Part A: Introduction I. Rationale The economic open- door policy pursued by the government of Vietnam has increased a demand for studying English. Many people are expected to be competent to communicate verbally with the outside world and to access technology. In correspondence to this trend, in almost all of schools, colleges, universities, English is a compulsory subject. HGMSS, where I have been working for 7 years, is not an exception. Besides the aim of passing their exams and getting some further studies for their future life, all students have a desire to be integrated into the culture, the civilization, and the people of English speaking countries. They expect to have a good knowledge of English to read books and magazines, to see films or to sing English songs, etc. As a result, learning English now is not only an interest but also a practical need for many people. Together with the growing demand for learning English, there has been an innovation in English teaching and learning methods everywhere in Vietnam. For a long time, language teaching in Vietnam was strongly influenced by the structuralist tradition. Emphasis was placed on mastery of language structures. Students have been taught how to form correct utterances and to understand the structures of the language without any consideration of language use. Students have been asked to learn every single word by heart, and translate or analyze grammatically every sentence in the text. The teacher has often taken up almost all the time in class explaining the form of language to students who were passive recipients. As a result, this kind teaching and learning, of course, has been the “production” of students who were structurally competent but communicatively incompetent. However, as the result of psycholinguistic and sociolinguistic research, language teaching has moved from the traditional to a more communicative approach. In this current approach, language is considered as a form of social behavior. The objective of language teaching is teaching learners to communicate fluently, appropriately and spontaneously in the cultural context of the target language. Communicative competence, according to Canale and Swain (1980), is made up of grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. 1 With 7 years of experience in teaching English at HGMSS, I find that students have to learn English in two semesters in the curriculum and English is often taught in the first school - year. At the end of each semester, the students have to take a written test, not an oral one. Therefore, most of the time is spent on grammar points because many of the students have never learnt English before and the teachers have to try to keep to the syllabus, that is, to finish the course- book entitled “Headway Elementary”. In addition, many students are too shy to speak in class whereas most of the grammar lessons are carried out in traditional methods. That is, the teacher presents new grammar verbally, and then students do, turn by turn, exercises in workbooks. As a consequence, the students find it hard to speak out as well as to communicate in the real life naturally. The question of how to equip students with grammatical competence so that they can use the language to communicate in any situation has become a matter of teachers of English in general and teachers of English at HGMSS in particular. For the above reasons, in this minor thesis, the author intend to figure out what difficulties are experienced by teachers in teaching grammar communicatively and then to give some suggestions to reduce the difficulties. II. Scope, objectives, significance, method and design of the study. II.1. The scope of the study The study is concerned with finding the teachers’ difficulties in teaching grammar communicatively for ethnic minority students at HGMSS. The study of others would be beyond the UBND TiNH BAc UBND TINH HA TTNH SOS Y TE CQNG HOA XA HOI CHU NGHIA VIET NAM Di)c 14p - Ttr - Hanh phtic s6: G6 g /KH - SYT Ha TTnh, A thong nom 2017 KE HOACH Người ký: Sở Y tế Ra soot quy dinh, tuc hanh chinh nom 2017 Email: soyte@hatinh.g Can cir Nghi dinh so 63/2010/ND-CP 8/6/2010 dm Chinh phit ve ov.vn Cơ quan: Tỉnh kiem soot thu tic hanh chinh; Nghi dinh so 48/2013/ND-CP 14/5/2013 dm Hà Tĩnh Chinh phu sira dOi, b6 sung mot so dieu cua cac Nghi dinh lien quan den kiem Thời gian ký: 12.04.2017 09:59:33 +07:00 soot thu tuc hanh chinh; Thong to so 07/2014/TT-BTP 24/2/2014 dm BO Tu phap huang dan danh gia tae dOng thin tuc hanh chinh va soot, danh gia thu tuc hanh chinh; Ke hoach so 93/1(H-UBND 17/3/2017 soot quy dinh, thu tic hanh chinh nom 2017, Si Y to xay dung Ke hoach soot don gian h6a thu tuc hanh chinh nom 2017 voi cac not dung c1.1 the nhu sau: I MIJC RICH-YEU CAU: Muc dich: RA soot cac thu tuc hanh chinh dang dugc siz dung tai S4:5' Y to va cac don vi nganh nham tiep tuc phat hien va de xuat sira doi, bai 1)6 cac thu tuc hanh chinh, ph'an thu tuc hanh chinh khong can thiet nham cat giam chi phi ve tiled gian va tai chinh cho ngueyi dan, to chirc, doanh nghiep viec tuan thu thu tuc hanh chinh CAp nhAt, thOng ke, phan ky quy trinh giai guy& cac thu tuc hanh chinh lien thong dam boo su thOng nhat, dOng bO, cong khai va minh bach Ra soot de hoan thien han ve not dung cac quy dinh, cac TTHC clOng tiled nang cao nhAn thirc, trach nhiem dm can bO cong chirc, vien chirc thuc hien TTHC Yeu cAtt: RA soot don gian h6a TTHC phai dam boo chinh xac, chat Luang, dung theYi han quy dinh, ket qua soot phai dua dugc cac phuang an don gian h6a, cac sang kien cai each thil tuc hanh chinh cu the, thiet thuc nham cat giam hoAc de xuat cat giam, sira doi, b6 sung cac thu tuc hanh chinh Viec thuc hien soot phai dung phucmg phap, each thirc soot, danh gia TTHC Ket qua soot phai dua kien nghi cu the, thiet thuc doi voi quy dinh TTHC va van ban quy pham phap luAt can sira dOhi, bO sung, thay the hoc bai bei quy dinh TTHC II NOI DUNG THVC HIEN N(ii dung: Ra soat cac thu tuc hanh chinh thuOc thAm quyen giai quye't cua Y t6 dal duqc Uy ban nhan dan tinh cong bo nhung van mot so phan ho so nrom ra, khong can thiet hoac thari gian quy dinh chua hop 15/, &mg thoi soat truck cong bo, cong khai, cac thu tuc phirc tap, cac thu tic hanh chinh can c6 du phan ho so va thOi gian giai quyet de don vi truc tiep thtrc hien giai quyet San phArn: Du thao Quy'et dinh Uy ban nhan dan tinh cong bo stra cf6i, bo sung cac TTHC c6 phan ho so, then han giai quyet chua hgp 1T gay anh huong den ca nhan, to chirc hoac anh den co quan don vi qua trinh thkrc hien Ban tong hop danh muc, not dung va phuang an soat don gian hoa cac thu tuc hanh chinh thu8c pham vi, chirc nang quail 1y, giai quyet cua nganh Bao cao so ket tinh hinh, ket qua thkrc hien Ke hoach soat, don gian hoa thti tuc hanh chinh nam 2017 III TIEN DO VA TRACH NHIEM THVC HIEN Van phong Y to ChU tri, phi hop vgi cac don vi nganh, Se( Tu phap, Soy N8i vu thkrc hien thong Ice, soat, don gian hoa thd tuc hanh chinh, thU tuc hanh chinh lien thong thu8c linh vtrc quan 1)", cua nganh tuc hanh chinh nam 2017 va Xay dung ke,hoach soat don gian hoa trgc tiep to chirc trien khai thkrc hien dam bao hoan theo ke hoach de Kim soat chAt lucmg cac thu tuc hanh chinh dugc don gian h6a va thu tuc, nh6m thti tuc lien thong dam bao tinh hop 1/, hop phap va hieu qua cua thu tuc T'ong hop ket qua soat don gian hoa thu tuc hanh chinh, thu tic hanh chinh lien thong giri Soy Tu phap truoc 10/7/2017 va hoan du thao quyet dinh cong bo thu tuc hanh chinh dugc don gian hoa va thu tuc hanh chinh lien thong thuOc linh vuc giai quyet cua nganh Bao cao lanh dao Sa, Uy ban nhan dan tinh va cap co thAm quyen tinh hinh ket qua trien khai Ke hoach soat don gian hoa va cap nhat Cac don vi nganh Tren co so yeu cAu ve ,nOi dung Ke hoach va cac van ban chi dao cua So Y te, cac don vi chU Ong trien khai thkrc hien soat don gian hoa thu tuc hanh chinh c6 phan ho so, theyi han giai quyet chua hop lf; thong ke danh muc va not dung thil tuc; nghien dru, &rig g6p y kien phuong an don gian h6a va phan kS7theyi han giai quyet thu tuc Ph6i hop voi Van phong So Y to hoan thien du thao Quye't dinh cong b6 thu tic hanh chinh da dugc dan gian hoa trinh Uy ban nhan dan tinh phe duyet IV KINH PHI THI1C HItN Kinh phi thuc hien Ke hoach soat theo quy dinh tai Th8ng to so 167/2012/TT-BTC 10/10/2012 cilia Bo Tai chinh quy dinh viec lap du toan, quan ly va sir dung kinh phi thus hien cac hoat Ong kiem soat thu tuc hanh chinh Mirc chi cho hoat Ong soat dugc ap dung theo quy dinh tai Quyet dinh so 10/2014/QD-UBND 24/3/2014 cila Uy ban nhan dan tinh Giam doe cac don vi nganh, truang cac phong chirc nang pham vi nhiem vu dugc giao, c6 trach nhiem to chirc thus hien nghiern tuc Ke hoach,nay Trong qua trinh thus hien co kilo khan vuong mac, cac don vi ,phan anh ye Van phong Y to de tong hop, xin 3'7 kien cap c6 tham quyen de giai quyet Y to theo dOi, danh gia tinh hinh, ...Part A: Introduction I. Rationale The economic open- door policy pursued by the government of Vietnam has increased a demand for studying English. Many people are expected to be competent to communicate verbally with the outside world and to access technology. In correspondence to this trend, in almost all of schools, colleges, universities, English is a compulsory subject. HGMSS, where I have been working for 7 years, is not an exception. Besides the aim of passing their exams and getting some further studies for their future life, all students have a desire to be integrated into the culture, the civilization, and the people of English speaking countries. They expect to have a good knowledge of English to read books and magazines, to see films or to sing English songs, etc. As a result, learning English now is not only an interest but also a practical need for many people. Together with the growing demand for learning English, there has been an innovation in English teaching and learning methods everywhere in Vietnam. For a long time, language teaching in Vietnam was strongly influenced by the structuralist tradition. Emphasis was placed on mastery of language structures. Students have been taught how to form correct utterances and to understand the structures of the language without any consideration of language use. Students have been asked to learn every single word by heart, and translate or analyze grammatically every sentence in the text. The teacher has often taken up almost all the time in class explaining the form of language to students who were passive recipients. As a result, this kind teaching and learning, of course, has been the “production” of students who were structurally competent but communicatively incompetent. However, as the result of psycholinguistic and sociolinguistic research, language teaching has moved from the traditional to a more communicative approach. In this current approach, language is considered as a form of social behavior. The objective of language teaching is teaching learners to communicate fluently, appropriately and spontaneously in the cultural context of the target language. Communicative competence, according to Canale and Swain (1980), is made up of grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. 1 With 7 years of experience in teaching English at HGMSS, I find that students have to learn English in two semesters in the curriculum and English is often taught in the first school - year. At the end of each semester, the students have to take a written test, not an oral one. Therefore, most of the time is spent on grammar points because many of the students have never learnt English before and the teachers have to try to keep to the syllabus, that is, to finish the course- book entitled “Headway Elementary”. In addition, many students are too shy to speak in class whereas most of the grammar lessons are carried out in traditional methods. That is, the teacher presents new grammar verbally, and then students do, turn by turn, exercises in workbooks. As a consequence, the students find it hard to speak out as well as to communicate in the real life naturally. The question of how to equip students with grammatical competence so that they can use the language to communicate in any situation has become a matter of teachers of English in general and teachers of English at HGMSS in particular. For the above reasons, in this minor thesis, the author intend to figure out what difficulties are experienced by teachers in teaching grammar communicatively and then to give some suggestions to reduce the difficulties. II. Scope, objectives, significance, method and design of the study. II.1. The scope of the study The study is concerned with finding the teachers’ difficulties in teaching grammar communicatively for ethnic minority students at HGMSS. The study of others would be beyond the UBND TiNH BAc Part A: Introduction I. Rationale The economic open- door policy pursued by the government of Vietnam has increased a demand for studying English. Many people are expected to be competent to communicate verbally with the outside world and to access technology. In correspondence to this trend, in almost all of schools, colleges, universities, English is a compulsory subject. HGMSS, where I have been working for 7 years, is not an exception. Besides the aim of passing their exams and getting some further studies for their future life, all students have a desire to be integrated into the culture, the civilization, and the people of English speaking countries. They expect to have a good knowledge of English to read books and magazines, to see films or to sing English songs, etc. As a result, learning English now is not only an interest but also a practical need for many people. Together with the growing demand for learning English, there has been an innovation in English teaching and learning methods everywhere in Vietnam. For a long time, language teaching in Vietnam was strongly influenced by the structuralist tradition. Emphasis was placed on mastery of language structures. Students have been taught how to form correct utterances and to understand the structures of the language without any consideration of language use. Students have been asked to learn every single word by heart, and translate or analyze grammatically every sentence in the text. The teacher has often taken up almost all the time in class explaining the form of language to students who were passive recipients. As a result, this kind teaching and learning, of course, has been the “production” of students who were structurally competent but communicatively incompetent. However, as the result of psycholinguistic and sociolinguistic research, language teaching has moved from the traditional to a more communicative approach. In this current approach, language is considered as a form of social behavior. The objective of language teaching is teaching learners to communicate fluently, appropriately and spontaneously in the cultural context of the target language. Communicative competence, according to Canale and Swain (1980), is made up of grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. 1 With 7 years of experience in teaching English at HGMSS, I find that students have to learn English in two semesters in the curriculum and English is often taught in the first school - year. At the end of each semester, the students have to take a written test, not an oral one. Therefore, most of the time is spent on grammar points because many of the students have never learnt English before and the teachers have to try to keep to the syllabus, that is, to finish the course- book entitled “Headway Elementary”. In addition, many students are too shy to speak in class whereas most of the grammar lessons are carried out in traditional methods. That is, the teacher presents new grammar verbally, and then students do, turn by turn, exercises in workbooks. As a consequence, the students find it hard to speak out as well as to communicate in the real life naturally. The question of how to equip students with grammatical competence so that they can use the language to communicate in any situation has become a matter of teachers of English in general and teachers of English at HGMSS in particular. For the above reasons, in this minor thesis, the author intend to figure out what difficulties are experienced by teachers in teaching grammar communicatively and then to give some suggestions to reduce the difficulties. II. Scope, objectives, significance, method and design of the study. II.1. The scope of the study The study is concerned with finding the teachers’ difficulties in teaching grammar communicatively for ethnic minority students at HGMSS. The study of others would be beyond the UBND TiNH BAc Part A: Introduction I. Rationale The economic open- door policy pursued by the government of Vietnam has increased a demand for studying English. Many people are expected to be competent to communicate verbally with the outside world and to access technology. In correspondence to this trend, in almost all of schools, colleges, universities, English is a compulsory subject. HGMSS, where I have been working for 7 years, is not an exception. Besides the aim of passing their exams and getting some further studies for their future life, all students have a desire to be integrated into the culture, the civilization, and the people of English speaking countries. They expect to have a good knowledge of English to read books and magazines, to see films or to sing English songs, etc. As a result, learning English now is not only an interest but also a practical need for many people. Together with the growing demand for learning English, there has been an innovation in English teaching and learning methods everywhere in Vietnam. For a long time, language teaching in Vietnam was strongly influenced by the structuralist tradition. Emphasis was placed on mastery of language structures. Students have been taught how to form correct utterances and to understand the structures of the language without any consideration of language use. Students have been asked to learn every single word by heart, and translate or analyze grammatically every sentence in the text. The teacher has often taken up almost all the time in class explaining the form of language to students who were passive recipients. As a result, this kind teaching and learning, of course, has been the “production” of students who were structurally competent but communicatively incompetent. However, as the result of psycholinguistic and sociolinguistic research, language teaching has moved from the traditional to a more communicative approach. In this current approach, language is considered as a form of social behavior. The objective of language teaching is teaching learners to communicate fluently, appropriately and spontaneously in the cultural context of the target language. Communicative competence, according to Canale and Swain (1980), is made up of grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. 1 With 7 years of experience in teaching English at HGMSS, I find that students have to learn English in two semesters in the curriculum and English is often taught in the first school - year. At the end of each semester, the students have to take a written test, not an oral one. Therefore, most of the time is spent on grammar points because many of the students have never learnt English before and the teachers have to try to keep to the syllabus, that is, to finish the course- book entitled “Headway Elementary”. In addition, many students are too shy to speak in class whereas most of the grammar lessons are carried out in traditional methods. That is, the teacher presents new grammar verbally, and then students do, turn by turn, exercises in workbooks. As a consequence, the students find it hard to speak out as well as to communicate in the real life naturally. The question of how to equip students with grammatical competence so that they can use the language to communicate in any situation has become a matter of teachers of English in general and teachers of English at HGMSS in particular. For the above reasons, in this minor thesis, the author intend to figure out what difficulties are experienced by teachers in teaching grammar communicatively and then to give some suggestions to reduce the difficulties. II. Scope, objectives, significance, method and design of the study. II.1. The scope of the study The study is concerned with finding the teachers’ difficulties in teaching grammar communicatively for ethnic minority students at HGMSS. The study of others would be beyond the UBND TiNH BAc Part A: Introduction I. Rationale The economic open- door policy pursued by the government of Vietnam has increased a demand for studying English. Many people are expected to be competent to communicate verbally with the outside world and to access technology. In correspondence to this trend, in almost all of schools, colleges, universities, English is a compulsory subject. HGMSS, where I have been working for 7 years, is not an exception. Besides the aim of passing their exams and getting some further studies for their future life, all students have a desire to be integrated into the culture, the civilization, and the people of English speaking countries. They expect to have a good knowledge of English to read books and magazines, to see films or to sing English songs, etc. As a result, learning English now is not only an interest but also a practical need for many people. Together with the growing demand for learning English, there has been an innovation in English teaching and learning methods everywhere in Vietnam. For a long time, language teaching in Vietnam was strongly influenced by the structuralist tradition. Emphasis was placed on mastery of language structures. Students have been taught how to form correct utterances and to understand the structures of the language without any consideration of language use. Students have been asked to learn every single word by heart, and translate or analyze grammatically every sentence in the text. The teacher has often taken up almost all the time in class explaining the form of language to students who were passive recipients. As a result, this kind teaching and learning, of course, has been the “production” of students who were structurally competent but communicatively incompetent. However, as the result of psycholinguistic and sociolinguistic research, language teaching has moved from the traditional to a more communicative approach. In this current approach, language is considered as a form of social behavior. The objective of language teaching is teaching learners to communicate fluently, appropriately and spontaneously in the cultural context of the target language. Communicative competence, according to Canale and Swain (1980), is made up of grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. 1 With 7 years of experience in teaching English at HGMSS, I find that students have to learn English in two semesters in the curriculum and English is often taught in the first school - year. At the end of each semester, the students have to take a written test, not an oral one. Therefore, most of the time is spent on grammar points because many of the students have never learnt English before and the teachers have to try to keep to the syllabus, that is, to finish the course- book entitled “Headway Elementary”. In addition, many students are too shy to speak in class whereas most of the grammar lessons are carried out in traditional methods. That is, the teacher presents new grammar verbally, and then students do, turn by turn, exercises in workbooks. As a consequence, the students find it hard to speak out as well as to communicate in the real life naturally. The question of how to equip students with grammatical competence so that they can use the language to communicate in any situation has become a matter of teachers of English in general and teachers of English at HGMSS in particular. For the above reasons, in this minor thesis, the author intend to figure out what difficulties are experienced by teachers in teaching grammar communicatively and then to give some suggestions to reduce the difficulties. II. Scope, objectives, significance, method and design of the study. II.1. The scope of the study The study is concerned with finding the teachers’ difficulties in teaching grammar communicatively for ethnic minority students at HGMSS. The study of others would be beyond the UBND TiNH BAc ... giai quyet de don vi truc tiep thtrc hien giai quyet San phArn: Du thao Quy'et dinh Uy ban nhan dan tinh cong bo stra cf6i, bo sung cac TTHC c6 phan ho so, then han giai quyet chua hgp 1T gay anh... theyi han giai quyet chua hop lf; thong ke danh muc va not dung thil tuc; nghien dru, &rig g6p y kien phuong an don gian h6a va phan kS7theyi han giai quyet thu tuc Ph6i hop voi Van phong So Y. .. tuc hanh chinh thuOc thAm quyen giai quye't cua Y t6 dal duqc Uy ban nhan dan tinh cong bo nhung van mot so phan ho so nrom ra, khong can thiet hoac thari gian quy dinh chua hop 15/, &mg thoi