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TABLE OF CONTENTS SUB-COVER PAGE STATEMENT OF AUTHORSHIP ACKNOWLEDGEMENTS TABLE OF CONTENTS LIST OFABBREVIATIONS LIST OF TABLES LIST OF CHARTS LIST OF FIGURES ABSTRACT .9 CHAPTER I: INTRODUCTION 11 I.1 RATIONALE AND RESEARCH QUESTIONS 11 I.2 RESEARCH PURPOSES 15 I.3 RESEARCH SIGNIFICANCE 15 I.4 RESEARCH SCOPE .16 I.5 METHODOLODY OF THE STUDY 17 I.6 STRUCTURES OF THE THESIS 17 CHAPTER II: LITERATURE REVIEW 19 II.1 DEFINITIONS OF COMMUNICATION SKILLS .19 II.2 TYPES OF COMMUNICATION SKILLS 20 II.2.1 Verbal communication 21 II.2.2 Non-verbal communication 22 II.3.THE IMPORTANCE AND NECESSITY OF COMMUNICATIVE SKILLS IN ENGLISH TEACHING AND LEARNING 24 II.4 ACTIVITIES 26 II.4.1.Definition: .26 II.4.2 Activity types: .26 II.5 COMMUNICATIVE CLASSROOM ACTIVITIES 28 II.5.1 Purpose 28 II.5.2 Requirements .29 II.5.3.Types of communicative classroom activities 30 II.6.SOME FACTORS THAT PREVENT STUDENTS FROM COMMUNICATING IN ENGLISH 33 II.6.1 Factors of Foreign Language Anxiety 33 II.6.2 Factors associated with Learner‟s own sense of “self” and “language classroom environment” 34 II.6.3 Classroom procedure 36 II.7 SOCIO – CULTURAL FACTORS 37 II.7.1 Social environment for L2/FL acquisition 37 II.7.2 Errors in social setting 37 II.8 INTEGRATING SKILLS AND COMMUNICATION .38 II.8.1 Importance of integrating skills: 38 II.8.2.Communication through reading activities 39 II.8.3 Communication through writing activities 39 II.8.4 Communication through listening activities 40 CHAPTER III: METHODOLOGY 41 3.1 AIM 41 3.2 PARTICIPANTS 41 3.3 HYPOTHESES: REMARKS ON SOME PROBLEMS OF LEARNING AND TEACHING AT NGUYEN HUE HIGH SCHOOL IN HUE CITY 42 3.3.1 Materials .42 3.3.2 Teachers‟ method 42 3.3.3 Students‟ motivation 43 3.4 DATA COLLECTION INSTRUMENTS .43 3.5 DATA COLLECTION PROCEDURE 44 3.6 DATA ANALYSIS METHOD AND PROCEDURE 46 CHAPTER IV: FINDINGS AND DISCUSSION 48 4.1 DATA COLLECTION 48 4.2 DATA ANALYSIS .49 4.2.1 Survey questionnaire for teachers 49 4.2.1.1 Teachers‟ attitudes towards the importance and necessity of communicative skills in English teaching and learning (questions 1, 2, 3, 4) 49 4.2.1.2 Useful communication activities which teachers often carry out in the English speaking classes (question 5,6,7,8) .52 4.2.2 Survey questionnaire for students 57 4.3 DISCUSSION OF FINDINGS 64 CHAPTER V: CONCLUSION 67 5.1 SUMMARY OF THE STUDY .67 5.2 LIMITATION OF THE STUDY 68 5.3 SUGGESTIONS FOR FURTHER STUDY 68 5.4 SUGGESTIONS FOR APPLICATION OF CLASSROOM ACTIVITIES TO DEVELOP THE 11TH FORM NGUYEN HUE HIGH SCHOOL STUDENTS‟ COMMUNICATIVE SKILLS IN ENGLISH SPEAKING CLASSES 68 5.4.1 Information sources 69 5.4.2 Activities in class 69 5.4.3 Practical tips for teachers .76 REFERENCES .78 LIST OFABBREVIATIONS CA : Communication Apprehension CLT : Communicative Language Teaching EFL : English as Foreign Language ELT : English Language Teaching ESL : English as Second Language FL : Foreign Language L1 : First Language L2 : Second Language LIST OF TABLES Table 4.1 Results from survey questionnaire for teachers .48 Table 4.2 Results from survey questionnaire for students .48 LIST OF CHARTS Chart 4.1 The fact given by teachers about the importance of communicative skills .49 Chart 4.2 The fact given by teachers about the frequency of having enough motivation to develop communicative skills for students in English speaking classes .50 Chart 4.3 The fact given by teachers about the frequency of asking students to present the summary of speaking tasks .50 Chart 4.4 The fact given by teachers about the frequency of giving students corrective comments on their presentation of speaking tasks 51 Chart 4.5 The fact given by teachers about carrying out classroom activities in an English speaking class .52 Chart 4.6 The fact given by teacher about the evaluation on the effectiveness of using these classroom activities 53 Chart 4.7 The fact given by teacher about organizing extra activities for the development of students‟ communicative skills in Nguyen Hue High School 54 Chart 4.8 The fact given by teachers of some ways of organizing these extra activities 54 Chart 4.9 The fact given by teachers about difficulties that they encounter when teaching the students English communication 55 Chart 4.10 The fact given by teacher of students- teacher interaction in English speaking tasks 56 Chart 4.11 The fact given by students about the importance of communicative skills 57 Chart 4.12 Students‟ interest in speaking tasks in English textbook .58 Chart 4.13 The fact given by students about frequency of being asked to present the summary of speaking tasks .59 Chart 4.14 The fact given by students about frequency of giving corrective comments to their presentation in speaking tasks .59 Chart 4.15 The fact given by students about frequency of classroom activities carried out in English speaking classes .60 Chart 4.16 Students‟ evaluation on the effectiveness of using these classroom activities 61 Chart 4.17 The fact given by students about the interest in using these classroom activities 61 Chart 4.18 The fact given by students of the frequency of organizing some extra activities in Nguyen Hue High school 62 Chart 4.19 The fact given by students about useful ways of organizing these extra activities 63 Chart 4.20 The fact given by students about having difficulties in communication in English speaking class .64 LIST OF FIGURES Figure The structure of simulation 75 ABSTRACT One of the main necessities in the teaching and learning of a foreign language is the development of the four skills, which are listening, speaking, reading and writing But in Vietnamese context, especially in high schools, those skills are not developed enough due to a set of factors such as the number of students in a classroom, the lack of learning resources, and the exaggerated use of grammar approach which result in lack of students‟ motivation in the learning of English As a consequence, learners get difficulties in learning English second language, especially they feel embarrassed in performing oral communication When they themself try to express their ideas orally, they only pronounce isolated words and disconnected sentences, which make them unsatisfied with their poor and meaningless production Since speaking requires academic and professional performances, lacking oral production skills are becoming more problematic This thesis is conducted in an attempt to investigate the current situation of using typical classroom activities to develop the eleventh-form students‟ communication skills in English speaking lessons In order to achieve the aims of the study, the researcher has conducted a survey research using survey questionnaires and giving speaking tasks in English 11 textbook The findings from survey questionnaires and textbook‟s evaluation provide the researcher with a comprehensive understanding of using classroom activities in English speaking classes Specifically, a survey was taken on by teachers of English and eleventh-form students at Nguyen Hue High school in Hue City to consider how English speaking lessons are conducted and how students respond to English speaking lessons The thesis also makes a study of students‟ difficulties when participating in English oral communication in speaking lessons and recommends some practical tips and typical classroom activities which were applied by the researcher and were suggested by teachers of English at Nguyen Hue high school to improve their quality of teaching and learning English communication skills Generally, students are interested in joining some communicative activities and taking the opportunities to tasks in speaking lessons However, they express their their desire clearly to speak English through some extra activities because they find it difficult to communicate with each other smoothly when they want to present some topics in the classroom In part of the teachers, they admit that they encounter some difficulties when using activities in teaching speaking for the development communication skills of the eleventh-grade students With the careful and detailed investigation, this study will serve as a useful source of reference for teachers, students and the people who are concerned about this subject matter 10 CHAPTER V: CONCLUSION The previous chapters have provided answers to the research questions In this chapter, I will give a summary of the important findings and some discussion about the limitations and suggestions for further study 5.1 SUMMARY OF THE STUDY Recently, in the process of international integration, English is still the most popular foreign language to connect people, countries together Moreover, communicative skills in English need to be used widely in most language classrooms, especially in English speaking classes in High school Therefore, the demand to improve students‟ communicative skills in English is very necessary to most of English teachers For these reasons, the researcher would like to carry out the study is aimed to suggest some activities to develop communicative competence of the eleventh– grade students at Nguyen Hue High school In this study, both theory and practice are taken into consideration First of all, the study reviewed some theoretical background including the definitions of communicative skills, the main factors that prevent students from communicating in English, and integrating skills needed to collect information in English speaking classes Then, some hypotheses were put forward and examined by the survey data analysis afterward Finally, some possible implications to stimulate students‟ communicative competence at Nguyen Hue High school are suggested The significant part of the study is the survey from which the researcher has discovered some findings as follows The results of the survey have pointed out the positive attitudes of both teachers and students towards the importance and necessity to English teaching and learning The study has indicated the communicative classroom activities which students prefer and find them most motivating and useful in an English speaking class including discussions, and role plays In addition, through the study, the researcher knows that the biggest difficulties when students deal with speaking tasks are the lack of knowledge as for students and the lack of materials as for teachers Though the survey was conducted 67 on a limited number of teachers and students, it will hopefully raise the eleventhgrade students‟ ability of communicating with their partners about topics at Nguyen Hue High school 5.2 LIMITATION OF THE STUDY The study has been conducted in a short time and the data have been attained from a small number of particular students at Nguyen Hue High school, so the findings may hold true for the teaching and learning in Nguyen Hue High school context Accordingly, the findings may not be applied to a larger number of informants Moreover, the researcher has also suggested some activities based on her experience in teaching in an English speaking class at high school 5.3 SUGGESTIONS FOR FURTHER STUDY Firstly, this study has focused on some activities to raise students‟ communicative competence in English speaking classes It should be done in a more comprehensive way in the class of reading, listening, and writing Secondly, the researcher hopes to work with other colleagues to combine and compile some more supplementary materials that are useful for students when they deal with communicative tasks Moreover, the research would like to suggest that the administration should help all of teachers have great wishes to be participated in English Language Teaching workshops which are organized by foreign teachers for improvement of the quality of teaching and learning at High Schools Lastly, there should be more research into designing activities that help students understand more about English communication and give them some techniques for obtaining effective communication skills 5.4 SUGGESTIONS FOR APPLICATION OF CLASSROOM ACTIVITIES TO DEVELOP THE 11TH FORM NGUYEN HUE HIGH SCHOOL STUDENTS‟ COMMUNICATIVE SKILLS IN ENGLISH SPEAKING CLASSES Based on the results of the survey questionnaires and my personal experience, some techniques are suggested to stimulate students‟ communication in an English speaking class as follows 68 5.4.1 Information sources In order to get a comprehensive picture of the target language, we need to help our students to present different kinds of information The list below shows some possible sources of information which can be used as materials for teaching presentation By using a combination of visual, audio and tactile materials, we are also likely to succeed in addressing the different learning styles of our students Partial lessons in the English 11 textbook (reading, speaking, listening, writing lessons) TV Videos/ Movies CDs Internet Newspapers Stories Students‟ own information Interviews 10 Guest speakers 11 Photographs 12 Illustration 5.4.2 Activities in class Most standard EFL activities can be easily adapted for the use in the speaking classroom The most important point is to ensure that the students are actively engaged in the target language Some of the favorite activities are discussed below  Information gaps One type of speaking activity involves the so-called “information gap” where two speakers have different parts of information making up a whole Because they have different information, there is a „gap‟ between them As far as we know, students are willing to ask and answer to fulfill the missed information Of course, they will follow given example and information in the textbook such as: 69 Task 1: Work in pair Ask and answer questions about the Asian Games, using the information from the table below Example: A: When and where were the 1st Asian Games held? B: (They were held) in 1951 in India A: How many countries took part in the Games? B: Eleven A: How many sports were there at the Games? B: Six GAMES NO HOST COUNTRY YEAR India NUMBER OF NUMBER OF COUNTRIES SPORTS 1951 11 Philippines 1954 18 Japan 1958 20 13 Indonesia 1962 17 13 Thailand 1966 18 14 Thailand 1970 18 13 Iran 1974 25 16 Thailand 1978 25 19 India 1982 33 21 10 Korea 1986 27 25 11 China 1990 37 27 12 Japan 1994 42 34 13 Thailand 1998 41 36 14 Korea 2002 44 38 15 Qatar 2006 45 39 70 Aims: To practice saying about the Asian Games, asking and answering with “Wh” questions Level: elementary Time: 10 minutes Materials: English textbook 11, page 139 Education Press, 2011 In class: Teacher asks his/her students to work in pairs asking and answering questions about the Asian Games as mentioned in the example Teacher walks around to make sure the continuance of all pairs and help his/ her students if necessary After 10 minutes, teacher calls some pairs to practice making dialogue to be sure that all students in class understand and practice in a right way In fact, information gap activity is preferred by most teachers of English at Nguyen Hue High school because they can base on given information in tasks and sometimes they can make sub-table or handouts as the example above before they get students involved in the communicative activities of the speaking lessons  Role – play Role-play is the way of bringing situations from real life into the classroom When we role play, we ask students to imagine It provides students with the ability to hopefully "get in character" with the role that they must portray (if it is carried out well) In the following example, students will make an interview to ask their partners about their background Task 3: Role – play: Talk about a famous friend Journalist Interviewee You are interviewing the interviewee You have a friend whom you admire about a friend of his or hers who has just greatly She/ He has just won the first won the first international prize in international prize in Mathematics You Mathematics are being interviewed by a journalist about him or her 71 Before you start, agree upon the basic profile of the friend Use the following suggestions to ask and answer questions:  his/her name  why he/she is interested  date of birth in Maths  how much time he/she  his/her physical spends on Maths characteristics  his/her hobbies everyday  what makes him/her a  his/her personalities good friend  what makes him/her successful  what he/she does in his/her free time Aims: To encourage students to find out information related to their friends‟ background for their presentation of the task Level: Elementary Time: 10 minutes Materials: English textbook 11, page 16,17 In class: The teacher elicits situation and asks students to make questions basing on given information, for example: - What his name? / Could you tell me his name? - What‟s he like? / What does he look like? Is he….? - What is his date of birth? / When was he born? - What is his hobby? / What does he like to in his spare time? - Why is he so interested in Maths? - How much time does he spend on Maths every day? / How long does it take him to study Maths? - What made him so successful? 72 - What made her a good friend? The teacher introduces some special expression for students to make the natural conversation: - Hello I‟m Lan, a journalist for Hoa Hoc Tro magazine - Hello I‟m Tan Nice to meet you! - How nice to see you! I hear you are Minh‟ closest friend Could you give me some information about Minh? - Sure No problem - Has Minh just won the first international price in Mathematics? - Yes, that‟s right He did a good job and I‟m so proud of him ……… - I think it‟s time to stop Thanks a lot - Thank you for giving me time - Thank you very much That was very interesting Bye - You‟re welcome Bye Students work in pairs to the interview Teacher walks around to encourage and help students if necessary Teacher calls some pairs to the interview before class Source: English Textbook 11, Education Press, 2011 After doing this task, students can collect information to talk about the friend they have interviewed for reporting at the end of the lesson Most students are eager to the task because they can it in role of the interviewers  Talks/discussions Discussion is a valuable form of learning a language Most teachers hope that they will be able to organize discussion sessions in their classroom, particularly of the exchange of opinions provokes spontaneous fluent language use 73 The first thing to remember is that people need time to assemble their thoughts before any discussion The ability to give spontaneous and articulate opinions is challenging in our language, let alone the language we are struggling to learn The following sequence, therefore, stresses the need for discussion preparation and shows the teacher building the discussion up in stages In general, this kind of discussion is only successful if they have background knowledge of the discussed topics Therefore, it is necessary for the teacher to provide his/her students with language input, facts or fingers through pictures, short stories or even Vietnamese stories related to the topic  Quizzes According to some teachers‟ experience, quizzes are one of the successful activity types Quizzes can be used to test materials that you have previously taught, but they are also useful in learning new information for their communication later With such a topic as the wonders of the world (Unit 16, Textbook for 11-form students), for example, teacher can use quizzes as a completion in which students will answer the questions as follow: Who built the Great Pyramid? When was it built? Where is it located on? How long does it take them to build it? Why was it built? The answers for these questions can be taken from the reading lesson of Unit 16 After students answer all of questions, teacher introduces the new lesson: Today we will talk about the wonders of the world It is the interesting way to lead the student in doing the tasks Quizzes are preferred by most of students However, quizzes will be more interesting if teachers give students some small rewards like candies, notebooks, pens or even good comments 74  Simulations Another kind of oral activity which can be used in the classroom is the simulation We will use the term here to denote an activity which involves decisionmaking, in which the participants may act as themselves or in social roles It is not performed for an audience, and the participants work together within the constraints of the imaginary setting Simulations are generally divided into three phases: firstly, a stage for giving the participants necessary information; secondly, the problem-solving discussion; and thirdly, follow-up work Herbert and Sturtridge (1979) illustrate this in their diagram in Figure PHASE Information Input Language work based on the task The role-cards (if any) The background to the task Technical data Linguistic Input Classroom practice of the language of discussion and essential lexis PHASE Sub-group discussions Discussion of the task PHASE Follow–up Further work arising from the discussion Follow-up Feedback and evaluation session Immediate remedial work Figure The structure of simulation 75 5.4.3 Practical tips for teachers  Personalization Only by personalizing activities and content can we hope to lead students to better understanding of the discussed topic It will be better for students to give their ideas and present it on their own way And as every language teacher knows, students love to talk about themselves  Suitable Level of Difficulty We are working with EFL students, so we must constantly remember that they probably will not understand everything that we say It is not necessary that they understand every word and indeed a challenge is wonderful for learning, but consistently using material or a way of speaking that is too difficult is a sure way to make students lose their interest in a target-culture  Pair work and group-work Pair –work and group-work are the most useful and preferable to students in the speaking class in general and in developing the communicative skills in particular, students learn more in groups They have more opportunities for using the target language, discussing the target culture, and then presenting it before the class Because the presentation of speaking tasks always plays an important role in integrating communicative skills Although using pair work and group work has some problems, for example, students can make noise, mistakes; it‟s difficult to control the class, these organizations have many advantages Specifically, students will have more language practice, more involved in the language task, feel secure and help each other  Mistake correction It is important for teachers to correct students‟ mistakes made during speaking activities However, teachers should consider the suitable ways to correct otherwise they will destroy the purpose of the speaking activity Of course, there are no hard and fast rules about correcting Some teachers who have a good relationship with their students can intervene appropriately during a speaking activity if they 76 it in a quiet non-obtrusive way But it is a risky enterprise The general principle of watching and listening so that teachers can give feedback later is usually much more appropriate In brief, the speaking activities in this chapter tend to follow the same basic pattern: Engage-Activate-Study – that is, the teacher gets students interested in the topic, the students the task while the teacher watches and listens and they then study any language issues that the teacher has identifies as being problems The most important thing is that the speaking activities will help students be eager to tasks in textbook and result in a confident communication at the end of the speaking lesson 77 REFERENCES Apaibanditkul, K (2006) Anxiety of international Thai students in an English speaking context Unpublished Ph.D Thesis, Southern IIIinois University at Carbondale Allwright, R.L (1984a) The importance of interaction in Classroom Language Learning Applied Linguistics, 5/2, 156-171 Bachman, L (1990) Fundamental Considerations in Language Testing Oxford: Oxford University Press Barbour, R, S., & Kitzinger, J (1999) Developing focus group research: Politics, Theory and Practice Sage Publication Byrne, D (1987) Teaching oral English England Longman Canale, M & Swain, M (1980) Theoretical bases of communicative approaches to second language teaching and testing Applied Lingusitics, 1, 1-47 Chomsky, 1965, Aspects of the Theory of Syntax, Cambridge, Massachusetts: MIT Press Daly, J (1991) Understanding communication apprehension: An introduction for language educator, in Horwitz, E K., & Young, D.J (eds) Language anxiety: From theory and research to classroom implications Englewood Cliffs, NJ: Prentice Hall, pp.3-14 Doff, A (1998) Teach English: A training course for teacher Cambridge University Press 10 Dornyei, Z., & Kormos, J (2000) The role of individual and social variables in oral task performance, Language Teaching Research, 4(3), 275-300 11 Ellis, R (1994) The study of second language acquisition Oxford University Press 12 Gardner, J.(2006) Assessment and learning SAGE Publications 13 Gobel, P., & Matsuda, S (2003) Anxiety and predictors of performance in the foreign language classroom Science Direct Journal, 32(1), 21-36 78 14 Gregersen, T., & Horwitz, E K (2002) Language learning and perfectionism: Anxious and non-anxious language learners‟ reactions to their own oral performance, The Modern Language Journal, 86(4), 562-570 15 Harmer, J (2001) How to teach English: An introduction to the practice of English language teaching Malaysia: Addition Wesley Longman Limited 16 Harmer, J (1999) How to teach English Malaysia: Longman 17 Harmer, J (1991) The practice of language teaching Malaysia Longman 18 Horwitz, E K., (2001) Language anxiety and achievement, Annual Review of Applied Linguistics, 21, 112-126 19 Horwitz, E.K., & Young, D J (1991) Language anxiety: From theory and research to classroom implications, Englewood Cliffs, NJ: Prentice Hall 20 Herbert, D and Sturtridge, G (1979) Simulations London: NFER 21 Hymes, D (1972) Models of the interaction of language and social life In J.J Gumpertz & D Hymes (Eds.) 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