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 fourth-grade 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 |
