Nghiên cứu sách lược học ngôn ngữ sử dụng của sinh viên năm hai ngành tiếng anh trong môn học nói ở đại học huế trường đại học ngoại ngữ

DECLARATION OF ORIGINALITY 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 MO JUJIAO i ACKNOWLEDGEMENT I would like to express my deep gratitude to my supervisor, Dr Tran Van Phuoc, for his whole-hearted guidance, valuable comments and sincere encouragement, without which my research is far from being complete I am also very grateful to the 2nd-year English major students at Hue University, College of Foreign Languages, who carefully completed the questionnaire and sincerely provided me with valuable information for this research in interview Finally, I am very much indebted to my friends for their encouragement and assistance during the time I conducted the study ii ABSTRACT Past literature has indicated learning strategies help boost learners’ language acquisition Most strategy studies have ascertained learners’ strategy preferences in general language learning The aim of this study was to explore the language learning strategies employed by 2nd-year students of English major in learning speaking skills; the perceptions of students on these strategies and suggestions raised from students in learning speaking skills were then investigated An appropriate approach for this study was a combination of both quantitative and qualitative approaches The data collection tools consisted of questionnaires, interviews 100 hundred 2nd-year English major students at Hue University, College of Foreign Languages in Vietnam were asked to attend the questionnaire survey Individual interviews were later conducted on surveyed students (all are females) to probe their speaking learning experiences, their perception on these strategies and their suggestions raised for learning speaking skills and to elicit more flexible responses on their strategy choices The important findings include: (1) 2nd-year English major students had a moderate degree on strategy use in learning speaking skills; (2) social strategies were most frequently employed in learning speaking skills, while metacognitive strategies were least frequently used; (3) students were in different extend complained the teaching methods of teachers, classroom facilities and textbooks Pedagogical implications and suggestions for future research were provided to conclude this study Key terms: Language Learning Strategies, English Speaking Skills iii TABLE OF CONTENTS Declaration of originality i Acknowledgement ii Abstract iii Table of contents iv List of tables vii List of figures .viii List of abbreviations ix CHAPTER 1: INTRODUCTION 1.1 Background of the Study 1.2 Problem Statement 1.3 Purpose of the Study 1.4 Research Questions 1.5 Structure of the Thesis CHAPTER 2: LITERATURE REVIEW & THEORETICAL BACKGROUND 2.1 Review of the Literature 2.2 Theoretical Background 2.2.1 Definitions of Language Learning Strategies 2.2.2 Taxonomy of Language Learning Strategies 2.3 The Importance of Language Learning Strategies in Language Teaching and Learning 17 2.4 The Significant Relationship between Language Learning Strategies and Speaking Skills 18 2.5 Language Learning Strategies in This Study 19 2.5.1 Memory Strategies 19 2.5.2 Cognitive Strategies 20 2.5.3 Compensation Strategies 21 iv 2.5.4 Metacognitive Strategies 22 2.5.5 Affective Strategies 23 2.5.6 Social Strategies 25 2.6 Conclusion 26 CHAPTER 3: METHODOLOGY 27 3.1 Research Design 27 3.2 Research Subjects 27 3.3 Research Instruments 28 3.3.1 Survey Questionnaire 28 3.3.2 Semi-structured Interview Questions 33 3.4 Research Data Collection Procedures 33 3.5 Research Data Analysis 35 CHAPTER 4: FINDINGS & DISCUSSIONS 36 4.1 Research Q1: What language learning strategies students employ in learning English speaking skills? Which types of learning strategies appear to be the most/least used by 2nd-year English major students? 36 4.1.1 General Speaking Learning Strategies Used By 2nd-Year English Major Students 36 4.1.2 Types of Speaking Learning Strategies Which Were the Most/Least Used By 2nd-Year English Major Students 38 4.1.2.1 Memory Strategies 38 4.1.2.2 Cognitive Strategies 39 4.1.2.3 Compensation Strategies 41 4.1.2.4 Metacognitive Strategies 42 4.1.2.5 Affective Strategies 44 4.1.2.6 Social Strategies 46 4.1.3 Individual Strategy Preference 47 v 4.2 Research Q2: What are students’ perceptions on language learning strategies in learning English speaking skills? 50 4.3 Research Q3: Except for using language learning strategies, what suggestions should be given to learn English speaking skills? 51 CHAPTER 5: CONCLUSION 56 5.1 Summary of Findings 56 5.2 Pedagogical Implications 57 5.3 Limitations of This Study and Suggestions for Further Study 60 REFERENCES 61 vi LIST OF TABLES Table 2.1: Different Classifications of Language Learning Strategies 11 Table 2.2: The Strategy System Showing All Strategies: Overview Oxford (1990, pp 18-21) 14 Table 3.1: General Background of the Students: English Speaking Proficiency 27 Table 3.3: Reliability Statistics of English Speaking Learning Strategies Questionnaire 32 Table 3.4: Procedure of Data Collection 35 Table 4.2: Strategy Use in Memory Category 38 Table 4.3: Strategy Use in Cognitive Category 40 Table 4.4: Strategy Use in Compensation Category 42 Table 4.5: Strategy Use in Metacognitive Category 43 Table 4.6: Strategy Use in Affective Category 44 Table 4.7: Strategy Use in Social Category 46 Table 4.8: Mean Scores, Standard Deviations and Preference Ranking of Individual Strategies 48 Table 4.9: The Role of Speaking Learning Strategies 50 Table 4.10: Necessary Speaking Learning Strategies for 2nd-Year English Major Students 50 vii LIST OF FIGURES Figure 2.1: Diagram of the Strategy System: Overview (Oxford, 1990, P.16) 12 Figure 2.2: Diagram of the Direct Strategy: Overview (Oxford, 1990, P.38) 12 Figure 2.3: Diagram of the Indirect Strategy: Overview (Oxford, 1990, P.136) 12 viii LIST OF ABBREVIATIONS EFL : English as a Foreign Language ESL : English as a Second language HUCFL : Hue University, College of Foreign Languages MA : Master of Arts N : Number SILL : Strategy Inventory for Language Learning Q1, Q2, Q3 : Question 1, Question2, Question SD : Standard Deviation S1, S2…to…S8, S9 : Student 1, Student 2…to…Student 8, Student Ss : Students M : Male F : Female ix CHAPTER 1: INTRODUCTION 1.1 Background of the Study In many cities in Vietnam, English has become a compulsory subject in junior high schools (from grade to grade 9) and in senior high schools (from grade 10 to grade 12) At these levels, English teaching tends to focus on heavily on grammar, reading, and writing, whereas listening and speaking generally receive little attention Many school teachers just want to provide students with some knowledge of English grammar, reading and writing, which can help them pass finals and the National Entrance Examination to be admitted to university Learning English, or any other language, is a process in which learners concentrate on developing the four primary skills: listening, speaking, reading and writing For many learners, each skill is a brick that contributes to the building up their language knowledge If they know how to combine the four skills harmoniously or to use one skill to improve the others, they will be able to succeed in their studies Of the four skills -listening, speaking, reading and writing- which all learners of a foreign language need to develop, speaking may be the most challenging skill for teaching and learning It has been reported that teaching speaking skills is a very challenging job when teachers and learners share the same mother tongue and have little or no exposure to English outside the classroom (Bresnihan & Stoops, 1996; Chelle de porto, 1997; Kang, 1997; Nguyen, 2004) Many decades ago, when the means of communication has not been developed, studying a foreign language encountered many difficulties Therefore, more attention was paid to the writing skill than the other skills Nowadays, the world has seen a great number of changes in many fields vary from economy, politics to science, technology and education Naturally, such changes have direct impact upon English teaching and learning in many countries including Vietnam English has become an essential communicative tool It is regarded as a link that 12 Do, H Thinh (2000) Foreign Language Education Policy in Vietnam: The Emergence of English and Its Impact in Higher Education In Shaw, J., Lubelska, D & Nullet, M (Eds.), Partnership and Interaction-Proceeding of 14th International Conference on Language and Development Hanoi, Vietnam (1999) (pp 29-42) Bangkok: The Asian Institute of Technology 13 Ehrman, M (1996) An Exploration of Adult Language Learner Motivation, Self-Efficacy, and Anxiety In R.L Oxford (Eds.), Language Learning Motivation: Pathways to the New Century (2nd ed., pp 81-103) University of Hawaii Press 14 Ellis, R (1994) The Study of Second Language Acquisition Oxford: Oxford University Press 15 Eslami-Rasekh, Z and R Ranjbari (2003) Metacognitive Strategy Training for Vocabulary Learning TESOL-EJ 7(2): pp 5-15 16 Fedderholdt, K (1997) Using Diaries to Developing Learning Strategies on Internet 17 Flavell, J.H (1979) Metacognitive and Cognitive Monitoring American Psychologist 34 (10), pp 6-11 18 Grainger, P.R (1997) Language-Learning Strategies for Learners of Japanese: Investigating Ethnicity Foreign Language Annals, 30(3), pp.378-385 19 Green, J.M., & Oxford, R.L (1995) A Closer Look at Learning Strategies, L2 Proficiency, and Gender TESOL Quarterly, 29(2), pp 261-297 20 Harmer J (1997) The Practice of English Language Teaching (2nd Ed.) London: Longman 21 Kang, S (1997) Factors to Consider: Developing Adult EFL Students’ Speaking Ability English Teaching Forum, 35 (3), pp 8-13 22 Keen E.O and S Zimmermann (1997) Mosaic of thought Portmounth NH: Heinemann 23 Kramasch C & Sullivan P (1996) Appropriate Pedagogy EFL Journal, 50 (3), pp 199-212 62 24 Lan, R., & Oxford, R.L (2003) Language Learning Strategy Profiles of Elementary School Students in Taiwan International Review of Applied Linguistics in Language Teaching, 41(4), pp 339-379 25 Lessard-Clouston, Michael (1997) “Language Learning Strategies: An Overview for L2 Teachers” on The Internet TESOL Journal 26 Le, V Canh (2000) Language and Vietnamese Pedagogical Contexts In Shaw et al (Eds.), Partnership and Interaction-Proceeding of 14th International Conference on Language and Development Hanoi, Vietnam (1999) (pp 73-79) Bangkok: The Asian Institute of Technology 27 Lim, H Y (2003) Successful Classroom Discussions with Adult Korean ESL/FL Learners The Internet TESOL Journal, 11(5), pp 1-3 28 Le Thi Anh Phuong (2005) Action Research in the Vietnam-Australia Training Project Teachers’ Edition, 18, pp 8-15 29 Merrian, S B (1988) Case Study Research in Education: A Qualitative Approach, Calif: Josey-Bass Inc., Publishers 30 Naiman, N., Frohlich, M., Stern, H H., & Todesco, A (1978) The Good Language Learner Toronto: OISE Press 31 Nguyen Thi Hong Hai (2004) The Importance of Discourse Analysis in Teaching Oral English Teachers’ Edition, 14, pp 36-40 32 Nunan D (1991) Language Teaching Methodology Prentice Hall 33 O’Malley, J.M., & Chamot, A U., Stewner-Manzanares, G., Russo, R P., & Kupper, L (1985) Learning Strategy Applications with Students of English as a Second Language TESOL Quarterly, 19(3), pp 557-584 34 O’Malley, J.M., & Chamot, A U (1990) Learning Strategies in Second Language Acquisition Cambridge: Cambridge University Press 35 Oxford, R.L., & Nyikos, M (1989) Variables Affecting Choice of Language Learning Strategies by University Students Modern Language Journal, 73 (2), pp 291-300 36 Oxford, R.L (1990) Language Learning Strategies: What Every Teacher Should Know Boston: Heinle & Heinle 63 37 Oxford, R.L (1992) Language Learning Strategies in a Nutshell: Update and ESL Suggestions TESOL Journal, 2(2), pp 18-22 38 Oxford, R.L., & Burrey-Stock, J.A (1995) Assessing the Use of Language Learning Strategies Worldwide with the ESL/EFL Version of the Strategies Inventory for Language Learning (SILL) System, 23(1), pp 1-23 39 Oxford, R.L (2003) Language Learning Styles and Strategies: Concepts and Relationships International Review of Applied Linguistics in Language Teaching, 41(4), pp 271-278 40 Oxford, R L., Cho, Y Y., Leung, S., & Kim, H J (2004) Effect of the Presence and Difficulty of Task on Strategy Use: An Exploratory Study International Review of Applied Linguistics in Language Teaching, 42 (1), pp 1-47 41 Paris, S.G and P Winograd (1990) How Metacognition can Promote Academic Learning and Instruction Dimensions of 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117-131 49 Rubin, J (1987) Learner Strategies: Theoretical Assumptions, Research History and Typology In A Wenden & J Rubin (Eds.), Learner Strategies in Language Learning (pp.15-30) Englewood Cliffs, NJ: Prentice Hall 50 Rubin, J and I Thompsons (1994) How To Be a More Successful Language Learner Boston: Heinle and Heinle 51 Seaman, A (2005) Six Principles for Teaching Large Multilevel Classes Teacher’s Edition, 17, pp 10-13 52 Stern, H.H (1992) Issues and Options in Language Teaching Oxford: OUP 53 Su, M.H (2005) A Study of EFL Technologies and Vocational College Students’ Language Learning Strategies and Their Self-perceived English Proficiency Electronic Journal of Foreign Language Teaching 2(1), pp 44-56 54 Touba, N (1999) Large Classes: Using Groups and Content English Teaching Forum, 37 (3), pp 18-22 55 Wharton, G (2000) Language Learning Strategy Use of Bilingual Foreign Language Learners in Singapore Language Learning, 50(2), pp 203-243 56 Williams, M & Robert, L Burden (1997) Psychology for Language Teachers: A Social Constructivist Approach Cambridge: CUP 57 Xiao, H (1997) Tape-Recorders, Role-Plays, and Turn-Taking in Large EFL Listening and Speaking Classes English Teaching Forum, 35 (3), pp 33-39 65 Appendix QUESTIONNAIRE SURVEY The questionnaire aims at collecting data for the research “An Investigation into English Learning Strategy Use among 2nd-year English Major Students in Learning Speaking Skills at Hue University, College of Foreign Languages” Please complete the questions by indicating your answers with a tick (√) in the box or by writing your response in the space provided Thank you very much for your contribution Part A Personal Background Name: (optional) Age: ( optional) How you evaluate your English speaking proficiency?  Excellent  Good  Fair  Poor Do you find it difficult to study speaking skills?  Yes  No Part B Speaking Learning Strategies N＝never R＝rarely S＝sometimes U＝usually A＝always B 1: Memory Strategies I remember new English words by reading them loudly N R S U A I remember new English words by using rhymes N R S U A I memory new English words by using them in N R S sentence(s) U A I review the sounds, words, sentences that I learnt in the N R S previous speaking lessons U A B 2: Cognitive Strategies I imitate English sentences from native speakers (through N R S watching movies or TV shows) U A I practice the sounds of English U A N R S P1 I use formulas to manage conversations (E.g That’s right; Well, that’s not too bad”, etc.) “Yes, N R S U A I read newspapers and magazines in English and listen to N R S radio, tapes and TV shows spoken in English U A B 3: Compensation Strategies I use gestures in speaking when I cannot think of the right N R S expressions U A 10 I use a word or phrase that means the same thing if I N R S cannot think of the right word U A 11 I make up new words if I not know the right ones N R S (E.g When I not know the word “corpse”, I make up the word “dead-body”) U A 12 I say something slightly different if I cannot think of the N R S right expression (E.g saying “water” for “liquid”) U A B 4: Metacognitive Strategies 13 I arrange my schedules to have time to practice speaking N R S U A 14 I plan to set clear goals and objectives to improve my N R S speaking skills (E.g Goals: - To be an interpreter Objectives: - To master the knowledge talking about weather.) U A 15 I look for opportunities to speak English N R S U A 16 I evaluate the general process I have undergone in N R S English speaking U A B 5: Affective Strategies 17 I try to relax or breathe deeply whenever I feel afraid of N R S speaking English U A 18 I make encouraging statements such as “I can do” when I N R S am afraid of making mistakes U A 19 I give myself a reward or treat when I speak well in N R S English U A 20 I tell someone about how I feel when speaking English U A B 6: Social Strategies P2 N R S 21 I ask my teachers or classmates to correct me when I N R S speak in the wrong way U A 22 I work with my classmates to practice, review or share N R S information in learning speaking U A 23 I ask the others to slow down or repeat if I not N R S understand U A 24 I try to learn the culture of native English speakers U A N R S Part C Students’ Perceptions What you think about the role of speaking learning strategies?  Most important  Important  Less important  Not important What type(s) of speaking learning strategies you think are necessary for ndyear English major students? (You can tick more than one answer or write down the others)  Memory strategies (e.g reading loudly, using rhymes, reviewing)  Cognitive strategies (e.g imitating, practicing, using formulas, receiving and sending messages)  Compensation strategies (e.g using gestures, synonym, coining words and adjusting the messages)  Metacognitive strategies (e.g arranging, planning and seeking practice opportunities and self-evaluating)  Affective strategies (e.g managing your emotions: lowering anxiety, encouraging yourself …)  Social strategies (e.g learning with others) Others: P3 Part D Suggestions to Learn Speaking Skills What you think about teachers’ methods of teaching speaking skills? What kind of teaching methods you like or want to suggest? What preparations you think students should for learning speaking skills? What you think about the classroom facilities for learning speaking skills? (For examples, the desks and chairs, the lights, the multimedia, the blackboard, the room size, the room layout …) What you think about the textbooks you are using in learning speaking skills? (For examples, the layout, the level, the content…of the books, whether they are reasonable/suitable or not, why or why not?) P4 Appendix INTERVIEW QUESTIONS FOR STUDENTS Are you afraid of speaking English? Why or why not? What you think of your English speaking ability? What you think about the role of language learning strategies in learning English speaking skills? There are six types of language learning strategies (i.e., memory, cognitive, compensation, metacognitive, affective, and social strategies), which one you like to / rarely use in learning English speaking skills? Why you choose this strategy? In addition to the above six types of strategies, you use any other strategies in learning English speaking skills? Except for using langauge learning strategies, you have any suggestions for learning English speaking skills? P5 Appendix THE RESULT OF QUESTIONNAIRE SURVEY The questionnaire aims at collecting data for the research “An Investigation into English Learning Strategy Use among 2nd-year English Major Students in Learning Speaking Skills at Hue University, College of Foreign Languages” Follow was the data finding collected from 100 participant students Part A Personal Background Name: _ (optional) Age: _ (optional) How you evaluate your English speaking proficiency?  Excellent (0)  Good (17)  Fair (68)  Poor (15) Do you find it difficult to study speaking skills?  Yes (90)  No (10) Part B Speaking Learning Strategies N＝never R＝rarely S＝sometimes U＝usually A＝always B 1: Memory Strategies I remember new English words by reading them loudly N R S U A (Representing sounds in memory) 17 53 16 I remember new English words by using rhymes N R U A (Using rhymes) 11 27 45 16 I memory new English words by using them in sentence(s) N R A 10 35 38 16 S S U (Placing new words into a context) I review the sounds, words, sentences that I learnt in the N R S U A previous speaking lessons 18 28 41 11 (Structure review) B 2: Cognitive Strategies I imitate English sentences from native speakers (through watching movies or TV shows) P6 N R S U A 11 45 36 15 (Imitating) I practice the sounds of English N R S (Practicing with sounds) 12 38 37 13 I use formulas to manage conversations (E.g “Yes, That’s right; Well, that’s not too bad”, etc.) N R 10 34 37 17 N R 12 46 27 13 N R 14 39 31 11 S U U A A (Using formulas) I read newspapers and magazines in English and listen to radio, tapes and TV shows spoken in English S U A (Using resources for receiving and sending messages) B 3: Compensation Strategies I use gestures in speaking when I cannot think of the right expressions S U A (Using gestures) 10 I use a word or phrase that means the same thing if I N cannot think of the right word (Using synonym) R S 16 49 26 N R S U A 23 35 24 N R U A 18 46 26 11 I make up new words if I not know the right ones (E.g When I not know the word “corpse”, I make up the word “dead-body”) U A (Coining words) 12 I say something slightly different if I cannot think of the right expression (E.g saying “water” for “liquid”) S (Adjusting the messages) B 4: Metacognitive Strategies 13 I arrange my schedules to have time to practice N R S U A speaking 24 39 23 (Arranging learning schedule) 14 I plan to set clear goals and objectives to improve my N R S U A speaking skills (E.g Goals: - To be an interpreter 20 43 19 13 Objectives: - To master the knowledge talking about weather.) (Setting goals and objectives) 15 I look for opportunities to speak English P7 N R S U A (Seeking practice opportunities) 18 36 31 13 16 I evaluate the general process I have undergone in N R S U A English speaking 22 46 24 (Self-evaluating) B 5: Affective Strategies 17 I try to relax or breathe deeply whenever I feel afraid of N speaking English (Using relaxation or deep breathing) R S U A 18 I make encouraging statements such as “I can do” when N I am afraid of making mistakes (Making positive statement) R S 40 28 19 12 21 38 28 U A 19 I give myself a reward or treat when I speak well in N R S U A English 12 29 37 18 (Rewarding yourself) 20 I tell someone about how I feel when speaking English N R (Discussing your feeling with someone else) 10 S U A 44 26 12 B 6: Social Strategies 21 I ask my teachers or classmates to correct me when I N speak in the wrong way (Asking for correction) R S U A 47 28 14 22 I work with my classmates to practice, review or share N R S U A information in learning speaking 10 32 41 16 (Cooperating with others) N R S 28 41 26 24 I try to learn the culture of native English speakers N R S U A (Developing cultural understanding) 17 42 33 23 I ask the others to slow down or repeat if I not understand U A (Asking for classification or verification) P8 Part C Students’ Perceptions What you think about the role of speaking learning strategies?  Most important (35)  Important (64)  Less important (1)  Not important (0) What type(s) of speaking learning strategies you think are necessary for 2-nd year English major students? (You can tick more than one answer or write down the others)  Memory strategies (e.g reading loudly, using rhymes, recombining and reviewing) (59)  Cognitive strategies (e.g imitating, practicing, using formulas, receiving and sending messages) (37)  Compensation strategies (e.g using gestures, synonym, coining words, and adjusting the message) (50)  Metacognitive strategies (e.g arranging, planning and seeking practice opportunities and self-evaluating) (49)  Affective strategies (e.g managing your emotions: lowering anxiety, encouraging yourself …) (26)  Social strategies (e.g learning with others) (60) Others: No responses Part D Suggestions to Learn Speaking Skills What you think about teachers’ methods of teaching speaking skills? What kind of teaching methods you like or want to suggest? About Teaching Methods: There were 11 students did not give any response The follow was main ideas presented by the rest of 89 students (a) Ok; good (without explanation)(20); (b) Teachers speak too much, they should give students speak or practice more (18); P9 (c) Prefer pair work or group work because (can learn from classmates and share feelings and ideas) (16); (d) Teachers should provide games or funny and interesting topics to attract students (13); (e) Practice with native speakers or native speakers teach would be better (7); (f) Teachers should give feedback after students’ presentation (7); (g) Teachers should correct students’ mistake in pronunciation, grammar (6) (h) Teachers use mother tongue (2) What preparations you think students should for learning speaking skills? About Preparations for Learning Speaking Skills: There were 19 students did not give any response The follow was main ideas presented by the rest of 81 students (a) Prepare pronunciation, new words (vocabulary), grammar (70); (b) Be confident (62 out of the above 70 Ss); (c) Arrange clear schedule, practice as much as possible (11) What you think about the classroom facilities for learning speaking skills? (For examples, the desks and chairs, the lights, the multimedia, the blackboard, the room size, the room layout …) About Classroom Facilities: There were 17 students did not give any response The follow was main ideas presented by the rest of 83 students (a) Good; ok; enough; can be acceptable (59); (b) So-so; poor (small room size, layout is not good, multimedia in poor condition) (24) What you think about the textbooks you are using in learning speaking skills? (For examples, the layout, the level, the content…of the books, whether they are reasonable/suitable or not, why or why not?) P10 About Textbooks: There were 12 students did not give any response The follow was main ideas presented by the rest of 88 students (a) Good; ok; suitable (51); (b) Content was boring; outdated; too limited; difficult to follow(30); Poor quality (small words, unclear pictures) (7) P11