THÔNG TIN TÀI LIỆU
TABLE OF CONTENTS I- INTRODUCTION Rationale Aims of the study 3 Objects of the study Methods of the study Schedule II- CONTENTS OF THE STUDY Theoretical background Practical background Using scaffolding strategies in teaching speaking Results of applying scaffolding strategies in speaking lessons …………… 43 III- CONCLUSION……………………………………………………………………………50 REFERENCES 51 APPENDIX……………………………………………………………………………… 52 I INTRODUCTION Rationale for the Study Regarded as an international language, English is spoken in most parts of the world and is considered the principle means of communication among the trade, diplomatic, and airline communities English has been a compulsory subject among Vietnamese students for many years Teaching English in Vietnam will help our students take advantage of globalization, and teachers are always seeking ways to improve their techniques for more effective lesson plans and higher cognitive retention among their students at all levels As teachers of English at a high school, the authors constantly face the many problems inherent in helping students absorb and apply a foreign language Of primary importance is teaching speaking skills, which is a topic of much debate among researchers In fact, speaking is an essential skill in both the first language and the second language Moreover, it is a means of planned and organized thought expressions However, it is considered the most challenging language skills due to its complexity and high requirement of language means Although there is an increased attention to the field of teaching and learning English language speaking, it still tends to be a neglected area in English language teaching at high school level in Vietnam One reason for this negligence may be the fact that most examinations in English merely test the students‘ grammar and referenced norms Moreover, that little time and efforts are spent on teaching and learning speaking leads to Vietnamese high school students‘ unsatisfactory results in speaking These low results are due to numerous factors including students‘ lack background knowledge and low language competence As a matter of fact, although many learners are very good at doing exercises in structural forms, they can hardly communicate with others Therefore, it is beneficial to give some perspective techniques for teaching speaking in order to improve their speaking abilities The role of teachers, besides other objective factors, is very important in helping students to express their ideas in spoken forms successfully In the class, teachers can supply them with appropriate guide and support in fulfilling the speaking tasks Teachers, in fact, give their students some kinds of these guide and support, which is termed ―scaffolding‖, in their teaching Scaffolding is used in a very wide range in teaching all language skills Even when some teachers are not familiar with this term, they are using the techniques and strategies unconsciously Actually, scaffolding is necessary to assist students in achieving higher- level of thinking than what they would if they were working alone, to solve the problems of ideas stuck, vocabulary limitation and to raise the students‘ interest in learning writing Realizing the benefits and dispensable role of scaffolding in teaching English in general and in teaching speaking in particular, as teachers of English at Ha Huy Tap high school, we would like to something with the hope of improving students‘ speaking skills Therefore, the study title goes as “Enhancing 10th graders’ speaking skill through the implementation of scaffolding strategies” In this paper, the authors demonstrated the use of scaffolding techniques, and examined their effectiveness in opening the textbook‘s content ( TIENG ANH 10 – GLOBAL SUCCESS) in such a way as to increase 10th grade students‘ motivation to read and enjoy English Teacher observations and student surveys were collected to determine the effectiveness of using these new techniques The results of this research yielded a new plan for using various kinds of scaffolding to help teachers with teaching speaking It is hoped that using scaffolding will be an effective technique to enhance students‘ speaking competence Aims of the study Focusing on the importance of student participation and enjoyment in speaking lessons, this study aims at examining the use of scaffolding for 10 th graders in speaking lessons at Ha Huy Tap High school These are three objectives of the study: - To discover the urgency and feasibility of the scafolding strategies to enhance students‘ speaking skill - To investigate the effectiveness of using scaffolding strategies during speaking lessons - To find out students and teachers‘ attitudes towards using scaffolding strategies in speaking lessons and give some recommendations Objects of the study The research scope includes the three classes, namely class 10D1,10D and class 10T1 at Ha Huy Tap High School, Nghe An province They are selected to be the participants of the study, all of them have fulfilled English text book in the previous school year Method of the study This study illustrates the findings of an action research developing scaffolding in teaching speaking It is conducted at Ha Huy Tap High school in Vinh city with secondary students The instruments for data collection are journal, oral interviews, questionnaires, and video recordings Scaffolding could be developed by means of cooperative work in order to achieve common interests and support each other Furthermore, students also are expected to display self-regulation by learning strategies, as well as enhance intrinsic motivation in order to achieve leaning goals In order to this kind of action research, we must make some attempt to foster autonomy among the learners we work with In doing so we will frequently find ourselves in a position where we are able, through careful observation and analysis of empirical data, to contribute to theory Schedule In order to evaluate the practicality and validity of scaffolding in improving students‘ speaking skill, we would follow the subsequent steps: a Before applying this method: - Interview students to give their timetable doing tasks by themselves - Ask students that have they ever make target to acquire in the near future - Have a speaking test to diagnose students‘ abilities b While applying this method: - Give scaffolding strategies in speaking lessons c After applying this method: - Re-ask the initial questions to see the advancement as well as the progress after using the strategies C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an II CONTENTS OF THE STUDY Theoretical Background 1.1.The definition of scaffolding The term ―scaffolding‖ has become a core topic in education through teachers‘ realization of the importance of the support they are supposed to provide to the students so as to make the tasks easier for students Though scaffolding, as a teaching strategy, has been adopted by teachers for decades, it has recently got more recognition as an instructional strategy incorporated in the teaching and learning process so as to increase and enhance students‘ translation performance According to Pea (2004), scaffolding is a term used in education to describe a set of teaching techniques that are utilized to direct students towards a deeper understanding and, ultimately, greater independence in the learning process The supporting techniques are removed afterwards so as to enable students to work on their own Scaffolding, according to Belland (2013), aims at ensuring that the student would take partial responsibility for carrying out the tasks assign Scaffolding is perceived as the strategy used by the teachers to facilitate learners‘ transition from assisted to independent performance (Vygotsky, [18]).Wood, Bruner and Ross (1976, p.90) define scaffolding as ―A process that enables a child or a novice to solve problem, carry out a task, or achieve a goal which would be beyond his unassisted efforts‖ In other words, scaffolding steps help a learner to concentrate on the difficult skill she is in the process of requiring Gordon Wells (1999, p.127) referred scaffolding as ―a way of operationalizing Vygotsky‘s concept of working in the zone of proximal development‖ Mercer and Fisher (1993, as cited in Wells, 1999) also view the ZPD characteristic of transfer of responsibility for the task to the students as the major goal of scaffolding in teaching In general, such view of scaffolding is highly consistent with the definition of ZPD provided by Vygotsky (1978) and emphasized the collaboration between the teacher and the learner in coconstruction of knowledge and skill in the former In a wide sense, scaffolding has been interpreted as ―a form of support for the development and learning of children and young people‖ (Rasmussen, 2001, pp.570) and as the way that ―teachers or peers supply students with the tools they need in order to learn‖ (Jacobs 2001, pp.125) 1.2 Scaffolding in Teaching Speaking The main goal of scaffolding strategy in teaching speaking is to help students to be independent in completing tasks Another necessary thing that should be concerned is the effectiveness of scaffolding strategy used by teachers Vygotsky in Byrnes [3] suggests three characteristics First, teachers need to be much aware not to be dominating for assistance within a long time, at the consideration to make students can work on their own Based on the first step of scaffolding, he reminds for only Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an giving some clues to lead the students to think and to the work creatively On the other words, teachers may give hints as initial performance when a student gets off track, then let them complete it all Second, the instruction-level should always be within the zone of proximal development but still challenge them to enhance their knowledge That is the way to mineralized under pressure Lastly, teachers must keep on scientific concepts in teaching to avoid them from falling back to their earthy conceptions of the knowledge Scaffolding strategies Educational scaffolding, according to Van de Pol, Volman, and Beishuizen (2010), may refer to teachers‘ utilization of some given methods to assist students in the filling of a cognitive gap or to achieve progress in learning On their part, teachers develop these strategies in the light of the initial level of competence that students demonstrate Then, they, i.e teachers provide continuous feedback as the learning task progresses It is reported that teachers resort to the use of a variety of scaffolding strategies that assist students‘ learning The specification of teachers‘ use of the scaffolding strategies is the satisfactory assimilation of the context wherein the strategies are tested for use 1.3.1 Modeling The first phase is modeling with verbal commentary Modeling is generally the first step in instructional scaffolding According to Hogan and Pressley states defined it as ―teaching behavior that show how one should feel, think or act within 38 a give situation‖ there are three types of modeling ―think sloud, talk aloud modeling and performance modeling In addition, it is extremely important for the instructor as teacher to offer explanations, which should be explicit statements adjusted to for the learners‘ emerging understanding about what is being learned, why and when it is used and how it used It means that the teacher as instructor show the first example in teaching and learning 1.3.2 Imitating In this phase, students imitate of the skill they have seen modeled by the teacher, including the commentary Having observed their teacher‘s model, the students begin guide practiced by performing part of the task independently The teacher assist his or her students with their early practice on speaking and continuously assesses their learning During this phase, the instructor most constantly asses student understanding and offer frequent assistance and feedback 1.3.3 Removing The third phase is the period when the instructor begins to remove his scaffolding he offers progressively less assistance and feedback to his students as they begin to mastery new content and process 1.3.4 Achieving Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an In this final phase, the students have achieved an expert level of mastery, they can perform the new task without any help from their instruction/teacher Supporting to Vygotsky‘s idea, Wood D Mildthon states that the scaffolding strategy consists of teaching speaking skill by engaging students collaboratively in task that would be too difficult for them to complete on their own Practical background 2.1 An overview of Ha Huy Tap high school Ha Huy Tap upper secondary school is situated in Vinh city, Nghe An province Ha Huy Tap has an enthusiastic and experienced team of teachers, administrators, and support staff For nearly 50 years, the school has developed an excellent reputation in the community, and among the leaders in the provincial department of education and training At present, there are 44 classes with over 1600 students, divided into three different levels: 10th, 11th, and 12th grades The school‘s board of directors have always encouraged and supported the teaching and learning of the English Language at our school The classrooms are well-equipped with modern facilities for learning English, such as computers and projectors There are two specialized rooms where English learners can develop their language skills more effectively However, there are many problems which need to be solved: The books and materials for students in the library are limited Additionally, the students have few opportunities to practice English with native speakers - vital to anyone trying to improve their verbal communication skills 2.2 Teachers In Ha Huy Tap upper secondary school, there are fourteen teachers of English, aged thirty to forty-five All of them have University Bachelor Degrees, and they have a variety of experiences teaching English in classroom settings The teacher with the most experience has nearly twenty-five years in the classroom, while our least experienced teacher has ten years As teachers in city centre, they have opportunities to upgrade their teaching skills, and the school have some resources to provide them with modern teaching aids and materials to help their work There is an atmosphere of collegiality and support among the faculty and administrators, and we often share our teaching experiences in the hope that we can learn from each other There is always room for improvement, and we strive to make ourselves more effective professionals 2.3 Students Most of the students in Ha Huy Tap Upper Secondary School are living in the city —where they have enough modern facilities for learning Our students are required to study 13 compulsory subjects, so they spend little time learning English, and their verbal skills are weak However, there are some visible findings Though they have been studying English for many years, their focus has Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an been on learning syntax and grammar so they can pass regular examinations Although they know it is important to learn English in the modern life, they find it hard to communicate in English In each class, there are only a few students really learning English—and it is those few who are interested in learning it! The majority of the students usually forget most the things they have learned as soon as their testing period is over Once the students lose their motivation for learning, the quality of their classroom experience rapidly declines 2.4 The English Language syllabus Our school‘s 10th Grade English Language textbook ― Tieng Anh 10‖ (Global Success) It is a traditional textbook structured with a priority towards theme-based or topic-based learning models The textbook has desirable aims of providing students with a foundational knowledge of numerous fields, a favorable attitude towards the English Language Below are lessons and content of TIENG ANH 10: GETTING STARTED contains a menu listing and the skills taught in the unit, a conversation introducing the overall topic of the unit, some topic-related vocabulary and the main grammar points, a number of activities to check‘s students‘ comprehension and provide practice of the teaching points in this section LANGUAGE includes Vocabulary, Pronunciation as well as Grammar Vocabulary give in- depth practice of the words and phrases presented in GETTING STARTED and additional vocabulary for use later in the unit Pronunciation includes aspects of pronunciation that can be problematic to Vietnamese students such as sound clusters, weak form, stress patterns and intonation Grammar introduces and practices the main grammar points in focus They are presented in meaningful contexts and follow the three- stage approach to language teaching SKILLS include Reading, Speaking, Listening and Writing Reading contains a topic- related reading text developed to suit students‘ interest and age The vocabulary and grammar points learnt in the previous sections are recycled in the reading text The text also provides an input of language and ideas for students to use in the Speaking, Listening and Writing sub- sections that follow Speaking includes three or four activities which are designed and sequenced in a way that ensures an uninterrupted link between them Listening consists of four or five activities which aim to develop listening skills such as listening for general ideas and/ or listening for specific information Writing guide students through the writing process and focus on the specific text types required by the syllabus COMMUNICATION AND CULTURE includes sub-sections Communication provides language consolidation and free practice of integrated skills This section recycles what students have learnt in the previous sections and introduces extra vocabulary for extension The activities are less controlled Students are encouraged to express their ideas and opinions freely Culture Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an providing information about the ASEAN countries and English speaking countries around the world connected to the cultural aspects of the unit topic It helps students to broaden their knowledge of the world cultures as well as deepen that of their own Vietnamese culture LOOKING BACK offers revision and consolidation of the language learnt in the unit PROJECT is aimed at providing students with an opportunity to apply the language and skills they have learnt throughout the unit to perform a task in real – life situation Students are asked to survey or carry our research to get information about their friends, their neighborhood or to broaden their knowledge about the real world The project activities often involve teamwork which develops team spirit Much of the work for the Project can be done outside of class, at home or during break time Using scaffolding tasks in teaching speaking: The purpose of teaching and learning English is to enable students to use it communicatively both written and spoken Thus, in every teaching and learning process of English the lecturers have to make sure that the learners learn both structurally and verbally According to Rizal (2011) scaffolding talks are expressions used by the teachers in the classroom to interact or deliver some instructions to his or her students in the classroom This means that the teacher or lecturer in this case tries to help the students to master the speaking skill so that the students can learn independently The lecture will provide the students with such instinctive structures to learn a language Rosalina and Sholihah (2018) also agree that scaffolding talk is an assistance given by the lecturer to enable the students to learn independently and reach the learning target The lecturer also plays an important role to be an educator, a facilitator, and assistant for the students There are several idea collection activities that were used during the research to in speaking lessons as follows 3.1.Brainstorming Most problems are not solved automatically by the first idea that comes to mind One of the best ways to get the solution is brainstorming Brainstorming is a technique of focusing on a particular subject or topic and generating points to make about that topic The important point about brainstorming is that there should be no pressure to be "brilliant." You should simply open your mind and freely jot down all ideas coming to your mind without information limitation – if it comes to mind, write it down! Ideas may be single words, phrases, ideas, details, examples, descriptions, feelings, people, situations, etc It is important for the writers to remember that sentences are not required in this activity Students write the ideas on a topic Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an without evaluating themselves and without worrying about putting sentences together Only key words and phrases are important at this stage The teacher can begin the activity by speaking out or writing leading questions on the blackboard to get students thinking about a topic, or ideas that is under focus This activity works especially well if students work in a team All team members can generate ideas to answer the guiding questions and write down everything that comes to mind to generate a free flow of thought The teacher, then, can randomly call students to tell the class their answers or response to the questions The teacher may wish to require students to develop the main ideas in more details Part of brainstorming will involve a selection process Therefore, students can return to the list and decide which points they would like to cross off and others they would like to expand on 3.2.Listing Some people find it difficult to allow their words just to flow out on the page with a free writing activity "Listing" is a technique of brainstorming that can also lead to many ideas that could become good material for a paragraph List making is, for many, a natural activity and makes concrete or tangible ideas that might otherwise remain "slippery" in short-term memory Lists allow you to focus initially on your ideas rather than the shape, form, or organization of those ideas Listing, as the name indicates, simply involves making a list The students will try to generate as many different ideas, details, pieces of evidence or possible approaches to the problem as possible, including even ideas they would not use in the final paper The goal is to list all the information and ideas you have on the topic Jot down a list of phrases or single words you will return to later There are several steps which the students should consider if they carry out the listing activity First, the students should begin this kind of activity with a few blank sheets of paper The second step is to make a list of ideas related to the topic It is noted that the writers can use complete sentences or write a few words or phrases that express the essence of the idea The students not try to put things in order- just get all different thoughts in your head out on the paper, even those that not seem to be useful Therefore, the writers not worry about grammar and spelling at this point, just get their thoughts on the paper 3.3.Journalists’ questions These are six basic traditional questions which the teachers can use to help their students explore the topic they are talking about A key to using the journalists' questions is to make them flexible enough to account for the specific details of your topic Below are possible guiding questions that teachers can use to teach students in the pre-speaking phrase Who? For instance, who are the participants? Who is affected? Who are Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 10
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