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TABLE OF CONTENTS Contents Pages STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii TABLE OF CONTENTS LIST OF TABLES LIST OF FIGURES LIST OF ABBREVIATIONS LIST OF APPENDICES ABSTRACT Chapter 1: INTRODUCTION 1.1 Background of the research 1.2 Aims of the study 12 1.3 Research questions 12 1.4 Scope of the research 12 1.5 Significance 13 1.6 Structure of the research 13 Chapter 2: LITERATURE REVIEW 15 2.1 Conversation 15 2.1 Definition 15 2.1.1.1 What is conversation? 15 2.1.1.2 What is dialogue? 16 2.1.2 Characteristics of the conversations in the English textbooks 16 2.2 The nature of speaking 18 2.2.1 What is speaking 18 2.2.2 Functions of speaking 19 2.2.3 Speech acts and speech events 19 2.2.4 Basic principles in developing speaking skill 20 2.2.4 Linguistic competence 20 2.2.4 Communicative competence 21 2.2.5 Reasons for teaching speaking skill at high school level 22 2.2.6 Principles for teaching speaking skill 23 2.2.6.1 Be aware of the differences between second language and foreign language learning contexts 24 2.2.6.2 Give students practice with both fluency and accuracy 24 2.2.6.3 Provide opportunities for students to talk by using group work or pair work and limiting teacher talk 25 2.2.6.4 Plan speaking tasks that involve negotiation for meaning 25 2.3 Authentic speaking tasks 26 2.3.1 What is a task 27 2.3.2 What is an authentic speaking task 28 2.3.3 Characteristics of authentic speaking tasks 29 2.3.4 What are components of an authentic task 30 2.3.5 Characteristics of a successful speaking activity 33 2.3.6 Some of authentic speaking tasks used to improve students‟ speaking skill 34 2.3.6.1 Information gap activities 34 2.3.6.2 Jigsaw activities 34 2.3.6.3 Role-play 35 2.3.6.4 Simulations 35 2.3.6.5 Find someone who 36 2.4 Summary 36 CHAPTER 3: METHODOLOGY 37 3.1 Research approach 37 3.2 Participants 37 3.3 Data collection 38 3.3.1 Questionnaires 38 3.3.2 Classroom observations and videotaped Classroom 39 3.3.3 Depth interviews 39 3.4 Data analysis 40 3.5 Summary 41 Chapter 4: FINDINGS AND DISCUSSION 42 4.1 Introduction 42 4.2 Findings and Discussion 42 4.2.1 The significance of teaching and learning English speaking skill at QTHS 43 4.2.2 The teachers‟ and students‟ perceptions towards the characteristics of authentic speaking tasks 45 4.2.2.1 The teachers‟ perceptions towards the characteristics of authentic speaking tasks 45 4.2.2.2 The students‟ perceptions towards the characteristics of authentic speaking tasks 47 4.2.3 The reality of using the conversations in the English textbooks to teach speaking at QTHS 48 4.2.3.1 The frequency of using the conversations in the English textbooks 48 4.2.3.2 The frequency of using speaking activities 51 4.2.3.3 The frequency of using pair work and group work 53 4.2.3.4 The frequency of using visual aids 55 4.2.4 The learners‟ attitude toward the teaching process 56 4.2.5 The appropriate solutions for teachers to teach English speaking skill more effectively 57 4.3 Conclusion 59 Chapter 5: CONCLUSION AND IMPLICATIONS 61 5.1 General issues 61 5.1.1 The significance of teaching and learning English speaking skill at QTHS 61 5.1.2 The teachers‟ and students‟ perceptions towards the characteristics of authentic speaking tasks 61 5.1.2.1 The teachers‟ perceptions towards the characteristics of authentic speaking tasks 61 5.1.2.2 The students‟ perceptions towards the characteristics of authentic speaking tasks 62 5.1.3 The reality of using the conversations in the English textbooks to teach speaking at QTHS 62 5.1.3.1 The frequency of using the conversations in the English textbooks 62 5.1.3.2 The frequency of using speaking activities 62 5.1.3.3 The frequency of using pair work and group work 63 5.1.3.4 The frequency of using visual aids 63 5.1.4 The learners‟ attitude toward the teaching process 63 5.1.5 The appropriate solutions for teachers to teach English speaking skill more effectively 63 5.2 Recommendations 64 5.2.1 Teachers 64 5.2.2 Textbook designers 65 5.2.3 Limitation of the study 66 5.2.4 Suggestions for future researches 66 REFERENCES 67 APPENDICES LIST OF TABLES Table 2.1: Characteristics of authentic tasks 28 Table 4.1: Significance of learning English speaking skill 42 Table 4.2: The interests of teachers in planning speaking activities 43 Table 4.3: The speaking activities students like to practice in English classroom 46 Table 4.4: The frequency of using the conversations in the English textbooks 48 Table 4.5: The frequency of using speaking activities 50 Table 4.6: The frequency of using types of speaking activities 52 Table 4.7: The frequency of using visual aids 53 Table 4.8: The frequency of interaction in English 54 Table 4.9: Learners‟ progress in speaking skill 55 LIST OF FIGURES Figure 2.1: Components of an authentic task 29 LIST OF ABBREVIATIONS CLT Communicative language teaching MOET Ministry of Education and Training TL Target Language EFL English as a foreign language QTHS Quang Trung High School GL Gia Lai LIST OF APPENDICES Appendix 1: Interview Questions for Teachers (English version) Appendix 2: Interview Questions for Teachers (Vietnamese version) Appendix 3: Questionnaire (English version) Appendix 4: Questionnaire (Vietnamese version) Appendix 5: The conversations in the English textbooks This thesis aims to investigate how teachers at Quang Trung high school, Gia Lai province adapt the conversations in the English textbooks to teach speaking skill The data were collected by means of questionnaire and in-depth interviews One hundred and twenty copies of a well-prepared questionnaire were delivered to students and returned, and seven interviews were conducted with seven teachers of English The findings showed that most teachers and students at Quang Trung high school, Gia Lai province were aware of the necessary of using the conversations in the English textbooks to teach and learn speaking skill However, teachers should to use appropriate visual aids, pair work and group work, and authentic speaking tasks to develop learners‟ speaking skill CHAPTER INTRODUCTION 1.1 Background of the research In 1995, the Prime Minister issued a Decree, according to which personnel working in Government agencies have to be able to communicate in English (Le, 1999, p.73) From then on, English is a compulsory school subject and is one of the six subjects which students have to pass in the final examination However, only reading and writing skills are assessed According to Nguyen (2008, p.40 cited from Tran and Ho, 2000, p.77) listening comprehension and speaking skills are not tested in high school graduation exams or in university entrance exams In fact, students are assessed based on a written test of reading and writing skills only The examination content mainly tests the ability to remember grammar rules rather than language use Therefore listening and speaking skills are not the focus of teaching and learning Many students and even teachers spend much time developing reading and writing skills to get good results in final exams On the contrary, they pay little attention to speaking and listening skills, they almost ignore these two skills This leads to the fact that many students at high school level can not communicate verbally in English, they are not able to initiate a conversation in English outside the classroom QTHS in GL province are not an exception To improve students‟ communicative competence, the MOET published a new series of textbooks in which communicative ability is more focused The textbooks cover four skills: speaking, listening, reading and writing As a result, students have more chances to speak in class and the teacher acts more as a facilitator and co- operator However, we can not deny the fact that these new textbooks can also have adverse effects on teaching and learning English for both teachers and learners In reality, these new textbooks are written with a general student audience not with only students at any special school QTHS, where the researcher works, is located at An Khe town, GL province, a mountainous area Most students often fall below the average level They are shy to speak English in front of their classmates since they are afraid of making mistakes and losing face Hence these textbooks are certainly not appropriate for them This may make English for both teachers and students encounter difficulties when it comes to teaching, learning and, especially speaking skill Moreover, from my teaching experiences and observations at my school, I notice that there is a gap between the new textbooks and teaching methods used Because of the fact that this set of textbook is still relatively new (they have been in use since 2006-2007 school year), many teachers have not kept up with the changes or been able to design their lessons appropriately, especially speaking lessons English speaking skill is still taught by “Audiolingual method, in which students were often asked to repeat after their teachers, study grammar rules, recite dialogues, and learn vocabulary” (Bailey and Nunan, 2005, p 50) In fact, in the context of teaching and learning English at QTHS, learning occurred in arranged situations in which memorization is mainly used Students at QTHS are often taught by being provided with the model conversations in the English textbooks They are required to listen to them and then practice repetitions so that they can get accustomed to vocabulary, grammatical points supplied What‟s more, during lectures, both teachers and students speak Vietnamese rather than English and therefore, students have few opportunities to communicate in English in learning environment As a result, new lessons with new skills are still taught with old method 10 as a teacher said, although they knew that films including the suitable conversations is a good way to teach the real situation to their students Table also indicates that no teachers like to use video clip and chart to concentrate their students‟ attention In sum, vocabulary is said to be very necessary for learners in English speaking To help learners have linguistic competence, teachers at QTHS considered pictures as the most effective way They also made use of benefits of using other visual aids such as short films or power point in their teaching process 4.2.4 The learners’ attitude toward the teaching process The above discussions are about what teachers at QTHS did to enhance learners‟ English speaking skill In the following, the researcher will focus on the result of their work Table 4.8: The frequency of interaction in English Interaction in English Number = 120 Percentage (%) Yes 62 51.66 No 58 48.34 Total 120 100.00 As can be seen from Table 4.8, 51.66 % of the learners said that they had real English interaction in classroom Whereas, 48.34 % thought they did not use English at all In the condition of most students often fall below the average level as introduced before, these figures showed a positive effect on student achievement This viewpoint will be proved more by the data in Table 4.9 Table 4.9: Learners‟ progress in speaking skill 56 Learners‟ progress in Number = 120 Percentage (%) Yes 80 66.66 No 40 33.34 Total 120 100.00 speaking skill The data in Table 4.9 shows that 66.66 % of the students agreed they made meaningful progress in their speaking skill However, the others (33.34 %) thought they had not made any progress To sum up, the majority of students stated that their teachers used the appropriate way to help them develop their speaking skill 4.2.5 The appropriate solutions for teachers to teach English speaking skill more effectively When asked about the solutions for teachers to teach English speaking skill more effectively, all interviewed teachers contributed their valuable ideas First of all, the language of the conversations should be suitable to spoken so that learners can rehearse the conversations in real situations to express their ideas, opinions and feelings, as expressed by one teacher: “The conversations in the English textbooks are so long and contrived Meanwhile, in most real situations people not plan ahead of time what they are going to say and there are often repetitions, incomplete sentences, and short phrases in their speeches not structured sentences as in the textbooks Therefore 57 these conversations should be redesigned shorter to motivate learners practice speaking in classroom” (Teacher Interviewed, November 22, 2010) Secondly, some speaking tasks in the English textbooks are not authentic, which lead learners to get fed up with Hence teachers should set up authentic speaking tasks for their learners to practice the target language One interviewed teacher shared her idea: “In my opinion, the appropriate solution for teachers to teach English speaking skill more effectively is to redesign the speaking tasks provided in the textbooks The new tasks should be appropriate to the language proficiency level of the students for each class” She added more “Teachers can use some speaking activities that help learners have much time to practice speaking such as sharing information, interviewing or being interviewed, playing roles and so on” (Teacher Interviewed, November 24, 2010) Thirdly, many participants said that teachers should use pair work and group work in speaking classes to increases the time for each student to practice speaking in one lesson As a teacher said: “Our students have no chance to speak English to native speakers, and they not have opportunities to practice speaking English outside classroom Hence our responsibility is to give them as many opportunities in classroom as possible From my experience, only by using pair work and group work can our learners talk a lot in the foreign language” 58 (Teacher Interviewed, November 24, 2010) Last but not least, teachers should use visual aids in class room to increase students‟ interest in their lessons In fact, visual aids can help teachers to convey their ideas more effectively, as a teacher revealed: “Teachers can use pictures or short films to make their lessons more vivid lively and easy for learners to understand the language Using appropriate pictures can provide cues, prompts, situations and non-verbal aid for communication What’s more, we can use authentic conversations from short films relating to the topics to create opportunities for learners to confront with real life experiences” She explained more “using authentic conversations can provide learners with variations in pronunciation, and how intonation and incomplete structures are used to express meaning This visual aid also helps learners use appropriate language to open and close a conversation, which is often deleted in the textbook conversations” (Teacher Interviewed, November 24, 2010) In sum, there are many solutions drawn out by teachers from their real teaching experience to teach English speaking skill more effectively such as using appropriate spoken language, redesigning speaking tasks more communicatively, using pair work or group work to increase students‟ talking time and visual aids to introduce how a conversation is started, closed and so on To get better results, teachers should apply these suggestions to their applicable teaching context 4.3 Conclusion In conclusion, teaching speaking skill at school should contribute to developing students‟ abilities to express themselves in foreign languages So, as teachers, we have 59 a responsibility to prepare students as much as possible to be able to speak in English in the real world outside the classroom To get this, English teachers at QTHS in GL province adopted the conversations in the English textbooks by using the solutions mentioned in 4.2.5 However, most teacher participants had little preparation time to redesign the speaking tasks or search the appropriate conversations for their teaching, so they couldn‟t adopt these solutions often They just conducted them in some special lectures when there was observation from their colleagues, which leads to the low effectiveness of English teaching speaking 60 CHAPTER CONCLUSION AND IMPLICATIONS From the literature review presented, the methodology used to conduct this study and the results discussed before, this chapter now will present the conclusion of the findings and some implications for teachers to teach English speaking skill more effectively 5.1 General issues 5.1.1 The significance of teaching and learning English speaking skill at Quang Trung high school The study result showed that all teachers and learners at QTHS in GL province were well aware of the significance of English speaking skill in recent situation Most of the learner participants confirmed that speaking was the skill they paid most attention to when learning English although it was not tested in high school final exams While many teacher participants also asserted that knowing a language means really able to speak that language And speaking skill is used to express their feelings, thought and ideas They all agreed to focus on teaching speaking skill 5.1.2 The teachers’ and students’ perceptions towards the characteristics of authentic speaking tasks 5.1.2.1 The teachers’ perceptions towards the characteristics of authentic speaking tasks The next finding of the study was the positive perceptions of teachers towards the characteristics of authentic speaking tasks The interviewed teachers revealed that 61 they used various speaking tasks to help learners have opportunities to practice different situations in real life 5.1.2.2 The students’ perceptions towards the characteristics of authentic speaking tasks Most of the learner respondents presented their positive perceptions towards the characteristics of authentic speaking tasks even though they did not aware of whether the speaking tasks in the textbooks were authentic or not These perceptions were illustrated by the speaking activities such as playing games (68.33 %), playing roles (63.33%), interviewing or being interviewed (60 %) and sharing information (56.66 %) learners like to participate in speaking classes 5.1.3 The reality of using the conversations in the English textbooks to teach speaking at Quang Trung high school 5.1.3.1 The frequency of using the conversations in the English textbooks The study result also proved that English textbook conversations were used to teach speaking skill frequently However, these conversations were fake, they were not real In other words, it seemed that the textbook designers just focused on vocabulary, grammar structures, so they needed to be changed for learners to apply to in real conversations Hence, the teachers of English often shortened them so that their learners could practice speaking skill more effectively 5.1.3.2 The frequency of using speaking activities Both teachers and learners agreed that some communicative speaking tasks were used to develop learners‟ speaking skill such as playing games, playing roles, 62 interviewing or being interviewed and sharing information That‟s why these various kinds of speaking tasks were used in the classroom 5.1.3.3 The frequency of using types of speaking activities Another finding of the study was using pair work and group work to increase learners‟ speaking time Pair work and group work were used in all speaking skill lessons to let learners practice speaking skill more effectively 5.1.3.4 The frequency of using visual aids Last but not least, teachers made use of the advantages of visual aids in teaching speaking skill, especially pictures and short films to introduce the conversation in each concrete situation By using the appropriate visual aids, teachers highly motivated learners in their learning process 5.1.4 The learners’ attitude toward the teaching process The study proved that what the teachers did in their teaching process had a positive effect on student achievement The students made their meaningful progress in their study 5.1.5 The appropriate solutions for teachers to teach English speaking skill more effectively From completed projects of using the conversations in the English textbooks to teach speaking skill more effectively, many teachers got a lot of experiences from their real teaching They shared their experiences in changing the language in the textbook conversations from written to spoken, using authentic speaking tasks, using pair work and group work in speaking tasks, using visual aids and so on These real experiences would help them to develop their learner‟s speaking skill more effectively 63 5.2 Recommendations 5.2.1 The teachers Firstly, the findings of the study show that a model conversation in the English textbooks is effective and useful for students when its language is suitable to speaking not writing Using conversations with incomplete structures, false starts and so on will make learners think that they can reach a proficient speaking level Secondly, in order to teach speaking skill effectively, teachers need to redesign the speaking tasks provided When designing tasks, teachers should pay more attention to the language proficiency level of the students, especially for classes with multi level If teachers ask their students to tasks which are above their level, they will simply get bored with these tasks and easily become frustrated and demotivated On the contrary, if speaking tasks are so easy they can also become demotivated Therefore, teachers should give tasks at a mid-line so that the advanced students will not be bored and the weak students will not struggle too much When the speaking task is in line with the students‟ ability, all of them will be eager to speak Another important consideration when designing tasks is that teachers should use various speaking tasks As we know, students have different learning styles, so this task can suit these students, while other tasks can be suitable for other students Moreover, when being overused, any kind of task can become less interesting Thirdly, teachers can enhance learning in their classroom by using pair work or group work These types of speaking activities help learners work collaboratively and have more time to speak in their target language Moreover, pair work and group work also provide students with an engaging and dynamic learning environment However, when using pair work or group work, teachers should not let their learners work in the same pairs or same groups for a long time In some cases, it is possible to let learners 64 find their own partners However, it is also better for learners who not know each other well to interact together, since one of the goals of interaction is to establish social relationships between the learners so that the learning process is facilitate Last but not least, teachers should spend more time in their careful preparation before teaching To have high quality and an interesting speaking teaching period, teachers should prepare their lesson plans carefully with the supplement of visual aids such as pictures or short films to introduce the model conversations The authentic conversations will create an interesting climate for learners The authentic conversations with native speakers also help students experience how incomplete structures are used to express meaning, how to open and close a conversation and so on That teachers use visual aids frequently can help students become more interested in their learning 5.2.2 The textbook designers Teachers and learners at most high schools in Vietnam have used Basic English Textbooks designed by The Vietnamese Ministry of Education and Training since the school year 2006 – 2007 It can not be denied that these English textbooks have innovated in terms of topics selecting, tasks designing, and the distribution of language skills and knowledge in each unit in a way that facilitates the teaching and learning (Nguyen, 2008, p.16) However, the language of some conversations and speaking tasks are not suitable to teaching and learning a language communicatively, for example, the speaking section of Unit in English 10 on page 47-48 In task 1, learners are required to use questions provided to fill in the blanks of an interview with the questions left out After finishing this task, learners have a model interview (see Appendix E) Then learners have to interview their partners, using the questions in task (task 2) and tell the whole class what they know about their partners This conversation is full of long sentences and always in right form of grammar, which 65 decreases learners‟ motivation Moreover, from the reality in my school, learners in each class have known each other so well because they have been classmates since they were in secondary school or even primary school Hence, this type of task could not encourage learners to speak their target language All of these if addressed intentionally may make the textbook more appropriately to English teachers and learners at Quang Trung high school in Gia Lai province in particular and learners nationwide in general 5.2.3 Limitation of the study The recent research has investigated how the conversations in the English textbooks written by Hoang et all (2006-2008) were used to teach speaking at QTHS in GL province The scale of the study was still small and it just reflected the general tendency of teachers and students at QTHS high school in GL province not all high schools in Vietnam 5.2.4 Suggestions for future researches In order to have an all-sided look at using the Textbook conversations to teach speaking skill effectively, future research should be done on a larger scale involving in many high schools in Vietnam Furthermore, more research should be done with more appropriate duration of time to see other problems in teaching and learning speaking skill that teachers and learners may encounter and in other skills 66 REFERENCES Bailey, K.,M & Nunan, D (2005) Practical English Language 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