VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES -*** - NGUYỄN THỊ HÀ AN INVESTIGATION INTO THE TEACHING OF SPEAKING SKILLS TO SECOND-DEGREE FRESHMEN AT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES, VIETNAM NATIONAL UNIVERSITY HANOI NGHIÊN CỨU THỰC TRẠNG DẠY KĨ NĂNG NÓI CHO SINH VIÊN NĂM THỨ NHẤT LOẠI HÌNH ĐÀO TẠO VĂN BẰNG TẠI ĐẠI HỌC NGOẠI NGỮ - ĐẠI HỌC QUỐC GIA HÀ NỘI M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code:60140111 HANOI, 2014 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES -*** NGUYỄN THỊ HÀ AN INVESTIGATION INTO THE TEACHING OF SPEAKING SKILLS TO SECOND-DEGREE FRESHMEN AT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES, VIETNAM NATIONAL UNIVERSITY HANOI NGHIÊN CỨU THỰC TRẠNG DẠY KĨ NĂNG NÓI CHO SINH VIÊN NĂM THỨ NHẤT LOẠI HÌNH ĐÀO TẠO VĂN BẰNG TẠI ĐẠI HỌC NGOẠI NGỮ - ĐẠI HỌC QUỐC GIA HÀ NỘI M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code:60140111 Supervisor: Assoc Prof Dr Trần Xuân Điệp HANOI, 2014 DECLARATION I hereby certify that this minor thesis entitled “An Investigation into the Teaching of Speaking Skills to Second-degree Freshmen at University of Languages and International Studies, Vietnam National University, Hanoi” is the result of my own work in partial fulfillment of the requirements for the degree of Master of Arts in English Teaching Methodology at Faculty of Post-Graduate Studies, University of Languages and International Studies, Vietnam National University Hanoi The research has not been submitted to any other universities or institutions wholly and partially Hanoi, 2014 Nguyen Thi Ha i ACKNOWLEDGEMENTS First and foremost, I would like to express my sincere gratitude to my supervisor, Assoc Prof Dr Trần Xuân Điệp, for his considerable encouragement, clear and constructive advice and especially for his valuable corrections throughout this study There is no doubt that without his comprehensive instructions, this thesis would never have been accomplished I also wish to give my big thank you to the lecturers at Post Graduate Studies who have delivered lectures with knowledge being of great significance to the completion of this study I am very thankful to the teachers and students at In-Service Department, University of Languages and International Studies for their active participation in the survey questionnaire and their acceptance of my classroom observations My thanks also go to a large number of researchers whose important ideas and notions are exploited and developed in the study Last but not least, I would like to send my heartfelt gratitude to my family and friends who are forever a great source of endless love, care and support ii ABSTRACT This study examines the current situation of teaching speaking skills to the second-degree freshmen at the In-Service Department, University of Languages and International Studies, Vietnam National University Hanoi It also aims at exploring the mismatches between learners’ expectations and teachers’ assumptions in this context In order to seek the answers to these questions, survey research was employed in this study Data was collected through two instruments being questionnaires and classroom observations, and then analyzed by descriptive statistics After all, some recommendations for teachers were made so that they can deliver a more successful speaking lesson in which learners are motivated to occupy much of the talking time with an acceptable level of language It is expected that the findings of the research is a reliable source of reference for the teachers in the department as well as teachers of similar teaching contexts iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vii LIST OF APPENDICES viii LIST OF FIGURES AND TABLES ix PART A: INTRODUCTION 1 Rationale Objectives of the study and research questions Significance of the study Scope of the study Method of the study Design of the study PART B: DEVELOPMENT Chapter 1: LITERATURE REVIEW 1.1 Theoretical background of speaking skills in language learning 1.1.1 Definition of speaking 1.1.2 Factors affecting English speaking abilities 1.1.3 Some problems in learners’ speaking performance 1.2 Theoretical background of speaking skills in language teaching 1.2.1 Accuracy or fluency in the teaching of speaking 1.2.2 Phases in teaching speaking iv 1.2.3 Teachers’ characteristics 1.3 Characteristics of a successful speaking lesson 1.4 Review of previous studies related to the research area of the thesis 10 Chapter 2: METHODOLOGY 13 2.1 Research settings 13 2.1.1 Time allocation and the textbooks 13 2.1.2 Learning and teaching environment 13 2.1.3 The teachers 14 2.1.4 The students 14 2.2 The study 15 2.2.1 Research method 15 2.2.2 Subjects 16 2.2.3 Data Collection Instruments 16 2.2.4 Data collection procedures 17 2.2.5 Data analysis method 17 2.2.6 Data Analysis 18 Chapter 3: FINDINGS AND DISCUSSIONS 34 3.1 Findings and Discussions 34 3.1.1 Research Question 34 3.1.2 Research Question 35 3.1.3 Research Question 37 3.2 Recommendations 38 v 3.2.1 Managing speaking turns to ensure even participation 38 3.2.2 Creating a cooperative atmosphere 38 3.2.3 Establishing good rapport with students 39 3.2.4 Combining the textbook with other authentic relevant materials 39 3.2.5 Varying speaking activities 39 PART C: CONCLUSION 44 Recapitulation of main ideas 44 Limitations of the study 45 Suggestions for further studies 46 REFERENCES 47 APPENDICES I vi LIST OF ABBREVIATIONS CLT = Communicative Language Teaching ELT = English Language Teaching ULIS = University of Languages and International Studies VNU = Vietnam National University, Hanoi vii LIST OF APPENDICES Appendix 1: Survey questionnaire for students Appendix 2: Survey questionnaire for teachers Appendix 3: Classroom observation checklist Appendix 4: Sample of the speaking activity: Song Appendix 5: Sample of the communicative game: Spot the difference Appendix 6: Sample of the communicative game: What is the word? Appendix 7: Sample of the speaking activity: Question and answer Appendix 8: Table of contents of Interactions Listening and Speaking textbook viii REFERENCES Bailey, K M and Savage, M (1994), New ways in Teaching Speaking, Teachers of English to Speakers of other Languages, Inc Bailey, K.M (2005) Practical English Language Teaching: Speaking New York: Mc Graw Hill Barry, K (1993), Beginning Teaching (2nd edition), Wentworth Falls: Social Science Press Brown, H D (1994), Teaching by Principles: An Interactive Approach to Language Pedagogy, Englewood Cliffs, NJ: Prentice Hall Regents Byrne, D (1988), Focus on the Classroom, Hongkong: Modern English Publications Carroll, J.B (1962) The prediction of success in intensive foreign language training Retrieved in Language Aptitude Reconsidered ERIC Digest http://www.ericdigests.org/pre-9215/language.htm Gardner R.C and Lambert W.E (1972), Attitudes and Motivation in Second Language Learning, Newbury House Publishers Harmer, J (2001), How to Teach English, Malaysia: Longman Harmer, J (2001) The practice of English language teaching rd ed Longman 10 Haycraft, J (1978), An Introduction to English Language Teaching, Harlow: Longman 11 Hamzah & Ting (2009), Teaching Speaking Skills through Group Work Activities: A case study in SMK DAMAI JAYA, University Technology Malaysia 12 Huong, N.T.T (2010), Teaching Speaking Skill to non-majored MA Students at VNUH, submitted in partial fulfillment for the requirements of the degree of Master of Arts at ULIS, VNU 13.Lile, W.T, Motivation in ESL classroom, Retrieved in http://iteslj.org/Techniques/LileMotivation.html 14 Nolaso, R & Arthur, L.(1988) Large classes, London: Macmillan Publishers 15 Nunan, D (1999), Second Language Teaching & Learning, Boston: Heinle & Heinle Publishers 47 16 O'Malley, J.M and Chamot, A.U (1990), Learning Strategies in Second Language Acquisition, Cambridge: CUP 17 Oxford, R L., & Shearin, J (1998), Language Learning Motivation: Expanding the Theoretical Framework, The Modern Language Journal, 78, 12-28 18 Rubin, J and Wenden, A (1987), Learner strategies in language learning, London: Prentice Hall 19 Savignon, S.J (1991), Communicative Language Teaching: State of the Art, TESOL Quarterly, Vol 25, No (Summer, 1991), pp 261-277 20 Tarone, E (1983), Some thoughts on the notion of “communication strategy”, in C Faerch and G Kasper (Eds.), Strategies in interlanguage communication (pp 6174) London: Longman 21 Tsui, A (1996), Recitence and Anxiety in Second Language Learning, In K Bailey & D 19 Underwood, M (1987) Effective Class Management NewYork: Longman 22 Ur, P (1996), A Course in Language Teaching, Cambridge [England]; New York: Cambridge University Press 23 Urrutia, W., & Vega, E (2006), Encouraging teenagers to improve speaking skills through games in a Colombian public school, PROFILE Issues in Teachers' Professional Development, 12(2) 48 APPENDICES APPENDIX SURVEY QUESTIONNAIRE (for students) This survey questionnaire is designed for my study “An Investigation into the Teaching of Speaking Skills to Second-Degree Freshmen at University of Languages and International Studies, Vietnam National University Hanoi” Your assistance in filling the following items is highly appreciated You can be confident that your identity will be kept confidential and your answers will be used for the purpose of this research only ********************* Your Personal Information Male Female Age …… How long have you been learning English? …… years Part 1: Students’ attitudes towards the learning of English speaking skills How important is English speaking to you? A Very important B Important C A little important D Unimportant How is your effort in learning to speak English? A Very high B High C Quite high D Low E Very low Do you often speak English in speaking lessons? A Yes I always volunteer to speak B Yes I speak when I like the topics C No I only speak when the teacher orders me D No I never speak and often keep silent in speaking lessons I Part 2: Students’ difficulties in the learning of English speaking skills Do you feel reluctant to speak in English speaking lessons? If yes, why? If no, skip this question A Being afraid of losing face when making mistakes and being laughed at by my classmates B Being not used to speaking English in front of other people, therefore, feel nervous C Learning goal is not to communicate, so feel indifferent in the speaking class D Feeling bored and demotivated because the topic is too easy or too difficult E Others……………………………………………………………………………… What difficulties you face when learning to speak English? (Choose no more than options) A Lack of vocabulary to express my idea B Not enough time for preparation C I don’t have ideas to talk about the topic D My pronunciation is very poor E My grammar is very poor Part 3: Students’ feedbacks on their speaking class What you think of the textbook you are using at your English speaking class? A Many activities are unsuitable and boring B Many activities are interesting and suitable C Many activities are difficult and boring D Many activities are easy and boring On average, students’ talking time accounts for ……… of a speaking lesson in your class A Less than 30%, and your teachers talk for more than 70% B From 30 to 50%, and your teachers talk from 50% to 70% C From 50% to 70%, and your teachers talk from 30% to 50% D More than 70%, and your teachers talk for less than 30% II What you think about your teachers’ talking time? A too much B much C all right D little E too little After giving a topic, your teachers often (Choose no more than options) A Provide new words and structures related to the given topic B Provide main ideas of the topic C Let students discuss the topic in pair or group D Immediately ask you to discuss the topic E Others ……………………………………………………………………………… 10 What does your teacher while you practice Speaking? A Go around the class to monitor and help you with new words or structures when you need B Stay at their seat and relax C Take time to other things D Others (please specify)……………… 11 What your teachers after you finish your speaking performance? A Give good comments although your presentation is not really good B Point out your mistakes and encourage you to correct your mistakes by yourselves C Point out and correct your mistakes D Criticize your mistakes E Others ……………………………………………………………………………… 12 What your teachers when you make mistakes in speaking? A Interrupt you and correct your mistakes immediately B Not correct your mistakes and encourages you to continue speaking until you finish C Wait until you finish, point out your mistakes and encourage you to correct your mistakes by yourself D Just listen to you until you finish and no correction 13 How you think about your class’ speaking lessons? A All students are very active III B Many students are active, happy and willing to speak C Many students are reluctant to speak and the class is quite boring D All students are reluctant to speak and the class is very boring E It depends, some students are active and others are passive Part 4: Students’ learning preferences 14 What would you like your teacher to to encourage you to speak in English speaking lessons? (Choose no more than options) A Not interrupt when you make mistakes B Give marks or comments for your speaking performance C Give you speaking tasks suitable to your ability D Create a co-operative English learning environment E Combine textbook and other relevant materials F Give more careful instructions at the beginning of the activity 15 Please read the sentences carefully, tick the ones that apply to you In class, I like to learn by games In class, I like to learn by pictures, films and video I like to learn the target language in pairs and groups I like to practice English in real situations I like the teacher to let me find my mistakes At home, I like to learn by watching TV in the foreign language I like the teacher to explain everything to us I want to write everything in my notebook I like to study the foreign language by myself I like the teacher to give us problem to work on I like to make my language performance perfect before reporting to the class THANK YOU VERY MUCH FOR YOUR CO-OPERATION IV APPENDIX SURVEY QUESTIONNAIRE (for teachers) This survey questionnaire is designed for my study “An Investigation into the Teaching of Speaking Skills to Second-Degree Freshmen at University of Languages and International Studies, Vietnam National University Hanoi” Your assistance in filling the following items is highly appreciated You can be confident that your identity will be kept confidential and your answers will be used for the purpose of this research only ********************* Your Personal Information Male Age …… Female How long have you been teaching English: year(s) Part 1: Teachers’ attitudes towards their students’ learning of English speaking skills What you think about the importance of English speaking to your students? A Very important B Important C A little important D Unimportant What you think about your students’ speaking ability? A Very good B Good C Acceptable D Bad In your experience, what makes your students feel reluctant to speak English in the class? A Being afraid of losing face when making mistakes and being laughed at by their classmates B Being not used to speaking English in front of other people, therefore, feel nervous C Learning goal is not to communicate, so feel indifferent in the speaking class V D Feeling bored and demotivated because the topic is too easy or too difficult E Others……………………………………………………………………………… In your experience, what are your students’ difficulties in learning to speak English? A Lack of vocabulary to express their idea B Not enough time for preparation C They don’t have ideas to talk about the topic D Their pronunciation is very poor E Their grammar is very poor Part 2: Teachers’ opinion in their teaching methodology As for you, Communicative Language Teaching: A always emphasizes fluency over accuracy B is student-centered C its final goal is students’ communicative competence D does not teach grammar E is used only for teaching Speaking skills, not for other skills F focuses on meaningful tasks rather than the language itself G gives students opportunities to communicate with each other H Others (please specify)……………… Do you apply Communicative Language Teaching in teaching Speaking? A Yes B No I use method Part 3: Teachers’ difficulties in their English speaking lesson What difficulties you meet when carrying out the speaking activities? (Choose no more than options)  7.1 In terms of students’ side A they often keep quiet and only speak when they are asked B learners are too shy to speak in front of the class C they are not interested in the topic D they have low proficiency of English VI  7.2 In terms of your own side A it is difficult to organize B it takes too much time to make a lesson plan  7.3 In terms of objective factors A lack of equipment in the classroom (computers and projectors) B size of class C time allocation D atmosphere in class  Other difficulties that you face: ………………………………………………………… THANK YOU VERY MUCH FOR YOUR CO-OPERATION VII APPENDIX CLASSROOM OBSERVATION CHECKLIST Date: Teacher: Unit: Class: No of students: Materials: Activity: * Observation Students’ level of participation in speaking activities Students’ interaction with the teacher and other partners Students’ attitudes towards speaking activities Very low Very high Very bad Very good Not interested Very interested Teacher’s teaching techniques & speaking Not appropriate Very activities appropriate Classroom learning atmosphere Not active Very active * Comment: ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… VIII APPENDIX SAMPLE OF THE SPEAKING ACTIVITY: SONG IX APPENDIX SAMPLE OF THE COMMUNICATIVE GAME: SPOT THE DIFFERENCE X APPENDIX SAMPLE OF THE COMMUNICATIVE GAME: WHAT IS THE WORD? XI APPENDIX SAMPLE OF THE SPEAKING ACTIVITY: QUESTION AND ANSWER XII APPENDIX TABLE OF CONTENTS OF THE TEXTBOOKS INTERACTIONS LISTENING AND SPEAKING Interactions Access Listening and Speaking Chapter 1: Neighborhoods, Cities, and Towns Chapter 2: Shopping and E-Commerce Chapter 3: Friends and Family Chapter 4: Health Care Chapter 5: Men and Women Chapter 6: Sleep and Dreams Chapter 7: Work and Lifestyles Chapter 8: Food and Nutrition Chapter 9: Great Destinations Chapter 10: Our Planet Interactions Listening and Speaking Chapter 1: Academic Life around the World Chapter 2: Experiencing Nature Chapter 3: Living to Eat, or Eating to Live? Chapter 4: In the Community Chapter 5: Home Chapter 6: Cultures of the World XIII ... Investigation into the Teaching of Speaking Skills to Second-degree Freshmen at University of Languages and International Studies, Vietnam National University, Hanoi? ?? is the result of my own work... examines the current situation of teaching speaking skills to the second-degree freshmen at the In-Service Department, University of Languages and International Studies, Vietnam National University Hanoi. . .VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES -*** NGUYỄN THỊ HÀ AN INVESTIGATION INTO THE TEACHING OF SPEAKING SKILLS