Tăng thời lượng của học viên trong tiết học nói ở trung tâm hai bà trưng tại tỉnh thừa thiên huế

TABLE OF CONTENTS Statement of authorship i Acknowledgements ii List of tables List of charts Abstract….… CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Aims and objectives 1.2.1 Aims 1.2.2 Objectives 1.3 Scope of the study 10 1.4 Research questions 10 1.5 Significance of the study 10 1.6 Organization of the study 10 CHAPTER 2: LITERATURE REVIEW AND THEORETICAL BACKGROUND 12 2.1 Literature review 12 2.2 Theoretical background 13 2.2.1 Time allocation 13 2.2.1.1 Allocated time 13 2.2.1.2 Engaged time 13 2.2.1.3 Academic learning time 14 2.2.2 Speaking skill 14 2.2.2.1 Definition of speaking skill 14 2.2.2.2 Situations of speaking 15 2.2.2.3 Micro-skills of speaking 15 2.2.2.4 Principles of teaching speaking English as second language 16 2.2.2.4.1 Give students practice with both fluency and accuracy 16 2.2.2.4.2 Provide opportunities for students talk by using group work or pair work and limiting teacher talk 16 2.2.2.4.3 Plan speaking tasks that involve negotiation for meaning 17 2.2.2.4.4 Design classroom activities that involve guidance and practice in both transactional and interactional speaking 17 2.2.2.5 Speaking techniques 18 2.2.2.5.1 Information gap 18 2.2.2.5.2 Role–plays 19 2.2.2.5.3 Simulations 19 2.2.2.5.4 Discussions 19 2.2.2.5.5 Brainstorming 20 2.2.2.5.6 Interviews 20 2.2.2.5.7 Story completion 20 2.2.2.5.8 Reporting 20 2.2.2.5.9 Picture describing 21 2.2.2.5.10 Finding the difference 21 2.2.3 Group work planning 21 2.2.3.1 Group size 21 2.2.3.1.1 Whole group 22 2.2.3.1.2 Pairs 22 2.2.3.1.3 Small groups 22 2.2.3.2 Grouping strategies 22 2.2.3.2.1 Random grouping 22 2.2.3.2.2 Student-selected grouping 23 2.2.3.2.3 Instructor-formed grouping 23 CHAPTER 3: METHODOLOGY AND PROCEDURES 24 3.1 Research approach 24 3.2 Participants 25 3.3 Data collection 26 3.3.1 Interviews 26 3.3.2 Questionnaires 27 3.3.3 Observations 28 3.3.4 Teacher’s and students’ diaries 28 3.4 Data analysis 29 CHAPTER 4: FINDINGS AND DISCUSSIONS 31 4.1 The students’ talking time before the action research 31 4.2 Factors influencing the amount of students’ talking time in the speaking sessions 32 4.2.1 Topics students prefer to speak in the speaking sessions 33 4.2.2 Techniques stimulating students’ talking in the speaking sessions 34 4.2.3 Influence of vocabulary and structure on the students’ talking time 35 4.2.4 Influence of partners on the students’ talking time 35 4.2.5 Influence of emotion on the students’ talking time 36 4.2.6 Influence of knowledge on the students’ talking time 37 4.2.7 Influence of the teacher’s talking time on the students’ talking time 37 4.2.8 Influence of the native language on the students’ talking time 38 4.2.9 Influence of seat positions on the students’ talking time 39 4.3 Techniques applied to increase students’ talking time in the speaking sessions 39 4.4 Reaction of the students toward the teacher’s using speaking techniques in the four speaking sessions 41 4.4.1 Speaking session 1: Unit 6………… 41 4.4.2 Speaking session 2: Unit 46 4.4.3 Speaking session 3: Unit 51 4.4.4 Speaking session 4: Extension units and 55 4.5 Suggestions………………………… 60 CHAPTER CONCLUSION AND IMPLICATIONS 62 5.1 Summary of the findings…………… 62 5.2 Implications 62 5.2.1 For teachers 63 5.2.2 For students 63 5.2.3 For the foreign language center administrators 63 5.3 Limitations 63 5.4 Implications for further study 64 REFERENCES 65 APPENDIX 1: INTERVIEW QUESTION No.1 APPENDIX 2: QUESTIONNAIRE No APPENDIX 3: INTERVIEW QUESTIONS No.2 APPENDIX 4: CONVERSATION PIECES APPENDIX 5: SPEAKING SESSION APPENDIX 6: SPEAKING SESSION APPENDIX 7: SPEAKING SESSION APPENDIX 8: SPEAKING SESSION 4 LIST OF TABLES Table 4.1: Techniques stimulating students’ talking in the speaking sessions Table 4.2: Influence of partners on the students’ talking time Table 4.3: Influence of emotion on the students’ talking time Table 4.4: Influence of knowledge on the students’ talking time Table 4.5: Influence of the teacher’s talking time on the students’ talking time Table 4.6: Influence of the native language on the students’ talking time Table 4.7: The summary of the problems, the actions for this very speaking session, the outcomes and the unresolved problems of this session and the intended actions for the next speaking session Table 4.8: The students’ amount of talking time in the speaking session Table 4.9: The summary of the problems, the actions, the outcomes, the unresolved problems and the intended actions which will be applied to the next speaking session Table 4.10: The students’ amount of talking time in the speaking session Table 4.11: The summary of the problems, the actions, the outcomes, the unresolved problems and the intended actions for the fourth speaking session Table 4.12: The students’ amount of talking time in the speaking session Table 4.13: The summary of the problems, the actions, the outcomes, the unsolved problems and the intended actions Table 4.14: The students’ amount of talking time in the speaking session LIST OF CHARTS Chart 4.1: The students’ talking time before the action research Chart 4.2: Factors influencing the amount of students’ talking time in the speaking sessions Chart 4.3: Topics students prefer to speak in the speaking sessions Chart 4.4: Influence of vocabulary and structure on the students’ talking time Chart 4.5: Influence of seat positions on the students’ talking time Chart 4.6: Techniques applied to increase students’ talking time in the speaking sessions Chart 4.7: Comparison the amount of the students’ talking time before the action research and the first speaking session in which the action research began being conducted Chart 4.8: Comparison of the amount of the students’ talking time of the speaking session and speaking session Chart 4.9: Comparison of the amount of the students’ talking time of the speaking sessions 1, and Chart 4.10: Comparison of the amount of the students’ talking time of the speaking sessions and Chart 4.11: Comparison of the amount of the students’ talking time among the four speaking sessions ABSTRACT This thesis aims to identify factors which reduce the amount of students’ talking time in the speaking sessions and to apply some speaking techniques that increase students’ talking time By using interviews, questionnaires, observations and diaries conducted at Hai Ba Trung foreign language center in Thua Thien Hue province with the participation of 34 students from class A.34.2, nine influential factors and three speaking techniques were found The nine factors were topics, techniques, vocabulary and structure, partners, emotion, knowledge, the teacher’s talking time, the native language and seat positions and the three techiques were interview, roleplay and information gap Thanks to the addressing of the nine influential factors and using appropriate techniques, there was a remarkable increasing amount of the students’ talking time in the speaking sessions The study has contributed greatly to the achievements in speaking skill of the students in the class A.34.2 of Hai Ba Trung foreign language center CHAPTER INTRODUCTION 1.1 Rationale In these days when English is a key feature to success and fortune, a great number of people spend their precious time studying English Different people employ different ways to master English Some people study by themselves Some with assistance of tutors and a large number of people go to some foreign language centers in the evening As a result, many centres have come into being and flourished The centers have become familiar places where interests towards English of both learners and teachers can be satisfied Students studying at any foreign language centers in Hue are taught the four skills which are reading, listening, writing and speaking Among the four skills speaking is the main goal of many learners at evening classes because being good at speaking learners can be better groomed to adapt to the demands of the new era since the emphasis is now moving to speaking It is the importance of speaking that makes teachers attempt to research focusing on speaking to address some speaking problems In so doing teachers can improve students’ speaking skill In reality, when teaching speaking sessions some teachers have the feelings that their students are very tired of speaking and just carry out activities to avoid losing teachers’ faces Sometimes some students talk a lot but others say nothing The reasons may lie in the influential sphere of both learners and teachers As for leaners, some difficulties are they have nothing to say and they not know how to say things or when to speak The difficulties appear because of the fact that learners not meet the requirements of the principles of speaking That is to say, learning to speak in a foreign language will be facilitated when learners are actively engaged in attempting to communicate According to Swain, we learn to read by reading and also we learn to speak by speaking Moreover, many students feel worried when speaking a foreign language They become “tongue – tied” or lost for words, which make them suffered the feelings of discouragement and sense of failure This idea is supported by Brown (2001), who said “One of the major obstacles learners have to overcome in learning to speak is the anxiety generated over the risk of blurting things out that are wrong, stupid or incomprehensive (p.269) Besides, what makes speaking lessons unsuccessful is that students often have a little time to speak even in the speaking sessions This problem partly stems from teachers’ talking time and techniques they use to carry out For teachers, sometimes they cannot measure how much talking time they spend in a 45-minute speaking session Some teachers speak most of the time They spend too much time giving instructions, making clarification or giving feedback This excessive taking time of teachers consumes time–on–task of students This is the problem of which not every teacher can be aware but has a great impact on the success of the speaking sessions Besides, boring activities with inappropriate techniques lead students to laziness These two factors affect students’ engagement Several studies indicate that engagement rates are significantly related to students’ achievements (Anderson, 1975; Fisher, et al., 1978) and prepare them for functional roles in society as well as employability The importance of time talking really interests me and spurs me to research in contribution to better management of time for teachers and strategies when teachers apply some typical speaking techniques to an English speaking classroom Therefore, I conducted the research entitled with “Increasing students’ talking time in the speaking sessions of Hai Ba Trung foreign language center in Thua Thien Hue province.” 1.2 Aims and objectives 1.2.1 Aims This thesis aims to help teachers understand and master some of the speaking techniques thoroughly Additionally, the thesis aims to increase time-on-task of students to improve actually oral communication so that the speaking skill of students is more and more similar to native speakers 1.2.2 Objectives This research is planned to - Point out reasons why students’ time-on-task is reduced - Specify techniques that teachers can use to increase students’ talking time - Indicate learners’ reactions toward each technique used - Propose some ideas to increase the engagement of students in the speaking sessions 1.3 Scope of the study The study is an action research It was conducted with my class consisting of thirty-four students at elementary level of Hai Ba Trung foreign language center for three months 1.4 Research questions What factors influence the amount of students’ talking time in the speaking sessions of Hai Ba Trung foreign language center in Thua Thien Hue Province? What techniques can be applied to increase students’ talking time in the speaking s2essions? How students react towards the teacher’s techniques? 1.5 Significance of the study The study describes real situations of a real English-speaking class Therefore, the data and strategies of the similar techniques can be applicable to any English speaking class to increase students’ talking time in speaking lessons 1.6 Organization of the study Chapter is Introduction The introduction presents the study rationale, aims, objectives, scope, research questions, significance and organization of the study Chapter is Literature review and Theoretical background This research reviews some previous theses which are related to the research paper It also provides the theoretical background related to the subject of the study The theoretical background is the basic foundation for analyzing data which serve the findings and discussions 10 The problems The actions The outcomes The unresolved The intended actions problems Ss did not work They but were stopped looked at their stopped copies handouts and immediately practice copied down They Ss were told their to write a lot Give them handouts and and were criticised They Ss who used the students used were asked stopped using much to stop Vietnamese most Vietnamese in speaking would Vietnamese in immidiately and tried to their speaking use English buy candies for the whole class Some Some They They They did as These pairs Prepare some students were told to required finished their practice work before again the time was up just did one more time although there was still time to practice reserved activities for good students in case they finished their work earlier than expected Table 4.11: The summary of the problems, the actions, the outcomes, the unresolved problems and the intended actions for the fourth speaking session Although there were some more factors in this speaking session, the period was exciting All students participated in the activity The table below reflected the talking time of my students in this speaking session Number % (people) Below minutes 8.82 minutes 11.76 10 minutes 26.47 15 minutes 11 32.35 Over 15 minutes 20.59 Total 34 100.00 Table 4.12: The students’ amount of talking time in the speaking session No Amount of time 53 From the statistics of the table 4.12, it can be drawn that the number of students speaking in 15 minutes was greatest, which made up to 32.35% The second greatest number of students was those who could speak in 10 minutes accounting for 26.47% There were up to 20.59% of the students speaking over 15 minutes The percentage of students speaking in minutes and below minutes was smallest 11.76% of the students spoke in minutes and 8.82% below minutes In this speaking session the greatest number of students spoke 15 minutes and the smallest number of students spoke below minutes To see the changes in the amount of the students’ talking time between the speaking sessions 1, and 3, it was recommended to look at the chart 4.9 Chart 4.9: Comparison of the amount of the students’ talking time of the speaking sessions 1, and After the speaking session 3, the result of the students’ talking time was shown in the chart 4.9 From this chart, it can be said that similarly as the speaking session the students who could speak below minutes, in minutes and 10 minutes continued to decrease Instead, there was an increasing number of the students speaking in 15 minutes and over 15 minutes In the speaking session 2, the percentage of those who spoke 15 minutes was 20.59% and in the speaking session 54 the percentage was up to 32.25% 17.65% of the students who spoke over 15 minutes in the speaking session went up to 20.59% in the speaking session It is true that applying some speaking techniques together with addressing the factors that influenced the students’ talking time brought good results in speaking skill of my students The good results were not only in the increasing talking time of my students but also in their performance in the speaking classes 4.4.4 Speaking session 4: Extension units and This speaking session aimed to give the context for students to practice the vocabulary in terms of parts of the house The activity was based on the technique of information gap What the students were going to was to describe their own pictures and ask for the descriptions of their partners so that they could find out the differences between the two pictures In the pre-stage, I gave some new words related to the picture in the light of some techniques of teaching vocabulary Those words were “carpet”, “flower vase”, “curly hair”, “pillow”, “piece of paper” Then students were given the handouts and asked not to show the pictures to their partners I modeled one pair of sentences with one good student I said “In my picture there is a dog How many dogs are there in your picture?” The student said “In my picture, there aren’t any dogs but there is one cat.” “That is one difference,” I said All of my students understood what they were going to In the while-stage, my students spoke a lot The topic was quite easy for them and “the activity is like a game,” one student said There was one pair having finished before the time was up and I gave them another similar picture Everything went very smooth After all of them finished, I instructed the students how to present their ideas in front of the class I said that each pair woud present one difference For example, one said “In my picture there is a dog but there are not any cats in my partner’s picture.” Then I invited each pair to say each different point aloud There were two pairs who reported all the differences I was very pleased that every student in my class took part in the activity very excitedly 55 In my feedback, I highly appriciated my students’ work because they had done so well I had the feeling that I had designed a very successful activity The topic was quite simple but it was not monotonous because it was like a game In this activity, the vocabulary and the structrure was easy enough Therefore, my students were not shy because of being afraid of making mistakes and felt confident to say The speaking session was said to be wonderful The speaking sessions had some factors that reduced the students’ talking time Those were some factors that overlapped those in the previous the speaking sessions However, in this speaking session, the factors interfered far less than in the previous ones These factors could be summarised in the table 4.13 as follows The problems The actions The outcomes The unresolved problems Some weak students just spoke in little time The intended actions Help them more than the good ones Spend more time on their presentations 1.Some Ask them to 2.Students students wrote try not to write began writing down something while they practiced anything down while they were speaking If something was so important, they would be recommended to write in short or use sign sign language and short form of language in their handouts language Table 4.13: The summary of the problems, the actions, the outcomes, the unsolved problems and the intended actions 56 The speaking session witnessed the excitement of my students in the speaking class The class was so exciting that every student in my class jumped into the conversations with their partners enthusiastically My topic, technique, vocabulary and structure and partners were so appropriate that made my class very noisy This was exactly the learning noise, which I ever wished to have when teaching speaking skill The table 4.14 best decribed the atmosphere of my class in light of a drammatical increasing in my students’ talking time No Amount of time Number (people) % Below minutes 5.88 minutes 8.82 10 minutes 10 29.41 15 minutes 20.59 Over 15 minutes 12 35.29 34 Total 100 Table 4.14: The students’ amount of talking time in the speaking session This speaking session witnessed a significant number of the students who could speak over 15 minutes, which accounted for 35.29% Only 8.82% of the students spoke in minutes and 5.88% of them spoke below minutes The chart 4.10 reflected the increasing talking time of the students in the speaking sessions 3, Chart 4.10: Comparison of the amount of the students’ talking time of the speaking sessions and 57 In the speaking session 4, the students’ talking time changed considerably in comparison with speaking sessions before the action research The number of the students who could speak below minutes and in minutes decreased and the number of students who could speak in 15 minutes and over 15 minutes increased The result in the chart 4.10 reflected that the number of the students who spoke below minutes and in minutes went on reducing However, in comparison with the third speaking session, in the fourth speaking session the percentage of those who could speak in 10 minutes increased from 26.47% to 29.41% 32.35% of the students speaking in 15 minutes in the third speaking session went down to 20.59% of them because those who spoke in 15 minutes were then able to speak in over 15 minutes Specifically, the percentage of the students’ speaking over 15 minutes increased from 20.59% to 35.29% After the fourth speaking session I saw that the students who spoke below minutes and minutes then could speak in 10 minutes and those in 10 minutes or 15 minutes then in over 15 minutes To see the the increasing talking time of the students after each speaking session the chart 4.11 was drawn Chart 4.11: Comparison of the amount of the students’ talking time among the four speaking sessions 58 Addressing the factors tthat reduced the students’ talking time and applying some favorable speaking techniques resulted in the great achievements of my students in the speaking sesions thanks to the increasing amount of talking time of my studdents after each speaking session The changes in the talking time of the students were much greater This was summarized in the chart 4.11 Specifically, the percentage of the students’ speaking below minutes reduced drammatically from 41.18% before the action research to 5.88% after the action research Additionally, there was a remarkable increasing percentage of the students who could spoke over 15 minutes Before the action research there were not any students who could speak over 15 minutes and after the action research, there were 12 students accounted for 35.29% of whom could speak over 15 minutes In brief, when the topics and the techiques were chosen appropriately the other factors which influenced the students’ talking time were specifically reflected in these situations as follows: Native language: + The students asked the teacher for new words in Vietnamese + The students talked with each other in class after they had already practiced and when their friends were invited to act out the dialogues The teacher talking time: + It was not much enough to give clear instrutions and make a model conversation Vocabulary and structure: + The students mispronounced too many words and did not know many other words in the worksheets so they had to stop their conversations to ask the teacher the meaning of some words and how to pronounce other words correctly Writing: + Some students still wrote down their conversations + The teacher aksed the students to copy down the related lessons Partners: + Some good students did not help weak ones 59 Emotion: + Some students were too shy to speak 4.5 Suggestions The research has shown that the time-on-task of students depends on not only students but also the teacher To increase the amount of students’ talking time, teachers are recommended to follow these suggestions: 4.5.1 The teacher is advisable to prepare well for the lesson In speaking, good preparation of the teacher will work The teacher shoud prepare necessary handouts for students In so doing, the teacher can save much time which students have to spend copying down Good preparation of the teacher is also the fact that the teacher masters the content of the lesson so that he/she can design necessary activities for the lesson and there is a smooth transition among activities in the speaking lesson 4.5.2 The teacher applies typical techniques of speaking sessions such as interview, roleplay and gap information They are the very effective techniques in speaking 4.5.3 Suitable topics for the activity are also very important The topics which attract a lot of students to speak are those familiar with the daily life of the majority of students With these topics, vocabulary and structure for the topics have to be close to the knowledge of the students As the result, the students feel confident to say 4.5.4 Try your best to prevent students from using Vietamese in speaking English Actually, teaching speaking English in an environment where everybody is Vietnamese is a big problem Any speaking session I did my action research there was the intervention of Vietnamese 4.5.5 Teachers should raise the awareness of his/her own talking time Sometimes, they give the same instructions With the same purpose the teacher uses similar questions to ask students too many times 4.5.6 Group planning is really important in an English speaking class Many of my students did not like to talk because of their partners Some partners may not 60 want to coorperate Some may not desire to learn The teacher must be very clever when planning the group or pair for students 4.5.7 There are always necessary reserved activities in case some students finish before the time is up These reserved activities work well when they are similar to those which are being used in the present class 4.5.8 Teachers have to immediately stop students from not working in class but copying their partners’ worksheets and from writing too much in a session of speaking 4.5.9 Teachers should spend more time on weak students and always motivate them to speak 4.5.10 Finally if the speaking sessions require much amount of time for the lecture, teachers should give the handouts for students to save the time for students to talk 61 CHAPTER CONCLUSION AND IMPLICATIONS This chapter provides the summary of what I found during the time I did my action research at Hai Ba Trung foreign language center It also presents the implications for teachers, students and administrators Additionally, this part includes the limitations of the study and suggests for further research in the future 5.1 Summary of the findings Basing on the interviews, questionnaire, observations and diaries, some results can be drawn as follows: To the first research question, nine factors influencing the students’ talking time were indicated They were topics, the teacher’s techniques, vocabulary and structure, partners, emotion, knowledge, the teacher’s talking time and seat positions Among these nine factors the four most important factors that influenced greatly the students’ talking time were topics, the teacher’s techniques, vocabulary and structure and partners To the second research question, four speaking techniques were identified which were interview, roleplay, information gap and discussion Among these techniques, interview, roleplay and information gap were the most appropriate techniques for the students of the elementary level Discussion was not chosen to be carried out in the four sample speaking classes because over two thirds students could not talk in discussion due to their knowledge background To the third research question, the reaction of students depended on how the teacher addressed the nine factors When the topic, technique, vocabulary and structure and partners were appropriate, they worked very well and were very eager to begin speaking 5.2 Implications My implications owed themselves to the findings of my action research Basing on the findings of my research I would like to offer some implications for teachers, students and the foreign language center administrators 62 5.2.1 For teachers Reflective teaching is a very good way to help teachers look back on what happened in their classes and helps them with a lot of strategies to deal with a lot of problems happening in their own classes I think, therefore, teachers should keep a diary which is very useful however private or public it is to develop themselves professionally The atmosphere of the classes and the study of students depend very much on teachers Therefore, teachers should prepare for their lessons well Any carelessness of teachers has a great impact on the achievements of students in class 5.2.2 For students The fact that how much students learn not only depend on teachers but also very much on students themselves Students have to make great efforts to study Moreover students are recommended to tell teachers what they desire to learn in each speaking lesson because teachers not know all the needs of students 5.2.3 For the foreign language center administrators Foreign language centers have a lot of teachers of advanced level and there are some centers which have 50 teachers or more However, so far a majority of the teachers just have considered these centers as places where they can a part-time job They make few efforts or preparations for the classes here although students who decide to take extra courses in the centers are very good at English and have a lot of interests towards English Therefore, the administrators of the center should start some campaigns related to doing research on teaching and learning English within the center and make sure that any contributions to the center will be awarded in return 5.3 Limitations The research has contributed a lot to my teaching speaking a lot However, it still has some limitations because of two reasons Firstly, my action research was carried out within the speaking sessions The times I carried out my research were interrupted for there were sessions in each unit Therefore, more or less this affects the results of the study Secondly, the findings of my research are applicable 63 in the English speaking class of the centers They need adjusting a lot of things so that they can work well in another environment 5.4 Implications for further study The action research in the speaking sessions has brought a lot of new things in my class Any students participated in the speaking sessions eagerly when I applied all my knowledge to teaching speaking This made my students wait for the next the speaking sessions However, so as to make the findings more reliable and applicable the following research is suggested to be carried out: “Increasing Students’ Talking Time In The Speaking Sessions Of Some Foreign Language Centers In Thua Thien Hue Province.” 64 REFERENCES Brown, G And Yule, G (1983) Teaching the Spoken Language: An approach based on the analysis of conversational English Cambridge: Cambridge University Press Brown, P And Spada, N (1998) How languages are learned Oxford University Press Brown, H.D., (1994), Teaching by principles: an interactive approach to language pedagogy, Englewood Cliffs Brown, W, 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