CHAPTER 1: INTRODUCTION
1.1. Statement of the problem and the rationale for the study
In the modern time of internationalization and globalization, English is considered as a means of communication all over the world. In Vietnam, since the development of market economy, having a good command of English has become not only a great interest but also an increasing demand for most people. English now is therefore a compulsory school subject in many schools and universities and of all the four skills, speaking obviously plays the most vital part in communication. However, most Vietnamese learners find it hard to be able to use English in the real life. The reasons may stem from the fact that traditional language teaching method like the Grammar- Translation one which has been applied to teaching English in our country for ages. Hence, current teachers “need to actively engage students in speaking activities that are enjoyable and are based on a more communicative approach” (Raptou, 2002). Exploiting information - gap activities may be a good solution.
In many classes in Vietnam, there is still an unrealistic use of language when teachers often spend a large of proposition of class time asking “display” questions for which they and their students already know the answers. In contrast, by using information gap activities, the teacher will motivate students to speak English and will create like - real situations where one of them has some information and other does not; thus, there is a need to communicate In other words, information gap activities give students opportunities to manipulate English appropriately not only inside but also outside the classroom.