Developing speaking and listening skills for students through the vietnames language for grade 1, books series ket noi tri thuc voi cuoc song

HANOI METROPOLITAN UNIVERSITY FACULTY OF EDUCATION NGO LAN NHI DEVELOPING SPEAKING AND LISTENING SKILLS FOR STUDENTS THROUGH THE VIETNAMESE LANGUAGE FOR GRADE 1, BOOK SERIES "KET NOI TRI THUC VOI CUOC SONG" GRADUATION THESIS Major: Primary education Hanoi, 2023 HANOI METROPOLITAN UNIVERSITY FACULTY OF EDUCATION NGO LAN NHI DEVELOPING SPEAKING AND LISTENING SKILLS FOR STUDENTS THROUGH THE VIETNAMESE LANGUAGE FOR GRADE 1, BOOK SERIES "KET NOI TRI THUC VOI CUOC SONG" GRADUATION THESIS Major: Primary education Supervisor: Dr Ngo Thi Kim Hoan (Supervisor signs confirmation) Hanoi, 2023 TABLES OF CONTENTS INTRODUCTION .7 The reason for undertaking this study The aim of the study Research questions Research objects and subjects .9 Research missions The scope of the study 10 Research methods 10 The significance of the study .11 The organization of the study 12 CONTENT 13 CHAPTER 1: THE THEORETICAL AND PRACTICAL BASIS OF THE TOPIC 13 1.1 Literature review 13 1.2 The theoretical basis of the topic 15 1.2.1 Speaking and listening activities 15 1.2.2 Language communication activities 16 1.2.3 Psychological characteristics of students in grade 17 1.3 The practical basis of the topic .19 1.3.1 Vietnamese textbook grade 1, the book series "Ket noi tri thuc voi cuoc song” 19 1.3.2 Some common concerns of speaking and listening skills for grade Vietnamese, the book series "Ket noi tri thuc voi cuoc song” 25 1.3.3 Current situation of teaching and learning speaking and listening skills for 1st graders through Vietnamese language book, series "Ket noi tri thuc voi cuoc song" 35 CONCLUSION OF CHAPTER .43 CHAPTER 2: SOME MEASURES TO DEVELOP SPEAKING AND LISTENING SKILLS FOR STUDENTS THROUGH THE VIETNAMESE LANGUAGE FOR GRADE 1, BOOK SERIES "KET NOI TRI THUC VOI CUOC SONG" 44 2.1 Some principles when developing listening and speaking skills for students in grade 44 2.1.1 Training students' speaking skills with enough sentences and ideas 44 2.1.2 Forming students' speaking skills in paragraphs 44 2.1.3 Practicing speaking according to each topic, each specific type of lesson 45 2.1.4 Classifying students 45 2.1.5 Motivating and encouraging students 46 2.1.6 Creating conversation needs and good communication situations for students 46 2.2 Methods of organization of teaching speaking – listening, book series "Ket noi tri thuc voi cuoc song" 47 2.3 Some measures to develop speaking and listening skills for students in grade 48 2.3.1 Conversation according to pictures 48 2.3.2 Speaking and listening according to the model 52 2.3.3 Group activities 56 2.3.4 Role-playing 60 2.3.5 Learning games 65 2.3.6 Worksheets 71 2.3.7 Storytelling 77 2.4 Relationship between measures 83 CONCLUSION OF CHAPTER .84 CONCLUSION 85 REFERENCES 88 APPENDIX .90 DECLARATION OF AUTHORSHIP I hereby declare that the topic Developing speaking and listening skills for students through the Vietnamese language for grade 1, book series "Ket noi tri thuc voi cuoc song” is my independent research work under the guidance of my supervisor: Dr Ngo Thi Kim Hoan I pledge not to copy or use the research results of another previously published work References are fully cited and clearly stated the origin according to the regulations Hanoi, May 2023 Author's signature ACKNOWLEDGEMENT First and foremost, I would like to extend my deep gratitude to Dr Ngo Thi Kim Hoan for her passionate guidance and careful feedback throughout the assignment so that I could finish this thesis I also want to thank the teachers at the faculty of education at Hanoi Metropolitan University, for their enthusiastic instruction and commitment to providing me with opportunities to learn, practice, and assemble the necessary knowledge and abilities in order to complete the thesis Because of my limited expertise and knowledge, the thesis's substance is tough to write without mistakes I eagerly await your insightful opinions so that I can strengthen my study topic I appreciate it LIST OF FIGURES Figure 1.1 The Vietnamese textbook 1, volume 1, series “Ket noi tri thuc voi cuoc song” 20 Figure 1.2 The Vietnamese textbook 1, volume 2, series “Ket noi tri thuc voi cuoc song” 21 Figure 1.3 Speaking and listening according to the pictures following speech rituals, unit 21, page 55, volume 30 Figure 1.4 Speaking and listening according to the pictures following topics, unit 22, page 57, volume .30 Figure 1.5 Speaking and listening according to the pictures with given words, unit 4, page 76, volume .31 Figure 1.6 Speaking and listening according to the pictures with questions, unit 4, page 34, volume 31 Figure 1.7 Speaking and listening according to topics with games, unit 6, page 61, volume 32 Figure 1.8 Speaking and listening according to topics with painting, unit 1, page 125, volume 32 Figure 1.9 Speaking and listening according to topics with singing, unit 1, page 27, volume 33 Figure 1.10 Speaking and listening according to topics with naming for the picture, unit 2, page 151, volume 33 Figure 1.11 Storytelling with questions, unit 30, page 73, volume 34 Figure 1.12 Storytelling with narration words, unit 3, page 72, volume 35 Figure 2.1 Conversation according to pictures, unit 61, page 135, volume 50 Figure 2.2 Speaking and listening according to the model, unit 2, page 17, volume 54 Figure 2.3 Organizing group activities, unit 7, page 141, volume 58 Figure 2.4 Role-playing, unit 3, page 19, volume .63 Figure 2.5 Organizing learning games, unit 5, page 101, volume 70 Figure 2.6 Using worksheets, unit 3, page 153, volume .76 Figure 2.7 Storytelling, unit 45, page 103, volume .80 LIST OF TABLES Table 1.1 Survey the importance of listening and speaking skills in levels 36 Table 1.2 Difficulties that teachers often face when teaching listening and speaking skills to students 37 Table 1.3 Reasons why students love the types of speaking and listening in textbooks 39 Table 1.4 Difficulties faced by students while learning speaking and listening skills 40 Table 1.5 Activities that students are engaged in speaking and listening exercises 41 INTRODUCTION The reason for undertaking this study Every person's journey to success, regardless of era, substantially contributes to communication operations It is more than just the process of exchanging, transferring, and receiving information; it is the relationship between people Moreover, people can use communication activities to generate products and promote societal progress However, in order to communicate effectively, people must first be able to talk and listen well Many elements influence good speaking and listening, including linguistic skills and each person's level of awareness for each situation in life As a result, everyone has to develop and practice speaking and listening skills from a young age in order to better themselves and create possibilities for themselves to achieve Speaking and listening are two essential communication activities for every human being in daily life Communication activities are required for all persons and professions Speaking and listening help students develop oral language in first grade, setting the groundwork for written language development throughout and beyond However, first-graders who have recently transitioned from kindergarten to primary school are exposed to a new educational setting, a completely different kind of access to knowledge, and a new learning stage when compared to preschool Students’ perceptions of their competency to communicate themselves in language are sometimes still restricted; many of them speak ineffectively, are confused, and speak to adults as if they are speaking to friends It is especially difficult for them to adequately describe the content of an issue while speaking about it, making it difficult for the audience to grasp and occasionally misunderstand the situation Listening and speaking skills training for first-grade students is the process of strengthening their competency to utilize language as a communication and thinking tool, assist them in communicating with basic listening and basic speaking Practice listening and speaking abilities from a communicative standpoint, leading students to communication tasks such as receiving, perceiving, and making and producing speech One of the key goals of listening and speaking skills training in primary schools is to shape, train, and develop students' competency to communicate in language - the ability to talk activities, including the ability to associate speech (listening) and speech reproduction (speaking) Developing listening and speaking abilities for primary school pupils in general, and grade students in particular, including training them to utilize speech etiquette effectively in specific dialogues; assist students in practicing cultural interaction Developing students' listening and speaking abilities allow them to improve their conversational and communication skills in talks related to their studies and daily life One of the most important and necessary subjects in primary school is Vietnamese Because Vietnamese is a subject that helps students learn new things and serves as a tool for students to study and learn other things Learning Vietnamese will help students shape and develop linguistic thinking in addition to developing logical thinking Students will learn how to communicate and express their thoughts and feelings in Vietnamese in an accurate and expressive manner Furthermore, the importance of Vietnamese at the primary level is related to the development of soft skills, which are necessary life skills for students Vietnamese will teach students how to communicate and behave appropriately in relationships with family, community, and the natural environment, as well as how to live positively and proactively in all conditions and circumstances Thus, it can be stated that Vietnamese is an essential subject in the country's education system, particularly for primary school students the age at which their personalities and thinking are forming Vietnamese is not only a tool for thinking, but it also helps shape a child's personality That is why, beginning in first grade, Vietnamese textbooks place a strong emphasis on teaching pupils the four abilities to listen, speak, read, and write Speaking and listening are two of the fundamental skills that must be developed and mastered in order to complete the Vietnamese curriculum in grade Speaking and listening practice can help students become more assertive and confident communicators They understand how to use words in communicating effectively and abundantly, how to expand their imagination about language based on a topic or a specific communication scenario, and how to act and remark on objects and occurrences Through speaking and listening activities, the pupils will develop their Vietnamese language capital, speak the correct grammatical structure, expand their vocabulary, and serve as a foundation for later knowledge acquisition They will also form habits, be aware of preserving the purity and beauty of the Vietnamese language, prepared white chrysanthemum flowers - Invite students to review - Comment - Invite students to draw - Comment Listen We need to be obedient and lessons filial to our grandfathers, grandmothers, fathers, and mothers - The teacher closes the - Listen lesson to be learned 2.4 Relationship between measures When using the above measures, teachers can combine a number of measures together or use one main method, other measures are used to support But when using measures, teachers need to make sure to follow the rules In addition, the measures create a positive learning environment, encourage students to actively participate and create confidence, so they are excited to participate in language communication activities These practices help students maximize their linguistic potential and improve their expressive language and listening skills At the same time, these measures also help students develop social skills and become good citizens The relationship between measures to develop speaking and listening skills for students in grade is very close Developing speaking and listening skills will create a two-way interaction between the speaker and the listener Measures to develop speaking and listening skills for 1st graders will help children improve their language skills comprehensively In order to choose and use appropriate measures, teachers need to clearly define the main goal of the speaking and listening exercises and understand the purpose, content and actual process of these measures 83 CONCLUSION OF CHAPTER The above are some measures that help teachers apply in teaching listeningspeaking in developing for 1st graders in general and through the book series "Ket noi tri thuc voi cuoc song" in particular Teachers need to pay attention to the content of speaking - listening development in each lesson of Vietnamese, and choose and offer reasonable teaching methods, the quality of communication of students is markedly different In the process of teaching, there is no one optimal measure, each measure has its strengths and limitations When conducting teaching, teachers need to master teaching measures, choose and combine measures so that they are suitable to the content and purpose of the lesson, and with the psychology of students in grade so that they can achieve high results in teaching and developing speaking and listening Teachers need to be skillful, and flexible when applying those teaching measures In the goal, in addition to teaching students to listen, speak, read, write, know how to calculate, and have basic knowledge about nature and society, also focus on forging human personality But filial piety and respect for grandparents, parents, teachers and elders must be shown in many different forms, from words, attitudes, gestures and deeds This confirms the great role of students' expressive words in the process of communicating with people around them Therefore, the development of listening-speaking skills for students in Vietnamese lessons is an extremely important and necessary issue 84 CONCLUSION Conclusion Thus, the development of speaking and listening skills for grade students is very necessary and important Emphasizing the role of listening-speaking skills in teaching Vietnamese will help students become aware of listening and speaking skills in communication and practice mastering those skills This means that language competence must be formed along with the practice of communication skills The end result of developing students' listening and speaking skills must be to help students have a full understanding of language in communication so that they can have the skills to create speech-complete communication products rather than simply understanding the language in its conceptual system To achieve that goal, the development of listening and speaking skills for students in grade needs to be through language actions, these speech acts are identified and arranged according to a certain system in accordance with the psychological and communication characteristics of primary school students Thus, each exercise of listening and speaking skills for students, after all, is still a practice exercise based on different communication situations to aim at the formation and development of language skills for students By surveying the current situation of teaching and learning speaking and listening skills for 1st graders through the Vietnamese language book, series "Ket noi tri thuc voi cuoc song" It can be seen that not only students have difficulty in learning speaking and listening skills, but even teachers have difficulty in teaching these two skills to 1st graders The large difficulties of the teachers surveyed were how to make students pay attention, focus on the lecture, and speak in full sentences One of the objective reasons leading to these difficulties is that the time of a lesson cannot focus in detail on the four skills of listening, speaking, reading and writing Besides, one of the major subjective reasons is that some teachers have not paid much attention to speaking and listening skills In general, in the class, many students have not actively participated in activities to develop speaking and listening skills The reason is due to a lack of confidence in sharing their own opinions, and limited vocabulary, leading to short sentences Especially, the cause of not paying attention to listening leads to the ineffective practice of speaking and listening skills Besides, 85 some children depend on their friends and have not thought hard about the answer Not only that, the unattractive lesson also partly leads to the students losing focus It can be seen that the teaching and learning of speaking and listening skills have not been done well Because of the causes and difficulties that teachers as well as students face, besides, based on the type of listening and speaking skills in textbooks, a number of measures have been proposed to develop listening and speaking skills in the Vietnamese textbook, the book series "Ket noi tri thuc voi cuoc song" They are Conversation according to pictures, Speaking and listening skills according to the model, Organizing group activities, Role-playing, Organizing learning games, Using teaching media, Using worksheets and Storytelling These measures have very positive effects on the formation and development of listening and speaking skills for students at the beginning of primary school, thereby helping students to better absorb subject knowledge, and develop faster thinking and better reading and writing skills Teachers can flexibly combine measures when using these methods but still ensure the principles are stated in order to make the lesson more vivid, and attractive to students and help to develop comprehensively the required skills of students In addition, teachers need to combine assessment methods to understand the level of achievement when using the method and adjust the teaching method to suit their class Finally, the author wishes that the topic Developing speaking and listening skills for students through the Vietnamese language for grade 1, book series "Ket noi tri thuc voi cuoc song" helps readers gain an understanding of the importance of developing speaking and listening skills for primary students, particularly grade 1, through the new Vietnamese program Hence, helping students confidently improve their communication and contributing to improving the teacher's method of teaching speaking and listening skills in Vietnamese Recommendations 2.1 For teachers directly teaching Vietnamese class 1: It is necessary for teachers to clearly define the position and role of listening and speaking skills in Vietnamese Teachers need to allocate time reasonably and absolutely must not skip the listening and speaking part of the lessons Moreover, they need to spend a lot of time studying teaching materials, enhancing the 86 effectiveness of professional activities to give lively and attractive lectures Besides, the teacher's language must be accurate and clear In addition, teachers need to pay more attention to speaking-listening development for students in Vietnamese classes Not only, carefully studying the topic of speaking-listening development, but also teachers need to build a system of appropriate prompting questions so that students can speak on the right topic and speak creatively In addition, teachers should care about the form of organization of learning activities must be flexible, make the most of visual aids, and promote students' observation competency When students participate in activity groups, teachers then need to monitor and not miss any students when asking students to answer questions, not just paying attention to those who often raise their hands 2.2 For primary schools: Schools need to provide sets of listening and speaking development for grade Moreover, they should organize a seminar on teaching Vietnamese for grade 1, including the development of listening and speaking skills for grade In addition, they should upgrade modern teaching facilities to best serve students' listening and speaking skills development It is necessary to discuss topics of developing listening and speaking skills in professional meetings to share and agree on teaching plans for the week's lessons Besides, schools need to organize seminars for teachers to learn from each other's experiences 2.3 For students’ families: From the time the child babbles, the elders in the family need to always pay attention to correct their children's speech and language Not only that, but adults are also role models for children to follow In addition, the interest of students' parents in their children's learning will be the strongest motivation to help students truly become good children, good students and civilized citizens Moreover, they become polite and useful to family, school and society In addition, harmonious coordination between school and family is extremely important and necessary 87 REFERENCES Vietnamese documents Bui Manh Hung, Le Thi Lan Anh, Nguyen Thi Ngan Hoa, Vu Thi Thanh Huong, Vu Thi Lan, Vu Kim Bang, Trinh Cam Lan, Chu Thi Phuong, Tran Kim Phuong, Dang Thi Hao Tam (2020) Tieng Viet - Ket noi tri thuc voi cuoc song Hanoi: Vietnam Education Publishing House Limited Company Hung, B M (2021) Tai lieu tap huan day hoc theo sach moi mon tieng Viet Hanoi: Vietnam Education Publishing House Limited Company Huong, L (2022, 19) Kham pha dac diem tam ly hoc sinh tieu hoc tieu bieu Retrieved from Monkey: https://monkey.edu.vn/ba-me-can-biet/su-phattrien-cua-tre/tre-tieu-hoc/tam-ly-hoc-sinh-tieu-hoc Luong, T T (2015) Bien phap nang cao hieu qua ren ki nang noi cho hoc sinh tieu hoc mon Tieng Viet Giao duc, 117 Ly, V T (2018, 12 11) Nhung dac diem tam ly cua tre vao lop cha me can biet Retrieved from Tu van tam ly: https://tuvantamly.com.vn/nhung-dacdiem-tam-ly-cua-tre-vao-lop-1-cha-me-can-biet/ Nam, N (2023, 13) Hoat dong giao tiep bang ngon ngu la gi? Retrieved from Luat Hoang Phi: https://luathoangphi.vn/hoat-dong-giao-tiep-bangngon-ngu-la-gi/ Nguyen Quang Ninh & Dao Ngoc (2001) Ren ki nang su dung Tieng Viet Hanoi: Vietnam Education Publishing House Limited Company Ninh, N Q (1998) Mot so van de day hoc ngon ban noi va viet o tieu hoc theo huong giao tiep Hanoi: Vietnam Education Publishing House Limited Company Phan Phuong Dung & Dang Kim Nga (2010) Hoat dong giao tiep voi day hoc Tieng Viet o tieu hoc Hanoi: University of Education Publishers 10 Training, M o (2018) Chuong trinh giao duc thong mon Ngu Van Hanoi: Ministry of Education & Training 88 11 Training, M o (2018) Chuong trinh giao duc thong tong the 2018 Hanoi: Ministry of Education & Training 12 Truong, V (2017, 20) Dac diem tam sinh ly cua hoc sinh tieu hoc Retrieved from Truong Tieu hoc Trung Xa: http://thtrungxa.bacninh.edu.vn/tin-tuc-sukien/tin-tuc-su-kien/dac-diem-tam-sinh-ly-cua-hoc-sinh-tieu-hoc.html English documents 13 Nishanthi, R (2020) Understanding of the Importance of Mother Tongue Learning International Journal of Trend in Scientific Research and Development, 77 14 Skills, D f (2004) Speaking, Listening, Learning: working with children in Key Stages and Norwich: DfES Publications 15 Skills, D f (2011, 2) The National Literacy Strategy: framework for teaching 3rd ed Retrieved from Digital Education Resource Archive: https://dera.ioe.ac.uk/4699/ 16 University, F S (2016) Teaching speaking and listening in primary school Addis Ababa: Florida State University 89 APPENDIX A worksheet for examples in using worksheets measure (2.3.6) 90 Survey the reality of teaching speaking and listening skills of teachers, through the book Vietnamese 1, series "Ket noi tri thuc voi cuoc song" 91 92 Survey the reality of learning speaking and listening skills of students, through the book Vietnamese 1, series "Ket noi tri thuc voi cuoc song" 93 94 TRƯỜNG ĐH THỦ ĐÔ HÀ NỘI CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự - Hạnh phúc BẢN XÁC NHẬN CHỈNH SỬA KHÓA LUẬN TỐT NGHIỆP Họ tên sinh viên: Ngô Lan Nhi Lớp: GDTH D2019 Tiếng Anh Số điện thoại liên hệ: 0374880340 Khoa: Sư phạm Mã sinh viên: 219202030 Khóa học: 2019 – 2023 Tên đề tài KLTN: Developing speaking and listening skills for students through the Vietnamese language for grade 1, book series "Ket noi tri thuc voi cuoc song" Chuyên ngành: Giáo dục tiểu học Tác giả chỉnh sửa sau góp ý Hội đồng đánh giá Khóa luận Tốt nghiệp sau: STT Góp ý sửa Hội đồng Chỉnh sửa tác giả - Tiếp thu (Sửa cụ thể nào) - Bảo lưu (khơng sửa, lí cụ thể) I Phản biện 1 Không đưa tiêu đề lời cảm ơn, lời Tiếp thu (Xóa bỏ lời lời cảm ơn, lời cam cam đoan, danh mục bảng biểu danh mục hình ảnh vào phần mục lục; cần có tiểu mục nhỏ số mục mục lục đoan, danh mục bảng danh mục hình ảnh khỏi phần mục lục, bổ sung tiểu mục nhỏ số mục mục lục) Mục đích viết chưa rõ ràng Tiếp thu (Viết ngắn gọn, trọng tâm vào mục đích bài) Chưa rõ đâu sở lí luận đâu Tiếp thu (Tách rõ phần sở lí thuyết sở thực tiễn chương thực tiễn viết lại đề mục tương ứng với nội dung sở lí thuyết sở thực tiễn) Thiếu khái niệm, ưu nhược điểm Tiếp thu (Bổ sung khái niệm, ưu phương pháp trình bày nhược điểm phương pháp) Tài liệu tiếng Anh tiếng Việt Tiếp thu (Tách riêng phần tài liệu tiếng phần tài liệu tham khảo chưa tách Anh tài liệu tiếng Việt) riêng II Phản biện Thiếu câu hỏi nghiên cứu Tiếp thu (Bổ sung câu hỏi nghiên cứu) Thời gian nghiên cứu để dài Tiếp thu (Bổ sung tháng thực bên cạnh năm thực ghi) III Các ý kiến khác Hội đồng Tên bảng cần nằm phía bảng Tiếp thu (Chuyển tên bảng từ phía lên phía bảng) IV Tác giả tự hoàn thiện thêm: (1) Sửa lại cách đặt tên tranh ảnh bảng số liệu (2) Căn chỉnh hình thức định dạng số mục (3) Gộp nội dung số mục với để đảm bảo tính logic (4) Chỉnh sửa tên số biện pháp Hà Nội, ngày 29 tháng năm 2023 HỘI ĐỒNG KHOA SƯ PHẠM TS Trần Thị Hà Giang Xác nhận GVHD Sinh viên (Kí, ghi rõ họ tên) (Kí, ghi rõ họ tên) Ngơ Lan Nhi.GDTH D2019 TA quét lần BÁO CÁO ĐỘC SÁNG 1% % CHỈ SỐ TƯƠNG ĐỒNG NGUỒN INTERNET 0% ẤN PHẨM XUẤT BẢN % BÀI CỦA HỌC SINH NGUỒN CHÍNH repositorio.utn.edu.ec