competency of communication skills for high school students according to approach including 4 phases corresponding to Kolb's next cycle of experiential approach to ensure it is suitable for foreign language subject and learning needs and style of high school students.CHAPTER 4: EXPERIMENTAL PROFESSIONALITY 4.1. Experimental purposes: Verifying the feasibility and effectiveness of proposed measures to develop CLC in TLFLP for HSS through EA and verifying the correctness of Scientific hypothesis of the topic. 4.2. Experimental content: 1. Design a learning project in accordance with the proposed development of English CLC in TLFLP. 2. Building the tasks of developing English CLC in TLFLP implementation plans, the table of criteria for the performance of students' tasks with respect to listening comprehension and speaking capacity of presentations. 3. Implementing the development of listening and speaking skills through the learning project activities according to the planned plan. 4. Processing information and using the results of developing listening comprehension and speaking capacity in making presentations. 5. Consider the students' feedback on the effectiveness of the development of listening comprehension and speaking capacity in presentations. 4.3. Experimental organization

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/ class; The

level of

● Experimental activities: The activities to develop listening comprehension and speaking capacity were conducted through a learning project organized by teachers in speaking practice lessons (Speaking Lesson) and project learning period (Project Lesson), part of the Program in English subjects at 2 high schools Dong Da and Kim Lien High School. ● Time of experiment: PhD student randomly selects experimental groups at Foreign Language group at Dong Da High School and Kim Lien High School, within English subject - one of 2 compulsory foreign language subjects of students. at school in the second semester of the 2018-2019 school year. ● Experimental requirement The experimental (experimental) and control (general) classes have the same conditions: 30 students implementation of communication skills groups in teaching English according to experience approach in high schools; The qualifications of the teachers; Sufficient facilities; All classes are implementing the current pilot English teaching program. 4.4. Experimental results No Criteria

Before experiment TB

After experiment ĐLC TB ĐLC

Idea expressing skill Negotiating skill

2,29 0,49 2,49 0,51 2,39 0,25

3,18 0,57 3,23 0,53 3,21 0,28

Positively listening skill Information confirming skill Further information confirming skill

2,08 0,5 1,89 0,55 2.9 0,48 2,29 0,26

2,47 0,65

3,26 0,57

Group 1: The skills of giving message 1 2 Average Group 2: Skills of receiving message 3,77 0,68 3 3,06 0,7 4 3,03 0,58 5 3,29 0,33 Average Group 3: Skills to judge and process information in the communication process 6

2,2

0,67

3,21 0,47

7

2,34 0,6

2,9

0,5

8

Guessing skill (information, communication process) Information Processing skill (information, communication process) Skills to evaluate communication results and make decisions after communication

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2,34 0,32

3,12 0,26

Time-management communication skills

3,38 0,76 0,62 2,8

Average Group 4: Management skills, mastery of communication 2,29 0,5 9 1,88 0,41 10 Skills of controlling communication

process (starting point - ending point)

3,42 0,5 2,01 0,49 1,94 0,37

3,97 0,73 2,49 0,53 3,15 0,32

11 Skills to cooperate with listeners 12 Skills to choose communication rituals 13 The skills to master the situation of

communication

1,76 0,63 2,22 0,24

2,27 0,56 3,01 0,29 Skills that establish the conditions for performing

2,71 0,52

3,46 0,73

14 Questioning skills to confirm information Average Group 5: communication and using means of communication 15 Skills to orient their position and behavior

in communication

2,53 0,58 2,69 0,62

2,38 0,6 2,67 0,69

16 Communication evaluation skills 17 Expressive attitude skills, create sympathy

1,78 0,4 2,54 0,57

2,01 0,37 2,58 0,67

in communication 18 Skills to use GT vehicles 19 The skill of asking for additional

information

2,47 0,63

2,79 0,56

20 Skills to evaluate information after the

communication process

2,45 0,28

2,65 0,30

Average

the capacity components

to measure

that want

Conclusion of chapter 4 It is feasible and effective to apply the process and two activities to develop listening comprehension and speaking capacity in teaching foreign languages by approaching experience. Accordingly, the criteria and tools to develop listening and speaking competencies in teaching foreign languages by approaching experience have been initially proven to be valuable and useful, to measure helping (competency presentations and listening comprehension). Specifically, for the presentation capacity, measuring tools have supported teachers and students in assessing competency components such as the level of achievement in the content of presentation and expression (richness and depth of information, how information is organized ... level of language use (vocabulary, grammar, fluency, pronunciation), level of tactics and non-verbal skills (eyes, postures, gestures to support communication, expression of emotions ...), level of

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listening capacity has supported students

student participation (attitude, enthusiasm), level of success in processing, answering questions and discussing of students: For listening comprehension capacity, measuring tools have supported teachers and students to evaluate the competency elements such as: the level of content to understand the main idea (the richness and depth of information, the way formula for organizing information and developing ideas), the level of language usage (vocabulary, grammar), the level of using listening strategies (before, during and after listening ...) The results of the development of speaking and listening capacity were initially proved to be reliable and stable when the results of teachers assessed for all 30 students (presentations) and 6 groups of reports were quite equal. the level of difference for the presentation is 1 point or less and 0.5 point or less for the listening comprehension section (on a scale of 10). The activities of developing the capacity of presentation and listening comprehension have ensured practicality when students have to use real language in the context of real interaction and communication. The students' feedback after the experiment also initially shows that the development of speaking and to develop metacognitive skills (students can develop their own speaking and listening skills, draw experience to perform better in the next times), positively impact students' learning motivation and attitude. The fact that the experimental activities have been carried out smoothly according to the plan has proved that the process of organizing and developing the capacity of speaking and listening, which is proposed, is feasible and effect.

CONCLUSION AND RECOMMENSDATIONS

teaching

foreign

1. Conclusion Through the research results of the topic, we give the following conclusions: Theoretical basis for the development of CLC in TLFLP for HSS through EA has been studied a lot in the world. However, there are not many studies on languages by in developing communication skills approaching experiences in Vietnam. Researches on developing CLC in TLFLP for HSS through EA are still rare. Therefore, this study has contributed to supplementing the theoretical basis for developing CLC for HSS through EA in learning English as a foreign language. From there, we

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teaching process

through EA

in foreign

language

to students and record

into students'

the results

propose 5 groups of communication skills in teaching foreign languages by approaching experience and 20 skills. These skills are built on the logic of the teaching process in general and the characteristics of foreign language teaching according to the approach to experience in particular. These skills are closely related to systematic and dialectical relationships. Developing CLC in TLFLP for HSS through EA today is mainly done mainly in language classes, which can be assessed by teachers and given points for practice. Therefore, the appropriate use of some measures to develop CC for HSS through experiential approach (EA) becomes more important, assessing the progress of students over time, combined with testing help determine students' competencies more accurately and comprehensively. The results of collecting opinions show that experts in evaluating the process and 4 activities of developing CLC in TLFLP for HSS through EA are necessary and feasible. The results of the experimental activity show that the process of developing CLC in TLFLP for HSS through EA and 2 activities to develop the capacity of speaking and speaking and listening comprehension through performing a possible model of a high school foreign language learning project that is feasible, with valuable and reliable results. The feedback of students participating in the experiment also showed that the activity of developing CLC in TLFLP for HSS through EA had a positive impact on the motivation and learning attitude of these students. Thus, the experimental results have proved that the scientific hypothesis of the thesis is correct, the proposed process and activities are feasible and effective. 2. Proposal  For high school teachers: Applying process and activities to develop CLC for HSS ; The implementation of activities to develop CLC in TLFLP for HSS through EA should have a plan in advance and follow the scientific process; When implementing activities to develop CLC in TLFLP for HSS through EA, teachers need to pay attention to organize activities and are flexible, timely feedback learning achievements with certain percentage.  For high school education managers: Organize activities such as training courses, seminars, and seminars to improve their professional skills and skills in teaching foreign languages by approaching experiences for foreign language teachers.

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The organization of activities to develop CLC in TLFLP for HSS through EA should be unified in the professional team, disseminated to all teachers for consistent implementation.  For high school students It is necessary to consider the activities of developing communication skills and the implementation of the tasks and content in the process of learning a foreign language is important and must be done voluntarily. Meanwhile, they should actively participate in experiential activities in foreign language lessons in class as well as outside to develop the ability of communication skills on a regular basis.