Tài liệu Khóa luận a study technique use in teaching english speaking skills to 1st year english major students at hai phong university of management and technology

BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG ------------------------------- KHÓA LUẬN TỐT NGHIỆP NGÀNH: NGÔN NGỮ ANH- ANH Sinh viên : Vũ Tuấn Anh Giảng viên hướng dẫn : Th.S Nguyễn Thị Quỳnh Hoa HẢI PHÒNG – 2021 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG ----------------------------------- A STUDY TECHNIQUE USE IN TEACHING ENGLISH SPEAKING SKILLS TO 1ST YEAR ENGLISH MAJOR STUDENTS AT HAI PHONG UNIVERSITY OF MANAGEMENT & TECHNOLOGY KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC HỆ CHÍNH QUY NGÀNH: NGÔN NGỮ ANH- ANH Sinh viên : Vũ Tuấn Anh Giảng viên hướng dẫn : Th.S Nguyễn Thị Quỳnh Hoa HẢI PHÒNG– 2021 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG ------------------------------------- NHIỆM VỤ ĐỀ TÀI TỐT NGHIỆP Sinh viên: Vũ Tuấn Anh Mã SV: 1712751008 Lớp: NA2101N Ngành: Ngôn ngữ Anh- Anh Tên đề tài: A Study Technique Use In Teaching English Speaking Skills To 1st Year English Major Students At Hai Phong University Of Management & Technology NHIỆM VỤ ĐỀ TÀI 1. Nội dung và các yêu cầu cần giải quyết trong nhiệm vụ đề tài tốt nghiệp ( về lý luận, thực tiễn, các số liệu cần tính toán và các bản vẽ). …………………………………………………………………………….. …………………………………………………………………………….. …………………………………………………………………………….. …………………………………………………………………………….. …………………………………………………………………………….. …………………………………………………………………………….. 2. Các số liệu cần thiết để thiết kế, tính toán. …………………………………………………………………………….. …………………………………………………………………………….. …………………………………………………………………………….. …………………………………………………………………………….. 3. Địa điểm thực tập tốt nghiệp. …………………………………………………………………………….. …………………………………………………………………………….. …………………………………………………………………………….. CÁN BỘ HƯỚNG DẪN ĐỀ TÀI TỐT NGHIỆP Họ và tên: Nguyễn Thị Quỳnh Hoa Học hàm, học vị: Thạc sĩ Cơ quan công tác: Trường Đại học Quản lý và Công nghệ Hải Phòng Nội dung hướng dẫn: A Study Technique Use In Teaching English Speaking Skills To 1st Year English Major Students At Hai Phong University Of Management & Technology Đề tài tốt nghiệp được giao ngày 15 tháng 4 năm 2021 Yêu cầu phải hoàn thành xong trước ngày 5 tháng 7 năm 2021 Đã nhận nhiệm vụ ĐTTN Đã giao nhiệm vụ ĐTTN Sinh viên Vũ Tuấn Anh Người hướng dẫn Th.S Nguyễn Thị Quỳnh Hoa Hải Phòng, ngày ...... tháng........năm 2021 TRƯỞNG KHOA TS. Trần Thị Ngọc Liên CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự do - Hạnh phúc PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN HƯỚNG DẪN TỐT NGHIỆP Họ và tên giảng viên: ...................................................................................... Đơn vị công tác: ........................................................................ ............ Họ và tên sinh viên: .......................................... Chuyên ngành: ................. Nội dung hướng dẫn: .......................................................... .......................... ............................................................................................................................ 1. Tinh thần thái độ của sinh viên trong quá trình làm đề tài tốt nghiệp .............................................................................................................................................. .............................................................................................................................................. .............................................................................................................................................. .............................................................................................................................................. .............................................................................................................................................. .............................................................................................................................................. 2. Đánh giá chất lượng của đồ án/khóa luận (so với nội dung yêu cầu đã đề ra trong nhiệm vụ Đ.T. T.N trên các mặt lý luận, thực tiễn, tính toán số liệu…) .............................................................................................................................................. .............................................................................................................................................. .............................................................................................................................................. .............................................................................................................................................. .............................................................................................................................................. .................................................................................................................................................................... 3. Ý kiến của giảng viên hướng dẫn tốt nghiệp Được bảo vệ Không được bảo vệ Điểm hướng dẫn Hải Phòng, ngày … tháng … năm ...... Giảng viên hướng dẫn (Ký và ghi rõ họ tên) QC20-B18 Th.S. Nguyễn Thị Quỳnh Hoa CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự do - Hạnh phúc PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN CHẤM PHẢN BIỆN Họ và tên giảng viên: .................................................................................... Đơn vị công tác: ........................................................................ ........... Họ và tên sinh viên: ...................................... Chuyên ngành: .................... Đề tài tốt nghiệp: ......................................................................... ........... ........................................................................................................................... ........................................................................................................................... 1. Phần nhận xét của giáo viên chấm phản biện ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ............................................................................................................................................... ............................................................................................................................................... ............................................................................................................................................... 2. Những mặt còn hạn chế ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................ ............................................................................................................................................ 3. Ý kiến của giảng viênchấm phản biện Được bảo vệ Không được bảo vệ Điểm phản biện Hải Phòng, ngày … tháng … năm ...... Giảng viên chấm phản biện (Ký và ghi rõ họ tên) QC20-B19 DECLARATION I declare that the scientific topic "a study technique use in teaching English speaking skills to 1st year English major students at Hai Phong University of management & technology" is my own original work. My investigation and analysis of scientific study findings are completely honest. The documents have been mentioned in their entirety. This topic's content is entirely my responsibility. Vu Tuan Anh ABSTRACT The key factor in communication is speaking. The most significant aspect. Technique in teaching speaking is very important to improve the students’ ability in speaking. Therefore, the researcher conducts a study about “a study technique use in teaching English speaking skills to 1st year English major students at Hai Phong University of Management & Technology”. The subjects in this research were 30 Hai Phong University of Management and Technology first-year English majors. The data was obtained and evaluated using questionnaires and interviews by the researcher, who utilized action research. The goal of this research was to figure out "how to use teaching method to enhance first-year English majors." According to the results of the questionnaire and interview, virtually all of the students gave favorable replies to all of the techniques for improving their speaking skills. The study's main goal is to find effective ways for improving HPU speech skills in first-year English majors. Furthermore, it is believed that instructors and students at HPU's Foreign Language Department would enjoy more English speaking while they learn and study. ACKNOWLEDGEMENT My professors, family, and friends have provided me with several required assistances, previous ideas, and timely encouragement during the completion of my graduation project. First and foremost, I'd want to express my appreciation to Miss. Nguyen Thi Quynh Hoa, the graduation paper's supervisor. Her insightful remarks and sound suggestions have aided me in refining my ideas and achieving my objectives. She has also given me with a wealth of valuable materials, as well as supported and facilitated my completion of this research. As a result, it is obvious that this article would not have been done without her tremendous assistance. Second, I'd want to express my gratitude to Dr. Tran Thi Ngoc Lien, Vice President of Hai Phong University of Management & Technology and Chairman of the Advisory Council of the Faculty of Foreign Languages, for allowing me to complete the thesis. Also, I'd like to convey my gratitude to all of the Department's lectures, which have enhanced my academic understanding of English over the last four years. In addition, I want to express my gratitude to all of my friends for their support and encouragement during the thesis writing process. Their financial and spiritual support is a huge motivator for me. I'd like to express my gratitude to the Department's 30 freshman students for their enthusiastic and successful participation in the survey questionnaire completion procedure. Finally, I owe a debt of gratitude to my parents for their encouragement and support in helping me complete this graduation thesis. Hai Phong, June, 2021 Student VŨ TUẤN ANH TABLE OF CONTENTS Acknowledgement PART I INTRODUCTION ............................................................................... 1 1. Rationales. ........................................................................................................ 1 2. Aims of the study ............................................................................................. 2 3. Scope of the study ............................................................................................ 2 4. Methods of the study ....................................................................................... 2 5. Design of the study .......................................................................................... 3 PART II: DEVELOPMENT .............................................................................. 4 CHAPTER I: THEORETICAL BACKGROUND .......................................... 4 1. Speaking Skill. ................................................................................................. 4 1.1. Definitions Speaking and Speaking Skills. ................................................. 4 1.2. Types of Speaking......................................................................................... 6 1.2.1. Form-focused speaking. ............................................................................ 6 1.2.2. Meaning-focused speaking. ...................................................................... 6 1.2.3. Opportunities to improve fluency ............................................................ 6 1.3. Characteristic of a Successful Speaking Activity. ..................................... 6 1.3.1 A friendly and enjoyable learning environment. ....................................... 6 1.3.2 Maximum foreign talk: when participating in a successful speaking activity. .................................................................................................................. 7 1.3.3 Even participation. ...................................................................................... 7 1.3.4 Acceptable level of language accuracy....................................................... 7 2. Teaching Speaking Skills. ............................................................................... 8 2. 1. The relationship between speaking ability and other abilities. .................. 8 2.1.1. Relationship with listening......................................................................... 8 2.1.2. Relationship with reading. ......................................................................... 9 2.1.3. Relationship with writing. .......................................................................... 9 2. The Importance of Teaching Speaking. ...................................................... 10 3. The role of the teacher in different stages of teaching speaking .............. 10 3.1 The role of the teacher at the presentation stage ........................................ 10 3.2 The role of the teacher at the practice stage ............................................... 10 3.3 The role of the teacher at the practice stage ............................................... 11 4. Main factors affecting students’ English speaking .................................... 12 4.1 Psychological factor ..................................................................................... 12 4.1.1 Fear of Mistake ......................................................................................... 12 4.1.2 Shyness....................................................................................................... 12 4.1.3 Anxiety ....................................................................................................... 12 4.1.4 Lack of Confidence ................................................................................... 13 4.1.5 Lack of Motivation .................................................................................... 13 4.2 Vocabulary .................................................................................................... 14 4.3 Pronunciation ............................................................................................... 14 4.4 Accent............................................................................................................ 14 4.5 Listening Comprehension ............................................................................ 14 4.6 Organization of Ideas ................................................................................... 15 4.7 The Cultural factor....................................................................................... 15 4.8 The Lack of Target Language Learning Environment .............................. 15 CHAPTER II: RESEARCH METHODOLOGY .......................................... 16 A STUDY TECHNIQUE USE IN TEACHING ENGLISH SPEAKING SKILLS TO 1ST YEAR ENGLISH MAJOR STUDENTS AT HAI PHONG UNIVERSITY OF MANAGEMENT & TECHNOLOGY ........................... 16 1. Reality. ............................................................................................................ 16 1.1. Teaching Staff. ............................................................................................ 16 1.2. The Students. .............................................................................................. 16 1.3. English Teaching and learning Condition at Hai Phong University of Management & Technology ............................................................................. 17 1.4. The design and focus of the book “Discussions A-Z Intermediate” resource book of speaking activities. ............................................................... 18 2. The survey questionnaires ............................................................................ 19 2.1. Introduction. ............................................................................................... 19 2.1.1. The University. ........................................................................................ 19 2.1.2 Class size, time available. ..................................................................... 19 2.2. Methodology. ............................................................................................ 20 2.2.1 Rationale behind the use of survey questionnaire. ............................... 20 2.2.2 Purpose of the survey questionnaire. ..................................................... 20 2.2.3 The design of the survey questionnaires .................................................. 21 2.3 2.3.1 The data analysis....................................................................................... 22 The result from the students’ English learning time ........................... 22 2.3.2 The result from students’ attitude toward learning English speaking ... 23 2.3.3 The result from students’ perceived importance of English speaking.... 24 2.3.4 The result from students’ frequency of speaking English in class time . 25 2.3.5 The result from students’ impression on the English lessons ................. 26 2.3.6 The result from activities used by teachers and students’ preferences 27 2.3.7 The Results from student’s opinions on the current teaching methods ............................................................................................................................. 30 2.3.8 The result from students’ expectations on the extra techniques ............. 31 CHAPTER THREE 3. FINDINGS AND DISCUSSIONS OF FINDINGS . 32 1. Findings and discussion from the questionnaire ........................................ 32 2. Recommendations for improving students’ learning English speaking in class ..................................................................................................................... 33 2.1 Understanding students’ expectations ......................................................... 33 2.2. Varying speaking activities ......................................................................... 34 2.3. Managing speaking turns in class .............................................................. 35 2.4. Setting up a co-operative atmosphere in class ........................................... 36 2.5. Combining the textbook and the materials involved.................................. 37 2.6. Recognizing the potential usefulness of the school's and Internet's accessible resources ............................................................................................ 37 2.7. Being enthusiastic, tolerant, helpful, creative and active .......................... 38 CHAPTER IV: IMPLICATION ..................................................................... 39 1. Reasoning. ...................................................................................................... 39 2. Some suggested techniques in teaching English speaking skill for the first year English majors at HPU............................................................................. 39 2.1 Repeat and Re- phrase ................................................................................ 39 2.2 Music and songs ........................................................................................... 40 2.3 Role play. ...................................................................................................... 42 2.4 Simulation .................................................................................................... 44 2.5 Re-order tables and decorate classroom ................................................... 45 2.6 TV and Video ............................................................................................... 46 2.7 Cooperative Groups, Peer Coaching:........................................................ 46 2.8 Game ............................................................................................................. 47 2.8.1 Game 1: Board Race ................................................................................ 47 HOW TO PLAY: .......................................................................................... 47 2.8.2 Game 2 : Call My Bluff / Two Truths and A Lie .................................. 48 HOW TO PLAY: .......................................................................................... 48 2.8.3 Game 3: Hangman .................................................................................. 49 HOW TO PLAY: .......................................................................................... 49 2.8.4 Game 4: Hot Seat...................................................................................... 49 HOW TO PLAY: .......................................................................................... 50 2.8.5 Game 5: Where Shall I Go? .................................................................... 50 HOW TO PLAY: .......................................................................................... 51 2.8.6 Game 6: Communication Games.............................................................. 51 2.8.7 Game 7: Spelling Games ........................................................................... 51 2.8.8 Game 8: Bingo .......................................................................................... 52 PART III: CONCLUSION ............................................................................... 53 1. Conclusion.................................................................................................... 53 2. Limitations and suggestions for further study ........................................... 54 LIST OF REFERENCES ................................................................................. 55 APPENDIXES ................................................................................................... 57 APPENDIXE 1.1: SURVEY QUESTIONAIRE ............................................ 57 APPENDIX 1.2 : CLASSROOM OBSERVATION CHECKLISTS ........... 60 APPENDIX 1.3 : INFORMAL INTERVIEW QUESTIONS ....................... 61 PART I INTRODUCTION 1. Rationales. Learning English, particularly learning English speaking, is becoming increasingly essential in the globe as the international interaction between countries develops. People use English for a variety of purposes, including communication and debate in international forums and in everyday life. In Vietnam, being able to communicate in English is also a need for employment. As a result, learning to speak English has become more vital than ever. However, there are still some issues with teaching and learning English speaking today, particularly at Hai Phong University of management & technology where it is a fact that English majors, particularly first-year English majors, have a weak command of the English language. They appear to spend a lot of time on grammar, writing, and reading while ignoring speaking. The majority of first-year English majors talk in a rather passive manner. Furthermore, they are hesitant to participate in the classroom's speaking activities. As a result, their English speaking ability is frequently limited, and only a few of them can communicate successfully in English. Clearly, it is high time for teachers to select proper teaching techniques to address the issue. This research will look at the realities of teaching and learning English speaking to first-year English majors at HPU, as well as recommend some key tactics, such as ways to improve the teaching of English speaking to assist students improve their English speaking skills. Students who are studying English speaking may only do it in this manner if they want to be able to converse successfully in English. In order to help the students at HPU, especially the first year English majors at HPU improve their English-speaking skill, the author of the study has carried on this study with the title: “A study technique use in teaching English speaking skills to 1st year English major students at Hai Phong University of management & technology”. The study is expected to aid students at HPU's Foreign Languages Department, particularly first-year English majors, in improving their English speaking skills in order to master English better. 1 2. Aims of the study The aims of this study is to discover acceptable ways for students to enhance their speaking ability, with a particular focus on determining the reality of firstyear English majors studying English speaking and providing ideas for improved communication. The author hopes to improve students' attitudes on speaking English and make it more enjoyable for them to do so. The first-year English majors at HPU are expected to consider speaking English to be their favorite pastime 3. Scope of the study The present research focuses on enhancing the speaking ability of first-year English majors at HPU. In truth, there are several methods for learning English communication. It takes a lot of time and work. However, due to a lack of time, resources, and knowledge on my part, as well as other factors, this study was conducted to determine the reality of teaching English speaking to first-year English majors, the effectiveness of HPU's teaching method, and to offer some techniques to assist English majors at HPU in improving their speaking skills. Thus, the result of study is limited only to those students participating in this study and these findings may impact the generalization to the larger population of all students and they can also be the references for anyone who wants to practice English speaking. 4. Methods of the study To complete this study, a variety of methods have been employed: - Conceived resources, such as teaching methodology reference books, have been thoroughly examined and assessed. - To gather information and evidence for the study, a survey questionnaire was sent to first-year English majors at HPU. - In addition, a qualitative technique was used with two instruments: an informal interview and observation, to make the data obtained more credible and authentic. All of the study's comments, observations, suggestions, and conclusions were based on the study's data analysis. 2 5. Design of the study The study consists of three main points: Introduction, Development, and Conclusion. Part I, Introduction, includes the rationale to the study. It also covers the study's objectives, research topics, and scope of work. Following that, the study's design is presented. Part II, Development divided into four chapters: Chapter 1, Literature review, presents a review of related literature that provides the definition of speaking and the problems in teaching and learning speaking, approaches to the teaching of speaking, the roles of the teacher in different stages of teaching speaking and the main factors affecting students‟ English speaking. Chapter 2, the study on learning and teaching English speaking skill, focuses on the English learning and teaching environment at HPU, and the survey in which the survey's aims, subjects, and procedures are examined. The results and data analysis, the findings and discussion of findings, as well as the recommendations for enhancing students' learning English speaking in class are all covered in Chapter 2. Chapter 3, Findings and discussions of findings Chapter 4, some suggested techniques in teaching English speaking skill for the first year English majors at HPU. Part III, Conclusions in teaching speaking English through techniques are presented, along with some limitations and suggestions for future research. The last section is references, which are appendices that contain all of the study's papers. 3 PART II: DEVELOPMENT CHAPTER I: THEORETICAL BACKGROUND 1. Speaking Skill. 1.1. Definitions Speaking and Speaking Skills. Speaking is the skill that students will be judged most in real life situation. It is a crucial aspect of everyday contact, and a person's ability to communicate smoothly and fully is frequently the initial impression of that person. Speaking, on the other hand, is an underrated talent in many respects. This is maybe due to the fact that we can virtually all speak and so have a negative impression of it. Speaking is frequently thought of as a common mode of communication. Speaking, on the other hand, is a talent that requires just as much attention as literacy. In order to carry out many of their fundamental transactions, our students frequently need to communicate confidently. There are several definitions of speaking which are listed as follows. According to Oxford Advanced Learner‟s Dictionary (2005), speaking is the activity of using voice to say something. According to Chaney and Burk (1998), speaking is “the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts.” Meanwhile, According to Bygate (1997) “speaking is often thought of as a ,popular ‟ form of expression which uses the unreligious colloquial register.” However, the research focuses on evaluating the definitions provided by Brown (1994) and Burns & Joyce (1997). Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information (Brown. 1994; Burn &Joyce, 1997).Its form and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experiences, the physical environment, and the purposes for speaking. It is often spontaneous, open-ended, and evolving. However, speech is not always unpredictable. Language functions (or patterns) that tend to recur in certain discourse situations 4 (e.g., declining an invitation or requesting time off from work), can be identified and charted (Burns & Joyce, 1997). For example, when a salesperson asks "May I help you?" the expected discourse sequence includes a statement of need, response to the need, offer of appreciation, acknowledgement of the appreciation, and a leave-taking exchange. Speaking requires that learners not only know how to produce specific points of language such as grammar, pronunciation, or vocabulary (linguistic competence), but also that they understand when, why, and in what ways to produce language (sociolinguistic competence). Finally, speech has its own skills, structures, and conventions different from written language (Burns & Joyce, 1997; Carter & McCarthy, 1995; Cohen, 1996). A good speaker synthesizes this array of skills and knowledge to succeed in a given speech act. The relationships among the four skills are represented as follows. Spoken Written Input Listening Reading Output Speaking Writing Traditionally, when people describe speaking skills, they do so in a context of public speaking. Recently, however, definitions of speaking have been expanded (Brown 1981). One trend has been to focus on communication activities that reflect a variety of settings: one-to-many, small group, one-to-one, and mass media. Another approach has been to focus on using communication to achieve specific purposes: to inform, to persuade, and to solve problems. A third trend has been to focus on basic competencies needed for everyday life -- for example, giving directions, asking for information, or providing basic information in an emergency situation Speaking skill encompass a wide variety of competencies, including public speaking, convincing and influencing people, presenting a case, chairing a meeting, and conveying information. 5 1.2. Types of Speaking. According to Burn, A., and Joyce, H. (1997), students must be exposed to three important things in speaking class: 1.2.1. Form-focused speaking. form-focused instruction, that is, attention to details of pronunciation, grammar, vocabulary, and so forth When learners begin speaking in another language, their speaking will need to be based on some form- focused learning. An effective way to start is to base speaking on some useful, simple memorized phrases and sentences. These may be greetings, simple personal description, and simple questions and answers. As the learner's skill and experience in the language increase, most of these sentences and phrases may be re-analyzed and included into the learner's system of knowledge of the language; language usage based on memory may be the starting point for more creative language use. 1.2.2. Meaning-focused speaking. Meaning-focused instruction, that is, opportunities to produce meaningful spoken messages with real communicative purposes. In addition to form-focused speaking, language learners should be exposed to and given chances to practice and use meaning-focused communication, in which they must both produce and listen to meaningful oral communication. 1.2.3. Opportunities to improve fluency Elements of all of the above should be taught throughout a speaking program, with an emphasis on form-focused education at the elementary levels and meaning-focused training at the higher levels as the learners develop. 1.3. Characteristic of a Successful Speaking Activity. According to www.iteslj.org/teching speaking and reference from book: a course in language teaching –practice and theory (Ur Penny (1996), a successful speaking activity is characterized as below: 1.3.1 A friendly and enjoyable learning environment. The class environment can be improved by explicitly defining the goals of the class's work from the start. Students will be more likely to take risks, disclose 6