Tài liệu Luận văn giáo dục sư phạm a study on factors affecting first year english major students’ motivation in english speaking classes at hanoi pedagogical university 2

Tài liu lun vn s phm , giáo dc1 of 63. HANOI PEDAGOGICAL UNIVERSITY 2 FACULTY OF FOREIGN LANGUAGES = = == = = CAO THI VAN ANH A STUDY ON FACTORS AFFECTING FIRST-YEAR ENGLISH MAJOR STUDENTS’ MOTIVATION IN ENGLISH SPEAKING CLASSES AT HANOI PEDAGOGICAL UNIVERSITY 2 (SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF THE DEGREE OF BACHELOR OF PEDAGOGY IN ENGLISH) Field: English Language Teaching Hanoi, May 2019 Footer Page 1 of 63. Tài liu lun vn s phm , giáo dc2 of 63. HANOI PEDAGOGICAL UNIVERSITY 2 FACULTY OF FOREIGN LANGUAGES = = == = = CAO THI VAN ANH A CASE STUDY ON FACTORS AFFECTING FIRST-YEAR ENGLISH MAJOR STUDENTS’ MOTIVATION IN ENGLISH SPEAKING CLASSES AT HANOI PEDAGOGICAL UNIVERSITY 2 (SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF THE DEGREE OF BACHELOR OF PEDAGOGY IN ENGLISH) Field: English Language Teaching SUPERVISORS: Nguyen Thi Minh Phuong, M.A Dr. William H. Salazar, Ed.D Hanoi, May 2019 Footer Page 2 of 63. Tài liu lun vn s phm , giáo dc3 of 63. STATEMENT OF THE AUTHORSHIP Title: A study on factors affecting first-year English major students’ motivation in English speaking classes at Hanoi Pedagogical University 2 I hereby certify that this thesis is entirely my own work under strict guidance from my supervisors and no part of this report has been copied or reproduced by me from other person‟ work without the proper acknowledgements. I have also provided fully documented references to the work of other researchers. Date submitted: May 10th 2019 Student Supervisor 1 Supervisor 2 Cao Thi Van Anh Nguyen Thi Minh Phuong, M.A Dr. William H. Salazar, Ed.D i Footer Page 3 of 63. Tài liu lun vn s phm , giáo dc4 of 63. ACKNOWLEDGMENT In the completion of this thesis, first of all, I would like to express my gratitude to my supervisors, Ms Nguyen Thi Minh Phuong, M.A who taught me how to organize my thesis and Dr. William H. Salazar, Ed.D who helped me organize my ideas and how to edit my paper for their experience, guidance, stimulating suggestions and encouragement throughout my research. Additionally, I would like to convey my deepest thanks to the lecturers in the Faculty of Foreign Languages for their advice and assistance in introducing me many reference materials related to this research project. I am especially indebted to 50 first-year English major students at Hanoi Pedagogical University 2 for their participation into my study. Last but not least, I owe my special thanks to my loving parents, my younger brother and my dear friends who offered me their love, care, support and encouragement so that I could accomplish my study. Hanoi, May 2019 ii Footer Page 4 of 63. Tài liu lun vn s phm , giáo dc5 of 63. ABSTRACT Motivation is one of the most vital factors determining the success or failure of students‟ foreign language learning. Without motivation, nothing can be accomplished. But in spite of that, in reality many students in general and some students at Hanoi Pedagogical University 2 in particular, do not have enough motivation to practise speaking English smoothly. While speaking is considered one of the most important skills when compared with other skills; it is the most essential skills in our daily lives and is the most effective mean of communication. Therefore, this study was implemented to investigate the factors affecting first-year English major students‟ motivation in English speaking classes at Hanoi Pedagogical University 2. The participants were 50 first-year English major students and three lecturers of English. Survey questionnaire, interviews and classroom observations were used as the major data collection instruments. The data were computed and analyzed. The major findings demonstrated that there were four main groups of factors that affect students‟ motivation in English speaking classes in order of importance: (1) Student – related factors (mean = 3.59); (2) Lecturer – related factors (mean = 3.4); (3) Classroom – related factors (mean = 3.3) and; (4) Course book – related factors (mean= 2.72). Mean scores of 3.5-5.0 on the 5-point Likert scale were defined as highly motivated; mean scores of 2.5-3.4 were defined as moderately motivated; and mean scores defined as lowly motivated were 1.0-2.4. Based on the findings of this study, implications and suggestions to increase students‟ positive motivation at Hanoi Pedagogical University 2 were made: 1) Intrinsic and Extrinsic motivation are very important to increase students‟ speaking skill level. 2) Lecturers should design interesting activities that are relevant to students. 3) Lecturers should create a positive classroom environment and show their enthusiasm in their teaching. Key words: student motivation, factors affecting motivation, English speaking classes, first-year English major students, L2 motivation iii Footer Page 5 of 63. Tài liu lun vn s phm , giáo dc6 of 63. LIST OF ABBREVIATIONS HPU2 Hanoi Pedagogical University 2 FFL Faculty of Foreign Languages L2 Second language iv Footer Page 6 of 63. Tài liu lun vn s phm , giáo dc7 of 63. LIST OF TABLES AND CHARTS LIST OF TABLES Table 1: Demographics of the participants ..............................................................22 Table 2: Student – related factors .............................................................................23 Table 3: Lecturer – related factors ...........................................................................26 Table 4 : Classroom – related factors ......................................................................29 Table 5 : Course book – related factors ...................................................................31 Table 6: The comparison among four factors ...........................................................33 LIST OF CHARTS Chart 1: Student – related factors .............................................................................23 Chart 2: Lecturer – related factors ...........................................................................26 Chart 3: Classroom – related factors .......................................................................29 Chart 4 : Course book – related factors ...................................................................31 Chart 5 : The comparison among four factors .........................................................33 v Footer Page 7 of 63. Tài liu lun vn s phm , giáo dc8 of 63. TABLE OF CONTENTS PART A. INTRODUCTION ...................................................................................... 1 1. RATIONALE .......................................................................................................... 1 2. AIMS OF THE STUDY.......................................................................................... 2 3. RESEARCH QUESTIONS ..................................................................................... 3 4. METHOD OF THE STUDY .................................................................................. 3 5. SCOPE OF THE STUDY ....................................................................................... 3 6. SIGNIFICANCE OF THE STUDY ........................................................................ 3 7. DESIGN OF THE STUDY ..................................................................................... 4 PART B. DEVELOPMENT ....................................................................................... 5 CHAPTER ONE: LITERATURE REVIEW .............................................................. 5 1.1. Motivation in Second/ Foreign Language Learning ............................................ 5 1.1.1. Definition of Motivation ................................................................................... 5 1.1.2. Definition of Motivation in L2 Acquisition ...................................................... 6 1.1.3. Motivation in Practising English Speaking Skills............................................ 6 1.1.4. Types of Motivation .......................................................................................... 7 1.1.4.1. Intrinsic and Extrinsic Motivation ................................................................. 7 1.1.4.2. Integrative and Instrumental Motivation........................................................ 8 1.2. Motivation in L2 Speaking Classroom ................................................................ 9 1.2.1. Related Issues of Speaking Skills ..................................................................... 9 1.2.1.1. Some Definitions of Speaking Skills ............................................................. 9 1.2.1.2. Types of Classroom Speaking Performance ................................................ 10 3.2. Motivation in Speaking Classroom .................................................................... 10 3.2.1. Factors Demotivate Students to Speak in Classes .......................................... 10 3.2.2. Some Conditions for Effective Motivation in Speaking Classroom ............... 11 1.3. Factors Affecting Motivation in L2 Learning .................................................... 12 1.3.1. Dornyei‟s Extended Motivational Framework ............................................... 12 1.3.2. Williams and Burden‟s Framework of the L2 Motivation .............................. 12 1.3.3. Factors Affecting Students‟ Motivation in Learning L2 ................................. 13 1.3.3.1. Student – related Factors .............................................................................. 13 vi Footer Page 8 of 63. Tài liu lun vn s phm , giáo dc9 of 63. 1.3.3.2. Lecturer – related Factors............................................................................. 14 1.3.3.3. Classroom – related Factors ......................................................................... 15 1.3.3.4. Course book – related Factors ...................................................................... 15 1.3.4. Previous Studies on Factors Affecting Students‟ Motivation in L2 Speaking Class .......................................................................................................... 15 CHAPTER TWO: RESEARCH METHODOLOGY ............................................... 17 2.1. Description and Context of the Study ................................................................ 17 Participants ................................................................................................................ 17 2.2. Data Collection Instruments:.............................................................................. 18 2.2.1. Survey Questionnaire for Students (Appendix A) .......................................... 18 2.2.2. Interview for Lecturers and Students (Appendix B) ....................................... 19 2.2.3. Classroom Observation (Appendix C) ............................................................ 19 2.4. Data Analysis ..................................................................................................... 20 CHAPTER THREE: RESULTS AND DISCUSSION ............................................. 22 3.1. Results ................................................................................................................ 22 3.1.1. Results of Survey Questionnaire, Interviews and Classroom Observations about Factors Affecting the First-year English Major Students‟ Motivation in English Speaking Classes ................................................................... 22 3.1.1.1. Demographics of the Students taking part in the Survey ............................. 22 3.1.1.2. Student – related Factors .............................................................................. 22 3.1.3. Lecturer – related factors ................................................................................ 25 3.1.4. Classroom – related Factors ............................................................................ 28 3.1.5. Course book – related Factors ......................................................................... 30 3.1.6. The Comparison among Four Factors Affecting Sudents‟ Motivation in English Speaking Classes .......................................................................................... 32 3.2. Discussion of Findings on Factors Affecting Students‟ Motivation in English Speaking Classes .......................................................................................... 34 3.2.1. Student – related Factors ................................................................................. 34 3.2.2. Lecturer – related Factors................................................................................ 35 3.2.3. Classroom – related Factors ............................................................................ 36 3.2.4. Course book – related Factors ......................................................................... 36 CONCLUSION ......................................................................................................... 38 vii Footer Page 9 of 63. Tài liu lun vn s phm , giáo dc10 of 63. 1. Summary of the Study ........................................................................................... 38 2. Pedagogical Implications ...................................................................................... 38 3. Limitations of the Study ........................................................................................ 40 4. Suggestions for Future Research ........................................................................... 40 REFERENCES .......................................................................................................... 42 APPENDICES........................................................................................................... 46 viii Footer Page 10 of 63. Tài liu lun vn s phm , giáo dc11 of 63. PART A INTRODUCTION This section discusses the reasons for carrying out this study, defines the aims of the study, research questions, scope of the study and methods of the study. The significance of the study and the outline of the study are also presented. 1. RATIONALE With the globalization trend, English has emerged as a crucial communication language in Vietnam. Many English-speaking foreigners from many countries have begun coming and investing in Vietnam. This has prompted Vietnamese citizens to learn English to communicate efficiently with their foreign counterparts. Moreover, the importance of English was immediately recognized by the Vietnamese government and English is taught as a compulsory subject in primary, secondary, high schools and universities in Vietnam. English in the modern world plays a very important role in exchanging and seeking information, for each individual, it has different levels of need. However, Vietnamese students are facing many opportunities and challenges in the transitional period of a “developing” globalized Vietnamese society and the cultivation of English sources is the key to gain educational and career success. Fluent communication in English will give English learners an advantage in the competitive job market. In Vietnam, English language teaching at secondary and high schools focuses mainly on grammar, vocabulary and sentence structure. In a teaching format, conversational English is not usually taught because learning and teaching English is mainly based on testing, with the exams focusing mainly on grammar. Primary through high school curriculums in many schools focus on preparing students to pass their entrance exam to the next level, therefore, teachers only teach the necessary things which help their students to pass the exams; and unfortunately do not focus on developing students‟ speaking skills. This is one of the reason why students lose motivation because English is just a subject at school; and is not part of their lives. Many students fail to understand the significance of the ability to speak English fluently. At the university level, students who are motivated to enhance their English speaking skills can pursue a Bachelor of Arts in English or a Bachelor of English. After graduating, they can be lecturers of English or 1 Footer Page 11 of 63. Tài liu lun vn s phm , giáo dc12 of 63. interpreters in English according to their proficiency. Students in these programs usually study for four years and the subjects they learn include linguistic and teaching methods. In fact, teaching methods or classroom environment do not create opportunities for students to satisfy their communication needs. Therefore, Vietnamese students have difficulties in communicating in English fluently and effectively because they do not get the practice they need in English except for a number of special venues and events such as multinational corporations and presentation activities. In fact, rarely do we see Vietnamese speaking English unless it is absolutely necessary. That is the reason why many Vietnamese students are still deficient in English speaking although they have been studying English since primary school. Motivation is an element that plays an important role in inspiring learners to become proficient in English, esspecially English language learners. It is widely accepted that the more motivated students are, the more successful they would be at learning a second/foreign language. It is also undeniable that speaking (any language) is one of the most essential everyday skills a person needs to function in society. Therefore, when students have strong motivation to speak English with accuracy and fluency, they will easily achieve their goals in life. For the reasons mentioned above, I find that it is really necessary to conduct a study on factors affecting first-year English major students' motivation in English speaking classes at Hanoi Pedagogical University 2. 2. AIMS OF THE STUDY This study aims at investigating the factors affecting first-year English major students' motivation in English speaking classes at HPU2. This project is carried out with the following purposes: - Identifying and analyzing the influence of four factors (student – related factors, lecturer – related factors, classroom – related factors and course book – related factors) affecting first-year English major students' motivation in English speaking classes - Comparing the levels of effect on these motivational factors 2 Footer Page 12 of 63. Tài liu lun vn s phm , giáo dc13 of 63. 3. RESEARCH QUESTIONS To achieve the research objectives mentioned above, the following research questions were designed for exploration: 1. How do these four factors (student – related factors, lecturer – related factors, classroom – related factors and course book – related factors) affect firstyear English major students in English speaking classes at HPU2? 2. What is the comparison among these four factors? 4. METHOD OF THE STUDY To achieve the objectives of the study, the following research instruments were used to collect data: 1. Student survey questionnaire 2. Interview (lecturers and students) 3. Classroom observation Survey questionnaires were used to collect demographic information from students. In addition, to make the data collected more reliable and authentic, two following instruments were also applied: interviews with lecturers and students and classroom observations to find out students and lecturers‟ ideas about the four factors affecting first-year English major students‟ motivation in English speaking classes. 5. SCOPE OF THE STUDY It is clear that motivation has a great impacts on students‟ English language proficiency. However, this study just makes a limited insight in only a narrow area – students‟ speaking skills; and focuses on this study of the 50 first-year English major students at HPU2 instead of all K44 English major students. 6. SIGNIFICANCE OF THE STUDY This research aims to provide pedagogical implications for educational administrators, lecturers and students. For more details, the research results can help those who do quality management teaching at HPU2 have an overall view and wish to improve the quality of teaching students through the factors in this research project. Therefore, it is the basis for conducting this research in order for administrators and lecturers to develop a step-by-step improvement plan to improve 3 Footer Page 13 of 63. Tài liu lun vn s phm , giáo dc14 of 63. the quality of teaching and learning for their school. This research will also help students to know how the factors influence their speaking‟s motivation and they will have the capacity to train themselves to enhance their motivation in learning especially their English speaking skills. 7. DESIGN OF THE STUDY Apart from the acknowledgment, the references, the appendices, the basic design of this study consists of the following three parts: Introduction, Development and Conclusion. PART A: INTRODUCTION The introduction discusses the rationale for carrying out this study, defines the aims of the study, research questions, scope of the study and methods of the study as well as the significance of the study. The outline of the study is also presented. PART B: DEVELOPMENT Chapter one: Literature Review The literature review provides an overview of theoretical background of speaking, motivation, motivation in practising English speaking skills, especially factors affecting students‟ motivation in practising English speaking skills. Moreover, some studies about factors affecting students‟ motivation are also presented in the overview of the literature review. Chapter two: Methodology This section discusses the methodology for this study and the procedure for carrying out the study such as the selection of participants, the data collection instruments, the data procedures and the data analysis. Chapter three: Results and Discussion This chapter reports the results of the data analysis and provides discussion of the data analysis. PART C: CONCLUSION This part deals with the conclusion of the whole study and proposes some implication based on the findings of the study. This is followed by a discussion of the limitations of the study as well as some suggestions for future stud 4 Footer Page 14 of 63. Tài liu lun vn s phm , giáo dc15 of 63. PART B DEVELOPMENT CHAPTER ONE: LITERATURE REVIEW This chapter provides an overview of motivation in L2 learning, motivation in L2 speaking class especially factors affecting students‟ motivation in L2 speaking class. Moreover, some studies about factors affecting students‟ motivation in speaking classes are also presented. 1.1. Motivation in Second/ Foreign Language Learning 1.1.1. Definition of Motivation Motivation is defined in many different ways by many researchers. Motivation is a concept used popularly in not only education but also in other research fields. Motivation, in an educational setting, is what promotes us to perform to learn English, to figure out how to express ourselves in English, or to teach it (McDonough & Steven 2007). This fundamental explanation reveals four components: the reasons why we need or want to learn, the desire we want to learn, the type of individual we are, the English assignment and our estimation of what it expects from us (McDonough & Steven, 2007). Motivation, according to lecturers and researchers, influences the rate and achievement of L2 learning. Additionally, motivation gives the essential impulse to begin learning L2 and later the main force to keep up the long, tedious and challenging learning process. In fact, the various components related to L2 acquisition assume motivation to some degree. Without motivation, even adults with the most specialised skills cannot accomplish their long-term goals, nor are able to develop educational programs and design excellent instructional lesson plans to ensure students‟ English proficiency (McDonough & Steven 2007). However, high motivation can compensate for critical deficiency both in one's language competence and learning conditions. As indicated by Masgoret and Gardner (2003), a motivated student extends attempt, assumes responsibility, has specific goals and desire, appreciate the procedure of learning. Oxford and Shearin (1996) claimed that motivation is a basic, indispensable part for students who are completely associated with the learning process. 5 Footer Page 15 of 63. Tài liu lun vn s phm , giáo dc16 of 63. 1.1.2. Definition of Motivation in L2 Acquisition Motivation is considered as one of the most important emotional variable in learning a second language. In reality, many researchers have written motivational theories that have a great connection with the language learning process. Similarly, various efforts have been made to determine the motivation for L2 acquisition. However, each theorist defines motivation in a different way. Gardner (1985) was a standout amongst the pioneering researchers laying the groundwork for investigating motivation. For an exploration known as “The role of attitudes and motivation” he alluded motivation as the mixture of attempt plus desire to attain the objective of learning the language plus ideal attitudes towards learning the language. Specially, motivation, according to his view comprises of the following elements: a goal, a desire to accomplish that goal and the techniques to achieve the goal. In Dornyei and Otto study (1998) perspective motivation is characterized as the process by which a specific amount of force stimulates action and patience, as long as there is no other powers debilitating it until the arranged objectives are obtained. In other words, motivation can be considered as a force that a person starts to act on and continues until they reach the goal. Ellis (1994), in a general review from his research on motivation, argued that motivation influences the degree to which language students continue to learn, the type of behavior they perform and their real accomplishment. 1.1.3. Motivation in Practising English Speaking Skills Motivation is considered as a key factor influencing the achievement or failure of language learning. It is as a mental feature which enables individuals to accomplish a goal. The meaning of motivation has been defined differently by various reseachers. For instance, Gardner (1985) characterized motivation as the degree one endeavors to secure the language on account of the desire to do so and the fulfillment the learners get from it. Dornyei (1994) clarified motivation as an element of a person's ideas that encodes the information into conviction, and after that drives to the action. Another definition was given by Harmer (2001), "Motivation is some kind of internal drive which pushes someone to do things in order to achieve something". Obviously, when we have our own goals which are extremely vital to us, we will 6 Footer Page 16 of 63. Tài liu lun vn s phm , giáo dc17 of 63. attempt to pursue them. This activity is driven by motivation. In other words, motivation is the entire vitality of a person to set a goal for an occupation or task and work to achieve it. Discussing the function of motivation, (Mayer, 2003, p. 459, cited in Liu, 2010) stated "When students are motivated to learn, they try harder to understand the materials and thereby learn more deeply, resulting in better ability to transfer what they have learned to new situations". In some situation, when students are exceptionally motivated and energetic to develop their speaking ability, they can achieve their goals. 1.1.4. Types of Motivation Motivation has been classified in many different ways by different researchers. Hence, the problem of distinguishing the types of motivation is still controversial. However, in many studies about motivation, the following two types of classification have received the most attention. 1.1.4.1. Intrinsic and Extrinsic Motivation Intrinsic motivation, in general, refers to the reality of completing a task for itself, the joy, the satisfaction and the fulfillment one obtained from doing the task (Deci and Ryan, 1985). Intrinsic motivation is controlled by individuals having individual enthusiasm for accomplishing something and reaching their goals. Individuals are intrinsically motivated not because the rewards they achieve, but for the joy of doing an action and activity or task. Some researchers noticed that students with intrinsic motivation and take part in his/her learning for the wellbeing, and for the self-satisfaction they get. Moreover, the feeling of selfdetermintion and competence are two significant factors enhancing them to pursue their goals. Different from intrinsic motivation, extrinsic motivation is performing an action as obligation and not for the well-being of the individual. (Deci & Ryan, 1985). Schulz (1991) said that the notion of extrinsic motivation referred to the degree to which the learning condition (the instructor, materials, educational programs, learning tasks, etc.) contributes or enhances intrinsic motivation of the students to improving English language skills. Extrinsic motivation, otherwise, derives from an expectation of rewards such as prizes, praise, assessment or fear for punishment. An extrinsically motivated students does the action with the goal to accquire some reward or keep away from some external punishment of the activity 7 Footer Page 17 of 63. Tài liu lun vn s phm , giáo dc18 of 63. itself, and this sort of motivation reveals learning circumstances where the explanation behind completing an undertaking tasks is an option that is other than an enthusiasm for the assignment itself. Furthermore, undertaking the task might be something the individual feels compelled to do as opposed to really want to do. In summary, it turns out to be evident that intrinsic motivation delivers more potential advantages than the extrinsic motivation. Intrinsically motivated students have tendency to have more energy and think more deeply than extrinsically motivated ones. 1.1.4.2. Integrative and Instrumental Motivation Integrative and Instrumental Motivation are two types of motivation which were firstly mentioned in Gardner‟s studies (Gardner, 1985; Gardner & Lambert, 1972) and then promoted by other researchers. Integrative motivation was defined as the learner's orientation on the subject of the goal of learning a second/foreign language (Crookes & Schmidt, 1991). It is understood that learner's positive attitudes and the desire to identify with and integrate into the target language community. Finegan (1999) further showed the role of integrative motivation as the successful acquisition of a series of native registration and pronunciation. It is clear that integrative motivation is an important element to support and enhance the students‟ language proficiency. In constrast to integrative motivation, instrumental motivation is the basis for achieving economic or social prizes through L2 accomplishment. Gardner and Lambert (1972) in their research about motivation mentioned the instrumental motivation for achieving the vital use of level L2 proficiency. Instrumental motivation alludes all the students' wish to take on the language to finish a nonpersonal purposes such as to get high marks in exams or to get a good job with high salary. Besides, instrumental motivation, as stated by Lambert (cited on Ellis, 1997), is something which related to the useful value and favorable circumstances from taking up a new language. It is undeniable that both integrative and instrumental motivations are crucial components to success. However, integrative motivation has been discovered to support long-term achievement in learning a second language (Taylor, Meynard and Rheault 1977; Ellis 1997; Crookes et al, 1991). Gardner (1985) accentuated the vitality of integrative motivation in second language acquisition more than 8 Footer Page 18 of 63. Tài liu lun vn s phm , giáo dc19 of 63. instrumental motivation in his studies. He clarified that if students were instrumentally motivated, they might lose motivation to continue learning when their goals have been achieved. According to Brown‟s research (2000), both integrative and instrumental motivations are not essentially commonly unique. Students feel difficult to choose a kind of motivation in learning a second language and decide to combine both of them. 1.2. Motivation in L2 Speaking Classroom 1.2.1. Related Issues of Speaking Skills 1.2.1.1. Some Definitions of Speaking Skills There are many different definitions about the word “speaking” that have been defined by reseachers working in the language teaching field. Speaking skills are productive skills which are highly important to achieve an effective oral interaction. According to Brown & Yule (1983) speaking is a procedure of interacting constructively with meaning engaged with producing, receiving and processing language. Luoma (2004) admitted that speaking is not an easy skill for students to master because "speaking in a foreign language is very difficult and competence in speaking takes a long time to develop”. For first-year English major students at HPU2, speaking is a difficult skill because they do not spend much time practising for several reasons: in high schools they did not practice speaking and they do not feel competent in English speaking classes. Additionally, Bygate (1997) characterized speaking as the generation of sound – related signs to create diverse verbal reactions in audience members. It is viewed as consolidating sounds efficiently to shape significant sentences. In reality, many L2 students have difficulties as they realize that speaking a foreign language is a complicated issue. The main reason is that speaking includes various functions. The ability to speak smoothly assumes not only learning of language intricacies, but also the ability to express information correctly (Harmer, 2001). 9 Footer Page 19 of 63. Tài liu lun vn s phm , giáo dc20 of 63. 1.2.1.2. Types of Classroom Speaking Performance Brown (2000) indicated that there are six types of classroom speaking performance. These six speaking performances are illustrated below: Imitative: This sort of speaking performance is the ability to imitate simply as a parrot a word or phrase or perhaps a sentence. Its noticeable benefit is concentrating on some specific components of language structure such as phonetic level, lexical, various prosodic and syntactic properties of language. Notwithstanding, obstacle of this sort is done not with the end goal of significant association. Intensive: This type of speaking performance identifies with the production of short stretches of oral language intended to exhibit ability in a small part of lexical, phrasal, syntactic, phonological or grammatical relationships. The speaker must know exactly about semantic properties so as to have the ability to respond, but interaction with a questioner must be in best case scenario. Responsive: Responsive evaluation tasks contain interaction and test perception just in the level of a small talk, short conversatiosn, simple demands and remarks. Transactional: It is an extended type of responsive which has the purpose of exchanging explicit language and information. Conversations, for instance, may have a greater extent of negotiation to them than does responsive discourse. Interpersonal (dialogue): Conversation is completed more to maintain social interactions than for the transmission of information and facts. Extensive: Oral production tasks consist of discourses, oral introductions, and narrating. Language style is often progressively deliberative (planning is included) and formal for extensive task, however we cannot rule out certain casual monologs, for example, calmly conveyed speech. 3.2. Motivation in Speaking Classroom 3.2.1. Factors Demotivate Students to Speak in Classes In his research, Oxford (1998) outlined some following factors that decrease students‟ motivation in classes: - The lecturer's relationship with the students, including an absence of caring, general contentiousness, hypercriticism and support. 10 Footer Page 20 of 63.