Exploring classroom techniques for teaching speaking in some english for hospitality service classes at hue vocational training secondary school

TABLE OF CONTENTS Contents Pages STATEMENT OF AUTHORSHIP ACKNOWLEGEMENTS LISTS OF ABBREVIATIONS LIST OF TABLES, FIGURES ABSTRACT CHAPTER 1: INTRODUCTION 1.1 Background of the research 1.2 Rationale 1.3 Aims of the research 1.4 Research questions .6 1.5 Scope of the study 1.6 Significance of the research 1.7 Structure of the research .7 CHAPTER 2: A REVIEW OF THE LITERATURE 2.1 The nature of speaking 2.1.1 What is speaking? 2.1.2 Functions of speaking .9 2.1.3 Aims of teaching speaking .9 2.1.4 Basic principles in developing speaking skill 10 2.1.4.1 Linguistic competence 10 2.1.4.2 Communicative competence 10 2.2 Principles for teaching speaking skill 11 2.2.1 Focus on both fluency and accuracy depending on your objective 11 2.2.2 Provide intrinsically motivating techniques 11 2.2.3 Encourage the use of authentic language in meaningful contexts .12 2.2.4 Provide appropriate feedback and correction .12 2.2.5 Capitalize on the natural link between speaking and listening 12 2.2.6 Give students opportunities to initiate oral communication 13 2.2.7 Encourage the development of speaking strategies 13 2.3 Characteristics of a successful speaking activity 14 2.4 Characteristics of English for hospitality service class: 14 2.5 Techniques in teaching speaking .16 2.5.1 Discussions 16 2.5.2 Brainstorming .16 2.5.3 Story completion 17 2.5.4 Role Play 17 2.5.5 Simulation 17 2.5.6 Elicitation techniques 18 2.5.7 Interviews .18 2.6 Previous studies on teaching speaking skill .18 2.7 General Pedagogical Context .20 2.7.1 Hue Vocational Training Secondary School (Hue VTSS) 20 2.7.2 The learners of Hospitality Service classes at Hue VTSS 20 2.7.3 The English teaching staff at Hue VTSS 21 2.8 Summary 21 CHAPTER 3: METHODOLOGY 22 3.1 Research approach 22 3.2 Data Collection Method .22 3.2.1 Participants 22 3.2.2 Instruments for data collection 22 3.2.2.1 Questionnaires 23 3.2.2.2 Interview 23 3.2.2.3 Class observation 24 3.3 Data analysis .25 3.4 Procedure 25 3.5 Summary .26 CHAPTER 4: FINDINGS AND DISCUSSION 27 4.1 The teachers‟ and students‟ perceptions toward classroom techniques for teaching speaking in some hospitality service classes 27 4.1.1 The Necessity of English for hospitality service in the work-site .27 4.1.2 The view on the need of language skills in the current job 29 4.1.3 The teachers‟ and students‟ perceptions toward classroom techniques for teaching speaking 32 4.2 The reality of teaching and learning speaking in some hospitality service classes at Hue VTSS 34 4.2.1 The frequency of using speaking activities 34 4.2.2 Learning activity preference 38 4.2.3 Teachers‟ preparation for a speaking class 39 4.2.4 Students‟ preparation for a speaking class 40 4.2.5 Teachers‟ performance in a speaking class 41 4.2.6 The frequency of using pair-work and group work .42 4.2.7 The atmosphere of a speaking class 43 4.2.8 Students‟ feeling on teachers‟ activity 44 4.2.9 The real difficulties in learning speaking skill .45 4.2.10 Teachers‟ difficulties in using techniques for teaching speaking skill 47 4.2.11 Students‟ difficulties in applying techniques to practice speaking skill 48 4.2.12 Techniques causing difficulty in applying to teach and learn speaking 49 4.3 Assessment of students‟ proficiency 51 4.4 Solutions to partly reduce or eliminate the difficulties in teaching and learning speaking skill .53 4.4.1 Ways to reduce or eliminate the difficulties in teaching and learning speaking skill 53 4.4.2 Learners‟ expectation after speaking course .54 4.4.3 The favorable conditions for teaching spoken English classes 55 CHAPTER 5: CONCLUSION AND IMPLICATION 56 5.1 Overview 56 5.2 Conclusion 56 5.3 Implications 60 5.3.1 For the teachers 60 5.3.2 For the learners: 62 5.3.3 For the Director Board of Hue VTSS ………………………………………… 5.4 Limitations 63 5.5 Suggested Further Research .63 5.6 Summary 63 REFERENCES 64 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 Tran Thi Kim Cuc ACKNOWLEDGEMENTS The research paper would not have been completed without the help and support of a large number of people in each stage of the study First of all, I would like to express my deep gratitude to Assoc Prof Dr Tran Van Phuoc, who directly instructed and helped me carry out the study His detailed feedback and insight, his kindness and enthusiasm have encouraged me over the time of conducting the study Next I am also grateful to the waiters, waitress and housekeepers working in some hotels and restaurants in Hue and some teachers and students who helped me to answer the questionnaire as well as interview questions enthusiastically Additionally, I would like to express my gratefulness to my Director, my colleagues at Hue Vocational Training Secondary School who supplied me with convenient condition of time to finish the study Last, I would like to devote my special thanks to my dear family, my dear husband‟s family, my dear child for their love and encouragement during the process of the study LIST OF TABLES Table 4.1 View on the need of English Skills 30 Table 4.2 Techniques for teaching speaking in some English for hospitality service classes 32 Table 4.3.The frequency of using speaking activity 36 Table 4.4 Learning activity preference 38 Table 4.5 Teachers‟ preparation for a speaking class 40 Table 4.6 Students‟ preparation for a speaking class 40 Table 4.7 Teachers‟ performance in a speaking class 42 Table 4.8 The frequency of using pair-work and group-work 42 Table 4.9 The atmosphere of a speaking class 44 Table 4.10 Students‟ feeling on teachers‟ activity 45 Table 4.11 The real difficulties in learning speaking skill 46 Table 4.12 Some difficulties in using techniques for teaching speaking skill 48 Table 4.13 Some difficulties in applying techniques to practice speaking skill 49 Table 4.14 Difficult techniques for applying to teach and learn speaking 50 Table 4.15 Ways to reduce or eliminate the difficulties in teaching and learning speaking skill 53 Table 4.16 The favorable conditions for teaching spoken English classes 55 LIST OF FIGURES Figure 4.1 View on the necessity of English for hospitality service in the work – site 27 Figure 4.2 (a) Learners‟ self- assessment 51 Figure 4.2 (b) Teachers‟ assessment on learners‟ language skill and knowledge 51 Figure 4.3 Learners‟ expectations after speaking course 54 LISTS OF ABBREVIATIONS ESP : English for Specific Purposes Hue VTSS : Hue Vocational Training Secondary School ABSTRACT This thesis aims to explore classroom techniques currently used in teaching speaking in some hospitality service classes; discover teachers and students‟ attitudes towards these techniques; investigate favorable conditions and challenges teachers have in teaching speaking; and suggest some more effective techniques to enhance the teaching and learning of speaking skills The data were collected by means of questionnaires and interviews One hundred copies of a well-prepared questionnaire were delivered to students and collected, and three interviews were conducted with three teachers of English The findings showed that most teachers and students at Hue Vocational Training Secondary School in Thua Thien Hue province were aware of the necessary of English at the work place and learn speaking skill However, teachers and students had some difficulties in teaching and learning speaking The result from findings revealed that there were different techniques and activities which had been applied into the teaching of spoken English to improve students‟ speaking skill speaking and listening These two skills are necessary for their students‟ jobs so teachers need to focus and help their students practice 4.4 Solutions to partly reduce or eliminate the difficulties in teaching and learning speaking skill 4.4.1 Ways to reduce or eliminate the difficulties in teaching and learning speaking skill Learners Teachers Ways % N=90 Creating the interaction among % N=10 83 92.2% 90% 79 87.7% 80% 90 100% 10 100% Designing many different activities 85 94.4% 10 100% Inviting foreign teachers 71 78.8% 70% 45 50% 80% students Building the joyful and comfortable atmosphere in a speaking class Encouraging students‟ talk as much as possible Practicing and mastering the techniques for teaching and learning speaking skill Table 4.15 Ways to reduce or eliminate the difficulties in teaching and learning speaking skill The result from the table shows the opinion of the two respondents (the learners and the teachers) on the suggestion to reduce or eliminate difficulties The teachers and learners shared the same ideas on encouraging students‟ talk as much as possible (100% of the teachers and learners) This way can help the learners to be 53 more confident and active in their talk The second suggestion is designing many different activities with 100% of teachers and 94.4% of learners According to 90% of the teachers and 92.2% of the learners, creating the interaction among students is also an effective way to improve the situation of teaching and learning speaking skill Building a joyful and comfortable atmosphere in a speaking class achieved the high consideration from two respondents (80% of the teachers and 87.7% of the learners) 70% of the teachers and 78.8% of the learners suggested inviting foreign teachers 80% of the teachers claimed that practising and mastering the techniques for teaching and learning speaking skill is an effective way But only 50% of the learners had the same idea with the teachers The suggestion of the teachers and learners once again emphasized the vital role of spoken English in some hospitality service classes 4.4.2 Learners’ expectation after speaking course Figure 4.3 Learners’ expectations after speaking course To get new vocabulary/ technical terms in Tourism field To understand the foreign guests‟ requirements To read specialized documents for professional development To improve English skill for further education 54 From the data in Figure 4.3, the majority of learners, taking up 84.4% stated that they wanted to get new vocabulary/ technical terms about Tourism field in ESP course Additionally, 76.6% of learners hoped to understand the foreign guests‟ requirements A small number of learners, accounting for 33.3%, liked that they could read specialized documents for professional development 25 out of 90 learners wanted to improve English skill for further education In general, learners are also aware of the important role of technical vocabulary They expressed their needs to learn technical terms in the ESP course to support their current study as well as their job Thus, in some hospitality service classes at Hue VTSS, technical terms should be much more focused Thus, learners will be motivated in participating in the course because their needs are satisfied 4.4.3 The favorable conditions for teaching spoken English classes Teachers Conditions % N=10 Good facilities 80% The number of students (not over 25) 90% The suitable syllabus 90% 10 100% 10 70% The learners should be put in the same level of class Inviting foreign teachers Table 4.16 The favorable conditions for teaching spoken English classes As can be seen from table 4.16, 100% of the teachers agreed that level of students is the most favorable condition for the teaching spoken English classes In fact, it is very difficult for English teachers to teach speaking with multi-level 55 students in the same class The learners should be put in the same level of class Meanwhile, up to 90% of the teachers claimed that the number of students (maximum of 25) and the suitable syllabus are the favorable conditions of the teaching spoken English classes Besides, out of 10 teachers stated that good facilities or wellequipped classrooms are the ideal condition to learn and practice speaking skill Moreover, 70% teachers confirmed that the foreign teacher is the favorable condition of the teaching spoken English classes In general, classroom condition should be concerned The classroom should be large and well-equipment to attract and motivate learners and teachers CHAPTER CONCLUSION AND IMPLICATION 5.1 Overview Chapter 5, a brief summary of main points of the study is presented Mainly, some implications of using the classroom techniques for teaching speaking in some English for hospitality service classes at Hue VTSS The contribution of the study, the limitations of the study and suggestions for further research are also taken into account 5.2 Conclusion This study aims at exploring classroom techniques currently used in teaching speaking in some hospitality service classes This research conducted mainly bases on three following issues: 56 What are the teachers‟ and students‟ perception toward classroom techniques for teaching speaking in some hospitality service at Hue VTSS? What classroom techniques are currently used by teachers in some hospitality service classes at Hue VTSS? What are favorable conditions and challenges the teachers have in teaching speaking? Some suggestions are given to develop more effective classroom techniques The first finding at Chapter completely indicated the necessity of English for hospitality service in the work-site It showed clearly that majority of the learners (90%) have emphasized the necessity of English for Hospitality service in their job and their further study There were no students having negative answers for the role of English at the work site In addition, 100% of the teachers were highly aware of the necessity of English in some hospitality service classes In terms of language skills, speaking skill and listening skill were much more focused by both learners and teachers To speak about services of the hotel and restaurant to foreign guests got high consideration of 100% of the teachers and 94.4% of the learners 89% of learners and 100% of teachers were for listening to take foreign guests‟ orders More precisely, an overwhelming majority of the respondents (80% of the teachers and 75.5% of the students) considered that reading the instruction of using the hotel and restaurant services is very necessary in the real job To the part of writing skill, writing the guests‟ orders was chosen by 90% of teachers 75.5% of learners However, to meet job‟s requirement, it is better for students to focus on speaking and listening skills When they go to work, they have to contact to the guests And contact with guests is largely face-to-face Referring to the teachers‟ and students‟ perceptions toward classroom techniques for teaching speaking, most of the teachers found that using techniques in teaching speaking was very effective Frequently used learning techniques in some English for hospitality service classes include: discussions, role plays, 57 interview, brainstorming, elicitation and dialogues These techniques helped students to participate the speaking activities actively and build the confidence in oral interaction The learners had the same idea with the teachers Most of the learners are aware of some techniques used to teach in a speaking class To the part of speaking activities, role play and games were the effective activities that 100% of the teachers preferred to use in their classes The students had the same idea with the teachers 100% of the students liked playing games and 88.8% of them were interested in role play To help students have real opportunities to speak English in classroom, the teachers (80%) also applied the information gap activity This activity was preferred much by 84.4% of the students Furthermore, to provide maximum opportunity to students to speak the target language and involve each student in every speaking activity, 90% of the teachers used the activity of consulting about using the hotel/restaurant services This activity is really necessary to hospitality service students When the students go to work, they have to recommend the services in the hotel and restaurants for the guest For this reason, consulting was their favorite learning activity (accounting 67%) Thus, the ability to communicate in a second language clearly and efficiently contributes to the success of the learner in school and success later in their job when they graduate As far as learning styles are concerned, pair work and group work were preferred much, compared with individual work and class discussion It indicated that learners have a tendency to collaborative learning by working with their partners Moreover, group work activities are better than individual work because it can save much time and everyone can have a chance to express their opinions with their partners This helps the learners gain more confidence to give their opinions easily In fact, 88.8% of the learners liked the funny atmosphere in a speaking class 74 out of 90 learners confirmed that the comfortable atmosphere of a speaking class play an important role in encouraging them to take part in speaking activities in classes 70% of the learners were fond of the active atmosphere of a speaking class 58 Referring to some difficulties in applying techniques in learning and teaching speaking, the most frequently encounter difficulties perceived by the learners are teachers‟ unclear instruction, the ineffective cooperation in working in pairs or groups, lack of specialized knowledge, too many technical terms, no time for all students to express their ideas Meanwhile, the findings on teachers‟ difficulties in using techniques to teach spoken English show that 100% of the teachers had difficulties because of multi - level students 80% of the teachers find it not easy to their teaching when their students lack of specialized knowledge In terms of class size and limited time, there was 70% of the teachers agreeing that there was no time for all learners to express their ideas Too many technical terms were chosen by 70% of teachers 50% of them complained that poor facilities prevented them from teaching well The findings prove that the teachers and learners have the same perception on applying techniques in teaching and learning spoken English As far as the solutions to partly reduce or eliminate the difficulties in teaching and learning speaking skill are concerned, encouraging students‟ talk as much as possible are most preferred by both learners and teachers The second suggestion is designing many different activities with 100% of teachers and 94.4% of learners According to 90% of the teachers and 92.2% of the learners, creating the interaction among students is also an effective way to improve the situation of teaching and learning speaking skill Building the funny and comfortable atmosphere in a speaking class got the high consideration from two respondents (80% of the teachers and 87.7% of the learners) 70% of the teachers and 78.8% of the learners suggested inviting the foreign teachers 80% of the teachers claimed that practicing and mastering the techniques for teaching and learning speaking skill is an effective way But only 50% of the learners had the same idea with the teachers In general, with the purpose of discovering teachers and students‟ attitudes towards classroom techniques currently used for teaching speaking in some hospitality service classes, this research has explored the necessity of English for hospitality service in the work-site, language skills and areas, speaking activities, 59 learning styles preference, some difficult techniques in teaching and learning spoken English in some hospitality service classes Hopefully, with this survey result, the teachers can use the appropriate and effective techniques to help their learners promote their speaking skill 5.3 Implications From the results of the research, some implications for teaching and learning speaking skill in some hospitality service classes have been suggested below: 5.3.1 The teachers Firstly, the findings of the study show that using many different teaching techniques in the speaking class is very helpful and effective to the students In fact, the widely use of teaching techniques may help to explore the advantage of each individual, of pairs or of groups in the language learning environment For instance, individual work would help according to Harmer(1994, p.21), if the teacher could use carefully, each individual works independently with his/her own speed Thus, he/she would feel because of no competition relaxed to reflect on what he/she has gained so that he/she may become more confident when speaking Question-answer activities in the form of a survey or an interview may result in many advantages in language learning as the participants may feel relaxed to initiate interactions Therefore, these techniques play an important role in enhancing students‟ speaking skill Moreover, using techniques supports the teachers in helping their students improve their speaking ability Secondly, in order to teach speaking skill effectively, teachers need to try to involve each student in every speaking activity; for this aim, practice different ways of student participation Pair work or group work is one of the ways to help students participate in a speaking class 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 Besides, group work or pair work so that the learners can have chance 60 to develop their activeness and get familiar with the way of working in groups or in pairs, one important skill that is very necessary for them in their current job 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 fact, it is 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 Besides, creating the active, joyful and enjoyable classroom atmosphere is very necessary This may help students more eager and enthusiastic in joining speaking activities Thirdly, to overcome learners‟ low and mixed level of English in learning speaking, teachers should design many different speaking tasks When designing tasks, teachers should pay more attention to the language proficiency level of the students, especially for classes with multi- level students 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 Additionally, the real tasks in the work-site are essential to analyze The major of learners emphasized that learning English by doing the frequency task in the work-site made them feel more comprehensible and exciting Fourthly, teachers should design extra curricula with the participation of foreign teachers Some students in this study admitted that they lacked confidence in speaking with English-speaking customers Therefore, learning speaking with 61 foreign teacher is very useful to students They have more training in the real situation 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 Moreover, teachers should prepare clear instruction, fluency, model when teaching the conversations In fact, preparation helps the teachers convey the content of the lesson easily and helps students learn effectively 5.3.2 For the learners: The findings of the study reveal that that 90% of the learners considered that English for hospitality service is very necessary for their jobs This result indicates a positive attitude by the students toward the necessity of English at the work site and high motivation in learning English Hoang et al (2006, p.73) assert that learners' self -awareness of their responsibility will help build up their learning motives, their efforts in learning, and their attitudes towards the language they learn In fact, if the teachers prepare well the lesson at home, they can convey the content effectively Similarly, the learners should learn vocabulary especially technical terms at home and prepare some useful expression for a speaking class This helps the learners learn speaking effectively and improve their speaking skill a lot Moreover, they should be active, confident in a speaking class Preparation helps the learners participate in speaking activities better 5.3.3 For the Director Board of Hue VTSS: The Director Board should make plans to invite some native English teachers to deliver some lessons in the English classes Having native English speakers in class might motivate students and help them have chances to get familiar with the accents and pronunciation of the native English speakers 62 The school should keep a close relationship with the enterprises and hotels to make provisions for students to have more training and work in the real environment Last but not least, the school should provide more documents and equipment which facilitate the teaching and learning English The effective lessons need a support of classroom condition, teaching aids and source of materials 5.4 Limitations The recent research has explored classroom techniques for teaching speaking in some English for hospitality service classes at Hue VSST in Thua Thien Hue province The scale of the study was still small it just reflected the general tendency of teachers and students at Hue VTSS not all vocational high schools in Thua Thien Hue Furthermore, the participants of the study come from only two majors: Food and Beverage Service, and Housekeeping Service, more research should expand to the students of Front Office and Tour Guiding Besides, the time for this study is limited 5.5 Suggested Further Research The future research for this title can be more usefully and effectively developed if it is done in larger scope with the questionnaire for more waiters, waitress, housekeepers and the interview for more Another area that needs doing research is whether well-equipped classes have effects on teaching and learning speaking 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