Nghiên cứu sử dụng các tình huống hài kịch giảng dạy môn nói cho sinh viên chuyên ngành tiếng anh tại trường đại học vinh

STATEMENT OF AUTHORSHIP This work has not previously been submitted for a degree or diploma in any university To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Date: 1/ / 2016 Signature Le Minh Tan i ABSTRACT This study was conducted to describe the implementation of sitcoms situations in speaking classes and explore how it influences on students’ motivation, and language proficiency The study used both quantitative and qualitative research approaches In methodology, the post test and pre test were designed to provide the reliable data Interviews data was also collected from 36 students who were at different levels of English In addition, observation was applied in all classes The Results highlighted the complexity of how the use of sitcoms can facilitate the development of students’ oral skills and how using sitcoms increase students’ motivation in learning oral skills and what aspects of oral skills the use of sitcoms enhance The research shows that sitcoms indeed are great and useful tools for English learners and for teachers of English as well Moreover, persuasive figures in this study demonstrated the great improvement of student’s Speaking skills and ability of becoming aware of the implication after learning with sitcoms Both teacher and students found that sitcoms brought them completely new English learning experiences and they seem satisfied with the sitcoms used in classes Based on the findings of the study, the research gave some discussions, conclusions and some suggestions for the future research ii ACKNOWLEDGEMENTS I have been fortunate to receive invaluable help from many people during my assignment First, I would like to express my deepest gratitude to Professor Truong Bach Le , my supervisor, for his immense encouragement, whole hearted and detailed guidance, without which the assignment could not have been completed I would like to thank all the teachers who have taught me during the course and have given me useful advice and favorable conditions for the completion of the thesis I would like to express my deepest appreciation to Mr Alex Porter for his valuable suggestions and useful help I also would like to show my special thanks to my students who help me a lot in giving their invaluable comments and suggestions while the work of this assignment was in progress Last but not least, I also owe my indebtedness to my family and colleagues for their kind co-operation and encouragement which help us in completion of this study Hue, March 2016 iii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ABSTRACT ii ACKNOWLEDGEMENTS iii TABLE OF CONTENTS iv LIST OF TABLE vii CHAPTER - INTRODUCTION 1.1 Background of the study 1.2 Purpose of the study 1.3 Research questions 1.4 Scope of the study 1.5 Definition of terms 1.6 Significance of the study 1.7 Summary CHAPTER - LITERATURE REVIEW 2.1 Authenticity material in language teaching and motivation 2.1.1 Authenticity material 2.2 Motivation 2.2.1 Gardner's motivation theory 2.2.2 The Dornyei- Otto process –oriented model of L2 motivation 2.3 Sitcoms and language teachings 10 2.3.1 Sitcoms and motivation 10 2.3.2 Sitcoms and humor in the language classroom 11 2.3.3 Sitcoms and culture 12 2.3.4 Sitcoms and pragmatics 14 2.4 Research of using videos and sitcoms in Language Classrooms 15 2.5 Theoretical Framework of the research 16 CHAPTER - RESEARCH METHODOLOGY 17 3.1 Research Methodology 17 3.2 Selection of Participants 17 3.3 Material 18 3.4 The procedure of building a lesson around a sitcom 19 3.4.1 Pre-viewing 20 iv 3.4.2 while – viewing 20 3.4.2.1 Only sound, no picture 20 3.5.2.2 Mediated - watching 21 3.4.2.3 Dubbing 21 3.4.3 Post- viewing 22 3.4.3.1 Role play 22 3.5 Data Collection Methods 22 3.5.1 Pre- test and Post- test 22 3.5.1.2 Classroom observation 23 3.5.1.3 Interviews 23 3.5.1.4 Survey 23 3.6 Data analysis 24 3.7 Summary 25 CHAPTER - RESULTS 26 4.1 Learner Motivation 26 4.1.1 Active classroom interactions 26 4.1.1.1 Group work 26 4.1.2 Entertaining Teaching Material 28 4.1.3 Teacher’s characteristics 30 4.1.3.1 Teacher’s teaching style 31 4.1.3.2 Teacher’s feed back 31 4.1.3.3 Teacher’s meditation 32 4.2 Motivation enhancement summary 33 4.3 Data analysis results 34 4.3.1 Intonation analysis report 34 4.3.2 Sentence stress 36 4.3.3 Pragmatic tests result 38 4.3.4 Classroom observation 40 4.3 Survey 41 4.3.5.1 The usefulness of sitcoms 41 4.3.5.2 Levels of students’ motivation 42 4.3.5.3 Student’s awareness levels of implication 43 4.3.5.4 Students’ sentence stress improvement 44 4.3.5.5 Students’ question intonation improvement 45 v 4.3.5.6 The effectiveness of Prediction from the Snapshots activity 46 4.3.5.7 The effectiveness of Mediated –watching activity 47 4.3.5.8 The effectiveness of Dubbing activity 48 4.3.5 The effectiveness of Role play activity 49 4.3.5.10 Students’ favorite activities 50 4.4 Drawbacks of using Sitcoms in speaking class 51 CHAPTER - DISCUSSION AND CONCLUSION 52 5.1 Conclusion 52 5.2 Language comprehension 53 5.3 Pedagogical implication 54 5.4 Suggestion for future research 55 REFERENCES 56 APPENDIX A 60 APPENDIX B 61 APPENDIX C 62 APPENDIX D 63 APPENDIX E 67 APPENDIX F 69 APPENDIX G 71 APPENDIX H 77 APPENDIX I 80 APPENDIX K 82 APPENDIX L 83 APPENDIX M 91 APPENDIX N 92 vi LIST OF TABLE Table 3.1 Demographic information of student Participants 18 Table 4.1 Advantages and Disadvantages of the sitcom- based instruction compared to textbooks 30 Table 4.2 Wh / How – Yes / No question intonation analysis report 34 Table 4.3 Sentence stress analysis report 36 Table 4.4 Pragmatic tests results report 38 vii LIST OF FIGURES, CHARTS FIGURE 2.1 Gardner and Smythe’s Model of Motivation (1975) FIGURE 2.2 A Process Model of L2 Learning Motivation FIGURE 2.3 Infinite circle of humor, culture and language 12 Figure 3.1 The progress of analyzing and collecting the data 25 Chart 4.1 Students’ attitude toward the usefulness of sitcoms 41 Chart 4.2 Students’ attitude toward levels of motivation 42 Chart 4.3 Students’ attitude toward awareness levels of implication 43 Chart 4.4 Students’ attitude toward sentence stress improvement 44 Chart 4.5 Students’ attitude toward question intonation improvement 45 Chart 4.6 Students’ attitude toward the effectiveness of Prediction from the Snapshots activity 46 Chart 4.7 Students’ attitude toward the effectiveness of Mediated –watching activity 47 Chart 4.8 Students’ attitude toward the effectiveness of Dubbing activity 48 Chart 4.9 Students’ attitude toward the effectiveness of Role play activity 49 Chart 4.10 Students’ favorite activities 50 viii CHAPTER INTRODUCTION 1.1 Background of the study All English major students at Vinh university had to spend at least or years studying English since elementary school before enrolling the professional long term English course, but most of them frequently failed to use English to communicate The reasons, which were pointed out, were the lack of exposure of students to an English environment, they have few chances to listen to and speak in English, and the speaking lessons were not interesting enough According to the input hypothesis and studies in second language acquisition, a large amount of exposure to a language speaking and listening environment is the key to a success in language learning (Hammond, 1898; Nicola, 1989; Nikolov & Krashen, 1997; swaffer & woodruff, 1982; wolfe & Jones, 1982; Winitz, 1996, cited in Krashen, 1997) Over the past decade, there have been numerous workshops, journal papers on the use of the authentic materials in language classroom in order to increase learner’s motivation and effective learning In her TESL journal, Christine Canning Wilson mentioned that “Video is at best defined as the selection and sequence of messages in an audio-visual context Considerable confidence is placed in the value of audio-visual aids to enhance the learning of foreign languages” Arthur( 1999) claims that : “ video can give students realistic models to imitate for role-play , can increase awareness of other cultures by teaching appropriateness and suitability, can strengthen audio/visual linguistic perceptions simultaneously, can widen the classroom repertoire and range of activities, can help utilize the latest technology to facilitate language learning, can teach direct observation of paralinguistic features found in association with the target language, can be used to help when training students in ESP related scenarios and language, can offer a visual reinforcement of the target language and can lower anxiety when practicing the skill of listening” At the workshop “ Short and sweet: using short films to promote creativity and communication” , Kieran explores how short films can be used in the classroom, and how we use it to promote creativity , and both oral and written communication by doing communicative activities based around a variety of short films Moreover, in terms of learner motivation with videos, a number of studies and journals have shown that “video appear to be more interesting to students so that they are likely to become actively involved in the lesson” (Chiang, 1996, 1997; Lin & Fox, 199a; Lin, 2002a; Lo, 2004) Stephen Ryan in his journal on “using films to develop learner motivation” says that “Students will often express an interest in using movies as a medium for language learning.” Furthermore, psychologists say that a film is great when it reflects a person’s own values In another word, great films help us discover our personal values, when you have a strong feeling while watching movies, you may see personal value inside of you that movie is reflecting Movies can teach you a lot about you self Sineta (1993) claims that “Films can be consciousness-raising tools; their stories are personal mentors that lessen fear or illuminate the love, virtue, and wholeness already present in our lives” It can be seen that, students will have a great motivation if they have chance to study with films in class, and teachers will have a very new and exciting teaching experience as well comparing to using traditional textbooks It goes without saying that Film is one of the greatest authentic tools of teaching English in class Freda Mishan (2005) claims that “any teacher who has used a film with learners will have felt the thrill of excitement in the class, the learners’ anticipation of entertainment and enjoyment at the sight of the VCR Of all the cultural products discussed here, film is the one that is designed to appeal most directly and fully to our emotions.”(P.216) In the context of ESL of ESL/EFL teaching, abundant studies have recognized the importance of using videos to enhance learner’s listening comprehension and to train student’s oral skills (Baltova, 1994; Chung & Chiao, 1999; Lin, 2000a, 2002a; Lo, 2004; Markham, Peter, & McCarthy, 2001; Secules, Herron, & Tomasello, 1992; Synder, 1988, cited in Hui2 Second scene : Monica: Okay, it’s him Who is this? Alan: Alan Joey : Chandler He’s here Monica Okay, please be good Please? I mean, remember how much you like me Hi Alan, this is everybody : I’ve heard so much about all you guys Alan Monica : Thanks, I’ll call you tomorrow Third scene : Monica : Okay, let’s let the Alan – bashing begin Who’s gonna take the first shot? Come one : I’ll go Let’s start with the way he kept picking at You know, I’m sorry, I Ross can’t this Can’t it We loved him Monica : Wait a minute We’re talking about someone that I’m going out with? Rachel : And did you notice? Joey : Know what was great The way his smile was kind of crooked Phoebe : Yes, yes I like the man in the shoe Ross : What is shoe? 78 Phoebe : From the nursery rhyme “ there was a crooked man who had a crooked smile who lived in a shoe for a while Ross : So I think Alan will become a yardstick against which all future boyfriends Will be measured Rachel What future boyfriends? No , no I think this could be you know, “ it” Chandler : I’d marry him just for his David Hasselhoff impression alone Do you know I’m gonna be doing that at parties ? Ross: Do you know what I like most about him? The way he makes me feel about myself 79 APPENDIX I AFTER CLASS QUESTIONNAIRES How useful is Sitcoms in speaking class? Not at all not very useful useful Neutral Somewhat extremely/ useful very useful To what extend the use of sitcoms motivate you in speaking class? Not at all not very motivating motivating Neutral Somewhat Extremely /very motivating motivating How did you become aware the implication of situation after sitcom based class? Not at all not very clear clear Neutral Somewhat extremely/ clear very clear How does using sitcoms in speaking class help you improve stress? Not at all not very improved improved Neutral Somewhat extremely/ improved very improved How does using sitcoms in speaking class help you improve intonation? Not at all not very improved improved Neutral 80 Somewhat extremely/ improved very improved How does using “Prediction from the snapshots” help you improve your speaking? Not at all not very Neutral improved improved Somewhat extremely/ improved very improved How does using “Mediated –watching” help you improve your speaking? Not at all not very Neutral improved improved Somewhat extremely/ improved very improved How does using “ Dubbing” help you improve your speaking? Not at all not very Neutral improved improved Somewhat extremely/ improved very improved How does using “Role play” help you improve your speaking? Not at all not very Neutral improved improved Somewhat extremely/ improved very improved 10 How you like these activities Number them from to according to your level of references ( The least = , the most = 7) Pragmatic Stress Intonation Prediction from the snapshots Mediated – watching Dubbing Role play 81 APPENDIX K INTERVIEW QUESTIONS FOR STUDENTS How you think about the use of sitcoms in a spoken class? Do you think those activities based on sitcoms used in class help you interact and communicate more with your friend? What are the advantages and disadvantages of using sitcoms in teaching spoken English comparing to using traditional textbooks? How did the teacher’s teaching style and feedbacks affect on your motivation in class? Do you have any suggestions or recommendations about the activity or content of the lessons? Will you be interested in watching sitcoms or another TV shows in English after these classes? 82 APPENDIX L SAMPLE FIELD NOTES OF CLASSROOM OBSERVATION Date : 15.11.2015 Students: 36 Time of Class : 13h -15:40 Name of class: Spoken English practice Class Location : B1103 Length of observation :150 minutes Analysis of Social Interaction in Sitcom-based Classroom Classroom Activities Researcher’s comments Time Pre-viewing 10 * Students seemed to be excited Prediction from the Snapshots mins working with pictures Some pair of students , all students were really trying really hard to combine pictures together and create story Some students laughed * pairs of students were asked to tell their story * Teacher gave feed back but he didn’t show students the answer While – viewing 13 * Teacher played the sitcoms with Activity :Only sound , No mins showing the pictures picture * Students received the handouts Students were asked to listen and and worked individually finish tasks Task 1: Task 1: Listen and fill in the blanks * Students sailed through the first task * Teacher provided the answers and explained 83 * Some students got started to make their examples with their friends after listening to teacher * students made their examples loudly in the middle of class * Teacher gave feed back and kept saying “ good job” to students Task 2: Listen and define the stress 17 Task 2: of the sentences mins * Some students looked at friend’ works to finish the second task This task seemed to be more challenging compared to the first one * Teacher provided the answers and explained * A lot of students seemed to disappointed with their works * Few students screamed in Vietnamese: “ Too difficult” * Teacher asked students to read the same sentence on the board None of them got it right after the first try After the third time , of them sounded more accuracy * Teacher corrected and gave feed back to them * Students seemed to want to move 84 to next task quickly Task 3: Listen and define the 10 Task 3: intonation of yes/no and wh /how mins * students got their works done questions before the audio being stopped They might know well the rule of raising and falling intonation of yes/no, wh /how questions * Teacher provided the answers and explained * Teacher asked students to make question with the right intonation -2 students made yes/ no questions -2 students made wh/how questions After the second try, of them got the correct intonation SHORT BREAK 5mins Activity 2: Mediated watching SHORT BREAK First turn 11 *Teacher set up the computer and mins louder speakers and explained the activity * Students discussed to decide who would be the first watcher * A lot of students laugh out loud 85 when watching the first scene * Few students tried to look back to watch but soon be asked to turn back by teacher * The first watchers tried to explain what was happening on the screen * After about minutes the second students turn backed to watch the scene and started laughing out loud * Teacher asked some students and what they imagined was far different from the scene * Bothe teacher and students started laughing out loud Second Turn: * Everything seemed to be mins smoother than the first turn * The other students were asked to compared the pictures in their minds with the scene on the screen * Both students and teacher laughed after listening student’s answers * Teacher corrected student’s pronunciation mistakes This activity really created a very comfortable and relaxed environment in class, the gap between students and teacher were totally disappeared in this 86 atmosphere Activity : Dubbing First turn: * Students quickly shaped 16 groups mins * Teacher gave a full tape script for each students and explained the activity * A lot of students used Vietnamese to discuss the role of each members until being noticed by teacher * Teacher play the sitcom without showing the pictures again * Students tried to listen and imitate the voices * Students get started to dub * Some girls imitated the voice of female actors, on the other hand there was only boy forced to dub the voice of actress , he showed some effort to imitate the female’s voice * Students laughed and practicing * Few students created their own body language to fit with the scene * There was groups , the member of these groups corrected pronunciation mistakes to each other 87 14 Second turn: mins * Students again used Vietnamese to change their roles in group until being caught by teacher * Teacher play the sitcom without showing the pictures again * Students seem to enjoy this activity They worked hard and had fun together *After turns, teacher asked one group to show their works * whole class listened and laughed * Teacher thought that was an excellent performance He did see the changes in student’ intonation and stress Students sounded more natural This activity gave students such a good chance for them to improve their pronunciation and accent SHORT BREAK 5mins SHORT BREAK Watching sitcom scene 5mins * Students were given some snapshots from the scene , watched funny situations , and had listened to the full audio, read the tape scripts So, they were so excited and couldn’t wait to watch the full scene 88 * Teacher played the scene * Students kept silent and focused on the screen They all laughed and found the scene from the sitcom was very interesting and so real * Students really wanted to watch more, but teacher promised to play the full episode for them another time Post-viewing 10 * Teacher showed students the Role play mins situation on the screen * All students laughed out loud when read the situation * Several students immediately turned back to share their ideas about it with their friends in Vietnamese * Students were asked to work in group of again * Students made more noise in Vietnamese * Teacher moved around to remind them not to speak Vietnamese * Few students jumped up and laughed when they had an interesting idea They tried to whisper with the members in the same group * All groups worked hard but still 89 spoke Vietnamese very often 5mins Group 1: *6 students performed on stage * Teacher took note their mistakes * The other students enjoyed the play However, there were groups still struggling with their preparation and they didn’t pay attention on friends’ group * The teachers asked students how they feel about the first play * All students agreed that it was very funny * Teacher gave feed back and corrected some pronunciation mistakes 30mins Group 2.3.4.5.6 After the first play from group 1, group performed their works with high attention from students and received positive feed backs from teacher, even though they still made a lot of mistakes Especially, intonation and stress mistakes 90 APPENDIX M A SAMPLE OF STUDENT’S PRE TEST TRANSCRIPTION “N1: Hey, What are you doing? N2: I am painting My homework is drawing about my family N1: Wow! It sounds very interesting How many people are there in your family? N2: people, And how about you? Which is your total member of your family? N1: I have members My father, my mother and me Do you have any brothers and sisters? N2: Yes, I have got a younger brother Do you live with your family? N1: I still live with my parents I feel safe and sound Is family very important to you? N2: Of course, my family influences on me a lot Who affect your life the most? N1: It is difficult to answer this question but I think my mother How much time you spend with your family? N2: I always spend my free time for my family We eat, watch TV and chat together Do you want to have more sisters or brothers? N1: I think more people would probably be happier N2: It likes my view Are you enjoy to visit my family next week? N1: So great! I am looking forward to come your home” 91 APPENDIX N A SAMPLE OF STUDENT’S POST TEST TRANSCRIPTION N1: Hey What are you doing? N2: I am prepare to go to my school ST- Mtp has a big show tonight N1: Oh, really? Are you a big fan of ST-Mtp? N2: Yes, I enjoy listening to music and I like him the most He is so cute and lovable Do you know him? N1: A bit I don’t interested in listening to music Watching film is my cup of tea Have you seen “ The healer”? N2: I have seen previous this month Who is your favorite actor? N1: Lee Min Hoo He is main actor in some famous films He is also handsome And you, which actor are you fond of? N2: I fancy Lee Min Hoo too Have you watched“ 49 days” ? N1: I haven’t finished watching It is so long I will continue to watch it after finishing exams So what kinds of movie are you fancy? N2: Korean films I hardly miss any Korean movies Are you free in this weekend? What about going to cinema to watch new Korean films? N1: Yes, That is good idea! 92