An investigation into the use of lets study english textbook to teach speaking skill for students at hue industry college

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY HUE COLLEGE OF FOREIGN LANGUAGES HO THI QUYNH HUONG AN INVESTIGATION INTO THE USE OF LET’S STUDY ENGLISH TEXTBOOK TO TEACH SPEAKING SKILL FOR STUDENTS AT HUE INDUSTRIAL COLLEGE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING HUE, 2013 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY HUE COLLEGE OF FOREIGN LANGUAGES - HO THI QUYNH HUONG AN INVESTIGATION INTO THE USE OF LET’S STUDY ENGLISH TEXTBOOK TO TEACH SPEAKING SKILL FOR STUDENTS AT HUE INDUSTRIAL COLLEGE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60140111 SUPERVISOR: TRAN QUANG HAI, Ph.D HUE, 2013 i BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ HUẾ o0o HỒ THỊ QUỲNH HƯƠNG TÌM HIỂU VIỆC SỬ DỤNG SÁCH GIÁO KHOA LET’S STUDY ENGLISH ĐỂ DẠY KĨ NĂNG NÓI CHO SINH VIÊN Ở TRƯỜNG CAO ĐẲNG CÔNG NGHIỆP HUẾ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC MÔN TIẾNG ANH MÃ SỐ: 60140111 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS TRẦN QUANG HẢI HUẾ, 2013 ii STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is mine The data and findings discussed in the thesis are true, used with permission from associates and have not been published elsewhere Author Ho Thi Quynh Huong ABSTRACT iii The project “An investigation into the use of Let’s Study English textbook to teach speaking skill for students at Hue Industrial College” was carried out with a view to provide the effectiveness of teaching and learning speaking skill for students It aims at finding out (a) difficulties that teachers and students meet in teaching and learning speaking skill with the textbook Let’s Study English, (b) the evaluation speaking parts and speaking activities designed in the textbook Let’s Study English, (c) the teachers‟ speaking activities in the textbook Let’s Study English to improve speaking skill for their students and (d) possible solutions and suggestions to overcome the difficulties and improve the results of speaking teaching Qualitative and quantitative methods were used to collect and analyze the data of the questionnaires, interviews and class observations from 225 students and teachers at HUEIC The findings contain: (1) the biggest difficulty that both teachers and students meet in learning speaking is due to students‟ lack of the background knowledge and large class; (2) most of speaking parts designed in the textbook Let’s Study English were evaluated acceptable except for the layout and design of the textbook; (3) speaking activities are used in speaking classes; (4) some adaptation of speaking activities has been made to make them suitable to the students‟ levels Based on the findings, some suggestions are drawn out not only for students and teachers to have better results in speaking learning and teaching but also for educational authorities for more appropriate consideration into speaking issue Much effort is put forth by the research with the hope of contributing to the improvement of the process of learning and teaching speaking skill at HUEIC iv This study could not have been completed without the help of many respected and beloved people I would like to thank them all this time Above all, I would like to express my deepest gratitude to my supervisor, Dr Tran Quang Hai, for the generous encouragement, sympathetic patience and helpful guidance he gave to me throughout the entire development of this research Without his help, this thesis would not be finished I am grateful to my all instructors in MA course in the academic year 2011 – 2013 for the valuable resources of knowledge for me to start my thesis I would like to thank the Administration Board of Hue Industrial Colleges, who permitted me to carry out my data collection in classes I also thank the teachers and the students at the College, who carefully completed the questionnaires and sincerely provided me with valuable sinformation for this research in the interviews to help me deal with the procedure of the thesis I also want to show the warm gratitude to the lovely friends, the friendly colleagues at the college that faithfully gave me the valuable comments, the contributive adjustments and the useful suggestions in my thesis The affectionate thanks I give to my family- especially, my beloved parents and my caring husband, for their vital love, support and encouragement to help me overcome all difficulties during the time I conducted this study The researcher v vi TABLE OF CONTENTS SUB COVER PAGE i SATEMENT OF AUTHORSHIP iii ABSTRACT iii AKNOWLEDGEMENTS v TABLE OF CONTENTS vi LIST OF ABBREVIATIONS x LIST OF TABLES .xi LIST OF FIGURES xii CHAPTER 1: INTRODUCTION .1 1.1.Background of the research 1.2.Significance of the research 1.3 Scope of the study 1.4 Purposes of the research and research questions 1.4.1 Purposes of the research 1.4.2 Research questions 1.5 Organization of the thesis .4 CHAPTER 2: LITERATURE REVIEW 2.1 Previous studies on teaching speaking skill 2.1.1 In other countries .5 2.1.2 In Vietnam 2.2 Communicative language teaching and teaching speaking skill 2.2.1 Communicative language teaching 2.2.1.1 What is communicative language teaching (CLT)? 2.2.1.2 Characteristics of CLT 2.2.2 Teaching English speaking skill 10 2.2.2.1.What is speaking? 10 vi 2.2.2.2 Types of speaking .11 2.2.2.3 What is teaching speaking? 14 2.2.2.4 Goals of teaching speaking in the classroom .14 2.2.2.5.Principles for teaching speaking skill 15 2.2.2.6.Classroom techniques and tasks for speaking .17 2.2.2.7.Factors affecting English speaking abilities 17 2.2.2.7.1 Language learning motivation 18 2.2.2.7.2 Language learning attitude .18 2.2.2.7.3 Language learning strategies 19 2.3.Textbooks and their roles in language teaching programme 19 2.3.1 What is a textbook ? 19 2.3.2 The role of the textbooks in EFL, ESL classroom 19 2.4 Textbook adaptation and techniques of adaptation 20 2.4.1 Textbook adaptation 20 2.4.2 Techniques of adaptation……………………………………………… 21 2.5 An overview on the textbook .23 2.5.1 Aim of the textbook 23 2.5.2 Structure of Let’s study English 24 2.6 Summary 25 CHAPTER 3: METHODOLOGY 26 3.1 Kinds of research and research approaches .26 3.2 Participants 27 3.3 Data collection 28 3.4 Procedures of collecting data .30 3.6 Data analysis methods 31 CHAPTER 4: FINDINGS AND DISCUSSION .32 vii 4.1 Teachers‟ and students‟ responses on the difficulties in teaching and learning speaking skill .32 4.1.1 Teachers‟ and students‟ responses on the importance of speaking skill in comparison with other skills .32 4.1.1.1 Learning speaking skill from teachers‟ perspective 33 4.1.1.1.1 Teachers‟ thinking about learning speaking skill 33 4.1.1.1.2 Teachers‟ attitude towards learning speaking skill 34 4.1.1.2 Learning speaking skill from students‟ perspective 35 4.1.1.2.1 Students‟ thinking about learning speaking skill 35 4.1.1.2.2 Students‟ attitude towards learning speaking skill 36 4.1.2 Difficulties in teaching speaking skill from teachers‟ perspective 37 4.1.3 Difficulties faced by students when they use the textbook Let’s Study English 38 4.2 Teachers‟ and students‟ evaluation on the speaking parts designed in the textbook Let’s Study English .40 4.2.1 Teachers‟ evaluation on the speaking parts designed in the textbook Let’s Study English .40 4.2.2 Students‟ evaluation on the speaking parts designed in the textbook Let’s Study English .42 4.2.3 Students and teachers‟ opinions on accuracy and fluency in the textbook Let’s Study English 43 4.3 Using speaking activities in the textbook Let’s Study English 45 4.3.1 Teachers‟ use of speaking activities in the textbook Let’s Study English 45 4.3.2 Speaking activities of the textbook Let’s Study English 46 4.4 Adaptations made to the textbook Let’s Study English to be used more effectively at College 47 4.4.1 Speaking activities used by teachers 47 4.4.2 Students‟ opinion on teachers‟ textbook adaptation 49 viii 4.4.3 Reasons for teachers‟ textbook adaptation 50 CHAPTER 5: CONCLUSION AND IMLICATIONS .52 5.1 Conclusion 52 5.2 Implications 54 5.2.1 For administrators .54 5.2.2 For students 54 5.2.3 For teachers 55 5.3 Limitations 56 5.4 Suggestions for further research 56 REFERENCES 57 APPENDICE .60 ix - Giáo viên sử dụng phương pháp dạy nói khơng phù hợp Trình độ lớp chưa ngang Thiếu nguồn tài liệu hỗ trợ Các bạn chưa tham gia tích cực vào hoạt động nói mà giáo viên tổ chức Do chương trình kết thúc học phần khơng có đánh giá kỹ nói Câu hỏi Những hoạt động sau sách mà giáo viên vận dụng nhằm khuyến khích bạn nói tiếng Anh? Xin bạn vui lịng đánh dấu () vào cột để mức độ thường xuyên hoạt động Ghi chú: 1=Thường xuyên 2=Thường 3=Thỉng thoảng 4=Hiếm 5= Không Hoạt động Information gap (tìm thơng tin) Đây hoạt động người có thơng tin người chưa có ngược lại, sau họ phải sử dụng cấu trúc câu học để tìm thơng tin Jig-saw activities ( ghép thơng tin) Đây hoạt động mà cá nhân cặp hay nhóm có thơng tin mà người cần Sử dụng ngơn ngữ đích để bàn bạc, chia thơng tin cho Role-plays (đóng vai) Đây hoạt động yêu cầu bạn đóng vai thực hành nói dưạ vào tình Simulations ( mơ phỏng) 69 Đây hoạt động mà giáo viên bạn mang theo vật dụng thật để thực hành nói thơng qua tình Câu hỏi Xin vui lịng đánh dấu () vào cột để mức độ thường xuyên hoạt động mà giáo viên thường tổ chức luyện nói cho học viên Ghi chú: 1=Thường xuyên 2=Thường 3=Thỉng thoảng 4=Hiếm 5=Không Hoạt động Học viên trả lời câu hỏi mà giáo viên đặt Giáo viên tổ chức cho học viên làm theo cá nhân Giáo viên tổ chức cho học viên làm theo cặp Giáo viên tổ chức cho học viên làm theo nhóm Câu hỏi 10 Hãy đánh dấu () vào cột để thể mức độ đồng ý bạn sử dụng sách Let’s Study English để dạy nói giáo viên Ghi chú: 1=Hồn tồn đồng ý 2=Đồng ý 4=Khơng đồng ý 3=Khơng biết 5=Hồn tồn khơng đồng ý Việc dạy giáo viên Giáo viên dạy kỹ nói lồng ghép với kỹ nghe viết Giáo viên dạy kỹ nói riêng biệt Giáo viên trọng đến phần phát âm, ngữ điệu Giáo viên luyện nói dựa điểm ngữ pháp Câu hỏi 11 Giáo viên bạn thường xuyên sử dụng hoạt động để luyện nói nào? Ghi chú: 1=Thường xuyên 2=Thường 5=Không 70 3=Thỉng thoảng 4=Hiếm Hoạt động Các hoạt động sách Các hoạt động thiết kế giáo viên Các hoạt động từ nguồn tài liệu khác Đơn giản hóa hoạt động sách Câu hỏi 12 Theo bạn, giáo viên cần làm để cải thiện kĩ nói cho học sinh? Có Khơng Khơng biết Hoạt động Sử dụng thêm tài liệu bổ trợ cho việc dạy nói Giữ lại hoạt động thiết kế sách giáo khoa Cải biến mốt số hoạt động sách giáo khoa Tăng số tiết học nói Thay đổi cập nhật số đề tài, thiết kế hoạt động thú vị Ý kiến khác: (Hãy nói rõ) ………………………………………………………………………………………… ………………………………………………………………………………………… Cảm ơn hợp tác bạn! 71 APPENDIX RESEARCH QUESTIONNAIRE (FOR TEACHERS) This questionaire is made in order to collect necessary data for the research on the Use of Let’s Study English textbook on the actual teaching and learning speaking skill at Hue Industrial College I would be grateful if you would complete the questionnaire by putting a tick or answering briefly Part I: Personal information Your age: 22 – 25 26 – 30 Your gender: 31 – 35 36 – 40 Male Female Above 40 Your qualification: BA MA PhD Years of teaching: < years – 10 years > 10 years Have you ever participated in any workshops on speaking skill? Yes No II Investigating questions Question What you think of the importance of speaking skill in comparison with other skills? More important Equally important Not necessary Don‟t know Less important Question Do your students like speaking lessons and practicing speaking skill? Yes No Do not know Teacher’ opinions Yes They like speaking and the tasks in textbook They like playing games or doing free activities (without doing tasks) They are afraid of speaking because they don‟t know how and what to with speaking tasks They hate speaking because it is too difficult 72 No Do not know Question Please rank the topics that your students are interested in during speaking exercises Please put a tick () Note: 1=Most interested 2=Interested 3=Do not know 4=Not interested at all Topics Greeting/ Personal information Family/Friends Hobbies Reserving a table in a restaurant Showing the way Shopping City life/ Country life Country and people Holidays/ festival Future jobs Question What are your opinions about speaking parts designed in the textbook Let’s Study English? Good Rather good Average Teacher’s opinions Pictures, Illustrations Contents and topics Speaking tasks/activities Grammar Vocabulary Pronunciation 73 Bad Others: (Please specify) Question Does the textbook have tasks help students to speak accurately and fluently? Yes  No  No idea  Question Indicate the physical problems that you have to take into account when carrying out speaking tasks in the textbook to improve speaking skill? Please rank from 1-5 Note: 1=Totally agree 2=Agree 3=Do not know 4=Disagree 5=Totally disagree Physical problems Large class Time constrains Classroom furniture Lack of teaching facilities Question What are the other difficulties that you encounter when using the textbook for teaching speaking? Please rank from to to show your agreement Note: 1=Totally agree 2=Agree 3=Do not know 4=Disagree Difficulties 5=Totally disagree Low professional ability - Inappropriate techniques for teaching speaking skill - Limited speaking ability ( pronunciation and intonation) - Misunderstanding cultural factors 74 Lack of supplementary sources Mixed level students Lack of students‟active participation Question How often you carry out the following activities to teach speaking skill? Always Often Sometimes Activities Rarely Never Information gap Jig-saw activities Role-plays Simulation Others: (Please specify) Question How often you use the following activities to pratice speaking skill? Always Often Sometimes Activities Rarely Never Students answer questions Students work individual Students work in pair Students work in group Question 10 Please rank from to to show your agreement about using the following activities to teach speaking skill Note: 1=Totally agree 2=Agree 3=Do not know 4=Disagree 75 5=Total disagree Activities Co-operating speaking with listening and writing skill Only teach speaking skill Paying attention to pronunciation, intonation Only teach speaking based on grammar points Question 11 How often you use the following activities to practice speaking skill? Always Often Sometimes Rarely Activities Never Completely using the speaking activities in the textbook Self-designed activities Using activities adapted from other sources Simplyfing the activities in the textbook Question 12 What are the reasons for your modification ? Please rank 1-5 for your agreement Note: 1= Totally agree 2=Agree 3=Do not know 4=Disagree Aspects Language used is too complicated The activities are too difficult for learners to practice Cultural factors can prevent students from speaking fluently The tasks and activities are not suitable for students‟ language level The topic don‟t interest your students very much 76 5=Total disagree Question 13 According to you, what can the teachers to help students improve their speaking skill? Yes No Do not know Activities Use more supplementary materials Remain tasks designed in the textbook Adapt some activities in the textbook Increase number of speaking periods Change and update some topics, design more interesting tasks Others: (Please specify) ………………………………………………………………………………………… ………………………………………………………………………………………… THANK YOU FOR YOUR HELP! 77 APPENDIX 3A INTERVIEW (FOR STUDENTS) Do you find speaking is an important skill? What difficulties you encounter when learning speaking? What is your evaluation about speaking parts designed in the textbook Let’s Study English? What activities does your teacher often use to teach speaking parts designed in the textbook Let’s Study English? What solutions you suggest to make full use of the textbook Let’s Study English to improve your speaking skill? 78 APPENDIX 3B CÂU HỎI PHỎNG VẤN (DÀNH CHO HỌC SINH) Bạn có thấy kĩ nói quan trọng khơng? Những khó khăn mà bạn gặp phải học nói? Bạn có đánh giá phần nói thiết kế sách giáo khoa Let’s Study English? Giáo viên bạn thường có hoạt động để dạy kĩ nói thiết kế sách giáo khoa Let’s Study English? Những giải pháp mà bạn nghĩ thực để sử dụng sách giáo khoa Let’s Study English hiệu để cải thiện kĩ nói bạn? 79 APPENDIX INTERVIEW (FOR TEACHERS) Do you find speaking is an important skill? What difficulties your students meet when learning speaking? What is your evaluation about speaking parts designed in the textbook Let’s Study English? What activities you often use to teach speaking skill designed in the textbook Let’s Study English? If you could make some changes to the textbook, what are your suggestions? Why? 80 APPENDIX OBSERVATION SHEET Teacher‟s name: Group: ………………………………….School: Class:……………………………… … Date:…… Lesson:…………………………………………… Aim(s):…………………… Teacher Listening stages Pre-speaking Whilespeaking Activities Adaptation Adding Deleting/ Omitting Modifying Simplifying Re-ordering 81 Post-speaking COMMENTS GOOD POINTS: SUGGESTIONS FOR IMPROVEMENT: 82 46,48,52,54-55,57-58,61-62 1-5,7-45,47,49-51,53,56,59-60,63-95 83