MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYEN THI NHUNG HONG A STUDY ON THE USE OF LANGUAGE ACTIVITIES TO ENHANCE 11TH GRADE STUDENTS’ SPEAKING SKILL IN PHAM HONG THAI SCHOOL MA THESIS IN EDUCATION VINH - 2011 BỘ GIÁO DỤC VÀ ĐẠO TẠO TRƯỜNG ĐẠI HỌC VINH NGUYỄN TH NHUNG HNG NGHIÊN CứU NHữNG HOạT ĐộNG NGÔN NGữ NH»M PH¸T TRIĨN Kü N¡NG NãI CHO HäC SINH KHèI 11 TRƯờNG THPT PHạM HồNG THáI - HƯNG NGUYÊN - NGHÖ AN Chuyên ngành: Lý luận Phương pháp dạy học môn Tiếng Anh Mã số: 60.14.10 LUẬN VĂN THẠC SĨ GIÁO DỤC HỌC Người hướng dẫn khoa học: PGS TS NGƠ ĐÌNH PHƯƠNG VINH - 2011 ACCEPTANCE I hereby state that I: Nguyen Thi Nhung Hong, being a candidate for the degree of Master accept requirements of the College related to the retention and use of Master’s graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper November, 2011 Signature Nguyen Thi Nhung Hong ACKNOWLEDGEMENT This study would not have been completed without the support of many people, to all of whom I am profoundly indebted First and foremost, I would like to express my deepest gratitude to my supervisor, Ngo Dinh Phuong, PhD, for his scholarly instruction, critical comments, great encouragement and valuable materials, which were decisive factors in the completion of the study Also, sincere thanks are due to the teachers and 11th students of Pham Hong Thai school for allowing me to administer the test and interview schedule during their invaluable time class Without their patient in participating in doing questionnaires as well as interviews, the study could not have been completed Last but not least, I would love to send my gratitude to my family and friends for their continual encouragements during the time I conducted the study TABLE OF CONTENTS Contents Pages ACCEPTANCE ACKNOWLEDGEMENTS ACCEPTANCE TABLE OF CONTENTS LIST OF CHARTS ABBREVIATIONS 10 ABSTRACT 11 CHAPTER INTRODUCTION 12 1.1 Rationale 12 1.2 Aims of the Study 12 1.3 Research questions 13 1.4 Scope of the Study 13 1.5 The organization of the Study 13 CHAPTER LITERATURE REVIEW 15 2.1 Review of previous studies 15 2.2 Theoritical background to language activities and speaking skill 18 2.2.1 Language activities .18 2.2.1.1 Definition of the language activities 18 2.2.1.2 The language activities are used in speaking lessons and their effectiveness 19 2.2.1.3 Teacher roles and learner roles in applying language activities .25 2.1.1.4 Setting 26 2.2.1.5 Features of language activities 29 2.2.1.6 Position of language activity in foreign language teaching 30 2.2.1.7 Ingredients for successful language activity .31 2.2.2 Speaking skill 34 2.2.2.1 Definition of speaking skill 34 2.2.2.2 The role and status of speaking in language learning and teaching 35 2.2.2.3 Characteristics of speaking 37 2.2.2.4 Principles in developing speaking skill .38 2.2.2.5 Approaches to the teaching of speaking 39 2.2.2.6 Classroom activities to develop speaking skill 42 CHAPTER METHODOLOGY 44 3.1 Participants .45 3.1.1 Survey questionnaire for students 45 3.1.2 Students-Interviewees 45 3.1.3 Teachers- Interviewees 45 3.2 Type of research .46 3.3 Data collection instruments .46 3.3.1 Two developed research instruments 46 3.3.2 Instrumental development 47 3.3.2.1 The design of the questionnaire 47 3.3.2.2 Justification for two data collection instruments 47 3.4 Descriptions .48 3.4.1 Students 48 3.4.2 Teachers 48 3.5 Procedures of data collection 48 3.6 Methods and procedures of data analysis 49 CHAPTER RESULTS AND DISCUSSION .50 4.1 Result from the survey questionnaires 50 4.1.1 The frequency and interest of each kind of language activities in class 53 4.1.2 Difficulties that the teachers have when using language activities .60 4.2 Findings and discussion 61 4.3 Implications .62 4.3.1 Implications for teaching each kind of language activities 62 4.3.1.1 Role play 62 4.3.1.2 Discussion 64 4.2.1.3 Prepared talks .66 4.2.1.4 Questionnaire .66 4.2.2 Giving students inspiration by activities involving the lesson 68 4.2.3 Using the situation in introduction 68 CHAPTER CONCLUSION 72 5.1 Summary of findings .72 5.2 Limitations of the research 73 5.3 Further research .74 REFERENCES .77 APPENDIX LIST OF CHARTS Table 4.1: Class size, gender and average years of learning English of participants 50 Chart 4.1: The frequency of using speaking tasks in textbook 51 Chart 4.2: The attitude of students towards doing speaking tasks in textbook .52 Chart 4.3: The evaluation of the effectiveness of speaking tasks in textbook .53 Chart 4.4: The frequency of using acting from a script/simulation and role play, given by students .54 Chart 4.5: The frequency of using acting from a script/simulation and role play, given by teacher .55 Chart 4.6: Interest in acting from a script/simulation and role play, given by students .55 Chart 4.7: The frequency of using communication games,given by students .56 Chart 4.8: The frequency of using communication games, given by teachers 56 Chart 4.9: The interest of using communication games 57 Chart 4.10: The frequency of using discussion in class,given by students 58 Chart 4.11: The frequency of using discussion in class,given by teachers 58 Chart 4.12: Interest of the students in discussion 59 Chart 4.13: Some kinds of language activities that teachers have difficulties when teaching speaking skills .60 ABBREVIATIONS LA: language activities EFL: English as a Foreign Language 10 Unit 1: (cont) - SPEAKING I.Aims: By the end of the lesson students will be able to describe the physical characteristics and personalities of their friends, using appropriate adjective II Method: - Communicative approach III Skills : Integrated skills (Especially speaking skill) IV Teaching aids: Text books, pictures,chalks, … V Teaching stages: Stages Warm- T Activities gives two pictures Content of * Stick the right words on some up famous person pieces of paper to the picture to 6’ T gives some words that Ss describe them can use to Sts work in group Tall, good-looking, oval, straight, T helps them Before * Suggested: … T checks the answer T gives handout Handout:Match the right questions you speak Sts work in group 5’ T asks some representatives to to the right answers: give their answers A B What is she a She is fine T asks others to remark and like ? corrects What does beautiful she look like ? b Tall c Pretty How is she ? easygoing Sugested answer: and and 1.b c a Describing physical characteristics T introduces the lesson and personality of a person Task1: Task1: T asks Ss to open the books Look at the the useful language While you speak 10’ Sts the exercise by using and add two more words for the “useful language “in page each category: 16 -T Height: medium, height, rather may ask Ss to provide short, too tall some adjectives/ expressions Face: round, long – high cheek used to describe people bones, a scar appearance T can also explain Forehead: high, low the words if necessary Nose: long, straight, flat, turned-up Sts work in group Hair: long medium length, straight, T goes around and helps them curly, wavy, bald, thin if necessary T checks in front of class 14’ Eyes: green, blue, brown, gray Pants: flar, baggy T makes model conversation Appearance: plain, attractive, wellwith a st dressed, casually- dressed Sts practice speaking in pair Mouth: heart-shaped, wide, T goes around to check and generous, thin / full lips helps them Chin: pointed, firm, weak T calls on some Ss to present Build: thin, slender, muscular, their answers in front of the plump, heavily built, overweight, fat class Age: young, middle age, elderly, T gives feedback old, Task 2: Task 2: T asks Ss to in pairs (one Useful expression: asks and other answers) to He is in his …………… describe their friends by using He has got a ……face with some useful expressions ………… T can explain some useful He is of medium height expressions He wears his …………………… T goes around to help them if His hair is …………… necessary * Model: T calls on some pairs to T: Could you tell me something practice in front of class about your friend? What’s he like ? S: Oh, he is very friendly He is the kind of person who is always willing to give help T: What does he look like ? S: Tall and good-looking After you T explains the situation speak 8’ Task 3: Sts work in group to make A Making questions: questions or facts about a What’s his name ? / Could you famous friend based on the tell me his name ? suggestions in the textbook What’s he like ? / What does he T is around and helps them look like ? / Is he.? T check in front of class what is his date of birth? When T asks Ss to read the words was he born ? (page 17) What’s his hobby?What does he T makes example with a in his spare time ? student Why is he so interested in Sts practice speaking in pair math ? T goes around and helps them How long does it take him to T concentrates some common study math ? How much time does errors or difficult problems in he spend on math everyday? front of the class What made him so successful ? B Model: A Hello, I’m Tan, a journalist for Hoa Hoc Tro magazine B: Hi: I’m Nam Nice to meet you A I hear you are Minh’s closest friend Could you give me some information about Minh ? B Sure No problem A: Has Minh just won the first international price in mathermatics ? B: Yes, That’s right He did a good job and we are so proud of him A: So he has to work very hard on this subject? How much time does he spend on it everyday ? B: I’m not sure but he studies it nearly every night Math is his favorite subject A: Do you know why ? B: He always says it is so useful and interesting Both his parents are mathermatics teachers A: Oh, I see … Thank for giving me time Bye B: You’re welcome Bye Wrapping T summarizes the main points Write a short paragraph about the up T asks Ss to practice the famous friend you have just talked 2’ dialogue of describing a about Home person at home again T asks sts to prepare for the Prepare “listening” work next period 1’ Unit 2: (cont): SPEAKING I Aims: By the end of the lesson, students will be able to: - identify structures that are used to talk about past experiences and their influences on one’s life, i.e present perfect and past simple, structure with “Make” - use the structure to talk about their personal experiences and how they affect their life II Method: - Communicative approach III Skills : Integrated skills (Especially speaking skill) IV Teaching aids: Text book, black board, pictures V Stages of teaching: Stages Review Activities T asks sts to answer some Content Questions: 5’ questions What did the girl wish to have Sts answer when she was in grade 9? Others remark and correct Who gave her money on her birthday ? T checks Why did she decide to take the Lead-in: To day, we will money from the boy’s bag? continue the topic of What did she with the money? personal experiences by What did she discover when she talking about past came back ? experiences and how they Expected answer: affect your life She wished to have a floppy - We move to part B: cotton hat Speaking Her father Because she thought that the boy had stolen her money She bought the pretty hat of her dream She discovered her money on the Before you TASK table TASK speak T asks Ss to work in pairs Match the things you might have to match things they might done or experienced in column A 10’ have done or experienced in and their effects on your life in box A and how the experience might have column B affected them in box B A Seaking B a makes you Call some Ss to give their English to a love your answers Sts work in pair native English country more T goes around and helps speaker b teaches you a them being lesson and T explains the words seriously ill makes you work Sts answer traveling to harder T corrects other parts of c makes you the country appreciate your T asks Ss to base on the failing an health more ideas in column A to exam d makes you answer fully talking to a feel more famous pop interested in star learning English e changes your attitude to pop stars Expected answer:1.d 4.b 2.c 3.a 5.e A:How you feel when you meet a famous film star? B: It makes me excited While you speak 25’ Task2: T gives situation Task2: A student is talking to her St work in pair, discuss and friends about one of her past arange the sentences in experiences and how it affected her right order The lines in their conversation are T corrects jumbled Put them in the correct T asks sts to practise order then practise the dialogue speaking the dialogue Expected answer: T notices sts the use of past 1.b 2.d 3.h tense and the form of 8.f questions can be used Form of questions Task3 - Have you ever ……? T gives situation - How did it happen? 4.a 5.g 6.c 7.c Sts work in pair to talk - How did the experience affect you? about their experiences Task3 Sts can base on the notes in Underline the structures used to talk task about past experiences in the T goes around and helps dialogue in task 2, then use the them if they have structures and the ideas in task to difficulties make similar dialogues T calls on a pairs to perform in front of the class T comments and corrects After you speak the mistakes if necessary T asks Ss to repeat the way to talk about the past experiences 4’ Homework T asks Ss to prepare for the 1’ Sts by themselves next period Write a paragraph (50 words) about their own experiences Prepare “listening” Unit 3: (Cont) - SPEAKING I Aims: By the end of the lesson, students will be able to talk about parties, talk about parties and know how to plan parties II Method: - Communicative approach III Skills : Integrated skills (especially speaking) IV Teaching aids: charts, text books, black board, chalks V Teaching stages: Stages Warm up (6 mins) Activities Contents -T asks Ss if they liked the Questions: parties and why to lead to Do you like the parties? Why? the topic Have you ever been to a party? -SS answer the questions 3.Whose party was it? -T leads to new lesson On what occasion? Lead -in Where was it? Have you ever been invited to one of these parties? How was it organized? In our speaking lesson today, we talk about parties and how to plan them Before speaking -Ask Ss to give the Vietnamese meaning of the words / phrases Pre-teaching vocabulary: 1.house-warming party: Tiệc mừng nhà farewell party: tiệc chia tay mins -Ask Ss to work in pairs to Questions and answers (task 2) ask answer the questions + Whose party was it? about the party they have + When and where was it held? been to, using the questions + What did you there? in task 1, p35 as help + What sort of food and drink did -Call on some pairs to act in you have? front of the class + How did you enjoy it? -Make corrections on pronunciation, stress and intonation While speaking (20 mins) -Ask Ss to work in groups of four or five to discuss the following question -Go round to control and give help -Call on some Ss to report their groups’ ideas -Tell Ss to think of a party they are going to plan -Elicit some useful language used to ask for information or making suggestions -Ask Ss to work in pairs to make plans for the party Activity 1: Discussion “What you think of when you want to plan a party?” Suggested answers: These are the first steps in planning a party: - Choose a place to hold the party (at home or away?) - Set the number of guests (who to invite) - Determine how much you can spend (budget) - Decide food and drink you want to -Move around the class to serve at the party give help - Send invitation cards (Give the -Invite some pairs to present time, date, address, derections, your their conversation in front phone number for RSVPs) the class - Plan plenty of short games - Have extra treats (someone unexpected might show up) Note: RSVP = Please reply Activity 2: Role-play Post- -Put Ss to work in groups of + We are planning a party Let’s talk about what each of us will to speaking (10 four or five -In each group, Ss discuss prepare for it mins) the following questions + Let’s have a discussion about our Move around to give help if party next Saturday necessary Call on + Why don’t we have a surprise some groups’ party? representatives to speak out + Why don’t we hire the ground their ideas in front of the floor of a bar and we could get the class band in? Make corrections and give + Why don’t we make our own comments food? T asks sts to prepare for + Shall we have some music? next period Homework 1’ + How about ? + That’s a nice idea DISCUSSION “In your opinion, what is your ideal party? What is it like?” Write a short passage to answer the questions above Unit 4: (Cont) - SPEAKING I Aims: Sts can identify types of volunteer work and talk about volunteer work II Method: - Communicative approach III Skills : Integrated skills (Especially speaking skill) IV Teaching aids: chart, picture V Teaching stages: Stages Warm – Activities Hang on a chart with all Word grid: up the words in their rows 5’ and cover each row with a piece of paper I N V I E R O S L A B O U A U T H O A N T H I T A N T E A M E A Divide the class into two groups Asks each to choose the numbered row in turn, Content T read the explanation for the word in that row and say what the word is T R E R R E M I C T H A R M Y Uncover the piece of paper of each row when You often your friends to a sts have the correct party answer The Greek God of Love is One correct answer gets The first day of May is _ one point If they can The winter of a book, a play guess the word in A national song is an _ vertical column They “My Heart Will Go On” is the theme get five points song in the film _ The group with more Manchester United id the richest ponits wins football Lead-in - The moon moves round the _ Do you want to be My father joined in the war a volunteer? The shared word in vertical column: -Have you ever VOLUNTEER done volunteer work? Today we will talk about Prespeaking 7’ types of volunteer work Pre-teaching Pre-teaching vocabulary: vocabulary: - invalid (n) -T explains the words - martyr (n) liệt só -Ask sts to match the - intersection (n) ngã tư words with their - disadvantaged (a) chịu thiệt thoøi Vietnamese meaning -clean up: -direct (v): Checking: Matching -Ask sts to read the Reading and Distinguishing: activities and decide Expected answer: which of them are - Helping people in the remote or volunteer work mountainous areas Call on some sts to give - Giving care and comfort to the poor the answer and the sick The rest of the class give comments speaking 20’ education for disadvantaged children - While Providing Joining the Green Saturday Movement Ask sts to work in pairs Activity 1: Role – play (task page to practise speaking the 50) dialogue Dialogue in page 50 textbook Go around the class to help sts with difficulties Call on some pairs to role play in front of the class Activity 2: Ask sts to work in pairs to make a similar conversation, using the activities given in task page 50 Work with a student to give a model Call on some pairs to act out the conversations Make corrections in pronunciation, intonation A: What kind of volunteer work are you participatating in ? B: I’m taking part in directing the traffic A: What exactly are you doing? B: I’m directing vehicles at the intersections A: Do you enjoy the work ? B: Yes, I enjoy the work very much because I like helping people Post – speaking 12’ and grammar Put sts into groups of What should you to help children in four or five poverty in your hometown?” Ask them to discuss the Suggested ideas: question - Saving pocket money Call on some groups to - Raising money report their ideas - Collecting old clothes Give feedback - Collecting old textbooks and toys Homework T asks sts to prepare for Do exercise in page 31, 32 1’ next period textbook Prepare lesson “listening” sts’ ... 2.2 Theoritical background to language activities and speaking skill 2.2.1 Language activities 2.2.1.1 Definition of the language activities Language activities are activities that are used in. .. is the reality of the application of language activities in teaching speaking skill to 11th grade students in Pham Hong Thai school? 1.3.2 What are the attitudes of students toward using the language. .. paper 1.2 Aims of the Study According to the importance of the participation of students I class speaking lessons, this study aims at investigating the use of language activities to enhance speaking