SỞ GIÁO DỤC ĐÀO TẠO ĐỒNG NAI Trường THPT Nguyễn Hữu Cảnh Mã số SOME WAYS TO IMPROVE SPEAKING SKILLS OF GRADE 10 STUDENTS AT NGUYEN HUU CANH HIGH SCHOOL Người thực hiện Nguyễn Thị Xuân Mai Lĩnh vực ngh[.]
SỞ GIÁO DỤC ĐÀO TẠO ĐỒNG NAI Trường THPT Nguyễn Hữu Cảnh Mã số: SOME WAYS TO IMPROVE SPEAKING SKILLS OF GRADE 10 STUDENTS AT NGUYEN HUU CANH HIGH SCHOOL Người thực hiện: Nguyễn Thị Xuân Mai Lĩnh vực nghiên cứu: - Quản lý giáo dục - Phương pháp giáo dục - Phương pháp dạy học Tiếng Anh ☒ - Lĩnh vực khác Có đính kèm: Mơ hình Đĩa CD (DVD) SỞ GIÁO Năm DỤC học: skkn Phim ảnh ĐÀO 201 TẠO Hiện vật khác 9-2020 ĐỒNG NAI SỞ GIÁO DỤC ĐÀO TẠO ĐỒNG NAI Trường THPT Nguyễn Hữu Cảnh SOME WAYS TO IMPROVE SPEAKING SKILLS OF GRADE 10 STUDENTS AT NGUYEN HUU CANH HIGH SCHOOL Người thực hiện: Nguyễn Thị Xuân Mai Lĩnh vực nghiên cứu: - Quản lý giáo dục - Phương pháp giáo dục - Phương pháp dạy học Tiếng Anh ☒ - Lĩnh vực khác Năm học: 2019 - 2020 skkn TABLE OF CONTENT Number Introduction Content Page Literature review Definition of speaking The importance of speaking skill Methodology Research context Participants Research instruments Some problems grade 10 students have before making the research Some ways to improve speaking skills of grade 10 students at Nguyen Huu Canh high school Implementation 13 Some illustrations of the ways to help students improve their 15 speaking skills Findings and discussion 17 Evaluation of the the research 19 10 Conclusion 20 References 21 Appendices 23 skkn THÔNG TIN CHUNG VỀ SÁNG KIẾN Tên sáng kiến: Some ways to improve speaking skills of grade 10 students at Nguyen Huu Canh high school Lĩnh vực áp dụng sáng kiến: phương pháp giảng dạy môn Tác giả: - Họ tên: Nguyễn Thị Xuân Mai Nam (nữ): Nữ - Trình độ chun mơn: thạc sĩ giảng dạy - Chức vụ, đơn vị công tác: giáo viên trường THPT Nguyễn Hữu Cảnh - Điện thoại: 0918806338 Email: xuanmai@nhc.edu.vn Tỷ lệ đóng góp tạo sáng kiến (%): 100% skkn SOME WAYS TO IMPROVE SPEAKING SKILLS OF GRADE 10 STUDENTS AT NGUYEN HUU CANH HIGH SCHOOL Introduction In the world of integration, English fluency plays an integral part of communication as well as any other aspects of life Speaking English well may help one feel more confident Confidence is the key to every success Therefore, teaching and learning English should be combined effectively so that students can get active roles in learning process The more confident they get, the better they can communicate The goal of teaching speaking is to improve students’ communication skills in order that they can express themselves and learn how to use the language Nowadays, many teachers agree that students should learn to speak English by interacting with others Therefore, English teachers should be creative in developing their teaching process to create good atmosphere where students have real-life communication By using this method, teachers help students have the opportunity of communicating with each other in the target language Moreover, teachers should apply appropriate methods and techniques of teaching speaking to make the English lessons more exciting for students to develop their speaking skills Literature review Definition of Speaking Speaking is considered to be one of the four skills that give speakers the ability to communicate effectively Speaking skills allow the speaker to express his ideas in a passionate and convincing manner In addition, speaking skills help to make sure that one will not be misunderstood by those that are listening In the opinion of Everson (2009), speaking is the crucial skill of language in the sense that it enables individuals to communicate through the use of verbal codes or words that are understood by both sender and the skkn recipient Cohen (1996) stated that speech contains its own skills, structures, and conventions different from written language Learning to speak English through interaction with each other is not an easy task because it is Shumin’s (2002) contention that students require much more than knowing grammatical and semantic rules Through interaction, especially in speaking activities, students get chances to develop their own communication and express what they gain rather than learning the structures of a language Furthermore, in Nunan’s (2011) view, speaking consists of producing systematic verbal utterances to convey meaning Also, according to Kaikala (2012) speaking is both a factor of language learning and teaching achievement and an important skill in human interaction In short, there are many of different concepts of speaking, i.e speaking as an action, a process and a skill As English is universally used as a means of communication, English speaking skills should be developed along with the other skills in order that these integrated skills will enhance communication competence The importance of speaking skill It is universally accepted that language is a tool for communication When we communicate with others, we want to express our ideas, and to know others’ ideas as well Although the four language skills of listening, speaking, reading and writing are all well connected, Zaremba (2006) claims that speaking seems to be the most important skill required for communication of all the four macro English skills Speaking is “the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts” (Chaney & Burk, 1998, p 13) According to Brown (1994); Burns & Joyce (1997), speaking is an interactive process of constructing meaning that involves producing and receiving and processing information Its form and meaning are relying on the context where it happens, including the participants themselves, their combined experiences, the physical environment, and the purposes for speaking In the opinion of skkn Cohen (1996) speaking contains its own skills, structures, and conventions different from written language Also, Kaikala (2012) noted that speaking is both a factor of language learning and teaching achievement and an important skill in human interaction On the whole, proficiency in speaking skills provides learners with many benefits such as becoming a successful, effective communicator We are living in a global community in which languages and cultures mix together Therefore, it is very useful for those that are good at speaking skills to express themselves Methodology: Research context Nguyen Huu Canh high school is the place where I conducted and collected all the data of the research This school is located in Bien Hoa city Most of the students come from working - class families; therefore, they rarely have chances to study English at Foreign Language Centres or extra classes They only study English at school Participants The subjects involved in the research include 40 grade 10 students aged from 15 to 16 from Nguyen Huu Canh high school The class chosen for my investigation is 10A1 They are my students, so it was convenient for me to ask them to complete the questionnaires in class Research instruments At the beginning of the school year, in every speaking lesson the classroom atmosphere tended to be deadly dull Most of my students were so afraid of taking turns speaking English that they did not look at me I tried my best; however they seemed not to cooperate with me I wondered how I made my students get involved in my English speaking lessons In this school year students were asked to three speaking tests The first test was after Unit to test students on speaking skills The second test was in the final first term test (there were parts and speaking skills skkn accounted for 20% of the total) to check whether my students made progress The third speaking test was in the middle of the second term in order to come to the conclusion on how much my students made progress After students did the first speaking test I realized their speaking skills were not good enough Therefore, my students were asked to complete the first questionnaire The aims of this questionnaire were to understand the problems students had in learning speaking skills After that, I conducted this research to find some ways to help my students improve their speaking skills Another questionnaire was given to students after I finished my research to find out more about the results of my application for improving students’ speaking skills and how successful I was The time between two questionnaires was six months Furthermore, when I was teaching, I often made observations about students’ attitudes in class From that I could adjust my ways of teaching to help them develop their necessary skills more Some problems grade 10 students have before making the research By observing students while teaching and analyzing the first questionnaire, I realize that my students have some of the following problems: - The factors make them reluctant to speak English in class: + Fear of mistakes and derision + Low proficiency in English + Not being accustomed to speaking in class + Teacher’s uneven allocation of turns + Teacher’s intolerance of silence - The factors that prevent their speaking English process: + Being unable to find words and structures + Being unable to find ideas skkn Some ways to improve speaking skills of grade 10 students at Nguyen Huu Canh high school From these problems above and the results of question in the first questionnaire I always did my best to find some ways so that I can help my students improve their speaking skills No one can deny the fact that most of the foreign language learners try to learn English because it serves the purpose of international communication Obviously, perfect communication is not possible for anyone without using a language As speaking skills play a dominant role in communication, there are some key principles that are important for developing speaking skills Providing good input Input is something that students receive from teachers Input is what students hear, see and perceive when teachers teach Teachers should provide good input to prepare students with their storage of language information Teachers can create an environment where there are many sources of input These sources may include materials from tapes, videos, English TV programs, other English speakers and teachers can also be the rich sources of input In addition, good input requires elements of quality Among good input, comprehensible input is very necessary It is teachers’ input that students can understand with great ease owing to its high quality as well as relevance Comprehensible input helps students acquire language naturally rather than learn it consciously (Krashen, 1985), so teachers should be sensitive and skillful in selecting input materials for students and input materials should be suitable for students’ developmental process Creating interactive process After providing good input, teachers should provide interactive process for students to communicate and control their production In interactive process students are motivated as teachers create an atmosphere of attention and participation; therefore, lessons that help students enrich their vocabulary skkn 10 and use their knowledge in situations resembling real life become more interesting The teachers’ role is not limited as a controller, instead we should communicate with them In teacher-student communication, the two-way interaction such as teacher-student and student-student is set up in which students regulate their speech to achieve the end, e.g communication itself Apart from being communicator, teachers should also select supportive and motivating styles in order that learners can develop different language and communication skills as well as the ability to search for information Tolerance of silence There are different kinds of levels of students in class; therefore, in speaking class, there is, usually silence For silence, there are two interpretations One is the long silence; the other is the short silence The long silence often refers to the beginners or slow, weak students It takes long time for them to output their speech According to Baurain (2011) silence means a multifaceted, often determined border between thoughts and speech or between thoughts and words Silence might reflect that thoughts cannot be spoken, or truths seem to be inexpressible Sometimes, students are eager to speak but they not know how to speak it However, some teachers cannot tolerate this silence The speedy expectation of teachers may kill students’ enthusiasm and confidence The short silence usually occurs between or within activities in the classroom Some teachers not like this silence and try to fill in the time by talking too much This talking may affect negatively both input and interaction Teachers should be tolerant of silence Reda (2012) suggested that teachers should encourage students to engage more in speaking class by considering what they like and what they need in order to prepare interesting material In most situations, teachers are expected to create comfortable atmosphere skkn ... Some problems grade 10 students have before making the research Some ways to improve speaking skills of grade 10 students at Nguyen Huu Canh high school Implementation 13 Some illustrations of. .. (%): 100 % skkn SOME WAYS TO IMPROVE SPEAKING SKILLS OF GRADE 10 STUDENTS AT NGUYEN HUU CANH HIGH SCHOOL Introduction In the world of integration, English fluency plays an integral part of communication... their speaking English process: + Being unable to find words and structures + Being unable to find ideas skkn Some ways to improve speaking skills of grade 10 students at Nguyen Huu Canh high school