INTRODUCTION
Rationale of the study
The introduction of the "English 10" textbook at Trieu Son No2 upper-secondary school in 2006 has initiated a significant shift from the traditional grammar-translation method to a communicative approach in language teaching Despite this advancement, English teachers face challenges in effectively teaching speaking skills due to large class sizes, varying student language levels, and a lack of familiarity with communicative language teaching (CLT) Furthermore, many teachers' training in the grammar-translation method hinders their ability to implement the new textbook's communicative focus successfully.
As an English teacher at Trieu Son No2 upper-secondary school, I frequently encounter students expressing frustration about their speaking abilities, despite their strong grasp of grammar and sentence structure Many students admit to feeling embarrassed when it comes to conversing in English, and colleagues often voice concerns about students' lack of participation during speaking lessons This recurring issue has motivated me to explore effective strategies that can benefit both my students and fellow teachers in enhancing speaking skills.
The study was motivated by my passion for teaching speaking skills Through this research, I aim to identify the challenges faced in teaching and learning speaking, enabling me to discover effective techniques and activities that can enhance my teaching methods at Trieu Son No2 Upper-Secondary School.
Inspired by the need to enhance speaking skills among 10th graders, I initiated a study on "The Application of Communicative Activities to Develop Speaking Skills for 10th Graders at Trieu Son No2 Upper-Secondary School." My aim is to contribute positively to the quality of teaching and learning in this area at Trieu Son No2 Upper-Secondary School.
Aims of the study
The aims of the study are to address the following issues:
The difficulties that teachers and students face in the process of teaching and learning speaking skills;
The application of some useful communicative activities to improve English speaking ability for 10 th graders.
Scope of the study
This study focuses on implementing communicative activities to enhance speaking skills among 10th-grade students at Trieu Son No2 Upper Secondary School The researcher aims to explore effective methods for improving students' oral communication abilities through interactive learning experiences.
To enhance the teaching and learning of speaking skills at Trieu Son No2 Upper-Secondary School, a study was conducted focusing on 10th-grade students This research aimed to identify the communicative activities utilized and the challenges faced by both students and English teachers Based on the findings, recommendations will be provided to address these obstacles and improve the overall effectiveness of English speaking instruction.
Research methods
The participants in this study are 6 English teachers of Trieu Son No2 upper-secondary school and eighty tenth-graders of the school.
Participants in the questionnaire survey for teachers are 6 English teachers, ranged from 26 to 44 years in age and have a long time of teaching experience, which varied from 3 to 23 years.
The participants in the questionnaire survey for students are eighty of two English classes 10A1, 10A2 in Trieu Son No2 upper-secondary school.
At the age of fifteen, these students from Trieu Son have studied English for four years in various secondary schools Their proficiency in English is notable, as they successfully passed a challenging admission examination that focused solely on written English However, despite their strong reading and writing skills, many struggle with listening and speaking due to the absence of an oral test in their curriculum.
A questionnaire is an effective research tool for assessing respondents' attitudes due to its confidentiality, allowing for anonymous participation Additionally, its ease of administration enables researchers to gather data from a large number of respondents efficiently.
Third, the respondents can complete the questionnaire when it suits them.
This study utilized two distinct sets of questionnaires: one designed for teachers with seven questions and another for students featuring eight questions Both sets included a mix of close-ended and open-ended questions to gather comprehensive insights.
The researcher conducted classroom observations during her teaching to assess the actual situation, ensuring the reliability and validity of the data collected for this study through triangulation methods.
In the second semester of the 2020-2021 academic year, two questionnaires were distributed to teachers and students at Trieu Son No2 Upper-Secondary School who consented to participate in the research study.
After one week, these questionnaires were collected Information from these questionnaires were then summarized and presented in the form of statistic information (tables) for analysis to make implications and
UAN VAN CHAT LUONG download : add luanvanchat@agmail.com recommendations on the application of communicative activities to develop speaking skills for 10 th graders.
During the second semester, ten speaking lessons were observed to evaluate the effectiveness of various communicative activities The observation method focused on documenting all implemented activities to assess their impact on student engagement and learning outcomes.
During the data analysis phase, the researcher organized the responses from two questionnaires into two distinct categories: one for teachers and another for students This process led to the identification of two key themes derived from the respective sets of questions.
* Teachers’ attitudes towards communicative activities
* Teachers’ difficulties in using communicative activities to teach speaking skill.
* Learners’ attitude towards communicative activities.
* Learners’ difficulties in taking part in communicative activities The data was selected statistically in the form of percentages.
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CONTENTS
Theoretical basis of the initiatives
1.1 Teaching speaking 1.1.1 The speaking needs and goals of language students
Many language programs today prioritize the development of spoken language skills while integrating both spoken and written forms The emphasis on speaking varies based on students' needs and course objectives.
Effective teaching of speaking skills is contingent upon understanding learners' goals and needs, as highlighted by Burns (1997) To tailor instruction, it is essential to collect background information about students, including their age, language background, prior learning experiences, and specific objectives for using English Additionally, assessing their current spoken language proficiency is crucial for designing an appropriate teaching approach.
In 1993, it was proposed that the enhancement of communicative skills should align with learners' needs, encompassing both immediate and potential communication requirements Students must learn to articulate their thoughts and feelings within the classroom context while sharing knowledge and experiences Additionally, they should be equipped to utilize the language effectively for genuine interactions beyond the classroom environment.
According to Burns (1997), it is essential to consider students' purposes and goals when selecting spoken language for a program aimed at enhancing speaking skills This understanding can be achieved through interviews, individual and class discussions, and class surveys.
According to Harmer (1996), language learners often set both short-term and long-term goals Long-term objectives may include aspirations for improved job prospects or the desire to engage with a community that speaks the target language.
Short-term goals in language learning can encompass objectives like passing an end-of-semester exam or completing a unit in a textbook Many students often view language acquisition primarily as the ability to speak and may assume that it is the teacher's responsibility to determine their learning path.
When addressing students' speaking needs, it's essential to recognize the significance of spoken language in classroom management Teachers must be mindful of the language levels and types they employ to effectively guide classroom activities To encourage student participation, clear spoken instructions that are easily comprehensible are crucial Additionally, familiarizing students with the types of texts used for classroom management and fostering social interactions is vital for enhancing their communication skills.
To accurately assess the pace at which students will enhance their spoken language skills, it is crucial to evaluate the opportunities they have for practice beyond the classroom and their motivation to engage in such activities.
To enhance spoken language skills, it's essential to consider how frequently students engage in conversations outside the classroom This understanding will guide the selection of spoken language texts for the curriculum and shape the out-of-class assignments designed to promote student interaction beyond the classroom For more resources, you can download UAN VAN CHAT LUONG by adding luanvanchat@gmail.com.
In this section we will consider some theoretical approaches which have informed language teaching inã the twentieth century and which have had various implications for the teaching of speaking.
The grammar-translation approach originated in the nineteenth century, driven by an increased interest in learning foreign languages, particularly European ones This method emphasizes understanding grammar and applying it through translation between languages A key characteristic of this approach is the introduction of the new language via individual sentences that illustrate grammatical concepts Typical lessons consist of presenting a new grammatical point, providing a list of vocabulary to learn, and offering practice sentences for translation by students.
The grammar-translation approach prioritized accuracy and the creation of complete sentences, relying heavily on written grammatical sources This focus led to a neglect of speaking skills, as instruction primarily occurred in the learner's first language Additionally, this method promoted a word-by-word sentence construction that often disregarded meaning, resulting in unnatural phrasing Ultimately, the approach aimed to equip learners with the skills necessary to read classic literature and engage in the intellectual discipline of grammatical analysis.
In the early twentieth century, the theories of American structural linguists like Bloomfield and Fries began to replace traditional humanistic approaches, leading to the rise of the structural approach in language teaching, particularly in speaking and listening This method emphasized language acquisition through stimuli and imitation, prioritizing speaking skills over the grammar-translation approach The audio-lingual method focused on imitation, repetition, and response, fostering habits of correct intonation and grammar among learners While this approach trained students in proper speech patterns through drills and exercises centered on grammatical structures, it often neglected the importance of contextual learning.
UAN VAN CHAT LUONG download is available by adding luanvanchat@agmail.com for speaking inquiries Learners engage in intensive practice of aural-oral skills through drills and substitution exercises from a graded syllabus, but often show little interest in the speaking contexts, which serve primarily to practice grammatical structures This focus may hinder their ability to perform in unfamiliar contexts In EFL settings, where students have limited exposure to natural speaking environments, the ability to imitate sounds, intonation, and vocabulary becomes crucial for effective language acquisition in the early stages.
The communicative approach to teaching speaking and listening emphasizes the importance of understanding language within a social context rather than merely focusing on grammatical structures This perspective, as noted by Burns et al., highlights the need for learners to engage in meaningful communication to enhance their language skills.
(1997), this approach emphasizes the idea about linguistic competence by taking up the issue of the speakers’ performance or language use.
Communicative competence encompasses linguistic knowledge as well as an understanding of cultural and communicative systems relevant to speakers It involves awareness of the context, participants, objectives, communication channels, and topics The communicative approach to teaching emphasizes the practical use of language for effective communication.
The main features of the communicative approach are the followings:
♣ First, language is viewed within social context rather than as a system of grammatical patterns;
♣ Second, the teaching content is developed on the basis of student needs; a concern with all the four macro skills of language, rather than primarily with reading and writing.
♣ Third, there is tolerance of learner errors as an inevitable aspect of language acquisition.
♣ Finally, this approach to teaching encourages students to learn independently and emphasizes the role of the teacher as a facilitator of the learning process.
The real situation of teaching speaking skills at Trieu Son No2 upper-
2.1 An overview of Trieu Son No2 upper-secondary school.
Trieu Son No2 Upper-Secondary School, established in 1968, is one of the largest and oldest educational institutions in western Thanh Hoa Currently, the school accommodates over 900 students across 22 classes in grades 10, 11, and 12 The dedicated teaching staff consists of more than 60 educators covering 12 essential subjects, with a blend of young, innovative teachers and experienced professionals In recent years, Trieu Son No2 has gained recognition for its high graduation rates and the achievement of gifted students.
2.2 The teachers of English in Trieu Son No2 upper-secondary school There are six teachers of English currently working at Trieu Son No2 upper-secondary school, five of them have participated in this research for discussion Their ages range from late twenties to forty-five years old, three of
Trieu Son No2 Upper-Secondary School boasts a dedicated team of experienced English teachers, with teaching tenures ranging from a minimum of three years to over twenty years The majority hold a Bachelor's Degree, while one teacher has attained a Master's Degree, and others have participated in in-service training courses Their commitment to education is evident, making them both enthusiastic and capable instructors For inquiries or downloads related to UAN VAN CHAT LUONG, please contact luanvanchat@agmail.com.
They are willing to help their students overcome their difficulties in learning English generally and in speaking particularly.
2.3 The students in Trieu Son No2 upper-secondary school
The study conducted at Trieu Son No2 upper-secondary school reveals that most students, aged 15 to 18, come from rural backgrounds and have been learning English since lower secondary school A significant portion of these students is genuinely interested in enhancing their English skills, while others exhibit low motivation, viewing English as less important than other subjects and studying it primarily to pass exams.
2.4 The syllabus of teaching and learning English
At Trieu Son No2 upper-secondary school, English is a mandatory subject within the curriculum, with a syllabus and textbooks - including "Tiếng Anh 10", "Tiếng Anh 11", and "Tiếng Anh 12" - strictly prescribed by the Ministry of Education and Training.
The English curriculum for grade 10th students is divided into two semesters with a total of 105 periods, 3 periods per week Each period is 45 minutes long.
The current English textbook for 10th grade at Trieu Son No2 Upper-Secondary School is "Tieng Anh 10," designed using a communicative approach It includes 16 units, each divided into five parts: reading, speaking, listening, writing, and language focus, featuring a variety of exercises for practice Additionally, there is a consolidation unit after every three units to assess students' understanding and progress from the previous lessons.
2.5 The teaching and learning English speaking skills
Effective language teaching prioritizes students' communicative abilities, making the development of speaking skills crucial in English courses At Trieu Son No2 upper-secondary school in Vietnam, various challenges hinder the teaching and learning of these skills, including large class sizes, students' unfamiliarity with Communicative Language Teaching (CLT), low English proficiency, and minimal class participation While some students demonstrate enthusiasm and proficiency, the majority remain passive due to their limited English skills and a lack of training in modern teaching methodologies, particularly CLT.
UAN VAN CHAT LUONG download : add luanvanchat@agmail.com teachers to access to new approach, which makes the teaching and learning speaking skills more challenging.
The used measures to solve the problems
Despite the difficulties mentioned above, the exploitation of various communicative activities would make the speaking lessons more interesting.
Some kinds of communicative activities, which will be presented according to some criteria established in the teaching implications, have proved their effectiveness.
3.1 Some kinds of effective communicative activities 3.1.1 Using song
Incorporating songs at the start of lessons serves as an effective warm-up activity, fostering both listening and oral skills in students By engaging learners in retelling the song's content, teachers can enhance speaking abilities while simultaneously improving listening comprehension This approach is particularly beneficial in speaking and listening lessons.
Procedures: Teacher prepares handouts on which there is a song lyric with some gaps Students listen to the song and fill in the missing words.
After all the missing words are filled and checked by the teacher, students will be asked to work in groups of 4 or 5 and retell the content of the song.
Then the teacher randomly chooses students from different groups to present their opinion; the others can support their friends.
Unit 12: MUSIC Material: the song “ Thank you for the music ” by ABBA Time: 15 – 20 minutes
Or Unit 13: FILMS AND CINEMA Material: the song “ My heart will go on ”
Communicative games offer learners valuable opportunities to engage in conversation, fostering active participation and enhancing motivation By participating in these games, students utilize their limited English skills more naturally, as their focus shifts to problem-solving rather than the language itself.
"Spot the Difference" is an effective game for 10th graders aimed at enhancing speaking skills While there are numerous games available for practicing speaking, this particular game stands out as the most suitable choice for students looking to improve their verbal communication abilities.
In a 12 to 15-minute activity, the teacher organizes pairs of similar pictures that contain intentional differences, tailored to the students' proficiency levels Students collaborate in pairs to identify and discuss the discrepancies between the images, enhancing their observational skills and fostering teamwork.
To enhance learning and engagement, students can download UAN VAN CHAT LUONG by contacting luanvanchat@agmail.com In this activity, each student receives a unique picture, and Student A and B take turns asking questions to identify the differences without revealing their images After the questioning phase, they compare their pictures to discuss the discrepancies This interactive exercise promotes critical thinking and communication skills among pupils.
- Has she got long hair?
Incorporating a warm-up game at the start of each lesson can effectively motivate students and create a relaxed atmosphere This relaxed environment encourages optimal English language production, enhancing their overall learning experience.
Free role play involves minimal structure and limited guidance, allowing students to explore their creativity The teacher provides characters and vocabulary when needed, or students can create their own scenarios After a designated period, students present their role plays, showcasing their understanding and improvisation skills.
Semi-controlled role play involves teachers providing suggested structures or vocabulary while allowing participants to create much of the content themselves Students receive a list of phrases or relevant words tailored to the scenario, giving them the opportunity to prepare before presenting their role play to the class This approach encourages creativity and enhances language use in a supportive environment.
Controlled role play: This involves the use of grammatical structures and vocabulary which are controlled by a script The script offers the participants to change the tense of the verb.
Unit 7: THE MASS MEDIA Time: 20-25 minutes
Procedures: Teacher follows the steps:
(1) Divide the class into two sides: A will be TV viewers, B will be
(2) Ask side B to make an interview to find out what programs the viewers like best.
(4) Tell side A choose as many programs as possible with explanations
(5) Ask some of the Ss about their favorite programs T tries to find out who is the best interviewer and who is the best interviewee.
- Free discussion: A free discussion is an open exchange of ideas on a topic suggested by the students or based on a reading passage.
- Semi controlled discussion: The teacher provides the topic and an outline or list of points to be discussed, while the students produce their own language.
- Controlled discussion: The teacher provides the topic, some of the language, and an outline or list of points to be discussed.
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Unit 6: AN EXCURSION Time: 15 - 20 minutes Procedure: Teacher follows the steps:
(1) Raise the topic “Going to Huong Pagoda or Water Park this weekend?”
(2) Have students choose their own option.
(3) Form the two big groups based on the students’ choice.
(4) Let students in two groups debate by asking questions and supporting the ideas.
(5) Comment on students’ performance and make necessary corrections.
Students can tackle problems either individually or collaboratively in groups After each student develops their own solution, they can be organized into smaller groups of 4 or 5 The objective for these groups is to reach a consensus on the best solution, choose a spokesperson, and create a rationale that supports their collective decision.
A further possible step is to have all of the groups arrive at a consensus Here is an example for a problem-solving activity:
Unit 5: TECHNOLOGY AND YOU Time: 15 minutes
In a collaborative classroom activity, the teacher organizes students into groups of four or five to discuss a relevant topic: "Imagine you have a close friend who frequently plays online games What strategies can you implement to help them reduce their gaming habits?" This exercise encourages critical thinking and teamwork while addressing the impact of excessive gaming on personal relationships.
The effectiveness of experiential initiatives on educational activities, on themselves, their colleagues and the school
themselves, their colleagues and the school
4.1 Results of teachers’ survey questionnaire
The results of the teacher questionnaire are organized into two main categories: teachers' attitudes towards communicative activities and the challenges they face in implementing these activities A summary of these findings can be found in Tables 1, 2, and 3.
4.1.1 Teachers’ attitudes towards communicative activities
1 Have you ever been trained in CLT?
Options a Yes, in English teaching -training courses. b Yes, in English teaching workshops. c Others. d No, I have never been trained in CLT.
According to Table 1, only 60% of teachers reported receiving training in Communicative Language Teaching (CLT) through formal courses and workshops, while 20% acknowledged they had never undergone formal CLT training Additionally, another 20% enhanced their CLT knowledge through self-study These statistics suggest a lack of adequate training opportunities for teachers in CLT methodologies.
The understanding of Communicative Language Teaching (CLT) and its application to teaching speaking skills may have been affected by insufficient resources For further information, you can download UAN VAN CHAT LUONG by contacting luanvanchat@agmail.com.
2 When do you usually use communicative activities?
Options Result (%) a at the beginning of the lesson b during the lesson c at the end of the lesson d out of the class time
The aim of question 2 is to show the teachers’ time of using communicative activities Results are displayed in Table 2.
A significant majority of teachers, approximately 65%, incorporate activities into their lessons when teaching language items, indicating a strong emphasis on interactive learning Conversely, only 25% of teachers utilize communicative activities as a warm-up at the beginning of the lesson, while a mere 10% reserve them for the end Notably, all respondents demonstrated familiarity with communicative activities and regularly employed them in their teaching practices, signaling a positive trend in language instruction.
3 What kinds of communicative activities do you usually use in your English teaching process?
Options a Discussion b Songs c Problem solving d Role play e Communicative games f Others:
Table 3 highlights that teachers effectively utilize various speaking activities in their English lessons, with discussions, role plays, and communicative games being the most favored, chosen by approximately 80% of educators to enhance students' communicative competence In contrast, only 10% of teachers incorporate songs into their lessons, primarily due to a lack of suitable materials in the course book Overall, these findings indicate a positive trend as teachers strive to implement new Communicative Language Teaching (CLT) methods and techniques to improve their students' oral skills.
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4.2 Results of students’ survey questionnaire 4.2.1 Students’ attitudes towards communicative activities
A recent survey revealed that 68 out of 80 students reported speaking English "sometimes" in class, while only 12% indicated they usually do Notably, 20% of students admitted to rarely using English during class, raising important questions for English teachers about the factors contributing to this lack of participation in language activities.
Question 2 is to find out the reasons for speaking of students in classroom.
Table 4 is shown to demonstrate the result.
Options Result (%) a You talk with your friends. b Your teacher asks you. c You are interested in the topic and activities.
Table 6 reveals that approximately 30 of the 80 students actively participated in discussions with friends during class, while half of the students indicated they only spoke when prompted by their teachers Additionally, only 20 students engaged in speaking English when they found the topic or speaking activities appealing.
The students’ attitude toward communicative activities is shown through answers to questions 3.
3 What kinds of communicative activities do you like to participate in your class?
(more than one option is possible)
Options Result (%) a Discussion b Songs c Problem solving d Role play e Communicative games f Others:
Question 3 helps teachers know more about the kinds of communicative activities that students were fond of participating in The collected data shows that communicative games and using songs are those that students liked to take part in most They highly recommend using songs in speaking activities to cheer up the stressful atmosphere; also songs can draw their attention to the main speaking activities Most of the student participated believed that discussion is the feasible activity to take part in They also approved the use of role play but disapproved the application of problem solving because
The belief that problem-solving tasks in English were only suitable for gifted students led to the misconception that ordinary students lacked the competence to engage in these challenging activities This perspective limited opportunities for all learners to develop their skills in problem-solving within the classroom.
Research indicates that students have specific preferences for communicative activities, which will be essential in developing effective strategies tailored for 10th graders By considering these interests alongside their preferred activity types, we can propose suitable communicative activities that enhance engagement and learning outcomes for this age group.
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CONCLUSIONS AND RECOMMENDATIONS
Conclusions
It has been seen that the responsibility to develop students’ speaking skills in teaching and learning a foreign language lies mainly with teachers.
Success in oral communication relies on the collaborative efforts of both teachers and students Developing communicative skills is a complex process, but with effective teaching and practice, students can experience significant progress, which is essential for maintaining high motivation levels.
To effectively teach speaking skills, both teachers and students must first grasp the nature and characteristics of spoken language This foundational understanding is crucial for language instructors to adopt suitable methods for teaching reproductive skills Additionally, EFL teachers should consider key factors that support the development of speaking skills in their students.
To ensure a successful speaking lesson, teachers must thoroughly understand their students' speaking needs and goals, as these factors directly influence teaching decisions Additionally, educators should familiarize themselves with key approaches to teaching speaking and adhere to established principles for effective instruction in this area.
In the realm of communicative language teaching, interaction is essential for effective language communication, as emphasized by Rivers (1987) and Brown (1990) Brown highlights that theories of communicative competence underscore the role of interaction in negotiating meaning, allowing individuals to convey ideas between one another He advocates for an interactive classroom environment from the outset of language study, which can be achieved through engaging communicative activities.
Communicative activities are essential in language classrooms as they motivate students to engage in meaningful communication while promoting diverse language use These activities foster a sense of purpose, allowing learners to strive for language autonomy and personal expression, as highlighted by Harmer (1991).
This study highlights the importance of communicative activities in enhancing students' speaking skills and outlines how teachers can effectively support students in becoming proficient speakers Language learning transcends memorizing rules and vocabulary; it is fundamentally about communication with others Engaging in face-to-face interactions significantly boosts overall communicative competence, as emphasized by Brown (1990) Understanding the teacher's role in this process is crucial for fostering effective language development.
UAN VAN CHAT LUONG download : add luanvanchat@agmail.com teaching in general and in teaching speaking in particular is very essential and crucial.
Recommendations 20 REFERENCES
Based on the researcher’s personal experiences and valuable insights from seasoned English teachers at Trieu Son No2 Upper-Secondary School, several recommendations are provided for effectively implementing communicative activities in the classroom.
As students engage in communication, the teacher circulates the classroom to assess their understanding, tailoring instruction to meet their actual needs This attentive approach not only enhances teaching effectiveness but also encourages students to minimize their use of their mother tongue during activities.
During communicative activities, teachers should refrain from correcting grammar, as doing so disrupts the flow of communication and can inhibit students' ability to express themselves The primary focus of assessment should be on the successful conveyance of information rather than on grammatical accuracy.
While it is important for teachers to provide corrections for accuracy, this feedback should not occur during communicative activities Instead, corrections can be addressed at different stages, allowing students to focus on conveying their messages effectively.
Incorporating communicative activities in pairs or groups fosters collaboration among students To prevent more proficient speakers from overshadowing their peers, teachers should randomly select representatives to share their thoughts, ensuring that less confident learners have ample opportunities to express themselves in English.
XÁC NHẬN CỦA Thanh Hóa, ngày 18 tháng 5 năm 2021
THỦ TRƯỞNG ĐƠN VỊ CAM KẾT KHÔNG COPY.
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Brown, H.D (1990) Teaching by Principles: An Interactive Approach to language
Pedagogy Prentice Hall Regents San Francisco State University.
Burns, A (1997) Focus on Speaking Sydney, Macquarie University.
Bygate, M (1987) Speaking Oxford University Press.
Harmer, J (1983) The Practice of English Language Teaching.
Hoang Van Van, Hoang Thi Xuan Hoa, Do Tuan Minh, Nguyen Thu Phuong,
Nguyen Quoc Tuan (2006) Tieng Anh 10 Hanoi: Educational Publishing House.
Ladousse, P (1987) Role play Resource Book for Teachers Oxford
Littlewood, W (1990) Communicative language Teaching An Introduction.
Nunan, D (1989) Designing Tasks for the Communicative Classroom.
Quan, Nguyen Hai (2004) Learning to Use Songs to Teach Grammar.
Richard, J.C & Rodgers, T.S (1986) Approaches and Methods in
Rivers, W.M (1983) Communicating Naturally in Second
Sheils, J (1993) Communication in the Modern Language Classroom.
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APPENDIX 1 SURVEY QUESTIONNAIRE FOR STUDENTS
This survey questionnaire is part of my research titled “The Application of Communicative Activities to Enhance Speaking Skills for 10th Graders at Trieu Son No 2 Upper Secondary School.” Your participation in completing the following items is greatly valued, and rest assured that your responses will remain confidential in any data discussions Thank you for your cooperation.
Please write down some information about yourself
Please tick (√) where appropriate or write in brief where necessary (You can choose more than one answer to some questions)
1 How often do you speak English in class? a Very often b Sometimes c Rarely
2 You speak English when a You talk with your friends. b Your teacher asks you. c You are interested in the topic and activities.
3 What kinds of communicative activities do you like to participate in your class? (more than one option is possible) a Discussion b Songs c Problem solving d Role play e Communicative games f Others:
4 How do you like the activities? a Very much b Not much c Not at all
5 What forms of the activity do you like to take part in? a The whole class work b Groups work c Pairs work d Individual work
6 What is the effectiveness of practicing the activities for you? a You can speak more fluently b You feel more confident c You have chance to practice English d You are more interested in learning English e Your English is much improved
UAN VAN CHAT LUONG download : add luanvanchat@agmail.com f.
7 What reasons discourage you from speaking English in class? a Being fearful of losing face b Being worried about making mistakes c Being not accustomed to speaking English. d Having low English proficiency
8 What does your teacher often do to stimulate you to speak? a Encourages you by grades b Gives you praise and encouragement c Applies several extra activities outside the textbook (e.g songs, communicative, games, role play ) d Tries to finish what is required in school curriculum
Thank you very much for your cooperation!!!
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APPENDIX 2 SURVEY QUESTIONNAIRE FOR TEACHERS
This survey questionnaire is part of my research on the implementation of communicative activities to enhance speaking skills among 10th graders at Trieu Son No2 Upper Secondary School Your participation in completing the questions is invaluable, and rest assured that your responses will remain confidential in any analysis of the data Thank you for your support.
Please write down some information about yourself
Please tick (√) where appropriate or write in brief where necessary (You can choose more than one answer to some questions)
1 Have you ever been trained in Communicative Language Teaching? (Please choose one answer) e Yes, in English teaching -training courses. f Yes, in English teaching workshops. g Others. h No, I have never been trained in CL T.
2 When do you usually use communicative activities? e at the beginning of the lesson f during the lesson g at the end of the lesson h out of the class time
3 What kinds of communicative activities do you usually use in your English teaching process? a Discussion b Songs c Problem solving d Role play e Communicative games f Others:
What difficulties do you meet when carrying out the communicative activities?
4 In terms of students’ side a learners often keep quiet and only speak when they are asked b learners are too shy to speak in front of the class c learners are not interested in the topic
5 In terms of your own side a it’s difficult to organize b it takes too much time to make a lesson plan
6 In terms of objective factors a lack of materials
UAN VAN CHAT LUONG download : add luanvanchat@agmail.com b size of class c time allocation d atmosphere in class Other difficulties that you face: (please be specific)
7 In order to motivate your students to speak English what do you often do? a.Encouraging them by grades b.Giving them praise and encouragement c Applying several extra activities outside the textbook d Trying to finish what is required in school curriculum
Thank you very much for your cooperation!!!
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1 Students’ level of participation in
Very low 1 2 3 4 5 Very high speaking activities
2 Students’ interaction with the teacher
Very bad 1 2 3 4 5 Very good and other partners
3 Students’ attitudes towards speaking Not interested 1 2 3 4 5 Very activities interested
4 Teacher’s teaching techniques & Not appropriate 1 2 3 4 5 Very speaking activities appropriate
5 Classroom learning atmosphere Not active 1 2 3 4 5 Very active