MEASURES TO DEVELOP FOURTH-GRADE STUDENTS’ SPEAKING AND LISTENING COMPETENCE IN VIETNAMESE LANGUAGE TEACHING THROUGH A COMMUNICATIVE APPROACH

Abstract

This study aims to propose measures for developing fourth-grade students’ speaking and listening competence in Vietnamese language teaching through a communicative approach. The study employed document analysis and synthesis, combined with a survey of 24 teachers and 115 fourthgrade students at Trung Thanh 1 Primary School, Thai Nguyen Province. The findings showed that teachers were well aware of the importance of developing students’ speaking and listening competence; however, classroom activities were not sufficiently diverse, and some students experienced difficulties in expressing their ideas, listening, responding, and communicating confidently. Based on the theoretical framework and the survey findings, four measures are proposed: designing speaking and listening tasks situated in communicative contexts; diversifying practice activities; providing appropriate scaffolding to enhance students’ ability to express themselves and their confidence; and incorporating teacher feedback, self-assessment, and peer assessment. These measures are intended to increase opportunities for practice, interaction, and self-regulation, thereby contributing to the development of fourth-grade students’ speaking and listening competence in Vietnamese language teaching.