Sử dụng những hoạt động khích lệ để nâng cao kỹ năng nói tiếng Anh cho học sinh lớp 10 một nghiên cứu điển hình tại trường THPT Thuận An tỉnh Thừa Thiên Huế

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- 1 - VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES ĐỖ THỊ THANH BÌNH USING STIMULATING ACTIVITIES TO IMPROVE 10 TH FORM STUDENTS’ ENGLISH SPEAKING SKILLS: A CASE STUDY AT THUAN AN UPPER SECONDARY SCHOOL IN THUA THIEN HUE ( Sử dụng những hoạt động khích lệ để nâng cao kỹ năng nói tiếng Anh cho học sinh lớp 10: Một nghiên cứu điển hình tại Trường THPT Thuận An tỉnh Thừa Thiên Huế) M.A MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY Code: 60 14 10 Cohort: MA 17 HANOI ,SEPTEMBER, 2010 - 2 - VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES ĐỖ THỊ THANH BÌNH USING STIMULATING ACTIVITIES TO IMPROVE 10 TH FORM STUDENTS’ ENGLISH SPEAKING SKILLS: A CASE STUDY AT THUAN AN UPPER SECONDARY SCHOOL IN THUA THIEN HUE ( Sử dụng những hoạt động khích lệ để nâng cao kỹ năng nói tiếng Anh cho học sinh lớp 10: Một nghiên cứu điển hình tại Trường THPT Thuận An tỉnh Thừa Thiên Huế) M.A MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY Code: 60 14 10 Supervisor : Prof. Dr. Hoàng Văn Vân HANOI- 2010 - 6 - TABLE OF CONTENTS Page DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF TABLES AND ABBREVIATIONS viii PART A: INTRODUCTION 1. Rationale of the study 1 2. Aims of the study 3 3. Research questions 4 4. Scope of the study 4 5. Significance of the study 4 6. Research methodology 4 - 7 - 7. Design of the study 5 PART B: DEVELOPMENT Chapter 1: Theoretical Backgrounds 6 1.1. General issues 6 1.1.1. What is ―speaking‖? 6 1.1.2. What is ―teaching speaking‖? 6 1.1.3. Factors affecting English speaking abilities 6 1.1.4. What a successfully speaking learner should do 7 1.2. Stimulating activities 8 1.2.1. Definition of stimulating activities 9 1.2.2. Types of stimulating activities in teaching speaking skills 9 1.2.2.1. Role play 9 1.2.2.2. Simulation 9 1.2.2.3. Drama 9 - 8 - 1.2.2.4. Games 9 1.2.2.5. Short stories 10 1.2.2.6. Discussion 10 1.2.2.7. Video 10 1.2.2.8. Group work 10 1.2.3. Three most stimulating activities used in speaking class 11 1.2.3.1. Games 11 1.2.3.2. Videos/ DVD in language teaching and learning 12 1.2.3.3. Role play 13 1.2.4. Prior studies related to teaching speaking 15 1.3. Summary 15 Chapter 2: The use of stimulating activities to improve 10 th form students’ 16 speaking skill at Thuan An USS - 9 - 2.1. Current situation of teaching and learning English speaking skills at Thuan An USS 16 2.1.1. An overview of Thuan An Upper Secondary School 16 2.1.2. The English teaching and learning situation at Thuan An USS 16 2.1.2.1. Description of the students at Thuan An USS 17 2.1.2.2. Description of the teachers at Thuan An USS 17 2.1.2.3. The syllabus of teaching and learning 17 2.1.2.4. The English textbook ―Tieng Anh 10‖ 18 2.1.2.5. Classroom facilities 19 2.2. A research on the use of stimulating activities 20 2.2.1. Research Methodology 20 2.2.1.1. Participants of the study 20 2.2.1.2. Research instruments 20 2.2.1.2.1. Classroom observations 20 2.2.1.2.2. Questionnaire 21 - 10 - 2.2.1.2.3. Interview 21 2.2.2. Data collection procedures 21 2.2.2.1. Stimulating activities 21 2.2.2.2. Classroom observations through computer 21 2.2.2.3. Post-survey questionnaires for students 22 2.2.2.4. Post-observation interviews 22 2.2.3. Technique for analyzing data 23 2.3. Summary 23 Chapter 3: Findings and discussion 24 3.1. Data analysis 24 3.1.1. Analyzing result of post-survey questionnaire 24 3.1.2. Analyzing results of classroom observations 26 3.1.3. Result of post-observations interviews 29 - 11 - 3.2. Discussion 33 3.2.1. The use of three stimulating activities to intensify students‘ participation 33 3.2.2. The effectiveness of three stimulating activities used in class 34 3.2.3. The students‘ response on the use of three stimulating activities 34 3.3. Summary 35 PART C: CONCLUSION 1.Summary of the study 36 2. Recommendations on how to use three stimulating activities in class 37 2.1. For the student 37 2.2. For the teacher 37 2.3. For the administrator 38 3. Limitations of the study 39 4. Suggestions for further research 39 REFERENCES 40 - 12 - APPENDICES I Appendix 1: Post-survey questionnaire I Appendix 2: Post-observation interviews V Appendix 3: Lesson extract 1 VI Appendix 4: Lesson extract 2 XII Appendix 5: Transcribe video taped lessons (Unit 12+ Unit 13) XIII Appendix 6: Lesson plans (Unit 12+ Unit 13) XXVIII - 13 - LIST OF TABLES AND ABBREVIATIONS TABLES Table 1, 2, 3, 4: The students‘ attitudes towards the proposed stimulating activities Table 4, 5: The effectiveness of the stimulating activities used in 10A class ABBREVIATIONS MOET: Ministry of Education and Training CLT: Communicative Language Teaching EFL: English Foreign Language USS: Upper Secondary School R: Researcher Ss: Students St: Student [...]... things and topics they are familiar with; and  To write paragraphs (of about 100 -150 words) of the topics they have learnt 2.1.2.4 The English textbook “Tieng Anh 10 The new English textbook ―Tieng Anh 10 (the set of standard textbooks) was written by a group of textbook compilers: Hoang Van Van, Hoang Thi Xuan Hoa, Do Tuan Minh et al and was published in 2006 The syllabus of the textbook ―Tieng Anh 10 ... teaching and learning English speaking skills at Thuan An USS Then I will present a small-scale research to find out the answer to two research questions: (1) What are stimulating activities? (2) To what extents are they effective? 2.1 The current situation of teaching and learning English speaking skills at Thuan An USS 2.1.1 An overview of Thuan An Upper Secondary School Thuan An Upper Secondary School... Thuan An Upper Secondary School For such purpose, a case study is designed to answer two research questions 2.2.1.1 Participants of the study My research was conducted with Thuan An Upper Secondary School Grade 10th students in the second semester 2009-2 010, who were aged between 15 and 16 For most students this was their fourth year of learning English and there were 40 students in 10A class The school... for 10th form students at Thuan An Upper Secondary School in Thua Thien Hue - The reasons for choosing only three activities for 10th form students are as follows: + The students are not experiencing final examination pressures; + The topics in Tieng Anh 10 are still basic and simple; + The students have time to master speaking skills step by step and consider speaking as an essential skill in an English... the questions can be open in order to give the researcher a chance to allow an interviewee to develop and elaborate on his ideas As a result, the researcher can explore a new avenue of research but respect the theme of the questionnaire and the research Moreover, an interview can create a chance for the interviewer and the interviewee to share ideas expansively and cooperatively, without any imposition... teachers at Thuan An USS If students are the most important factors in learning process, teachers are the most important factors in the process of teaching and learning a target language To carry out this process properly, the teachers need to have good experience of teaching and understanding of the syllabus The staff of English teachers, the school has 10 English teachers consisting of 1 male and 9 females... millionaire, a pop star…, the choice is endless Students can also take on the opinions of someone else 'For and against' debates can be used and the class can be split into those who are expressing views in favour and those who are against the theme Functional language for a multitude of scenarios can be activated and practiced through role play in imaginary situations 'At the restaurant', 'Checking in at... give them confidence‖ ;  ―Games transform the teacher‘s role from that of formal instructor to that of an organizer or/and moderator of the class‖ ;  ―Games can also serve as a testing mechanism‖ In conclusion, games can be used to give students enjoyment and useful practice in classes More importantly, games provide an opportunity for real communication Games can increase student-student communication,... in the centre of Thuan An seaport, Phu Vang district, Thua Thien Hue and was established in 2000 It‘s not far from Hue city, about 10 km The school has 38 classes with over 1500 students ranged from grade 10 to grade 12 The teaching staff composes of 105 teachers with 14 compulsory subjects, of whom onethird is young, creative and well trained whereas the others are experienced and enthusiastic 2.1.2... do A speaker‘s skills and speech habits have an impact on the success of any exchange (Van Duzer, 1997) Speakers must be able to anticipate and then produce the expected patterns of specific discourse situations They must also manage discrete elements such as turn-taking, rephrasing, providing feedback, or redirecting (Burns& Joyce, 1997) For example, a learner involved in an exchange with a salesperson . THUAN AN UPPER SECONDARY SCHOOL IN THUA THIEN HUE ( Sử dụng những hoạt động khích lệ để nâng cao kỹ năng nói tiếng Anh cho học sinh lớp 10: Một nghiên cứu điển hình tại Trường THPT Thuận An tỉnh. THUAN AN UPPER SECONDARY SCHOOL IN THUA THIEN HUE ( Sử dụng những hoạt động khích lệ để nâng cao kỹ năng nói tiếng Anh cho học sinh lớp 10: Một nghiên cứu điển hình tại Trường THPT Thuận An tỉnh. An overview of Thuan An Upper Secondary School 16 2.1.2. The English teaching and learning situation at Thuan An USS 16 2.1.2.1. Description of the students at Thuan An USS 17 2.1.2.2.
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Xem thêm: Sử dụng những hoạt động khích lệ để nâng cao kỹ năng nói tiếng Anh cho học sinh lớp 10 một nghiên cứu điển hình tại trường THPT Thuận An tỉnh Thừa Thiên Huế, Sử dụng những hoạt động khích lệ để nâng cao kỹ năng nói tiếng Anh cho học sinh lớp 10 một nghiên cứu điển hình tại trường THPT Thuận An tỉnh Thừa Thiên Huế, Sử dụng những hoạt động khích lệ để nâng cao kỹ năng nói tiếng Anh cho học sinh lớp 10 một nghiên cứu điển hình tại trường THPT Thuận An tỉnh Thừa Thiên Huế

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