(Luận văn) a study technique use in teaching english speaking skills to 1st year english major students at hai phong university of management and technology

BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CƠNG NGHỆ HẢI PHỊNG - lu an va n KHÓA LUẬN TỐT NGHIỆP ie gh tn to p NGÀNH: NGÔN NGỮ ANH- ANH d oa nl w nf va an lu lm ul Sinh viên : Vũ Tuấn Anh z at nh oi Giảng viên hướng dẫn : Th.S Nguyễn Thị Quỳnh Hoa z m co l gm @ an Lu n va HẢI PHÒNG – 2021 ac th si BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CƠNG NGHỆ HẢI PHỊNG - lu A STUDY TECHNIQUE USE IN TEACHING ENGLISH SPEAKING SKILLS TO 1ST YEAR ENGLISH MAJOR STUDENTS AT HAI PHONG UNIVERSITY OF MANAGEMENT & TECHNOLOGY an n va p ie gh tn to KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC HỆ CHÍNH QUY d oa nl w NGÀNH: NGÔN NGỮ ANH- ANH nf va an lu : Vũ Tuấn Anh z at nh oi lm ul Sinh viên Giảng viên hướng dẫn : Th.S Nguyễn Thị Quỳnh Hoa z m co l gm @ an Lu HẢI PHÒNG– 2021 n va ac th si BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG - NHIỆM VỤ ĐỀ TÀI TỐT NGHIỆP lu an n va p ie gh tn to oa nl w Mã SV: 1712751008 d Sinh viên: Vũ Tuấn Anh nf va an lu Lớp: NA2101N Ngành: Ngôn ngữ Anh- Anh lm ul Tên đề tài: A Study Technique Use In Teaching English Speaking Skills To z at nh oi 1st Year English Major Students At Hai Phong University Of Management & Technology z m co l gm @ an Lu n va ac th si NHIỆM VỤ ĐỀ TÀI Nội dung yêu cầu cần giải nhiệm vụ đề tài tốt nghiệp ( lý luận, thực tiễn, số liệu cần tính tốn vẽ) …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… lu an Các số liệu cần thiết để thiết kế, tính tốn …………………………………………………………………………… n va tn to …………………………………………………………………………… ie gh …………………………………………………………………………… p …………………………………………………………………………… oa nl w Địa điểm thực tập tốt nghiệp …………………………………………………………………………… d …………………………………………………………………………… an lu …………………………………………………………………………… nf va z at nh oi lm ul z m co l gm @ an Lu n va ac th si CÁN BỘ HƯỚNG DẪN ĐỀ TÀI TỐT NGHIỆP Họ tên: Nguyễn Thị Quỳnh Hoa Học hàm, học vị: Thạc sĩ Cơ quan công tác: Trường Đại học Quản lý Cơng nghệ Hải Phịng Nội dung hướng dẫn: A Study Technique Use In Teaching English Speaking Skills To 1st Year English Major Students At Hai Phong University Of Management & Technology Đề tài tốt nghiệp giao ngày 15 tháng năm 2021 lu Yêu cầu phải hoàn thành xong trước ngày tháng năm 2021 an n va Đã giao nhiệm vụ ĐTTN Sinh viên Người hướng dẫn p ie gh tn to Đã nhận nhiệm vụ ĐTTN w Vũ Tuấn Anh d oa nl Th.S Nguyễn Thị Quỳnh Hoa lu nf va an Hải Phòng, ngày tháng năm 2021 TRƯỞNG KHOA z at nh oi lm ul z @ m co l gm TS Trần Thị Ngọc Liên an Lu n va ac th si CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự - Hạnh phúc PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN HƯỚNG DẪN TỐT NGHIỆP Họ tên giảng viên: Đơn vị công tác: Họ tên sinh viên: Chuyên ngành: Nội dung hướng dẫn: Tinh thần thái độ sinh viên trình làm đề tài tốt nghiệp lu an n va ie gh tn to p oa nl w Đánh giá chất lượng đồ án/khóa luận (so với nội dung yêu cầu đề d nhiệm vụ Đ.T T.N mặt lý luận, thực tiễn, tính tốn số an lu liệu…) nf va lm ul z at nh oi z Ý kiến giảng viên hướng dẫn tốt nghiệp @ Không bảo vệ Điểm hướng dẫn Hải Phòng, ngày … tháng … năm Giảng viên hướng dẫn co l gm Được bảo vệ m (Ký ghi rõ họ tên) an Lu va Th.S Nguyễn Thị Quỳnh Hoa n QC20-B18 ac th si CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự - Hạnh phúc PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN CHẤM PHẢN BIỆN Họ tên giảng viên: Đơn vị công tác: Họ tên sinh viên: Chuyên ngành: Đề tài tốt nghiệp: lu Phần nhận xét giáo viên chấm phản biện an va n tn to gh ie p w Những mặt hạn chế oa nl d lu an nf va lm ul z at nh oi Ý kiến giảng viênchấm phản biện Điểm phản biện @ Không bảo vệ z Được bảo vệ l gm Hải Phòng, ngày … tháng … năm Giảng viên chấm phản biện m co (Ký ghi rõ họ tên) an Lu n va ac th QC20-B19 si DECLARATION I declare that the scientific topic "a study technique use in teaching English speaking skills to 1st year English major students at Hai Phong University of management & technology" is my own original work My investigation and analysis of scientific study findings are completely honest The documents have been mentioned in their entirety This topic's content is entirely my responsibility Vu Tuan Anh lu an n va p ie gh tn to d oa nl w nf va an lu z at nh oi lm ul z m co l gm @ an Lu n va ac th si ABSTRACT The key factor in communication is speaking The most significant aspect Technique in teaching speaking is very important to improve the students’ ability in speaking Therefore, the researcher conducts a study about “a study technique use in teaching English speaking skills to 1st year English major students at Hai Phong University of Management & Technology” The subjects in this research were 30 Hai Phong University of Management and Technology first-year English majors The data was obtained and evaluated using questionnaires and interviews by the researcher, who utilized action research The goal of this research was to figure out "how to use teaching method to lu an enhance first-year English majors." According to the results of the questionnaire n va and interview, virtually all of the students gave favorable replies to all of the tn to techniques for improving their speaking skills The study's main goal is to find ie gh effective ways for improving HPU speech skills in first-year English majors p Furthermore, it is believed that instructors and students at HPU's Foreign Language Department would enjoy more English speaking while they learn and d oa nl w study nf va an lu z at nh oi lm ul z m co l gm @ an Lu n va ac th si ACKNOWLEDGEMENT My professors, family, and friends have provided me with several required assistances, previous ideas, and timely encouragement during the completion of my graduation project lu First and foremost, I'd want to express my appreciation to Miss Nguyen Thi Quynh Hoa, the graduation paper's supervisor Her insightful remarks and sound suggestions have aided me in refining my ideas and achieving my objectives She has also given me with a wealth of valuable materials, as well as supported and facilitated my completion of this research As a result, it is obvious that this article would not have been done without her tremendous assistance an n va p ie gh tn to Second, I'd want to express my gratitude to Dr Tran Thi Ngoc Lien, Vice President of Hai Phong University of Management & Technology and Chairman of the Advisory Council of the Faculty of Foreign Languages, for allowing me to complete the thesis Also, I'd like to convey my gratitude to all of the Department's lectures, which have enhanced my academic understanding of English over the last four years oa nl w d In addition, I want to express my gratitude to all of my friends for their support and encouragement during the thesis writing process Their financial and spiritual support is a huge motivator for me I'd like to express my gratitude to the Department's 30 freshman students for their enthusiastic and successful participation in the survey questionnaire completion procedure nf va an lu z at nh oi lm ul Finally, I owe a debt of gratitude to my parents for their encouragement and support in helping me complete this graduation thesis z gm @ Hai Phong, June, 2021 l Student m co VŨ TUẤN ANH an Lu n va ac th si Students are able to take in more knowledge at one time as a result of this strategy, while also building bonds and communities amongst themselves Furthermore, by employing this approach, students would be able to learn from one another Youths are more likely than adults to listen to their peers Naturally, this caters to such ideas and enables students to learn the necessary knowledge in a more enjoyable manner Working in groups also gives the teacher a variety of different lesson ideas to keep the classroom lively and interesting 2.8 Game An excellent game makes it ever simpler to learn English Games help to lu an connect the class and to make the classroom interesting and enjoyable English va speaking is full of challenges for the learner and difficulty in playing games may n tn to enable students to learn via blocks so that they can appreciate something that ie gh they have found very hard Whether the class spends quiet games alone or p exciting team games oa nl w 2.8.1 Game 1: Board Race d Board Race is a fun game that is used for revising vocabulary, whether it be lu nf va an words from the lesson you’ve just taught or words from a lesson you taught last week It can also be used at the start of the class to get students active It is a z at nh oi about to teach lm ul great way of testing what your students already know about the subject you’re This is best played with students or more - the more, the better I’ve used it in z classes ranging from 7-25 years of age and it’s worked well in all age groups gm @ Why use it? Revising vocabulary; grammar  Who it's best for: Appropriate for all levels and ages m co l  Split the class into two teams and give each team a colored marker n va o an Lu HOW TO PLAY: ac th 47 si o If you have a very large class, it may be better to split the students into teams of or o Draw a line down the middle of the board and write a topic at the top o The students must then write as many words as you require related to the topic in the form of a relay race o Each team wins one point for each correct word Any words that are unreadable or misspelled are not counted 2.8.2 Game : Call My Bluff / Two Truths and A Lie Call My Bluff is a fun game that's excellent as a game at the beginning of the lu an semester It is also a fantastic ice breaker for students if you teach classes that n va don't know one other – particularly when they are small tn to The game is good for speaking skills, but save time for any faults students may ie gh have made during the match after the match (I like to keep this typically until p after the game, so you don't interfere with their fluency while you're talking oa nl w about it) With older groups you can have some real fun and you might be surprised what d nf va an lu you’ll learn about some of your students when playing this particular EFL game Why use it? Ice-breaker; Speaking skills  Who it's best for: Appropriate for all levels and ages but best with older groups HOW TO PLAY: z at nh oi lm ul  z @ Write statements about yourself on the board, two of which should be lies gm  co Allow your students to ask you questions about each statement and then guess m  l and one which should be true an Lu which one is the truth You might want to practice your poker face before n va starting this game! ac th 48 si  If they guess correctly then they win  Extension: Give students time to write their own two truths and one lie  Pair them up and have them play again, this time with their list, with their new partner If you want to really extend the game and give students even more time to practice their speaking/listening skills, rotate partners every five minutes  Bring the whole class back together and have students announce one new thing they learned about another student as a recap 2.8.3 Game 3: Hangman lu an This traditional game is a favorite for everyone, although it's pretty fast dull n va This game is best utilized for minutes at the beginning, if there is still time, for tn to warming the class up or minutes at the conclusion It works regardless of how p ie gh many students there are Why use it? Warming up / winding down class  Who it's best for: Young learners HOW TO PLAY: d oa nl w  an lu Think of a word and write the number of letters on the board using dashes to nf va o o lm ul show many letters there are Ask students to suggest a letter If it appears in the word, write it in all of the z at nh oi correct spaces If the letter does not appear in the word, write it off to the side and begin drawing the image of a hanging man z Continue until the students guess the word correctly (they win) or you gm @ o complete the diagram (you win) co l m 2.8.4 Game 4: Hot Seat an Lu n va ac th 49 si Hot Seat enables students to develop their vocabulary and fosters classroom rivalry They may also practice their speech and hearing abilities and can be utilized for any learner level  Why use it? Vocabulary; Speaking and Listening  Who it's best for: All ages and levels HOW TO PLAY: o Split the class into teams, or more if you have a large class o Elect one person from each team to sit in the Hot Seat, facing the classroom lu with the board behind them an o Write a word on the board One of the team members of the student in the hot n va seat must help the student guess the word by describing it They have a limited to Continue until each team member has described a word to the student in the p ie o gh tn amount of time and cannot say, spell or draw the word nl w Hot Seat d oa 2.8.5 Game 5: Where Shall I Go? an lu This game is designed to assess movement preparations and should be nf va performed after the topic in the classroom is given This game is really entertaining, yet a bit hazardous as one student is blinded in every pair while the lm ul other leads you Have your eyes open, then! z at nh oi z It's also very good for teens or for adults as a foreign language classroom  Who it's best for: All ages and levels m co Why use it? Prepositions; Speaking and Listening l gm @  an Lu n va ac th 50 si HOW TO PLAY: o Before the students arrive, turn your classroom into a maze by rearranging it It's great if you can this outside, but otherwise push tables and chairs together and move furniture to make your maze o When your students arrive, put them in pairs outside the classroom Blindfold one student from each pair o Allow pairs to enter the classroom one at a time; the blindfolded student should be led through the maze by their partner The students must use directions such as step over, go under, go up, and go down to lead their partner lu to the end of the maze an n va 2.8.6 Game 6: Communication Games tn to Learning to speak in English requires both vocabulary and pronunciation Learning enjoyable and entertainment in the classroom develops the creativity gh p ie of a student and playing as a team can help to alleviate the strain on timid or w hesitant students Whisper is performed in the classroom with two or more oa nl teams Whisper to the first student in each squad a word or a brief phrase The d students blush the word till the final student speaks out Provide the same term lu nf va an to both teams The team which closest to correcting the pronunciation wins the round Have the students who speak go to the beginning of the line for later 2.8.7 Game 7: Spelling Games z at nh oi lm ul rounds so that all students get a turn to speak aloud Spelling games help in the teaching, reading and speaking of vocabulary using z English An energetic, dynamic play in the teams is a traditional replay Start the @ gm game with one column for each team dividing the board of the classroom Write co l the name of each team over the column and then put a sign or a crack on the m board for each team member A word is stated by the teacher, then the team n va rapidly and with the right orthography wins the round an Lu members take turns and write a letter The team who completes the word most ac th 51 si 2.8.8 Game 8: Bingo Bingo is a helpful tool for learning since you may adjust your level of difficulty according to your class For example, in place of the usual letters and numbers you may use bingo boards which have words on them or locate boards with pictures matching the terms you want to teach You may even design your own bingo game utilizing individually customized themes Students should take turns picking up their card and calling out their items to encourage participation lu an n va p ie gh tn to d oa nl w nf va an lu z at nh oi lm ul z m co l gm @ an Lu n va ac th 52 si PART III: CONCLUSION Conclusion To sum up, it is extremely important to teach English by means of appropriate approaches during the first year I previously looked at their views towards learning English speaking on the basis of investigating the reality of present teaching and learning English in HPU of the 1st year After this research paper is finished, I want to provide some suggestions in support of major English students who are learning English in their 1st year with the expectation that this research paper will contribute some useful skills for the study of English lu Actually, Vietnamese students and HPU students are better than speaking Some an n va English majors in HPU in particular cannot communicate in English I chose to conduct out this investigation in such a big situation In addition to utilizing to gh tn survey questionnaires as the main data collecting tool, I also employed p ie observation and informal interviews as additional instruments to increase the w reliability and validity of this study oa nl The main objective of the study is to identify adequate strategies to improve d HPU speech skills for the first year of English majors In addition, it is hoped lu nf va an that HPU Foreign Language Department professors and students would enjoy more English speaking throughout their learning and study lm ul In conclusion, the study is sincere thanks to HPU and my loved teachers here in z at nh oi the department of foreign languages I only wish to help big generations of English students enhance their speech skills to help them achieve success more z readily in the future m co l gm @ an Lu n va ac th 53 si Limitations and suggestions for further study A considerable amount of effort has gone into determining the techniques that may be used to help first-year English majors in speaking English at HPU Because of their limited time and skills, however, the researchers cannot cover a number of relevant topics in the study First, just the limited number of HPU students are subjects of the study Second, the researcher focusses on studying students' speaking techniques, rather than other associated skills such as speaking, writing, and listening Furthermore, the above-mentioned techniques are only a small part of the overall English language teaching and learning process, which should be utilized creatively and flexibly in each session With lu the associations in memory in mind, I hope that future study on the subject will an n va involve more students and extend to additional English abilities in order to assist p ie gh tn to students learn English more effectively d oa nl w nf va an lu z at nh oi lm ul z m co l gm @ an Lu n va ac th 54 si LIST OF REFERENCES 1.Adrian Wallwork, Discussions A-Z Intermediate, a resource book of speaking activities Burns, A, and Joyce, H.(1997) Focus on speaking Sydney; National center for English language teaching and research Brown (1994) Ovid and the fasti: an historical study Doff, Adrian (1988) Teaching English A training course for teachers Trainer’s handbook Great Britain: Cambridge University Press Baldwin, Caroline, (2011) How to Overcome Shyness During an Oral Presentation lu an 6.Gebhard, G.J (2000) Teaching English as a Foreign or Second n va Language USA: The University of Michigan Press Language Classroom Anxiety Joann Cope Source: The Modern ie gh tn to Horwitz, Elaine K., & Horwitz, Michael B (1986) Foreign p Language Journal, Vol 70, No (Summer, 1986), pp 125-130 d oa nl w Riddell, David (2001) Teaching English as a foreign (second language) Great Britain: Hodder and Stoughton Ltd nf va an lu River, WM (1981).Teaching foreign language skills (2nd ed.) Chicago University of Chicago press Speaking z at nh oi lm ul 10 Ur, Penny (1996) A course in language teaching Practice and theory Great Britain : Cambridge University Press 11 Robby, S, (2010) Conquer Your Fear of Making Mistakes when English [Online] Available: http://englishharmony.com/conquer-fear-of-making-mistakes-when- z gm Seliger, H.W., & Shohamy, E (1995) Second language research m co methods (3rd ed) Oxford: OUP l  @ speaking-english/ (March 15 2011) Zaremba, A J (2006) Speaking professionally Canada: Thompson an Lu  South-Western ac th 55 n Role Play - Gillian Porte Ladousse (Oxford 1987) va  si  The Practice of English Language Teaching - Jeremy Harmer (Longman 1989)       https://www.oxfordlearnersdictionaries.com/ https://www.englishclub.com/speaking/what-is-speaking.htm https://www.ericdigests.org/pre-923/speaking.htm https://jalt-publications.org/old_tlt/files/97/jan/speaking.html http://www.teachingenglish.org.uk/article/role-play https://www.gooverseas.com/blog/10-best-games-esl-teachers  www.iteslj.org/teching lu an n va p ie gh tn to d oa nl w nf va an lu z at nh oi lm ul z m co l gm @ an Lu n va ac th 56 si APPENDIXES APPENDIXE 1.1: SURVEY QUESTIONAIRE QUESTIONAIRE FOR THE 1ST-YEAR ENGLISH MAJORS AT HAI PHONG UNIVERSITY MANAGEMENT & TECHNOLOGY DEPARTMENT OF FOREIGN LANGUAGES This survey form is designed to find out how you feel about speaking classes and what you expect from them Your responses will be utilized in the research of “A study technique use in teaching English speaking skills to 1st year English lu major students at Hai Phong university of management & technology” was the an title of my graduation paper n va tn to Your participation in this questionnaire will provide significant information on my research, and your contribution will be extremely beneficial to the gh p ie completion of my dissertation Please be as honest as possible when answering nl w the following questions d oa How long have you been learning English? a years b years c more than years Do you enjoy studying English as a second language in general? a Like very much b like c Normal d Do not like e Hate In your opinion, how important is English speaking skill? a very important b important c normal d not very important e not important How often you speak English in English class time? a Always b Often c Sometimes d Rarely e Never What you think about your English speaking lessons? a Very interesting b Interesting c Normal d Not very e Boring interesting nf va an lu z at nh oi lm ul z m co l gm @ an Lu In speaking lesson, which of the following activities does your teacher often use to teach you and which you feel enjoyable? n va ac th 57 si The techniques applied by the teachers (responded by the No of Students enjoyed students) the techniques Techniques No of No of Students Percentage Students Percentage Pair work and group work Role play Interview lu an Games n va Free discussion and Completing dialogue gh tn to problem solving p ie practice w Making up sentences oa nl orally d Picture description an lu correct z Visual aids (pictures, z at nh oi Record and replay to lm ul Debate nf va Topic based discussion @ l gm maps, music, handouts) m co Rearrangement an Lu n va ac th 58 si Do you feel excited about the current method? a Like very b like c normal much d not like e hate Do you want to have more activities to learn English speaking more effectively? a Yes b Maybe c No Your comments: lu an n va gh tn to p ie Thank you for your co-operation! d oa nl w nf va an lu z at nh oi lm ul z m co l gm @ an Lu n va ac th 59 si APPENDIX 1.2 : CLASSROOM OBSERVATION CHECKLISTS Aims: ……………………………………………….……………………… Setting: …………………………………………………………………… - Time allowance: …………………………………………………………… - Class: ………………………………………………………………………… - Unit: ………………………………………………………………………… Observation Aspects observed Comments lu Students’ motivation on the speaking lessons an va n Students’ attitudetowards speaking to ie gh tn activities p Students’ involvement inthe speaking activities oa nl w d Students’ reactions to teacher’s techniques an lu nf va Students’ preferences forteacher’s techniques lm ul z at nh oi Students’ interaction with each other while completing the tasks z How the teacher deals with noise and silence in class gm @ m co l Overall comments: an Lu n va ac th 60 si APPENDIX 1.3 : INFORMAL INTERVIEW QUESTIONS What motivates you to study English? Is the English language of your future extremely important? Why? Do you often prepare lessons in before of class? 4.Does your teacher often encourage you to speak English in class? 5.Which of the activities listed below you like your teacher to use in your speaking class, and why? - Completing dialogue practice - Role play - Interview lu an - Games va n - Free discussion and problem solving ie gh tn to - Making up sentences orally p - Question and answer exchanges oa nl w - Picture description - Project- based learning d - Rearrangement nf va an lu - Story telling lm ul - Visual aids (pictures, maps, music, handouts) z at nh oi - Others z 6.Which of following activities you like most in a speaking lesson and why? gm @ co l - Working individually - Working in pairs m n va 7.What should your teacher to motivate you to speak? an Lu - Working in groups ac th 61 si