Đang tải... (xem toàn văn)
Untitled VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES Trần Thị Linh Sơn USING ROLE PLAY TO IMPROVE 10TH GRADERS’ SPEAKING SKILL AT A MOUNTAINOUS UPPER SECONDARY SCHOOL IN BIN[.]
VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES Trần Thị Linh Sơn USING ROLE PLAY TO IMPROVE 10TH GRADERS’ SPEAKING SKILL AT A MOUNTAINOUS UPPER SECONDARY SCHOOL IN BINH THUAN PROVINCE MA THESIS IN ENGLISH LANGUAGE HO CHI MINH CITY, 2020 luan an VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES Trần Thị Linh Sơn USING ROLE PLAY TO IMPROVE 10TH GRADERS’ SPEAKING SKILL AT A MOUNTAINOUS UPPER SECONDARY SCHOOL IN BINH THUAN PROVINCE Field: English Language Code: 8220201 Supervisor: Lê Hương Hoa, Ph.D HO CHI MINH CITY, 2020 luan an DECLARATION BY THE AUTHOR Honestly speaking, I declare that this thesis “Using role play to improve 10th graders’ speaking skill at a mountainous upper secondary school in Bình Thuận province”, which I have written, is not a plagiarism, except those cited in the quotation and the source of which is listed on the bibliography Author’s signature Trần Thị Linh Sơn Approved by SUPERVISOR Lê Hương Hoa, Ph.D Date: …………………… i luan an ACKNOWLEDGEMENTS During the process of carrying out this thesis, I have received a larger amount of contribution and support from many people First of all, I would like to express my gratitude to my supervisor, Dr Lê Hương Hoa, who always gives useful advices and her enthusiasm to finish this thesis I also address my deepest gratitude to Dr Đặng Nguyên Giang, as The Head of the English Department, for his support and encouragement in the process of finishing this thesis Next, I would like to thank the headmaster of Đức Linh High school, Phan Văn Pháp, who has allowed and supported me to complete the Master thesis Last but not at least, I would like fly my gratitude to my family, my friends, my colleagues and my students who have given me constant support during the completion of the study ii luan an TABLE OF CONTENTS DECLARATION BY THE AUTHOR i ACKNOWLEDGEMENTS ii ABSTRACT vi LIST OF TABLES vii LIST OF ABBREVIATIONS viii CHAPTER INTRODUCTION 1.1 Rationale 1.2 Aim(s) of the Study 1.3 Research Questions 1.4 Scope of the Study 1.5 Significance of the Study 1.6 Research Methods 1.7 Structure of the Study CHAPTER LITERATURE REVIEW Communicative Language Teaching (CLT): 1.1 Concepts of CLT 1.2 Main characteristics of CLT 1.3 Conditions of Applying CLT 2.1.4 Using CLT in Teaching Speaking Skill 2 An overview of role play 2.1 What is role play? 2.2.2 Types of role-play 2.2.3 Techniques to Control Role-Play 12 2.2.4 Procedures of role-play 12 2.3 Speaking skill 15 iii luan an 2.3.1 Definition of speaking skill 15 2.3.2 The elements ofspeaking 16 2.3.3 Points to consider about speaking 17 2.4 Using Role-Play in Teaching and learning Speaking 19 2.5 Summary…………………………….……………………………… 20 CHAPTER METHODOLOGY 22 3.1 The method of research 22 3.2 Setting and subjects of theinvestigation 22 3.3 The Research Design 23 3.4 The Classroom Action Research Procedures 27 3.4.1 Planning Phase 27 3.4.2 Acting Phase 27 3.4.3 Observing Phase 27 3.4.4 Reflecting Phase 28 3.5 The Technique of Collecting Data 28 3.5.1 Observation 28 3.5.2 Questionnaire 29 3.5.3 Test 30 3.5.4 The Technique of Data Analysis 32 3.6 The Criteria of the Action Success 34 3.7 Summary………………………….………………………………… 34 CHAPTER FINDINGS AND DISCUSSIONS ……………………… 35 4.1 The Description of the Data 35 4.1.1 Findings before Implementing the Classroom Action Research 35 4.1.2 Findings of the First Cycle 36 4.1.3 Findings of the Second Cycle 39 4.2 Findings after Implementing the Classroom Action Research 44 iv luan an 4.2.1 The Result of Posttest 44 4.2.2 The result of Questionnaire 51 4.3 Summary 545 CHAPTER CONCLUSION 56 5.1 Recapitulation: 56 5.2 Conclusion Remarks 57 5.3 Implications 57 5.4 Limitation and Suggestions for Further Studies 59 5.4.1 Limitation 59 5.4.2 Suggestions for Further Studies 59 REFERENCES 61 APPENDICES I Appendix I Appendix II Appendix III Appendix IV Appendix V v luan an ABSTRACT There are various ways to improve students ' speaking skills and this study is not conducted beyond that purpose In particular, this study focuses on the way in which Role-Play Technique is applied in teaching speaking, particularly in the environment of a mountainous upper secondary school Role-play strategy is generally considered to be one of the most effective ways of teaching speaking skills However, it is evident that using Role-Play Training, teaching English in general and speaking skills in particular, is now becoming increasingly popular in schools because of the interest it provides This thesis therefore focuses on implementing the Role-Play Technique and proves that its use can help to enhance student speaking skills The researcher, having analyzed the statistics, discussed and recommended some implications along with suggestions for further research Finally, it is highly hoped that the study results might be useful for the development of English speaking teaching and learning skills in a mountainous district in the province of Binh Thuan vi luan an LIST OF TABLES Table 3.5.1 Assessing Students’ Progress Table 3.5 The Rating Scores of Oral Test Table 4.2.1 The Students’ Speaking Score of Pre-test, Post test 1, Post test Table 4.2.2.a The use of role play technique Table 4.2.2.b Students’ attitudes towards speaking skill Table 4.2.2.c Students’ difficulties in learning English speaking vii luan an LIST OF ABBREVIATIONS Communicative Language Teaching = CLT Classroom action research = CAR Students = Sts viii luan an ...VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES Trần Thị Linh Sơn USING ROLE PLAY TO IMPROVE 10TH GRADERS’ SPEAKING SKILL AT A MOUNTAINOUS UPPER SECONDARY SCHOOL IN BINH THUAN. .. the learners '' needs Nunan also asserts that in communication process, learners are negotiators and integrators whereas teachers are facilitators As with any definition of the language teaching... ? ?Using role play to improve 10th graders’ speaking skill at a mountainous upper secondary school in Bình Thuận province? ??, which I have written, is not a plagiarism, except those cited in the quotation