v TABLE OF CONTENTS Certificate of originality i Retention and use of the thesis ii Acknowledgements iii Abstract iv Table of contents v List of tables .vii List of figures .viii PART ONE: INTRODUCTION 1 Rationale of the study Aim of the study Research questions Scope and limitations of the study Significance of the study .3 Design of the study .3 PART TWO: THE STUDY .5 Chapter Literature review 1.1 Lexical phrases 1.1.1 Review of lexical phrases 1.1.2 Definition of lexical phrases 1.1.3 Kinds of lexical phrases .6 1.2 What is communication? .7 1.2.1 Definitions and roles of communication 1.2.2 Characteristics of conversation 1.2.2.1 Conversation is lexis-centered not grammar-centered 1.2.2.2 Intonation phrases are very popular in spoken English 10 1.2.2.3 Language of conversation is vague 10 1.2.3 Spoken English: fluency or accuracy? .11 1.2.4 The “I- centric” in communication 12 vi 1.3 Lexical phrases and communication 12 1.3.1 Lexical phrases and communicative competence 12 1.3.2 Lexical phrases and conversation 15 1.3.3 Lexical phrases and oral fluency .17 1.4 Summary .19 Chapter Methodology 20 2.1 Research questions 20 2.2 Subjects and data collection instruments 20 2.2.1 Subjects .20 2.2.2 Data collection instruments 22 2.2.2.1 Questionnaire for the students 23 2.2.2.2 Questionnaire for the teachers 24 2.3 Data collection procedures 24 2.4 Research method 25 2.5 Summary 25 Chapter Data analysis and findings .26 3.1 Learners’ responses to the questionnaires 26 3.2 Teachers’ responses to the questionnaires 36 3.3 Major findings and discussions 42 3.4 Summary 42 PART THREE CONCLUSIONS 43 Conclusions 43 Implications 43 Suggestions for further study 43 BIBLIOGRAPHY .45 APPENDIX 1: STUDENTS’ QUESTIONANNAIRE (in Vietnamese) I APPENDIX 2: STUDENTS’ QUESTIONANNAIRE (in English) IV APPENDIX 3: TEACHERS’ QUESTIONANNAIRE (in Vietnamese) VII APPENDIX 4: TEACHERS’ QUESTIONANNAIRE (in English) .IX vii LIST OF TABLES Table 3.1 Summary of students’ characteristics .21 Table 3.2 Teachers’ personal information .22 Table 4.1: Learners’ frequency of communicating with speakers of English 26 Table 4.2 Students’ self-assessment of speaking ability 27 Table 4.3: What students usually learn to speak English well? 28 Table 4.4: Students’ opinion on grammatical rules and individual words 28 Table 4.5: Students’ frequency of learning words with functions .29 Table 4.6: Student’s frequency of pronunciation of words separately 29 Table 4.7 : Fluency and accuracy 30 Table 4.8 : Motivation in speaking English .31 Table 4.9: What makes students’ speaking less fluent? 31 Table 4.10: The frequency of using intonation phrases 32 Table 4.11: Students’ opinion on intonation phrases in spoken English 32 Table 4.12: Frequency of translating Vietnamese sentences into English ones 33 Table 4.13: Students’ frequency of creating sentences with grammatical rules and individual words 33 Table 14: Frequency of vague language usage .34 Table 4.15: What enhances English speaking? 35 Table 4.16: What teachers usually pay attention to when teaching speaking skill? 36 Table 4.17: Teachers’ opinions about fluency and accuracy in speaking English 37 Table 4.18: Teacher’s opinions on grammatical rules and individual words in creating sentences 37 Table 4.19: Criteria to evaluate a good speaker .38 Table 4.20: Teachers’ opinion of pronunciation of every single word 39 Table 21: Teachers and lexical phrases 39 Table 22: Frequency of teaching intonation phrases …40 Table 4.23: Intonation phrases are popular in spoken English ….41 Table 4.24: Lexical phrases can enhance oral fluency and naturalness … 41 viii LIST OF FIGURES Figure 4.1: Frequency of speakers’ communicative opportunities with speakers of English 26 Figure 4.2: Students’ self-assessment of speaking ability 27 Figure 4.3: Students’ opinion on grammatical rules and individual words .28 Figure 4.4: Student’s frequency of pronunciation of words separately instead of in intonation phrases .30 Figure 4.5: Fluency and accuracy 30 Figure 4.6: Frequency of translating Vietnamese sentences into English ones 33 Figure 4.7: Student’s frequency of creating sentences with grammatical rules and individual words 34 Figure 4.8: Frequency of vague language usage .35 Figure 4.9: What enhances English speaking? 36 Figure 4.10: Teacher’s opinions on grammatical rules and individual words in creating sentences 38 Figure 4.11: Criteria to evaluate a good speaker .39 Figure 4.12: Frequency of teaching intonation phrases 40 Figure 13: Lexical phrases can enhance oral fluency and naturalness 41 PART ONE INTRODUCTION This study examines the importance of lexical phrases in the teaching and learning of spoken English This chapter presents the rationale of the study In addition, the aim, the research questions, the significance and the design of the study will be presented along with its scope and limitation The rationale of the study It is useful to begin this part with the significance of English as an international language It is unarguable that English has an indispensable role to play in every field of life of every country all over the world As Crystal (1997) stated “English is now the language most widely taught as a foreign language in over 100 countries, and in most of these countries, it is emerging as the chief foreign language to be encountered in schools, often displacing other languages in the process” Along with the widespread influence of English as an international language, the “open door” policy of Vietnam also presents demands for better command of English to everyone, especially, the college students who will be in the labor forces in the future However, according to Mrs Tran Thi Ha, deputy director of University Education “there are only 49.3 percent of graduates who meet the employers‟ requirements of English, 18.9 percent of graduates not meet these requirements and 31.8 percent of them need to be retrained.”(Translated by the writer) [Source: aad.vnuhcm.edu.vn 15/09/2011] Besides, Widdowson (1979) stated that “students, especially students in developing countries, who have received several years of formal English teaching frequently, remain deficient in the ability to actually use the language and to understand its use in normal communication” From this fact we can see that Vietnamese students are not very efficient in their English, especially, speaking English From my own experience of teaching English over the years, I found that Vietnamese students are extremely shy when speaking English and they usually speak English slowly and unnaturally I once encountered one student who surprised me a lot with the answer “No, I wouldn’t like a cup of coffee” in response to my invitation “Would you like a cup of coffee?” instead of “No, thanks” or “Yes, I love to” or when another student said hello to me saying “it has been a long time since the last time I met you” instead of using “long time no see” These sentences are grammatically correct, yet they are obviously pragmatically inappropriate This bothered me for a long time about what I can to help these students whose knowledge of grammar is rather good but somehow fail to speak English efficiently and effectively To my surprise, I thought that these kinds of sentences should be taught at the very early stage of the learning process such as how to reply to an invitation and greeting This is may be as Hill (2000) noticed that “the reason which so many students are not making any perceived progress in communication is simply because they have not been trained to notice which words go with which” This leads students to contemplate carefully what they want to say and coin words at their will Consequently, their English is usually not natural and fluent This is the reason why I choose lexical phrases as the topic of my study with the hope of finding something meaningful in helping students improve their speaking skill, particularly in improving the fluency and naturalness in speaking English since the authors of Oxford Collocations Dictionary (2002) state that “learning how words can be combined in English will allow you to say what you mean- and say it more naturally” Aims of the study The study aimed at: -Giving some theoretical information about the nature of spoken English - Finding out teachers and students‟ habits of learning spoken English as well as their opinions on the roles of lexical phrases in spoken English -Providing some suggestions to the teaching and learning of spoken English Research questions This study was guided by two following questions: What are the habits of teaching and learning spoken English of teachers and students at HUI? What teachers and students think about the roles of lexical phrases in spoken English? Scope and limitations of the study The study was carried out with the help of the teachers and students of Ho Chi Minh University of Industry (HUI) This study was based on quantitative method Due to the research methods of data collection, generalizations and recommendations will be limited to the education setting at speaking classes of HUI only The results of the study might not be highly representative because the learners are just in three classes at HUI The findings of the study should be considered as tentative suggestions which would need further research One of the limitations of the study is that it is conducted just to collect the subjects‟ points of view of the relationship between lexical phrases and spoken English Therefore, there is a need of practical experiments of how lexical phrases really work in spoken English Significance of the study This study aims to provide an insight into the habits of teaching and learning speaking skill of teachers and students It also provides a new look on how teachers and students perceive the roles of lexical phrases in spoken English The significances of the study are presented as follows: This study presents some beliefs of students on how they usually learn speaking skill so that we can navigate our teaching methodology in the future It provides some theoretical background information of spoken English that has been ignored for a long time Through the answers of teachers and students, we will find out what is inadequate the traditional way of teaching speaking skill from which we can adapt something practical and necessary Design of the study This study consists of main parts: Part One is the introduction providing background information to the study Part Two is the study This part consists of chapters: -Chapter one: Literature review: this chapter provides the relevant literature in which the theoretical background is mentioned to see the important roles of lexical phrases in teaching and learning spoken English -Chapter Two: Methodology: describes the methodology of the study This chapter includes a presentation of the research questions, a discussion of the research design and a description of the subjects, instruments, and data collection procedures -Chapter Three: Data analysis and findings: this chapter reports the results of the study and discussions of the findings Part Three draws some conclusions and suggests some implications for further research PART TWO THE STUDY CHAPTER 1: LITERARURE REVIEW 1.1 Lexical phrases 1.1.1 Review of lexical phrases The term „lexical phrases’ was first coined by Becker (1975), then it came along with many different labels, including “gambits” (Keller, 1979), “speech formulae” (Peters, 1983), “lexicalized stems” (Pawley & Syder, 1983), “lexical phrases” (Nattinger & DeCarrico, 1992) and “lexical bundles” (Biber &Barbieri, 2007; Cortes, 2002) However, it only came to prominence in language learning and teaching and attracted marked attention from the work of Nattinger & DeCarrico “Lexical phrases and language teaching” (1992) Since then, a lot of researchers pay more and more attention to the increasing role of these prefabricated units in language learning and teaching, especially in spoken English It became a new trend in language research when Michael Lewis (1993) coined the term “lexical approach” with some following emphases: Lexis is the basis of language Lexis is misunderstood in language teaching because of the assumption that grammar is the basis of language and that mastery of the grammatical system is a prerequisite for effective communication The key principle of a lexical approach is that “language consists of grammaticalized lexis, not lexicalized grammar” One of the central organizing principles of any meaning-centered syllabus should be lexis 1.1.2 Definition of lexical phrases First, lexical phrases belong to the bigger term called „formulaic sequences‟ which is defined by Wray (2002) as “a sequence, continuous or discontinuous, of words or other elements, which is, or appears to be, prefabricated; it is stored and retrieved whole from the memory at the time of use, rather than being subjected to generalization or analysis by the language grammar” Formulaic sequences encompass collocations (e.g., bread and butter), phrasal verbs (e.g., run into), idioms (e.g., a piece of cake), and figures of speech (e.g., as cold as ice); as well as lexical phrases However, lexical phrases are different from collocations since they are “collocations, such as how you do? and for example, that have been assigned pragmatic functions” (Nattinger & DeCarrico, 1992) They are also different from phrasal verbs and idioms for its somehow less fixed nature; therefore, in some cases, they give the users free rein in coining new phrases which are pragmatically and grammatically acceptable 1.1.3 Kinds of lexical phrases According to Pawley and Syder (1983), finding the way to define certain categories of language is difficult; therefore, we should “assert that this feature of gradation is a fact of the language, and in seeking discrete classes we are in danger of misrepresenting the nature of the native speaker‟s knowledge” (p.212) The Dictionary of Longman grammar of Spoken and Written English divided lexical phrases into 14 major categories according to their structural correlates They include (1)personal pronoun+ lexical verb phrase (I don’t know what), (2)pronoun/ noun phrase+ be (it’s going to be), (3)verb phrase with active verb (let’s have a look at), (4)yes-no question fragments (can I have a), (5)wh-question fragments (what are you going to do), (6)lexical phrases with wh- clause fragments (what I’m going to), (7)lexical phrases with to-clause fragments (don’t want to go), (8)verb+ that clause fragments (thought it was), (9)adverbial clause fragments (as soon as I ), (10)noun phrase expressions (something like that), (11)propositional phrases expressions (for a long time), (12)quantifier expressions (all of the sudden), (13)other expressions (on and on and on) and (14)meaningless sound phrases (la la la, uhm) Although this type of classification is useful in terms of helping the learners express the so-called “I- centric” in conversation which I will address later, these categories are somehow confused to learners due to their lack of context On the contrary, Nattinger & DeCarrico (1992) divided lexical phrases into categories based on four structural criteria which I think much more suitable with the first criterion has to with their length and grammatical status; the second, with whether the phrases are canonical or non-canonical; the third, whether the phrases are variable or fixed; and the fourth, whether the phrases are continuous or discontinuous They are of four categories: Polywords: polywords are short phrases which function very much like individual lexical items They are continuous and allow no variability They can be either canonical like “in a nutshell, by the way, so to speak” or noncanonical like “as it were, by and large, once and for all” Institutionalized expressions: they are lexical phrases of sentence level, usually functioning as separate utterances They are mostly continuous and invariable They are mostly canonical, for example, “a watched pot never boils, how you do” Phrasal constraints: they are short-to-medium-length phrases They are continuous and allow variation of lexical and phrasal categories They can be both canonical (a day ago, a long time ago, ect ) and non-canonical (the…er the…er, for better or for worse…) Sentence builders: sentence builders are lexical phrases that provide the frameworks for the whole sentence They are both continuous and discontinuous They allow considerable variation of phrasal and clausal elements: “not only X, but also Y (not only was her mother injured in the accident, but also her father)” is a canonical sentence builder, while “the- er X, the- er Y (the sooner all this work is finished, the sooner we will all be able to go home)” is a non-canonical one The two former categories are somehow fixed; therefore, they not allow much variation However, they prove to be useful in the first stage of the learning process where learners can learn some sentences by heart since “there is nothing wrong with memorizing some essential chunks, especially at the beginning stages of language learning” (DeCarrico, 1989) The two latter categories are much more popular since they function as frames with slots for creating phrases or sentences 1.2 What is communication? 1.2.1 Definitions and roles of communication We generally believe that the ability to communicate a language is the ultimate goal of learning a language This is not to say that making conversations is the only reason we learn a language but rather it is the most prominent aspect of showing how good we are at mastering a language through a certain period of learning it Subject to different criteria, we have different definitions of conversation For example, Collin‟s COBUILD English dictionary defines conversation as follows “if you have a conversation with someone, you talk with them, usually in an informal situation” This refers to the social context of conversation In addition, Longman dictionary of Contemporary English defines conversation as “the informal talk in 42 This final chapter provides some conclusions of the study, offers some implications and suggestions to enhance students‟ speaking ability of the study Conclusions The findings from two questionnaires have provided sufficient evidence to arrive at a conclusion to the questions raised in this study as follows: -The opinions of the teachers and students showed that lexical phrases have roles to play in spoken English - Most of the teachers and students recognized the important roles of lexical phrases in spoken English but they still preferred the traditional ways of learning and teaching spoken English - In learning speaking skill, both teachers and students preferred fluency over accuracy Implications The results of the study lead us to some implications in teaching spoken English: The teaching of lexical phrases can improve students‟ speaking ability by improving their fluency, naturalness, confidence as well as motivation The teaching of lexical phrases right from the very beginning of the learning process will decrease the students‟ frequency of translating Vietnamese sentences into English ones This is also the source of natural language for later development Students should be made aware of lexical phrases so that this can increase their autonomy outside the classrooms There is also a need for a change of mindsets of teachers who still argued for the ultimate goal of grammatical rules and individual words in spoken English Suggestions for further study This study was limited to find teachers‟ and students‟ beliefs of the roles of lexical phrases in spoken English Therefore, it just provided some modest prospects of the potentials of lexical phrases and teaching and learning speaking skill This may open up some questions for future research to answer:  How the lexical phrases can be really applied to speaking classes to enhance speakers‟ fluency and naturalness? 43  Can lexical phrases really replace the long established role of grammar in the traditional way of teaching?  Is there a future for lexical phrases in the syllabus and how that‟s going to happen?  How can we change the teachers‟ mindsets to some extent to which they can take risk doing something that is against the traditional syllabus? 44 BIBILIOGRAPHY Aijmer, K (1996) Conversational Routines in English: Convention and Creativity Harlow: Longman Brown, G., and Anderson, A., Shillcock, R., and Yule, G (1984), Teaching Talk: Strategies for Production and Assessment (Cambridge: Cambridge University Press Brown, D H (1994) Teaching by Principles: An Interactive Approach to Language Pedagogy New Jersey: Prentice Hall Inc Brumfit, C 1984 Communicative Methodology in Language Teaching Cambridge: Cambridge University Press Bygate, M (1987) Speaking Oxford: Oxford University Press Byrne, D (1986) Teaching Oral English Harlow: Longman Canale, M., and M Swan (1980) Theoretical bases of communicative approaches to second language teaching and testing Journal of Applied Linguistics 1(1): 1- 47 Canale, M (1983) From communicative competence to communicative language pedagogy In Richards, J and Schmidt, R (eds.) Language and Communication Harlow: Longman Celce-Murcia, M; Brinton, D M and Goodwin, J M (2002) Teaching Pronunciation: A reference for Teachers of English to Speakers of Other Languages Seventh printing Great Britain: Cambridge: Cambridge University Press 10 Chomsky, N (1965) Aspects of the Theory of Syntax Cambridge, MA: MIT Press 11 Cook, G (1989) Discourse Oxford: Oxford University Press 12 Crystal, D (1997) English as a Global Language Cambridge: CUP 13 Fillmore, C (1979) On fluency In C Fillmore, D Kempler, & W Wang (Eds.), Individual Differences in Language Ability and Language Behavior (pp 85-101) New York: Academic Press 45 14 Frota, S N (1986) In progress Learning Portuguese as a second/foreign language under different conditions of exposure Ph D dissertation, Pontificia Universidade Catolica Rio de Janeiro 15 Gairns, R and Redman, S (2002a) Natural English: Intermediate Teacher’s book Oxford: Oxford University Press 16 Gillham, B (2000) Developing a questionnaire Great Britain: T.T International, Padstow, Cornwall 17 Halliday, M A K (1978) A Course in Spoken English: Intonation Reprinted Oxford: Oxford University Press 18 Harmer, J (1991) The Practice of English Language Teaching London: Longman 19 Hill, J (2000) Revising Priorities: From Grammatical Failure to Collocational Success in L Michael (Ed.), Teaching Collocation England: LTP 20 Jespersen, O (1924) The philosophy of grammar London: George Allen & Unwin 21 Lewis, M (1993) The lexical approach: The state of ELT and the way forward Hove, England: Language Teaching Publications 22 Lewis, M (1997) Implementing the Lexical Approach, LTP 23 Lewis, M (2000) Teaching collocation: Further developments in the Lexical Approach (Ed) Hove, England: Language Teaching Publications 24 Littlewood, W 1981 Communicative Language Teaching: An Introduction Cambridge: Cambridge University Press 25 Nattinger, J (1988) Some current trends in vocabulary teaching In Carter, R and McCarthy, M (eds) Vocabulary and Language Teaching Harlow: Longman 26 Nattinger, J & DeCarrico, J (1989) Lexical phrases, speech acts and teaching conversation In Nation, P and R Carter (eds) Vocabulary acquisition Aila Review 27 Nattinger, J & DeCarrico, J (1992) Lexical Phrases and Language Teaching Oxford: Oxford University Press 28 Nunan, D, (1999) Second Language Teaching and Learning Boston: Heinle and Heinle Publishers 46 29 Oxford Collocations Dictionary for Students of English 2002 Oxford: OUP 30 Pawley, A & Syder,F (1983) „Two puzzles for linguistic theory: nativelike selection and nativelike fluency‟ In Richards, J., & Schmidt, R (eds.) Language and Communication, pp 191-227 Longman 31 Richards, J (1980) „Conversation.‟ TESOL Quarterly 14/4:413-432 32 Richards, J and Sukwiwat, M (1983) „Language Transfer and Conversational Competence.‟ Applied Linguistics 4/2:113-125 33 Richards, J C.; Platt, J and Platt, H (1993) Longman Dictionary Language Teaching & Applied Linguistics Third impression Singapore: Longman 34 Richard, J C., & Lockhart, C (1994) Reflecting teaching in second language classrooms New York: Cambridge University Press 35 Thornbury, S and Slade D (2006) Conversation: from description to pedagogy Cambridge: Cambridge University Press 36 Scarcella, R C., and R L Oxford (1992) The Tapestry of Language Learning Boston, M.A: Heinle &Heinle 37 Schmidt, R and Frota, S (1986) Developing basic conversation ability in a second language: A case study of the adult learner of Portuguese In Day, R (ed.), Talking to Learn: Conversation in Second Language Acquisition Rowley, MA: Newbury House 38 Schmitt, N (2000) Vocabulary and Language Teaching Cambridge: Cambridge University Press 39 Sorhus, H.B (1976) To hear ourselves- Implications for teaching English as a second language English Language Teaching Journal 31(3):211-21 40 Widdowson, H G (1979) The teaching of English as Communicative In C J Brumfit and K Johnson (Eds), The Communicative Approach to Language Teaching Oxford: Oxford University Press, 117-121 41 Wray, A (2002) Formulaic language and the lexicon Cambridge: Cambridge University Press I APPENDICES APPENDIX STUDENTS’ QUESTIONANNAIRE (in Vietnamese) BẢNG CÂU HỎI KHẢO SÁT Chào bạn sinh viên, Chúng lập bảng câu hỏi khảo sát nhằm thu thập liệu cho đề tài nghiên cứu “TEACHING ESL CONVERSATION THROUGH LEXICAL PHRASES” Bảng câu hỏi gồm phần: phần 1: thơng tin cá nhân, phần 2: thói quen bạn học kỹ nói, phần 3: nói tiếng Anh Bạn cần đánh dấu chéo (x) vào ô vuông () mà bạn chọn Các câu trả lời bạn đóng góp nhiều vào thành công đề tài Chúng sử dụng câu trả lời bạn vào mục đích nghiên cứu xin hứa không tiết lộ thông tin cá nhân bạn Ngày….tháng…năm 20… PHẦN I: THƠNG TIN CÁ NHÂN Giới tính: Nam  Nữ  Hiện bạn học tiếng Anh : Chỉ trường  Vừa trường vừa trung tâm ngoại ngữ  Bạn học tiếng Anh từ khi: Cấp  Cấp  Cấp  Bạn có thường giao tiếp tiếng Anh với người xứ không?   không   thường Bạn nhận định khả giao tiếp tiếng Anh bạn:    trung bình tốt PHẦN II: THÓI QUEN HỌC KỸ NĂNG NÓI CỦA BẠN Để nói tốt tiếng anh, bạn thường học: (vui lịng chọn một) II a Thật nhiều qui tắc ngữ pháp b Những “cơng thức từ vựng” nói Ví dụ như: what I want to say is, to make a long story short, as the matter of fact or I have no idea what/who/when/why… c Phát âm d Thật nhiều từ vựng riêng lẻ nhiều lĩnh vực khác ngân hàn, lịch sử… Để nói tốt tiếng Anh, bạn nên học thật nhiều cấu trúc ngữ pháp từ riêng lẻ:  không đồng ý   khơng có ý kiến đồng ý Bạn có thường học từ theo chức năng, ví dụ “by the way” để chuyển chủ đề hay “to make the long story short” để tóm tắt?     khơng thường Khi học kỹ nói, bạn phát âm từ riêng lẻ thay phát âm theo cụm     không thường PHẦN III: KHI NĨI TIẾNG ANH 10 Khi nói tiếng Anh, bạn thường trọng đến:   lưu loát xác 11 Điều thật thúc đẩy bạn nói tiếng Anh lớp? a tơi phải thi đậu kỳ thi b tơi thích giao tiếp với người xứ c tơi nói tiếng Anh lưu lốt tự nhiên 12 Điều làm bạn nói tiếng Anh lưu loát?: a thiếu từ vựng thích hợp b khơng có nhiều qui tắc ngữ pháp c phát âm từ riêng lẻ d thiếu tự tin 13 Khi nói tiếng Anh, bạn có thường hay phát âm theo cụm từ “ˈ nə” wɒ “itsɡ ənəbi” “ɡ ɒ tə” thay cho “want to, it is going to be, got to” không?     không thường 14 Phát âm từ theo cụm “ˈ nə” “itsɡ ənəbi” “ɡ ɒ tə” thay cho “want to, it is wɒ going to be, got to” phổ biến văn nói:    khơng đồng ý khơng có ý kiến đồng ý III 15 Khi nói bạn thường suy nghĩ câu bằngTiếng Việt trước dịch sang Tiếng Anh:     không thường 16 Bạn thường tạo câu cách ghép từ riêng lẻ lại với qui tắc ngữ pháp lúc nói học cấu trúc có sẵn như: by the way, my point is, that is to say…  không    thường 17 Bạn có thường sử dụng từ “you know, kind of,” giao tiếp không?     không thường 18 Theo bạn yếu tố giúp bạn nói tốt nhất: (vui lịng chọn một) a ngữ pháp b cấu trúc từ vựng theo chức như: what I want to say is, to make a long story short, as the matter of fact or I have no idea what/who/when/why c phát âm d thật nhiều từ vựng riêng lẻ nhiều lĩnh vực Xin cảm ơn giúp đỡ bạn! IV APPENDIX STUDENTS’ QUESTIONANNAIRE (in English) QUESTIONAIRE FOR STUDENTS Dear students, We set up some following question to collect data for the study ““TEACHING ESL CONVERSATION THROUGH LEXICAL PHRASES” Our questionnaire consists of three parts: part 1: personal information, part 2: your habits of learning speaking skill, part 3: the process of speaking English You just need to check your chosen answer Your answer will greatly contribute to the success of our study I will only use your contribution to the research purposes and your personal information will be keep confidential DD/MM/YY PART 1: PERSONAL INFORMATION Gender : Male  Female  You currently learn English: At school only  Both at school and other language centers  When did you start learning English: From elementary school  From secondary school  From high school  How often you communicate with the native speakers of English?    Never Rarely  Sometimes Usually How you evaluate your ability of speaking English?  Poor  Average  Good PART 2: YOUR HABITS OF LEARNING SPEAKING SKILL In order to speak English well, you usually learn: (please choose one answer) a A lot of grammatical rules b A lot of lexical formulas such as “what I want to say is, to make a long story short, as the matter of fact or I have no idea what/who/when/why… V c Pronunciation d A lot of individual words from different fields such as banking, history… In order to speak English well, you should learn lots of grammatical rules and individual words:   No opinion Disagree  Agree How often you learn words according to their functions such as “by the way” to shift the topic or “to make the long story short” to conclude?   Never  Rarely  Sometimes Usually When learning speaking, you pronounce word separately instead of in intonation phrases  Never  Rarely  Sometimes  Usually PART 3: THE PROCESS OF SPEAKING 10 When speaking English you usually pay attention to:   Fluency Accuracy 11 What really motivates you to speak English in class? a I have to pass English exams b I like to communicative with the English speakers c I can speak English fluently and naturally 12 What makes your English less fluent? a Lack appropriate vocabulary b Lack grammatical rules c Pronounce words separately d Lack confidence 13 How often you pronounce words with intonation phrases in spoken English such as “ˈ nə”, “itsɡ ənəbi” or “ɡ ɒ tə” instead of “want to”, “it is going to wɒ be”, and “got to”?   Never Rarely  Sometimes  Usually VI 14 Pronouncing words with intonation phrases such as “ˈ nə”, “itsɡ ənəbi” or wɒ “ɡ ɒ tə” instead of “want to”, “it is going to be”, and “got to”? is very popular in spoken English   Disagree  No opinion Agree 15 I think sentences in Vietnamese and then translate them into English ones:   Never  Rarely  Sometimes Usually 16 How often you create sentences by combining individual words with grammatical rules instead of using ready-made formulas such as: by the way, my point is, that is to say…?   Never Rarely  Sometimes  Usually 17 How often you use vague language like “kind of, sort of, stuff, thing like that…” when speaking English?  Never  Rarely  Sometimes  Usually 18 In your opinion, what helps you most in order to speak English well? (please choose one) a Grammar b Lexical formulas with their functions such as what I want to say is, to make a long story short, as the matter of fact or I have no idea what/who/when/why c Pronunciation d Lots of individual words of many fields THANKS FOR YOUR HELP! VII APPENDIX TEACHERS’ QUESTIONANNAIRE (in Vietnamese) BẢNG CÂU HỎI KHẢO SÁT Kính thưa quý Thầy/ Cô, Những câu hỏi khảo sát nhằm thu thập liệu cho đề tài nghiên cứu “TEACHING ESL CONVERSATION THROUGH LEXICAL PHRASES” Bảng khảo sát gồm ba phần: phần 1: thông tin cá nhân, phần 2: quan niệm Thầy/Cô dạy kỹ nói, phần 3: ý kiến Thầy/Cơ mối quan hệ lexical phrases(cụm từ vựng) kỹ nói Câu trả lời Thầy/Cơ quan trọng thành công đề tài chúng tơi cam kết sử dụng đóng góp Thầy/Cơ vào mục đích nghiên cứu Xin chân thành cám ơn PHẦN 1: THÔNG TIN CÁ NHÂN: Tuổi: Giới tính Nam  Nữ  Thâm niên giảng dạy tiếng Anh: Bằng cấp cao nhất: Kỹ Thầy/Cơ dạy: (có thể chọn nhiều một) Nghe  Nói  Đọc   Viết PHẦN 2: QUAN NIỆM CỦA THẦY CƠ KHI DẠY KỸ NĂNG NĨI: Khi dạy kỹ Nói, Thầy/Cơ thường trọng đến: a cấu trúc ngữ pháp b từ vựng c phát âm d ý kiến khác ………………………………………………………………………… Thầy/Cô đánh giá yếu tố quan trọng đánh giá kỹ nói sinh viên:   lưu lốt xác Khi dạy nói, giáo viên nên dạy người học qui tắc ngữ pháp cung cấp từ vựng để người học tự tạo câu nói:    khơng đồng ý khơng có ý kiến đồng ý VIII Tiêu chí Thầy/Cơ dùng để đánh giá người nói tốt: a nói lưu lốt dùng từ hiệu cho nhiều tình b biết nhiều từ vựng c biết nhiều cấu trúc ngữ pháp phức tạp d phát âm tốt 10 Khi nói tiếng Anh, việc phát âm rõ từ là:    khơng cần thiết bình thường cần thiết PHẦN 3: CỤM TỪ VỰNG (LEXICAL PHRASES) VÀ KỸ NĂNG NĨI 11 Thầy/Cơ nghe qua khái niệm CỤM TỪ VỰNG (lexical phrases) chưa:   chưa 12 Khi dạy nói, Thầy/Cơ có thường dạy sinh viên đọc theo cụm từ ví dụ như“I ˈ nə , wætdəyəwɒ nt, hwəsdæt” thay cho “I want to, what you want, wɒ what is that" không?     không thường 13 Những cách nối âm kiểu “ˈ nə , wætdəyəwɒ nt, wəsdæt” thay cho wɒ “ want to, what you want, what is that" dùng phổ biến văn nói:   khơng đồng ý khơng có ý kiến  đồng ý 14 Việc sử dụng cụm từ cố định theo chức “I have no idea, long time no see, as a matter of fact” làm cho nói sinh viên tự nhiên lưu lốt hơn:    khơng khơng có đồng ý đồng ý ý kiến Xin cảm ơn giúp đỡ quý Thầy/Cô! IX APPENDIX TEACHERS’ QUESTIONANNAIRE (in English) QUESTIONAIRE FOR TEACHERS Dear Sir/Madam! Our following questions were composed to collect data for the research ““TEACHING ESL CONVERSATION THROUGH LEXICAL PHRASES” Our questionnaire consists of three parts: part 1: personal information, part 2: your beliefs in teaching speaking skill, part 3: your opinion of the relationship between lexical phrases and the speaking skill Your answers will greatly contribute to the success of our research and we promise to use your contribution for the research purposes only PART 1: PERSONAL INFORMATION: Age Gender Male  Female  Years of English teaching: Your highest degree: Skills that you used to teach: (you can choose more than one) Listening  Speaking  Reading   Writing PART 2: YOUR BELIEFS IN TEACHING SPEAKING SKILL: When teaching speaking skill, you usually pay close attention to: a Grammatical rules b Vocabulary c Pronunciation d Other ideas ………………………………………………………… Your evaluation of the student’s speaking skill usually bases on :   Fluency Accuracy When teaching speaking skill, teachers should teach students grammatical rules and provide them with vocabulary so that they can create sentences themselves    Disagree No opinion Agree What criteria you base on when evaluating a good speaker? a Speak fluently and use words appropriately for various situations b Know a lot of words c Know a lot of complicated grammatical structures d Good pronunciation 10 When speaking English, clear pronunciation of every word instead of intonation phrases is:    Unnecessary So-so Necessary X PART 3: LEXICAL PHRASES AND THE SPEAKING SKILL 11 Have you ever heard of “lexical phrases”?   Yes Never 12 When teaching speaking skill, how often teach student to pronounce words in intonation phrases such as “ˈ nə”, “itsɡ ənəbi” or “ɡ ɒ tə” instead of “want wɒ to”, “it is going to be”, and “got to”?     Never Rarely Sometimes Usually 13 Pronouncing words in intonation phrases is widely used in spoken English?    Disagree No opinion Agree Do not agree have no idea agree 14 Using these fixed phrases such as “I have no idea, long time no see, as a matter of fact” will make students speak more fluently and naturally    Disagree No opinion Agree THANKS FOR YOUR HELP ... tính: Nam  Nữ  Hiện bạn học tiếng Anh : Chỉ trường  Vừa trường vừa trung tâm ngoại ngữ  Bạn học tiếng Anh từ khi: Cấp  Cấp  Cấp  Bạn có thường giao tiếp tiếng Anh với người xứ không?  ...vi 1.3 Lexical phrases and communication 12 1.3.1 Lexical phrases and communicative competence 12 1.3.2 Lexical phrases and conversation 15 1.3.3 Lexical phrases and oral... đề tài nghiên cứu ? ?TEACHING ESL CONVERSATION THROUGH LEXICAL PHRASES? ?? Bảng câu hỏi gồm phần: phần 1: thông tin cá nhân, phần 2: thói quen bạn học kỹ nói, phần 3: nói tiếng Anh Bạn cần đánh dấu