4 TABLE OF CONTENTS STATEMENT OF AUTHORSHIP I ACKOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vi LIST OF FIGURES, CHARTS AND APPENDICES …………………………… vii Part A: INTRODUCTION………………………………………………………… 1 Rationales for the study………………………………………………………… … Aims of the study………………………………………………… ……………… Scope of the study………………………………………………………………… Methods of the study………………………………………………………… …… Research questions…………………………………………………………… … Significance of the study…………………………………………………………… Design of the study…………………………………………………………… … Part B: DEVELOPMENT……………………………………………….………… Chapter Literature review………………………………………………………… Current trends in teaching English as a second language………………………… Communicative approach……………… ………………………………………… Instructional strategies………………………………………………… ………… 3.1 History………………………………………… …………………………… 3.2 Categories……………………………………………… ………………… 3.2.1 Direct Instruction……………………………………………… ……… 10 3.2.2 Indirect Instruction……………………………………………… …… 11 3.2.3 Interactive Instruction………………………………… ……………… 12 3.2.4 Experiential learning……………………… ………………………… 13 3.2.5 Independent study………… …………… 14 Chapter The study………………………………………………………………… 16 An overview of the current situation of teaching and learning speaking at CUWC 16 1.1 Syllabus and textbook ……………………………………………………… 16 1.2 Learning and teaching condition …………………………… ……………… 16 1.3 Learners……………………………………………………………………… 17 1.4 Teachers……………………………………………………………………… 18 The study……………………………………… ………………………………… 19 2.1 Informants……………………………………………………… …………… 19 2.2 Data collection instruments…………………………………………………… 19 2.2.1 Questionnaires………………… ……………………………………… 19 2.2.2 Class observation ……………………………………………………… 19 2.2.3 Interview……………………………………………………………… 20 2.3 Data analysis and discussion of the findings…………… …………………… 20 2.3.1 Data analysis…………………………………………………………… 20 2.3.2 Discussion of the findings……………………………………………… 23 2.3.2.1 The advantages of applying instructional strategies in teaching speaking English ………………………………………………………………… 23 2.3.2.2 The difficulties of applying instructional strategies in teaching speaking English ………………………………………………………………… 26 Chapter Suggested solutions 28 Learning condition improvement ………………………………………………… 28 Discipline maintenance……………………………………………… … 29 Engaged learning time increasing………………………………………………… 32 Provision for individual differences……………………………………… ……… 34 Evaluation of learning…………………………………… ……………………… 35 Some suggested speaking activities for large classes……………………………… 36 6.1 Topic brainstorming……………………………… ……… 36 6.2 Tell a long story……………………………………………………… …… 37 6.3 Make presentation on certain topics………………………………………… 38 Part C: CONCLUSION ……………….…………………………………………… 39 Summary of the study…………………………………………………………… 39 Limitations of the study…………………………………………………………… 40 Suggestions for further research REFERENCES………………………………………………………………… LIST OF ABBREVIATIONS CUWC: College of Urban Works Construction ESL: English as a second language 40 TABLE OF CONTENTS STATEMENT OF AUTHORSHIP I ACKOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vi LIST OF FIGURES, CHARTS AND APPENDICES …………………………… vii Part A: INTRODUCTION………………………………………………………… 1 Rationales for the study………………………………………………………… … Aims of the study………………………………………………… ……………… Scope of the study………………………………………………………………… Methods of the study………………………………………………………… …… Research questions…………………………………………………………… … Significance of the study…………………………………………………………… Design of the study…………………………………………………………… … Part B: DEVELOPMENT……………………………………………….………… Chapter Literature review………………………………………………………… Current trends in teaching English as a second language………………………… Communicative approach……………… ………………………………………… Instructional strategies………………………………………………… ………… 3.1 History………………………………………… …………………………… 3.2 Categories……………………………………………… ………………… 3.2.1 Direct Instruction……………………………………………… ……… 10 3.2.2 Indirect Instruction……………………………………………… …… 11 3.2.3 Interactive Instruction………………………………… ……………… 12 3.2.4 Experiential learning……………………… ………………………… 13 3.2.5 Independent study………… …………… 14 Chapter The study………………………………………………………………… 16 An overview of the current situation of teaching and learning speaking at CUWC 16 1.1 Syllabus and textbook ……………………………………………………… 16 1.2 Learning and teaching condition …………………………… ……………… 16 1.3 Learners……………………………………………………………………… 17 1.4 Teachers……………………………………………………………………… 18 The study……………………………………… ………………………………… 19 2.1 Informants……………………………………………………… …………… 19 2.2 Data collection instruments…………………………………………………… 19 2.2.1 Questionnaires………………… ……………………………………… 19 2.2.2 Class observation ……………………………………………………… 19 2.2.3 Interview……………………………………………………………… 20 2.3 Data analysis and discussion of the findings…………… …………………… 20 2.3.1 Data analysis…………………………………………………………… 20 2.3.2 Discussion of the findings……………………………………………… 23 2.3.2.1 The advantages of applying instructional strategies in teaching speaking English ………………………………………………………………… 23 2.3.2.2 The difficulties of applying instructional strategies in teaching speaking English ………………………………………………………………… 26 Chapter Suggested solutions 28 Learning condition improvement ………………………………………………… 28 Discipline maintenance……………………………………………… … 29 Engaged learning time increasing………………………………………………… 32 Provision for individual differences……………………………………… ……… 34 Evaluation of learning…………………………………… ……………………… 35 Some suggested speaking activities for large classes……………………………… 36 6.1 Topic brainstorming……………………………… ……… 36 6.2 Tell a long story……………………………………………………… …… 37 6.3 Make presentation on certain topics………………………………………… 38 Part C: CONCLUSION ……………….…………………………………………… 39 Summary of the study…………………………………………………………… 39 Limitations of the study…………………………………………………………… 40 Suggestions for further research REFERENCES………………………………………………………………… LIST OF ABBREVIATIONS CUWC: College of Urban Works Construction ESL: English as a second language 40 LIST OF FIGURE, CHARTS AND APPENDICES Figure 1: Categories of instructional strategies Chart 1: Reasons for learning English Chart 2: Reasons for not being interested in speaking English Chart 3: Strategies used in speaking class APPENDIX The questionnaire for students ( English version) APPENDIX 2: The questionnaire for students ( Vietnamese version) APPENDIX 3: The questionnaire for teachers PART A INTRODUCTION Rationales Teaching English is never an easy job, especially when we have to work with nonmajor learners There are a lot of reasons for this fact One of them is that learners have not realised the important role of English in their present study and future job The second is that English is always a really difficult subject with very challenging tasks and requirements Therefore, it is necessary to find out a way to make this subject more interesting Instructional strategies can work in this case With the development of Vietnam economy and society and the need of integration with the modern world, the role of English is clear out Following with this change, there is the need for high – quality teachers with good and creative teaching methods which can stop boring lessons and can attract learners In other words, instructional strategies are the first step to set up teachers’ qualities Teachers not teach what they want but what students want and society wants Instructional strategies can help teachers be closer to students’ needs They can base and focus on learners’ knowledge and experiences Teachers can base on students’ real life to set up their cirriculum and teaching plans and activities Therefore, instructional strategies are the brigde to connect teaching and learning with the fact For all the reasons above, instructional strategies are deserved to study and explored Hopefully, they can provide teachers with one more solution in their difficult job Aims and objectives of the study Within the frame work of a minor thesis, the study is aimed at describing the situation of applying instructional strategies in learning and teaching speaking in the College of Urban Works Construction (CUWC) and suggesting some solutions to the improvement of teaching speaking skill to students In order to achieve this aim, the study concentrates on: - Investigating the current situation of the teaching and learning speaking skills at CUWC - Identify the advantages and difficulties that the teachers and students face while applying instructional strategies in teaching and learning speaking skills - Suggesting some solutions to help improve the application of instructional strategies in teaching speaking skill Scope of the study Because of limited time and experience, the study cannot investigate deeply all problems and solutions while applying strategies in speaking skill in CUWC It only stops at describing some significant problems and suggesting some appropriate ways to improve the application of these strategies in teaching speaking for students in the college Owing to the reason mentioned above, the study does not cover all solutions to other skills and levels as well as to exploit textbook of all kinds It only focuses on Newheadway elementary textbook and ways to exploit it in teaching speaking skill Methods of the study The study is designed to use both quantitative and qualitative methods Besides, various resources such as books, magazines, articles, newspapers and some sources on the Internet have been chosen In order to gain the most successful results, the quantitative data will be collected through two survey questionnaires One survey questionnaire is for 85 non- major first – year students of elementary level at CUWC and the other is for teachers of English in the Department of Basic Science Collected data, then will be processed and analyses to yield conclusions about the study 10 Together the quantitative method, the qualitative data has been obtained by informal interviews with some students and teachers to gather in-depth information about the real situations of teaching and learning speaking skills at CUWC Besides, the author’s own observations will contribute much to the completion of the study Research questions The study is aimed at to answer three main questions: a What are the advantages of instructional strategies in teaching speaking skill? b What are the difficulties when applying these strategies in teaching skill for non-major students? c How to apply instructional strategies effectively in teaching speaking skill ? Significance of the study It is hoped that this study will be a good source reference for both teachers and learners of English It is conducted to provide an insight into the current situation of teaching English as a second language at CUWC and offer feasible solutions to its improvement Therefore, it is believed that this study will raise the teachers’ awareness of the advantages of techniques and activities in teaching speaking skills so that they can adjust properly in order to develop students’ speaking skill Design of the study The study is divided into three parts: The first part “ Introduction” mentions the rationale, the aims, the scope, the methods, the research questions, significance and the design of the study Next is the second part named “ Development” which consists of three chapters: 44 first member of each group will start their story with one sentence, the second one must retell the first sentence and continue with another one which cannot repeat the meaning of the first one They will set up the whole content in turn When the last group member stops is the time the class has an interesting story about chosen topics This speaking task awakes all learners in class They have to pay attention to their friends’ talking if he wants to continue the story properly It can attract many students without time consuming Teachers only play the role of monitors an facilitors when students need helps of vocabulary or structures However, in order to take advantages of this task, teachers need to record the content of learners’ stories to have later valuable comments Teachers have to review the stories to all class then correct mistakes and suggest changes to each story if necessary 6.3 Make oral presentation on certain topics Presentation is a difficult skill, especially for general students but students have to practice it because this skill will be assessed in the oral exam At the end – term test, students have to communicate in a everyday situation and present a random topic Therefore, if learners have a chance to present in class, they will be readier for the final exam As mentioned above, English is not students’ major so a presentation seems to be impossible for them However, teachers’ teaching methods and patience can make it possible Teachers have to help students step by step Firstly, instructors should not choose too academic or serious topics because the aims are not at these topics but how to help students talk about them Therefore, the topic to present must be familiar and interesting for learners When hearing about the title, learners want to discuss and express ideas about it These topics may be about the students’ real life, their love, their friendship or their hobbies, etc In the next step, teachers have to fulfill the duty of enthusiastic assistants who will not let students be with their ideas 45 Teachers can suggest some new words which can be used to explain in the presentation In some cases, teachers even help learners to brainstorm the main ideas and students’ job is to combine knowledge to make an oral presentation The class atmosphere can be more exciting if teachers organize the presentation as a public discussion or a talk show in which the presenter will have a speech in front of the audiences and the audiences can raise their voice after each speech The most important goal of this task is not the accurate content of the talk but students’ speaking ability including the confidence, fluency and interest of showing themselves in class It is the best practice for their oral exams 46 PART C CONCLUSION Summary of the study Hopefully, the study has brought a general picture of the application of instructional strategies in teaching speaking to students in CUWC This study is finished with three normal parts: introduction, development and conclusion In the first chapter of the development, the literature review related to the ways of teaching speaking in recent years is mentioned Besides, all instructional strategies used during the teaching process are named carefully with their history, definitions and categories The second chapter is the main part with practical information and data for the study It provides the real situation of teaching and learning in the college where the research is carried out Based on the analysis of data collected from the students and teachers, some findings are discussed including both advantages and difficulties More importantly, the solutions are suggested in the chapter three such as learning condition improvement, discipline maintenance, engaged learning time increasing, provision for individual differences and some significant speaking activities for good speaking lessons The limitations of the thesis and some suggestions for further research can be exploited in the next sections of this conclusion Limitations of the study The study only stops at listing and describing briefly what instructional strategies are applied in teaching speaking skills Owing to the scope of a minor thesis, only some significant strategies such as direct instruction and interactive learning are clearly mentioned with both pros and cons The others, therefore have been named with some related terms 47 Students’ results are proof for the efficiency of the application of instructional strategies in speaking teaching but the specific oral test marks of each student cannot be revealed due to the individuals’ request Some solutions are suggested individually and they have been applied in research doer’s college situation but have not been evaluated in other conditions Therefore, readers should consider what is the most suitable one when they want to apply in their own situation Suggestions for further research This study can be the foundation for further research such as how to design lesson plans based on the instructional strategies Teachers can create their own instructional models thanks to these strategies The knowledge is general but how to take advantages of it is particular for each instructor Besides, teachers can focus on the most favorite strategy with its advantages and disadvantages in order to find the best ways to implement it in teaching speaking skill Instructional strategies are used not only for teaching speaking but also for other skills Therefore, how to apply them to teach reading, writing or listening skill is critical question to exploit in further research 48 REFERENCES Ann, G (1993) Communicative language teaching: An introduction and sample activities Office of Educational Research and Improvement, U.S Dept of Education Davies, P (2000) Success in English teaching Oxford University Press Dewey, J (1997) Experience and Educator Macmillan Edurne, S (2008) The different options in learning a language Online Magazine and Writer’s network Eric, K ( 2008) How to teach speaking Kaizen Publishing Inc Grace , S B (1998).Modules for the professional preparation of teaching assistants in foreign languages Washington, DC: Center for Applied Linguistics Hedge, T (2000) Teaching and learning in the language classroom Oxford University Press Henning, G (1987) A guide to language teaching Cambridge: Newbury House Publishers Jack, C R (2006) Current trends in teaching listening and speaking Oxford University Press Jack, C R ( 2006) Communicative language teaching today Cambridge University Press John, E J ( 1979) Handbook of structured experiences for human relation training Pfeiffer Company Joyce, B and Weil, M (1972) Models of teaching Englewood Cliffs, NJ: PrenticeHall Margie, S B (1984) Teaching language: methods and materials Office of Educational Research and Improvement, U.S Dept of Education 49 Mc Neil and Wiles ( 1990) The essentials of teaching : Decisions, plans, methods Macmillan NRC ( 1999) How people learn National Research Council Richard, I A ( 1993) Instructional strategies The Gale Group Seaman and Fellenze ( 1989) Effective strategies for teaching adults Merrill Pub Co 50 Appendix Questionnaire This questionnaire is designed for my research into: “ The application of Instructional strategies in teaching speaking English for the 1st year students in the College of Urban Works Construction” Your assistance in completing the survey is appreciated All the information provided by you is solely for the study purpose and certainly confidential Thank you for your cooperation ! Section A: Personal information Name : ( optional) Class: Gender: Male/ Female Section B: Yes or No You learn English because: Yes No You like it Speaking English can help you much in your future job You want to talk with foreigners You speak English to pass the oral exam Section C: Here are some reasons why you not like learning speaking English.( Tick the item ) In the area of subject itself a It is a difficult skill b It is a boring skill c It is not for non-major students d There are too many topics to learn e There are too many new words 51 Other: In the area of the teacher a Teacher follows all the things in textbook b Teacher’s explantion is not easy to understand c Teacher’s explanation is too brief d Teacher’s tasks and exercises are too difficult e Teacher’s activities and exercises are not interesting f Teacher’s pronunciation is not good Other In the area of yourself a You not like speaking English b You not like learning speaking in front of the class c You not like the topics in the lesson d You not know how to express your own ideas e You are not confident enough to speak f You are afraid of making mistakes Other In the area of learning condition a Too crowded class b Bad tapes and cassettes c Noisy class Section D: Here are suggestions to make speaking more interesting to learn.( Tick the things you like.) 52 a Learn in small class b talk about familiar and favourite topics c wirk in pair d be given new words in advance e easy explanation f suitable tasks e play games Other: Thank you again !! 53 Appendix Phiếu điều tra ( Cho sinh viên) Phiếu điều tra thiết kế phục vụ đề tài nghiên cứu: “ Úng dụng chiến lược hướng dẫn dạy nói cho sinh viên năm thứ trường Cao Đẳng Xây Dựng Công Trình Đơ Thị ” Tất thơng tin bạn cung cấp phục vụ cho đề tài hoàn toàn bảo mật Chân thành cảm ơn giúp đỡ bạn! Phần A: Thông tin cá nhân Tên: ( không bắt buộc) Lớp: Nam/ Nữ Phần B: Có / Khơng Bạn học nói tiếng Anh vì: Có Ko Bạn thích Nói Tiếng Anh giúp bạn nhiều cơng việc sau Bạn muốn nói chuyện với người nước Đây cách để qua môn Tiếng Anh Phần C: Dưới số lí bạn khơng thích/ khơng muốn học nói Tiếng Anh ( đánh dấu V vào lí bạn) Về thân mơn học a Nói kĩ khó 54 b Nói kĩ buồn tẻ c Nói dành cho sinh viên chuyêng ngữ d Có nhiều chủ đề phải học e Có nhiều từ Các lí khác Về giáo viên a Làm theo tất trình tự sách b Hướng dẫn khó hiểu c Hướng dẫn ngắn gọn d Hoạt động tập khó e Hoạt động tập không hấp dẫn f Phát âm không hay Lí khác: ………………………………………………………………… Về thân bạn a Khơng thích nói Tiếng Anh b Khơng thích nói Tiếng Anh trước lớp c Khơng thích chủ đề d Khơng biết diễn tả ý kiến Tiếng Anh e Khơng có họi nói học sinh q đơng f Khơng đủ tự tin để nói trước lớp g Sợ mắc lỗi Lí khác 55 Về điều kiện học tập a Lớp đông học sinh b Chất lượng băng đài không tốt c Lớp học thường ồn Phần D: Dưới số gợi ý giúp học nói thú vị ( đánh dấu vào ý mà bạn thích) a Học lớp học sinh b Được nói chủ đề quen thuộc ưa thích c Chơi trị chơi học d Được giải thích trước từ e Hướng dẫn dễ hiểu f Hoạt động phù hợp g Có thời gian chuẩn bị trước Gợi ý khác ……………… Chân thành cảm ơn!!! 56 Appendix Questionnaire ( for teachers) This questionnaire is designed for my research into the application of Instructional strategies in teaching speaking English for the 1st year Civil Engineering students in the College of Urban Works Construction Your assistance in completing the survey is appreciated All the information provided by you is solely for the study purpose and certainly confidential Thank you for your cooperation ! In your opinion, teaching speaking English in your college is: a Easy b Interesting c Difficult d Really difficult Other: Which instructional strategies you use to teach speaking English: a Direct instruction b Indirect instruction c Interactive instruction d Independent learning e Experiential learning How you encourage students to speak: a Only raise the topics and situations b Use real – life topics and situations c Brainstorm ideas related to topic with students d Use visual aids e Use some games f Re-design the tasks in textbook Other: What language you use in class: a Always English b Always Vietnamese c Both English and Vietnamese 57 Thank you !!! Thank you for evaluating AnyBizSoft PDF Merger! To remove this page, please register your program! Go to Purchase Now>> AnyBizSoft PDF Merger  Merge multiple PDF files into one  Select page range of PDF to merge  Select specific page(s) to merge  Extract page(s) from different PDF files and merge into one ... research into: “ The application of Instructional strategies in teaching speaking English for the 1st year students in the College of Urban Works Construction? ?? Your assistance in completing the survey... minor thesis, the study is aimed at describing the situation of applying instructional strategies in learning and teaching speaking in the College of Urban Works Construction (CUWC) and suggesting... solutions to the improvement of teaching speaking skill to students In order to achieve this aim, the study concentrates on: - Investigating the current situation of the teaching and learning speaking