HA NOI PEDAGOGICAL UNIVERSITY N0.2 FOREIGN LANGUAGE FACULTY TRẦN HÀ ANH A STUDY ON THE EFFECTIVENESS OF INFORMATION GAP ON THE TENTH-GRADE STUDENTS' PARTICIPATION IN SPEAKING CLASSES AT NGUYEN HUE HIGH SCHOOL (SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF THE DEGREE OF BACHELOR OF PEDAGOGY IN ENGLISH) HÀ NỘI, 2016 HA NOI PEDAGOGICAL UNIVERSITY N0.2 FOREIGN LANGUAGE FACULTY TRẦN HÀ ANH A STUDY ON THE EFFECTIVENESS OF INFORMATION GAP ON THE TENTH-GRADE STUDENTS' PARTICIPATION IN SPEAKING CLASSES AT NGUYEN HUE HIGH SCHOOL (SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF THE DEGREE OF BACHELOR OF PEDAGOGY IN ENGLISH) SUPERVISOR: NGUYỄN THỊ THU THỦY, M.A HÀ NỘI, 2016 ACKNOWLEDGEMENTS I would never have been able to finish my research without the guidance of my supervisor, help from friends, and support from my family Foremost, I would like to express my sincere gratitude to my supervisor M.A Nguyễn Thị Thu Thủy for her patience, encouragement, enthusiasm and continuous support on my study Her guidance helped me in all my time of writing the research I could not have imagined having a better supervisor and mentor My sincere thanks go to all of my fellows for their willingness to help me at any time when I was lost or in trouble Last but not least, I take this opportunity to express my deepest thanks to my family for their giant support, encouragement and love i ABSTRACT Springing from the practical issue that the students‟ participation in speaking lesson is quite poor, the researcher was inspired to find out the possible reasons making students reluctant to raise their voice in class In general, students‟ involvement suffer from students themselves related factors, lecturers who directly give them the lesson related factors and external factors such as classroom climate, curriculum or assessment system, etc Despite the fact that the success of a lesson greatly depends on students‟ participation, not many teachers have paid enough attention into it This study is conducted with the aims of presenting the reasons for the poor participation in speaking class as well as experimenting information gaps into speaking lessons to see its effectiveness in improving the students‟ participation The subjects of the study are students in tenth grade at Nguyen Hue high school The results collected from questionnaire, observation sheet and students‟ self-report have proved the success of the study when information gaps technique does enhance leaners‟ participation in speaking class ii STATEMENT OF AUTHORSHIP Title: A STUDY ON THE EFFECTIVENESS OF INFORMATION GAP ON THE TENTHGRADE STUDENTS' PARTICIPATION IN SPEAKING CLASSES AT NGUYEN HUE HIGH SCHOOL I hereby certificate that the work submitted in my research is entirely of my own hand, or, where copied from any other person‟s work has been acknowledged in reference and that the report is originally written by me under instructions of my supervisor Date submitted: Wednesday, 4th April, 2016 Student Trần Hà Anh Supervisor Nguyễn Thị Thu Thủy, M.A iii LIST OF TABLES AND GRAPH Tables Table 1: Times of students‟ on-task participation in Unit 29 Table 2: Times of students‟ participation in group work in Unit .30 Table 3: Students‟ opinions on the main activity in Unit 31 Table 4: Times of students‟ on-task participation in Unit 12 34 Table 5: Times of students‟ on-task participation in Unit 13 35 Table 6: Times of students‟ on-task participation in Unit 14 35 Table 7: Times of students‟ on-task participation in Unit 15 36 Table 8: Times of student‟s participation in information gap activities in Unit 12 37 Table 9: Times of student‟s participation in information gap activities in Unit 13 37 Table 10: Times of student‟s participation in information gap activities in Unit 14 38 Table 11: Times of student‟s participation in information gap activities in Unit 15 38 Table 12: Students‟ opinions on information gap activity in Unit 12 39 Table 13: Students‟ opinions on information gap activity in Unit 13 39 Table 14: Students‟ opinions on information gap activity in Unit 14 40 Table 15: Students‟ opinions on information gap activity in Unit 15 40 Table 16: Students‟ attitudes and opinions on information gaps activity 41 Graph Graph 1: Students‟ speaking time before and after action plan 42 Graph 2: Students‟ participation frequency before and after action plan 43 Graph 3: Numbers of students enjoying the lesson before and after action plan 44 iv TABLE OF CONTENTS ACKNOWLEDGEMENTS i ABSTRACT ii STATEMENT OF AUTHORSHIP iii LIST OF TABLES AND GRAPH iv TABLE OF CONTENTS v PART ONE INTRODUCTION I Rationale II Objectives of the research III Research questions IV Research scope V Research methods VI Significance of the research VII Design of the research work PART TWO DEVELOPMENT CHAPTER ONE: LITERATURE REVIEW I.1 Previous studies I.2 Speaking I.2.1.What is speaking? I.2.2.What is teaching speaking? I.2.3.What are techniques for teaching speaking? I.2.3.1 Story completion I.2.3.2 Role-play I.2.3.3 Simulation 10 I.2.3.4 Discussion 10 I.2.3.5 Information gaps 11 I.2.3.6 Story-telling 11 I.2.3.7 Interview 11 I.3 Participation 12 I.3.1.What is participation? 12 v I.3.2.What are benefits of participation? 12 I.3.3.What are possible negative factors affecting learners' participation? 13 I.3.3.1 Leaner-related factor 13 I.3.3.2 Lecturer-related factor 14 I.3.3.3.External factors 14 I.3.3.4.Possible solutions to students‟ participation 15 I.4.Information gaps 16 I.4.1 What is information gaps? 16 I.4.2.What is the procedure of information gap? 17 I.4.3.What are the benefits of using information gap to class participation? 18 CHAPTER TWO 19 METHODOLOGY 19 II.1 Research methods 19 II.1.1 Definition and rationale for the use of action research 19 II.1.2 Action research procedure 19 II.1.2.1 Identifying a focus of interest or a problem 19 II.1.2.2 Collecting data 20 II.1.2.3 Analyzing data/Generating hypotheses 20 II.1.2.4 Planning action steps 20 II.1.2.5 Implementing action steps 21 II.1.2.6 Collecting data to monitor change 21 II.1.2.7 Analysis and evaluation 21 II.2 Data collection instruments 21 II.2.1 Survey questionnaires 21 II.2.1.1 Rationale behind the use of survey questionnaire 21 II.2.1.2 Construction of the survey questionnaire 22 II.2.1.2.1 Construction of the pre-survey questionnaire (Appendix A) 22 II.2.1.2.2 Construction of the post-survey questionnaire (Appendix B) 22 II.2.2 Classroom observation 23 II.2.2.1 Rationale behind the use of classroom observation 23 II.2.2.2 Construction of observation sheet: On-task behavior (Appendix C) 23 II.2.3 Self - report 24 II.2.3.1 Rationale behind the use of self – report 24 II.2.3.2 Construction of students‟ interaction self-report sheet (Appendix D) 25 vi II.3 Research context 25 II.4 Participants 25 II.4.1 Teacher 25 II.4.2 The observers 26 II.4.3 The student subjects 26 II.5 Research procedure 26 II.5.1 Identifying the problem 26 II.5.2 Collecting the initial data 27 II.5.3 Analyzing data and generating hypotheses 27 II.5.4 Planning action 27 II.5.5 Implementing action 27 II.5.6 Collecting data to monitor change 28 II.5.7 Analyzing and evaluating students‟ participation after action plan 28 II.6 Data analysis 28 CHAPTER THREE 29 RESULTS 29 III.1 Results of pre-action stage 29 III.1.1 Students‟ on-task participation 29 III.1.1.1 Result from observation 29 III.1.1.2 Result from students‟ self-report 30 III.1.2 Students‟ attitudes to speaking skill and current speaking classes 30 III.1.3 Students‟ habit of learning speaking 31 III.1.4 Reality of students‟ participation in class 32 III.1.5 Reasons for students‟ poor participation 32 III.1.6 Students‟ preferences for speaking activities 33 III.2 Results of action stage 34 III.2.1 Results from classroom observation 34 III.2.2 Results from students‟ self-report 36 III.2.2.1 Students‟ self-report on participation frequency 36 III.2.2.2 Students‟ opinions on information gap activity 38 III.2.3 Results from post survey questionnaire 41 III.3 Evaluation of the action plan 42 III.3.1 The trend of students‟ participation based on observation sheet 42 III.3.2 The trend of students‟ participation based on students‟ self-report 43 vii III.3.3 Students‟ opinions on the effectiveness of information gaps 44 PART THREE 46 CONCLUSION 46 I Summary of the study 46 II Limitations and suggestions of the study 47 REFERENCES 48 APPENDIX A 52 APPENDIX B 58 APPENDIX C 59 APPENDIX D 60 APPENDIX E 61 APPENDIX F 68 APPENDIX G 75 APPENDIX H 83 viii APPENDIX G Unit 14: World cup I Class description - Target learners: 10th grade students - Number of students: 40 - Level: Pre-intermediate II Date and time - Date: Tuesday, March 29th , 2016 - Time: 45 minutes III Subject matter - Topic: Football IV Objectives Knowledge: By the end of the lesson, Ss will learn about: - Vocabularies involving football and world cup topic - Talk about favorite football players or teams Skills: By the end of the lesson, Ss will be able to: - Listen for the detailed information - Fill in the table - Comprehend questions Behavior: By the end of the lesson, Ss will know about world cup and football events 75 Competence - Competence in working in pairs, group V Methodand technique Method: - Task based - Mainly communicative Technique: - Interview, role play - Ss work in pair, group VI Teaching aids: -Teacher‟s: Textbook, hand out, computer, speaker -Students‟: Textbook, notebook, draft paper 76 Stages Time Warm up 8’ Teacher’s activities Student’s activities  Greeting  Ask and check the attendance  Game:  Greeting - Devide the class into teams - Give Ss a big picture of football national teams However, each team  Listen the rule carefully will be hided away some picture By and play the game asking other team suitable questions, which team can complete their picture earliest will be the winner (picture in the handout)  Lead in sentence: “Those teams are the national teams which used to won the World Cup trophy How we can talk about its victory will be discovered in today lesson” Prespeaking 5’ Aim: Prepare for students words to use in - Listen to the teacher conversation  Goal-scorer (n): People who score - Note down goal  Championship (n): The winner  Runner up (n): come behind the champion  Czechoslovakia = Slovakia and Czech Republic  Score : 1-1 : one one draw 77 4-2 : four to two 0-0: nil –nil draw  Whilespeaking 20’ - Read up to teacher penalty shoot out  Model first  Ask students repeat and practice  Activity 1: Task Aim: Help Ss forming the structure of the conversation inside their heads - - Listen to the teacher and Ask Ss to stand up and read out loud the requirements the dialogue - Forming the conversation: 1.Where was the … World Cup held? - Listen carefully and the ->It was held in… When was the … World Cup held? task - Answer if called -> In … Which teams played in the final match? -> They were… and … Which team became the champion? -> … had won the trophy - requirement and it What was the score of the match? -> It was… - Listen teacher - Answer if called Tell Ss to use the information in the table in page 146 and creating as long conversation as possible, 78 Post- 5’ speaking  Activity 3: Role play Aim: Help Ss constructing a paragraph about favorite football player and introduce the - Listen to the teacher - Note down - Go to the board and milestone of national teams - Give Ss handouts about the milestones of some national teams report if called - Give Ss mins to work as a group - Call some groups to pretend to be a journalist and - Suggested structure: +The … World Cup was held in … +The final match was between ….and … + … defeated ….in the final match by the score ….to win the trophy Wrapping 2’  Summarize all knowledge which have been learnt in the lesson about kind of music  Ask students to study at home and prepare next lesson - Listen carefully teacher‟s summarizing - Study at home and prepare new lesson 79 Team A: 80 Team B: 81 Team C 82 APPENDIX H UNIT 15: CITIES I Class description - Target learners: 10th grade students - Number of students: 44 - Level: Pre-intermediate II Date and time - Date: Tuesday, March 29th, 2016 - Time: 45 minutes III Subject matter - Topic: Cities IV Objectives Knowledge: By the end of the lesson, Ss will learn about: - Some new information about some cities in the world Skills: By the end of the lesson, Ss will be able to: - Compare two cities - Stating preferences and giving reasons Behavior: By the end of the lesson, Ss will gain more knowledge about famous cities in the world Competence - Competence in working in pairs 83 V Method and technique Method: - Task based - Mainly communicative Technique: - Information gaps - Ss work in pair, individual VI Teaching aids: -Teacher‟s: Textbook, hand out, computer, speaker -Students‟: Textbook, notebook, board, chalk, draft paper 84 Stages Time Warm up 8’ Prespeaking 10’ Teacher’s activities Student’s activities  Greeting and check the attendance  Greeting  Warm up activities: Aim: Introduce Ss some famous cities with its typical characteristic Cities: Tokyo, Seoul, Paris, New York, Ha Noi, London  Listen and answer  Leading sentence: We have gone through some famous cities in the world That‟s also the ones we‟ll learn about today To be exact, we‟ll learn how to ask and answer and compare cities   Activity 1: Task Aim: Introduce Ss some structures used to speak about this topic  Ask Ss to task in minutes  Do the work as required  Call on Ss to answer questions and ask them what those questions are used for at the same time - When…founded? -> Time -What…transport like?-> Bus, metro… - What…people like?-> Friendly, … - How many…?-> Number  Answer if called  Take notes  Check the result  Take Listen to the teacher - What…area…?->(number) square km - What…population?->Number   Suggested answer: D F A/E B/C A/E B/C Introduce comparative structures: - Short adj: note S1 + tobe + adj-er + than + S2 - Long adj: S1 + tobe + more + adj + than + S2 - S1 + tobe + as + adj + as + S2 - Noun: as + many/few + countable N + as 85 as + much/little + uncountable N +as more/fewer + countable N more/less + uncountable N Whilespeaking 15’ 7’  Let Ss make example  Make example  Activity 2: Information gaps  Take the handout  Divide class into teams/groups Each team has its own handout  “Now each of you has information about city Move around and use the structures above to ask your friends information about other cities and fill in your table Who can fill it earliest will have a gift You have minutes to it Your time begins now”  Listen to teacher  Move around and complete the task  Prepare to broadcast  Present if called, listen and take note to comment  Give Ss handout  Activity 3: Role-play  Let Ss back to their seat and give out the next requirement   Postspeaking 5’ “Now you have three pieces of information about cities Together with your partner in the same table, pretend to be a broadcaster and make a piece of news about tourism You have minutes to prepare You can use the given comparison structures to tell the differences among three cities Your time starts now” Call on pairs to present in front of class  Call on some students to give comment  Give feedback  Sum up the lessons  Ask Ss to write down the broadcast news into their notebooks at home if not called  Listen and take note 86 Team A Student A Student B Student C Seoul London ……………………… Founded …………………… 43AD ……………………… Population …………………… million ……………………… Area …………………… 1,572 km2 ……………………… 14 days ……………………… National holidays …………………… Building …………………… Few high buildings ……………………… People …………………… Formal, reserved ……………………… Seoul London ……………………… Founded 18BC ……………………… ……………………… Population 10 million ……………………… ……………………… Area 605.21km2 ……………………… ……………………… ……………………… ……………………… National holidays 14 days Building Many high buildings ……………………… ……………………… People Friendly, open ……………………… ……………………… 87 Team B Student A Student B Student C Tokyo Paris ……………………… Founded …………………… 3BC ……………………… Population …………………… More than million ……………………… Area …………………… 105.4 km2 ……………………… National holidays …………………… 11 days ……………………… Building …………………… Few high buildings ……………………… People …………………… Friendly, gentle ……………………… Tokyo Paris ……………………… Founded Late 12th century ……………………… ……………………… Population 10 million ……………………… ……………………… Area 2,187.66km2 ……………………… ……………………… National holidays 16 days ……………………… ……………………… Building Few high buildings ……………………… ……………………… People Friendly, reserved ……………………… ……………………… 88 Team C Student A Student B Student C Ha Noi New York ……………………… Founded …………………… 1624 ……………………… Population …………………… 8.5 million ……………………… Area …………………… 1,214km2 ……………………… National holidays …………………… 11 days ……………………… Building …………………… Many high buildings ……………………… People …………………… Friendly, open ……………………… Ha Noi New York ……………………… Founded 1010 ……………………… ……………………… Population 7.5 million ……………………… ……………………… Area 3,328.9km2 ……………………… ……………………… National holidays 10 days ……………………… ……………………… Building Few high buildings ……………………… ……………………… People Friendly, reserved ……………………… ……………………… 89