(LUẬN văn THẠC sĩ) using lexical chunks to support grade 12th students in learning to speak english – a study at vu tien high school of thai binh

Rationale

Acquiring vocabulary is a critical issue to help students develop their vocabulary to speak English and improve their speaking skills In Wilkins‟ words (1972:111)

“Without grammar, very little can be conveyed; without vocabulary nothing can be conveyed”

Krashen argues that vocabulary plays a fundamental role in verbal communication

To effectively communicate in a foreign language, students must build a sufficient vocabulary and understand the correct usage of words Without recognizing the meanings of essential terms used by others, learners will struggle to engage in conversations.

Effective communication hinges on a strong vocabulary, as students with limited lexical knowledge struggle to engage, regardless of their grammatical understanding According to Krashen (1983), if learners grasp the structure of language but lack familiarity with essential words, they cannot participate meaningfully in conversations Therefore, approaches that postpone vocabulary acquisition until mastery of morphology and syntax are not favored, emphasizing the importance of integrating vocabulary learning from the outset.

Language comprises three fundamental elements: phonology, vocabulary, and grammar Vocabulary is intrinsically linked to both grammar and phonology, as effective vocabulary teaching involves instructing students on pronunciation and sentence structure Michael Lewis (1993) emphasizes that vocabulary encompasses more than just word meanings.

TIEU LUAN MOI download : skknchat@gmail.com

This study explores the use of lexical chunks to enhance English speaking skills among 12th-grade students at Vu Tien High School in Thai Binh By integrating lexical chunks into the learning process, the research aims to support students in becoming more fluent and confident speakers of English The findings suggest that incorporating these language patterns can significantly improve students' ability to communicate effectively in English.

EFL teachers often prioritize grammar over vocabulary, leading to an underappreciation of the crucial role vocabulary plays in language education This oversight highlights the need for a balanced approach that recognizes the significance of "grammaticalised lexis" in effective language learning.

In his 1993 work, Lewis introduces the Lexical Approach, emphasizing the importance of lexis in second language acquisition He argues that the traditional separation between grammar and vocabulary is misleading, highlighting the interconnectedness of these elements in language learning.

Incorporating new vocabulary into the classroom involves not just presenting the words but also examining their grammatical context, as emphasized by Lewis (1993) He asserts that language is fundamentally composed of grammaticalized lexis rather than lexicalized grammar The integration of grammar and vocabulary is effectively illustrated through lexical chunks, which are processed as complete units Utilizing these chunks can improve both the accuracy and fluency of language use while significantly accelerating language processing These benefits inspire me to experiment with lexical chunks to enhance my students' speaking skills.

Aims of the study

This thesis explores how lexical chunks can enhance student motivation and improve their speaking activities It offers practical recommendations for educators to encourage student participation and address challenges associated with using lexical chunks in teaching speaking skills Additionally, the study provides suggestions for future research cycles on this topic.

Research questions

The study was designed to answer the following questions:

(1) To what extent does the use of lexical chunks influence the students‟ motivation to speak English as measured by their self-

This study explores the use of lexical chunks to enhance English speaking skills among 12th-grade students at Vu Tien High School in Thai Binh By integrating lexical chunks into the curriculum, the research aims to support students in their language acquisition and improve their fluency The findings suggest that employing these language structures can significantly benefit learners in developing more natural and effective communication skills This approach not only aids in vocabulary retention but also fosters greater confidence in speaking English.

3 reported changes in their confidence and participation in speaking English?

(2) What do the students self-report on the benefits of using lexical chunks to their speaking English in the classroom?

(3) What are students‟ perceived difficulties in learning to speak English with this teaching strategy?

This study focuses on the effects of lexical chunks on the enhancement of students' speaking skills Conducted as a small-scale action research project, it aims to refine my teaching practices.

This exploratory study employed a quantitative method to investigate how the use of lexical chunks can enhance students' English speaking skills in a teaching context Data were gathered through pre- and post-treatment questionnaires, focusing on understanding the impact of lexical chunks on language learning rather than establishing a cause-and-effect relationship This approach effectively aligns with the study's primary objective of assessing the benefits of lexical chunks in improving speaking proficiency.

The thesis is composed of three following parts:

Part A: Introduction provides the rationale, aims, scopes, method and design of the study

Part B: Development- consists of four chapters

Chapter I: Literature Review: This chapter provides the theoretical background for the study

This study explores the use of lexical chunks to enhance English speaking skills among 12th-grade students at Vu Tien High School in Thai Binh By integrating lexical chunks into the curriculum, the research aims to provide students with effective strategies for improving their spoken English proficiency The findings suggest that focusing on these language units can significantly support students in their language acquisition process, leading to more fluent and confident communication.

Chapter II: Research methodology- Presents research questions, action research, reasons for adopting action research, research instruments, research procedure and participants

Chapter III: Data analysis and discussions - The detailed results of the survey and a comprehensive analysis on the data collected are focused

Chapter IV: - This chapter presents the findings and offers recommendations for more effective application of lexical chunks

Part C: Conclusion: Some limitations of the study, suggestions for future research and conclusions of the study are presented in this part

This study examines the use of lexical chunks to enhance English speaking skills among 12th-grade students at Vu Tien High School in Thai Binh By integrating lexical chunks into the learning process, the research aims to improve students' fluency and confidence in speaking English The findings suggest that the strategic use of these language units can significantly support language acquisition and communication proficiency Overall, this approach provides valuable insights into effective teaching methods for high school English learners.

PART B: DEVELOPMENT CHAPTER I: THEORETICAL BACKGROUND

This chapter deals with the theoretical background t I employed for the study

1.1 SPEAKING SKILL 1.1.1 The importance of speaking

According to Byrne (1991), language skills are categorized into receptive skills—listening and reading—and productive skills—speaking and writing Literacy skills involve reading and writing, while oral skills pertain to listening and speaking Speaking is crucial as it determines language proficiency, with Byrne noting that individuals learn English primarily to communicate effectively Pattison (1992) supports this by stating that knowing a language often equates to the ability to speak it Speaking serves as a linguistic output, enabling learners to identify gaps in their knowledge and seek ways to improve.

The significance of speaking in the acquisition of a second or foreign language has been emphasized by numerous scholars For instance, Newmark (as cited in Brumfit & Johnson, 1979) illustrates this point with the example of an individual who wishes to smoke but struggles to communicate effectively with a stranger to ask for a cigarette.

“lighter or match” As for him, the person may know the structure taught by

This study explores the use of lexical chunks to enhance English speaking skills among 12th-grade students at Vu Tien High School in Thai Binh By focusing on lexical chunks, the research aims to provide effective strategies for students to improve their fluency and confidence in spoken English The findings highlight the significance of integrating lexical chunks into language learning to facilitate better communication skills among learners.

The teacher struggles to light his cigarette without matches, unaware that the simplest solution is to approach the stranger and ask, “Do you have a light?” or “Got a match?” Alternatively, he could inquire, “Do you have a fire?” or “Are you a match’s owner?” Each of these phrases offers a straightforward way to seek help.

The primary goal of teaching speaking skills is to enable learners to communicate effectively and appropriately For instance, as highlighted by Newmark, an individual may possess a strong grasp of language structures yet struggle with utterance competence, illustrating the importance of practical communication abilities.

Thus, in order to help learners develop communicative efficiency in speaking, balanced activities approach should be used to combine language input, structured output and communicative output

Language input, delivered through listening and reading activities as well as exposure outside the classroom, serves as the foundation for learners to start producing language independently This input can focus on content or the structure of the language, playing a crucial role in language acquisition.

Structured output focuses on the importance of correct language form, allowing learners to respond based on the specific structures introduced by the teacher This approach encourages students to comfortably produce newly learned language items, often integrating them with previously acquired knowledge.

Communicative output focuses on achieving specific tasks, like gathering information or creating a travel itinerary To accomplish these tasks, learners utilize both the language recently taught by the instructor and any additional language skills they possess.

This study explores the use of lexical chunks to enhance English speaking skills among 12th-grade students at Vu Tien High School in Thai Binh By integrating lexical chunks into the curriculum, the research aims to improve students' fluency and confidence in speaking English The findings indicate that employing these language patterns significantly supports learners in their communication abilities, ultimately fostering a more effective learning environment.

Effective communication relies on vocabulary, grammar, and strategic approaches that learners possess In activities focused on communicative output, success is measured by the ability to convey the intended message, with accuracy being secondary unless it obstructs comprehension.

Design of the study

The thesis is composed of three following parts:

Part A: Introduction provides the rationale, aims, scopes, method and design of the study

Part B: Development- consists of four chapters

Chapter I: Literature Review: This chapter provides the theoretical background for the study

This study explores the use of lexical chunks to enhance English speaking skills among 12th-grade students at Vu Tien High School in Thai Binh By integrating lexical chunks into the curriculum, the research aims to support students in their language acquisition process, ultimately improving their fluency and confidence in speaking English The findings highlight the effectiveness of this approach in fostering better communication skills and facilitating a more engaging learning environment for students.

Chapter II: Research methodology- Presents research questions, action research, reasons for adopting action research, research instruments, research procedure and participants

Chapter III: Data analysis and discussions - The detailed results of the survey and a comprehensive analysis on the data collected are focused

Chapter IV: - This chapter presents the findings and offers recommendations for more effective application of lexical chunks

Part C: Conclusion: Some limitations of the study, suggestions for future research and conclusions of the study are presented in this part

This study investigates the use of lexical chunks to enhance English speaking skills among 12th-grade students at Vu Tien High School in Thai Binh By focusing on lexical chunks, the research aims to support students in their language acquisition process, making it easier for them to communicate effectively in English The findings highlight the significance of incorporating lexical chunks into language instruction to improve fluency and confidence in speaking.

THEORETICAL BACKGROUND

SPEAKING SKILL

According to Byrne (1991), language skills are categorized into receptive skills, such as listening and reading, and productive skills, which include speaking and writing Literacy skills encompass reading and writing, while oral skills pertain to listening and speaking Speaking is particularly crucial as it serves as a key indicator of language proficiency; anyone who can communicate in a foreign language demonstrates their knowledge of that language Byrne emphasizes that individuals often learn English to communicate easily and confidently, a sentiment echoed by Pattison (1992), who asserts that language proficiency is often equated with the ability to speak Through speaking, learners can identify gaps in their knowledge and work towards improving their language skills.

The significance of speaking in the acquisition of a second or foreign language has been emphasized by numerous scholars Newmark (as cited in Brumfit and Johnson, 1979) illustrates this point with the example of an individual who desires to smoke but struggles to communicate effectively with a stranger to borrow a cigarette.

“lighter or match” As for him, the person may know the structure taught by

This study explores the use of lexical chunks to enhance English speaking skills among 12th-grade students at Vu Tien High School in Thai Binh By incorporating lexical chunks into the curriculum, the research aims to improve students' fluency and confidence in spoken English The findings suggest that teaching these language units can significantly support learners in mastering conversational skills, ultimately leading to better communication proficiency.

When a teacher finds himself unable to light his cigarette due to a lack of matches, the simplest solution is to approach a stranger and ask for assistance Phrasing such requests can vary; he might say, "Do you have a light?" or "Got a match?" Alternatively, he could ask, "Do you have a fire?" or even "Are you the owner of a match?" These direct inquiries effectively communicate his need for help.

The primary goal of teaching speaking skills is to enable learners to communicate effectively and appropriately This is illustrated by Newmark's example of an individual who excels in grammatical structures yet struggles with utterance competence.

Thus, in order to help learners develop communicative efficiency in speaking, balanced activities approach should be used to combine language input, structured output and communicative output

Language input is crucial for learners, as it is delivered through listening and reading activities, as well as exposure to language outside the classroom This input serves as the foundational material that enables learners to start producing language independently Additionally, language input can be categorized into content-oriented and form-oriented types, each playing a vital role in the learning process.

Structured output focuses on the importance of correct form in language learning By utilizing the specific structures introduced by the teacher, learners are provided with options for their responses This approach encourages students to comfortably produce newly learned language items, often integrating them with previously acquired knowledge.

Communicative output focuses on achieving specific tasks, such as gathering information or creating a travel itinerary To successfully accomplish these tasks, learners utilize not only the language recently taught by the instructor but also incorporate additional language resources.

This study explores the use of lexical chunks to enhance English speaking skills among 12th-grade students at Vu Tien High School in Thai Binh By integrating lexical chunks into the curriculum, the research aims to support students in their language acquisition process The findings suggest that employing these chunks can significantly improve students' fluency and confidence in speaking English Ultimately, this approach provides valuable insights for educators seeking effective methods to boost language proficiency in high school learners.

Effective communication in language learning hinges on vocabulary, grammar, and strategic expression In output activities, the primary measure of success is the clarity of the message conveyed, rather than grammatical accuracy, unless errors significantly hinder understanding.

In a balanced activities approach, teachers incorporate diverse input and output activities, catering to learners of all proficiency levels, including beginners This variety enhances motivation and increases the likelihood of effective language learning.

1.1.2 What is involved in speaking a foreign language?

Speaking is an interactive process that involves constructing meaning through the production, reception, and processing of information Defined by Florez (1999) and cited in Bailey (2005), this process is often spontaneous, open-ended, and evolving, yet it maintains a degree of predictability.

„speaking consists of producing systematic verbal utterances to convey meaning‟ (Balley, 2005:2)

Brown (1994: 258) makes the following list of skills & knowledge that a good speaker has to possess:

 The sounds, stress pattern, rhythmic structures and intonations of the language

 Vocabulary that is understandable and appropriate for the audience, the topic being discussed, and the setting in which the speech act occurs

 Strategies to enhance comprehensibility, such as emphasizing key words rephrasing, checking for comprehension, using gestures or body language

This study explores the use of lexical chunks to enhance English speaking skills among 12th-grade students at Vu Tien High School in Thai Binh By integrating lexical chunks into the learning process, the research aims to improve students' fluency and confidence in speaking English The findings indicate that employing these language patterns significantly supports students' ability to communicate effectively Overall, the study highlights the importance of lexical chunks in language acquisition for high school learners.

 Attention to the success of the interaction and adjusting components of speech

LEXICAL CHUNKS

The term "lexical chunks" is commonly referenced in linguistic studies, yet it lacks a clear definition (Weinert, 1995:182) Various scholars describe "lexical chunks" in different ways, often characterizing them as "prefabricated patterns" (Hakuta).

The term encompasses various definitions such as "lexicalized stems" (Pawley & Syder, 1983), "speech formulae" (Peters, 1983), and "ready-made (complex) units" (Cowie, 1992), highlighting the importance and intricacy of this linguistic domain.

Nattinger and DeCarrico (1992:1) define the lexical chunks as lexical phrases They describe lexical phrases as:

Language consists of "chunks" of varying lengths that serve as multi-word lexical units, bridging the gap between lexicon and syntax These conventionalized phrases carry idiomatic meanings, differing from language constructed anew each time Each chunk fulfills a specific discourse function, such as indicating time with expressions like "a month ago" or illustrating relationships between concepts, exemplified by phrases like "the higher X, the higher Y."

Lexical phrases possess both syntactic structures and functional meanings, serving various purposes such as greetings (e.g., "how are you?"), summarizing (e.g., "all in all" or "above all"), and illustrating relationships between ideas or entities (e.g., "not only but also") They also express time relationships (e.g., "a ago") and comparative relationships (e.g., "the er the er") This distinction sets lexical chunks apart from other conventionalized forms like idioms or clichés.

This study explores the use of lexical chunks to enhance English speaking skills among 12th-grade students at Vu Tien High School in Thai Binh By incorporating lexical chunks into the learning process, the research aims to provide effective strategies that support students in improving their fluency and communication abilities in English The findings highlight the significance of lexical chunks in language acquisition, demonstrating their potential to facilitate more natural and confident speech among learners.

Lewis (1993) introduces the concept of “grammaticalised lexis,” expanding the definition of lexicon beyond individual words to encompass collocations of ritualized language He describes lexis as various multi-word chunks that are interconnected by grammatical rules, which, when combined, create coherent text (1997:7) Therefore, “lexical chunks” can be interpreted as a form of “grammaticalized lexis.” This understanding of lexicon underpins a lexical perspective on language and informs the lexical approach to teaching second languages.

A lexical chunk, as defined by Moon (1998:40), is a multi-word item or vocabulary unit that consists of a sequence of two or more words, forming a meaningful and inseparable unit both semantically and syntactically This definition emphasizes that the specific form of a lexical chunk inherently carries its unique meaning as a cohesive entity.

Taking a psycholinguistic perspective, Wray (2000) defines lexical chunks as:

A sequence of words or meaning elements, whether continuous or discontinuous, can be considered prefabricated if it is stored and retrieved from memory as a whole during use, rather than being generated or analyzed through language grammar.

Wray defines a lexical chunk as a pre-formed, meaningful linguistic unit that can be instantly recalled and utilized in communication This indicates that incorporating lexical chunks in language instruction can alleviate the cognitive burden on students, enhancing their ability to speak English as a foreign language more fluently.

This study investigates the use of lexical chunks to enhance English speaking skills among 12th-grade students at Vu Tien High School in Thai Binh By focusing on common phrases and expressions, the research aims to improve students' fluency and confidence in spoken English The findings suggest that incorporating lexical chunks into language learning can significantly benefit students' ability to communicate effectively Overall, this approach offers a practical strategy for educators seeking to support students in mastering spoken English.

Lexical chunks are defined as fixed or semi-fixed phrases that can be stored and retrieved as whole units during language acquisition This approach allows learners to focus on entire phrases rather than dissecting individual words, ultimately enhancing both fluency and efficiency in language production.

As there is no generally accepted definition, there is no fixed classification of chunks in the existing linguistic field Many linguists bring forward their own criteria from different perspectives

Among them, the classifications presented by Nattinger & De Carrico

(1992) and Lewis (1993) seem to be more widely accepted than others These classifications are reviewed below

The classifications given by Nattinger and De Carrico (1992:37-44) are primarily based on structural criteria

Table 1.1: Nattinger and DeCarrico’s classification of lexical chunks

Type of lexical chunks Examples

Polywords are concise phrases that operate similarly to single lexical items, serving to express the speaker's qualification on a subject, connect different topics, summarize information, and facilitate topic shifts.

For the most part (qualifier)

By the way (topic shifter) I’ll say ( agreement marker) All in all (summarizer)

(1) Institutionalized expressions are lexical How are you? (greeting)

This study explores the use of lexical chunks to enhance English speaking skills among 12th-grade students at Vu Tien High School in Thai Binh By focusing on lexical chunks, the research aims to support students in their language acquisition process, ultimately improving their fluency and confidence in speaking English The findings highlight the effectiveness of integrating lexical chunks into the curriculum to facilitate better communication skills among learners.

11 phrases of sentence length, usually functioning as separate utterances

(3) They are mostly continuous Institutionalized expressions are proverbs, aphorisms, for social interaction They are used for quotation, allusion or direct use

Nice to meet you (closing) There you go (approval) Give me a break (objection)

(1) Sentence builders are lexical phrases that provide the framework for whole sentences

(2) They contain slots for parameters or arguments for the expression of entire ideas

(3) They allow considerable variation of phrasal (NP, VP) and clausal (S) elements

It seems (to) me that X

I think that it’s a good idea (relators): Not only X but also Y (summarizer): My point is that X (request):Modal +you + VP (for me)

(1) Phrasal constraints are short to medium length phrases,

(2) They allow variation of lexical and phrasal categories

(3) They are associated with many Functions

Temporal relator : a…ago Topic shifter: as I was saying/ mentioning

Summarizer; in sum, in short Greeting: dear… (Nam, Mr.) Closing: yours truly/ sincerely Qualifier: as far as I know/ can tell

According to Nattinger & De Carrico (1992:44), lexical phrases types differ in grammatical level, in the kind of substitution they allow, and to whether they are typically continuous or discontinuous

This study explores the use of lexical chunks to enhance English speaking skills among 12th-grade students at Vu Tien High School in Thai Binh By implementing lexical chunks, the research aims to support students in their language acquisition process, ultimately improving their fluency and confidence in speaking English The findings highlight the effectiveness of incorporating these linguistic units in educational settings to facilitate better communication skills among learners.

Lewis (1993:92-95) classifies the lexical chunks into four different basic types They are polywords, collocations, institutionalized utterances and sentence frames and heads

Table 1.2: Lewis’ typology of lexical chunks

Types of lexical chunks Examples

Polywords are multi-word expressions that play a crucial role in vocabulary acquisition for learners Examples include phrases like "upside down," "as soon as," "on the one hand," "talk about," "after all," and "grow up." Mastering these expressions is essential for effective communication and understanding in the language.

Lexical classroom activities

Lewis (1993:126) recommends the following classroom activities For example:

 Collocation box (re)draft dictate go through get fax confidential sales special offer urgent promotional letter

Small Nice Classy Reasonable popular

Italian Chinese Thai Indian Mexican restaurant

Example 2 a sheet of (large, flat piece) paper glass ice flame stamps a letter of complaint resignation acceptance Example 4

This study explores the use of lexical chunks to enhance English speaking skills among 12th-grade students at Vu Tien High School in Thai Binh By focusing on lexical chunks, the research aims to provide effective strategies for improving students' fluency and confidence in spoken English The findings highlight the significance of incorporating lexical chunks into language instruction, demonstrating their positive impact on students' communication abilities Ultimately, this study emphasizes the importance of innovative teaching methods in supporting language learners.

 Pattern displays: have a break, shall we? get the early train go to the bank first ………

 Discourse structures: Getting visitor to your workplace

Good morning, everyone, and welcome to our event We are delighted to have you here today and hope you find the conference enjoyable and informative If you need any assistance during your visit, please feel free to reach out Now, I won’t keep you long, so I’ll pass the floor to my colleague, who will guide you through the next segment.

In this study I used all these activities The results referring this extent to which they support students‟ speak will be presented on chapter III

This chapter provides essential theoretical insights into lexical chunks, discussing key concepts and their significance It highlights the benefits of using lexical chunks, such as improved fluency, accuracy, motivation, and enhanced acquisition of target grammar These advantages serve as a foundational framework for the research design outlined in Chapter II.

This study explores the use of lexical chunks to enhance English speaking skills among 12th-grade students at Vu Tien High School in Thai Binh By integrating lexical chunks into the learning process, the research aims to improve students' fluency and confidence in speaking English The findings highlight the effectiveness of lexical chunks in facilitating better communication and comprehension, ultimately supporting students in achieving their language learning goals.

This chapter outlines the methodology used to achieve the study's aims and objectives, focusing on data collection procedures The research was designed as an action study utilizing a quantitative approach Data were gathered through a survey questionnaire and subsequently analyzed using quantitative methods.

Action research, as defined by Carr and Kemmis (1986), is a self-reflective inquiry conducted by participants aimed at enhancing the rationality and fairness of their practices This approach not only seeks to improve the participants' understanding of their actions but also examines the contexts in which these practices occur.

Action research, as defined by Kemmis and McTaggart (1988), is a collective self-reflective inquiry conducted by participants within social contexts to enhance the rationality and fairness of their social or educational practices This approach not only aims to improve these practices but also deepens the participants' understanding of the practices and the environments in which they occur The authors outline three key characteristics that define action research.

 it is carried out by practitioners (for our purposes, classroom teachers) rather than outside researchers;

 and thirdly, it is aimed at changing things” (cited in Nunan 1992:17)

Cohen and Manion (1985) argue that “action research is first and foremost situational, being concerning with the identification and solution of problem in specific context” (citied in Nunan, 1992:18)

In summary, action research is a kind of scientific study often carried out by a teacher or an educator in order to solve a practical problem in a

This study explores the use of lexical chunks to enhance English speaking skills among 12th-grade students at Vu Tien High School in Thai Binh By integrating lexical chunks into the learning process, the research aims to improve students' fluency and confidence in speaking English The findings highlight the effectiveness of lexical chunks in facilitating better communication and comprehension, ultimately supporting students in achieving greater proficiency in the language.

Action research is a practical approach that emphasizes the actions of both students and teachers to address classroom-related challenges This method not only helps in resolving specific teaching and learning issues but also contributes to the professional development of educators By engaging in action research, teachers gain valuable insights into identifying and solving problems within their teaching environments, ultimately enhancing their effectiveness as educators.

2.2 Reasons for adopting action research

This study aims to investigate the use of lexical chunks to enhance students' confidence and participation in speaking activities, ultimately improving their oral fluency and accuracy in English Conducted by the author as a classroom teacher in collaboration with students, this research aligns with the principles of action research outlined by Kemmis and McTaggart (1988).

Questionnaires are commonly used in educational research in general and in ELT research in particular According to Mc Donough J &McDonough

S (1997: 170-171) the use of questionnaires in research has some advantages:

(a) The knowledge needed is controlled by the questions therefore it is a good deal of precision and clarity

(b) Questionnaires can be used on a small scale, in house, and on a large scale

(c) Data can be gathered in several different time slots: all at once in a class at convenience when a suitable respondent happens to

This study explores the use of lexical chunks to enhance English speaking skills among 12th-grade students at Vu Tien High School in Thai Binh By integrating lexical chunks into the learning process, the research aims to improve students' fluency and confidence in speaking English The findings suggest that utilizing these chunks effectively supports language acquisition, making it easier for students to communicate in real-life situations This approach not only aids in vocabulary retention but also promotes a deeper understanding of language structure, ultimately benefiting students' overall language proficiency.

21 come along, and different locations at different times, but in all of these data is comparable

A written questionnaire was distributed to 70 grade 12 students at Vu Tien School in Thai Binh to assess the impact of an intervention on their motivation to speak English in the classroom The responses were analyzed using percentage metrics, reflecting the students' self-reported experiences and attitudes towards speaking English.

Research procedure

A pre-treatment questionnaire was administered to 12 students at Vu Tien High School, focusing on their motivation to learn spoken English The questionnaire aimed to gather students' opinions on their motivation, which was assessed through factors such as aptitude, interest, attitude, desire, and effort An analysis of the responses revealed common challenges, including a lack of motivation to speak English due to the absence of speaking assessments Additionally, the exam-oriented teaching approach led to an emphasis on grammatical structures for tests, neglecting the development of effective speaking strategies Consequently, students often struggled to combine words fluently in conversation.

This study explores the effectiveness of using lexical chunks to enhance English speaking skills among 12th-grade students at Vu Tien High School in Thai Binh By integrating lexical chunks into the curriculum, the research aims to improve students' fluency and confidence in spoken English The findings suggest that a focus on these language units can significantly support learners in mastering conversational skills, ultimately contributing to their overall language proficiency.

Many students struggle to speak English fluently and accurately due to a lack of attention in learning the language, often translating their thoughts mentally before speaking This approach leads to difficulties in expressing themselves effectively, primarily stemming from a limited vocabulary.

Step 2 - Plan of action: In looking for the solution in the literature, I found Lewis‟ (1992) Lexical Approach interesting I designed the treatment and used it in the classroom

Step 3 – Action: In order to use lexical chunks to support students in learning to speak English, I must try my best to prepare for new application First of all, while planning the lesson I took into account the topic and the objectives of the lesson to design appropriate classroom activities Next, I chose lexical chunks relating to the topic, commonly used while talking about the topic and being familiar to students Then, basing on lexical classroom activities by Lewis (1993) I designed my own lexical classroom activities that were suitable to my students‟ level and chose lexical chunks relating and being suitable to different topics (see Appendix B for the sample lesson plan) After that I carried out a post – treatment questionnaire to get information from my students This questionnaire was designed to obtain students‟ evaluation of the benefits of my experimental teaching strategy, i.e use of lexical chunks, to their speaking Post-treatment questionnaire consists of 3 questions The aim of this was to gather information about:

(1) students‟ attitude and motivation changes after using lexical chunks to support grade 12th form students in learning to speak English

(2) The students‟ opinions about the benefits of using lexical chunks to learn to speak English

(3) The students‟ opinions about the factors for the improvement of speaking lesson using lexical chunks (see Appendix C)

This study explores the use of lexical chunks to enhance English speaking skills among 12th-grade students at Vu Tien High School in Thai Binh By implementing lexical chunks, the research aims to support students in their language acquisition process, ultimately improving their fluency and confidence in speaking English The findings suggest that integrating lexical chunks into the curriculum can significantly benefit students' language learning experiences.

Step 4 - Analysis of data: The data gathered through the questionnaire were statistically analyzed in terms of percentage (see details in chapter III) to identify the extent to which the treatment supported students in their speaking activities

Step 5 - Plan for future Action: The treatment really supports students in their speaking skills improvement On the basis of the students‟ responses and suggestions, the next cycle of action research will be presented in Section 4.2 However, this is beyond the present study and will not be described in detail in this thesis.

Participants

grade 12 th at Vu Tien school of Thai Binh, which were placed in 2 groups 12A 8 an 12 A9 All of them had learned English at junior high school for 4 years and two years at Vu Tien high school Their knowledge of English and their English vocabulary was at acceptable level However, they could not communicate with each other effectively This was mainly because of some problems mentioned above.

DATA ANALYSIS AND DISCUSSION

Results from students‟ pre- treatment questionnaire

The initial six statements in question 1 of the questionnaire aimed to assess students' attitudes and motivation regarding speaking lessons Participants provided feedback on their enjoyment of these lessons, indicating the extent of their engagement and interest.

A survey revealed diverse attitudes towards learning English among respondents Notably, 41.4% agreed that they don’t feel the need to learn to speak English, while 32.9% expressed a desire to focus solely on grammar Additionally, 38.6% found speaking English challenging, although 25.7% often attempt to practice it A significant portion, 31.4%, enjoys speaking English despite 14.3% expressing a strong dislike for it Furthermore, 27.1% believe that learning to speak English is not useful, highlighting varying perceptions of its value.

Table 3.1: The degree of the students’ interest in speaking lesson

This study explores the use of lexical chunks to enhance English speaking skills among 12th-grade students at Vu Tien High School in Thai Binh By integrating lexical chunks into the curriculum, the research aims to improve students' fluency and confidence in spoken English The findings suggest that employing these language patterns can significantly support learners in mastering effective communication Ultimately, this approach seeks to equip students with practical tools for better engagement in English conversations.

According to Table 3, a significant portion of respondents, 57.1%, viewed speaking skills as largely unnecessary, while 41.4% considered them average in importance Additionally, 1.4% of participants were uncertain about the necessity of learning to speak English Overall, it appears that many students lack awareness of the significance of English for their academic pursuits This sentiment is further illustrated in Chart 1, which depicts the students' interest levels in speaking lessons.

According to the data presented in Figure 3.1, a significant 58.6% of students expressed a strong interest in learning English grammar Additionally, 38.5% of respondents indicated a desire to acquire not only grammar skills but also other aspects of the English language A small fraction, 2.9%, were uncertain about their learning objectives This information is further illustrated in Chart 2, which highlights the specific needs of students in their pursuit of English speaking skills.

Figure3 2: Students’ interests toward learning grammar

This study explores the use of lexical chunks to enhance English speaking skills among 12th-grade students at Vu Tien High School in Thai Binh By integrating lexical chunks into their learning process, students can improve their fluency and confidence in speaking English The research highlights the effectiveness of this approach in facilitating better communication and language acquisition, ultimately supporting students in their academic and personal growth.

A recent survey revealed that only 40% of students enjoy speaking English, citing its difficulty as a barrier In contrast, 55.7% of respondents disagreed or strongly disagreed with the notion that they liked speaking English This indicates a significant challenge in encouraging students to practice English conversation regularly.

The research revealed that only 40% of students made significant efforts to speak English, while a notable 57.6% exhibited little to no effort in their speaking practice This disparity highlights the varying levels of commitment among students in learning to communicate in English, as illustrated in Chart 3.

Figure 3.3: Students’ effort toward learning to speak English

A recent survey revealed that 60% of students expressed a dislike for speaking English, while 58.6% believed that learning to speak English was not beneficial.

In summary, the findings from the six statements indicate that a majority of students exhibit a low interest in learning to speak English, preferring to focus on grammar and other skills As a result, they show minimal engagement and effort in participating in speaking activities during lessons.

This study explores the use of lexical chunks to enhance English speaking skills among 12th-grade students at Vu Tien High School in Thai Binh It emphasizes the importance of teaching these language patterns to improve fluency and comprehension By integrating lexical chunks into the curriculum, students can better grasp conversational English, leading to more effective communication The findings suggest that this approach significantly supports language acquisition and boosts students' confidence in speaking English.

3.1.2 Factors prevent students from speaking English in the classroom

A significant percentage of students face challenges in their English language skills, with 63% citing poor grammar as a primary concern Additionally, 44% struggle with limited vocabulary related to the topic, while 54% express fear of making grammar mistakes Furthermore, 50% report difficulty in constructing complete sentences, and many can only communicate using one or two words These factors highlight the common obstacles students encounter in mastering English.

English 8 11% f I cannot speak what I think because I don‟t have the necessary words 45 64%

Table 3.2: Factors prevent students from speaking English in the classroom

A significant 64% of students struggled to find words, while 63% faced challenges with grammar when expressing their opinions verbally The primary issues affecting high school students were insufficient vocabulary and grammatical knowledge Additionally, 54% of respondents reported a fear of making grammatical mistakes while speaking Alarmingly, 50% of students were unable to construct complete sentences, largely due to a lack of relevant vocabulary (44%) Only 11% of students could manage to speak one or two words in English Ultimately, the key barrier preventing students from effectively speaking in English class was their limited vocabulary and grammatical structures.

This study explores the use of lexical chunks to enhance English speaking skills among 12th-grade students at Vu Tien High School in Thai Binh By focusing on lexical chunks, the research aims to support students in their language acquisition process, enabling them to communicate more effectively in English The findings suggest that integrating lexical chunks into the curriculum can significantly improve students' fluency and confidence in speaking.

3.2 Results from students’ post- intervention questionnaire and interview for the students

3.2.1 The students’ attitude and motivation to learn English when they are taught lexical chunks

The questionnaire revealed that students demonstrated a greater interest in speaking lessons when they incorporated lexical chunks This finding highlights the positive impact of lexical chunks on student motivation during speaking activities.

Number of respondents (%) Strongly disagree Disagree Don‟t know Agree Strongly agree

1 I feel more confident in speaking lessons when introduced more lexical chunks

2 I feel more willing to participate in speaking activities when taught lexical chunks

3 I fell more motivated to speak when introduced lexical chunks

Table 3.3: The degree of students’ attitude and motivation in speaking lesson after being taught lexical chunks

Summary

Chapter 3 has analyzed and discussed the data collected from the pre- intervention and post-intervention survey questionnaires employed in the study The result of the quantitative analysis shows that lexical chunks bring out benefits (enhancing students‟ motivation in communicative activities, promoting students‟ fluency and accuracy in their oral speech and helping students understand English better) in supporting students in learning to speak English However, using lexical chunks to support students in learning to speak English also faces some difficulties such as students‟ learning habit and teacher‟s experience in teaching with new method

This study explores the use of lexical chunks to enhance English speaking skills among 12th-grade students at Vu Tien High School in Thai Binh By integrating lexical chunks into the curriculum, the research aims to support students in their language acquisition process, ultimately improving their fluency and confidence in spoken English The findings highlight the effectiveness of lexical chunks in facilitating communication and comprehension, making them a valuable tool for language educators.

This section presents the answers to the original research question and sub- questions proposed in the part three of this thesis

This study investigates the impact of lexical chunks on students' motivation to speak English, focusing on self-reported changes in their confidence and participation By analyzing the extent to which these linguistic elements enhance students' willingness to engage in spoken English, the research aims to highlight the significance of lexical chunks in language learning Ultimately, the findings suggest that incorporating lexical chunks can lead to increased confidence and greater participation among learners in speaking activities.

The investigation revealed that the use of lexical chunks significantly improved English speaking skills among 12th-grade students at Vu Tien High School in Thaibinh.

The survey results indicated that a majority of respondents had a more favorable attitude toward speaking lessons when they incorporated lexical chunks Specifically, 71.4% of students reported increased motivation to speak in new environments, while 70% felt more confident using the language in communicative activities Additionally, 72.8% expressed a greater willingness to participate in speaking lessons.

Research question 2: What do the students self-report on the benefits of using lexical chunks to their speaking English in the classroom?

The use of lexical chunks significantly enhanced students' fluency and accuracy in oral English A notable 67.1% of students reported improved fluency, while 64.3% acknowledged greater accuracy in their speech Additionally, students appreciated this teaching method for not only boosting their speaking skills but also enriching their overall English knowledge.

In fact, the students were really aware of the effectiveness of learning lexical chunks, in helping them achieve both vocabularies and rules of grammar

This study explores the use of lexical chunks to enhance English speaking skills among 12th-grade students at Vu Tien High School in Thai Binh By integrating lexical chunks into language instruction, the research aims to support students in improving their fluency and confidence in spoken English The findings highlight the effectiveness of this approach in facilitating better communication skills, demonstrating that structured language patterns can significantly aid language acquisition Overall, the study underscores the importance of incorporating lexical chunks into English language teaching to foster a more engaging and effective learning environment for high school students.

A significant 55.7% of students believed that learning lexical chunks enhanced their understanding of English grammar, which is essential for improving language production skills like speaking and writing.

The effectiveness of lexical chunks, as reported by students, relies on self-assessment rather than standardized testing, raising concerns about the reliability and validity of the findings Nonetheless, the primary aim of exploratory action research is to assist teachers in addressing specific teaching challenges, rather than to establish strict reliability and validity.

Research question 3: What are students’ perceived difficulties in learning to speak English with this teaching strategy?

The primary challenge in utilizing lexical chunks to enhance English speaking skills among 12th-grade students at Vu Tien School in Thai Binh was their entrenched learning habits, as they were used to studying individual words and grammar rules rather than lexical chunks Additionally, students faced difficulties due to insufficient strategies for recognizing and learning these chunks Furthermore, my own lack of experience with this teaching methodology hindered progress, as I did not provide enough practice exercises and attempted to cover too many chunks in a single lesson Ultimately, improving the effectiveness of using lexical chunks in speaking lessons requires more experienced teachers and better learning strategies from students Based on a post-intervention survey, I identified ways to enhance the current situation and increase the effectiveness of future applications of this approach.

This study explores the use of lexical chunks to enhance English speaking skills among 12th-grade students at Vu Tien High School in Thai Binh By integrating lexical chunks into the curriculum, the research aims to improve students' fluency and confidence in spoken English The findings suggest that employing lexical chunks can significantly aid students in their language learning process, ultimately leading to better communication skills This approach highlights the importance of practical language use in educational settings, fostering a more effective learning environment for high school students.

38 suggested that I should vary and design extra exercises, teach them how to notice lexical chunks and provide more lexical chunks relating to the topic of each unit

In conclusion, I encountered challenges while implementing lexical chunks to teach English speaking, primarily due to students' learning habits and my own limited experience with this new approach Although these obstacles hindered the effectiveness of teaching speaking skills, familiarity with the method helped address these issues Additionally, the success of using lexical chunks in speaking lessons relied significantly on the active effort of the students themselves.

This study explores the use of lexical chunks to enhance English speaking skills among 12th-grade students at Vu Tien High School in Thai Binh By focusing on lexical chunks, students can improve their fluency and confidence in speaking English The research highlights the effectiveness of this approach in facilitating language acquisition and promoting better communication skills among learners.

Conclusion

The current study demonstrates that lexical chunks significantly enhance students' speaking skills by serving as fixed or semi-fixed units that are automatically retrieved during language acquisition These chunks facilitate fluency, improve accuracy, and boost motivation by enabling speakers to produce phrases beyond their current linguistic capabilities However, the study also identifies various challenges that prevent teachers from effectively incorporating lexical chunks into their instruction, stemming from students' traditional learning habits and the author's personal teaching experiences with innovative methods.

In conclusion, lexical chunks are essential for helping students improve their English speaking skills They enhance both fluency and accuracy, encouraging greater participation in speaking lessons.

Implications

Utilizing lexical chunks in speaking tasks can significantly enhance students' confidence and participation in classroom discussions, as evidenced by their self-reported improvements To maximize the effectiveness of this approach, teachers must carefully select lexical chunks that are relevant to the lesson topic Although this strategy can yield better results, its initial implementation may pose challenges for students, requiring them to adapt their speaking habits.

This study explores the use of lexical chunks to enhance English speaking skills among 12th-grade students at Vu Tien High School in Thai Binh By integrating lexical chunks into the learning process, the research aims to provide effective strategies for improving students' fluency and confidence in speaking English The findings indicate that utilizing these language patterns significantly supports students in mastering conversational English and fosters a more engaging learning environment.

Patience is essential when introducing new teaching techniques, as students need time to adapt To support their learning, awareness-raising activities can effectively clarify the importance of lexical chunks and their definitions Implementing warm-up activities that review previously taught lexical chunks allows students to identify, organize, and record these structures Additionally, frequent classroom activities such as repetition, recycling, and chunk-by-chunk translation can enhance learners' ability to recognize different lexical chunks, facilitating their overall language development.

Teaching basic lexical chunks first is crucial for achieving native-like proficiency in language acquisition Initial instruction should prioritize frequently used fixed expressions over newly created sentences Since lexical chunks vary in flexibility, educators should start with a few basic fixed and semi-fixed patterns before gradually introducing more variable chunks.

Teaching lexical chunks in a real-life context or alongside relevant images enhances memorization and keeps learners engaged This approach allows for practical application of structures, making the learning process more enjoyable and effective.

3 Limitations of the study and suggestions for the next cycle of research

This action research has provided valuable insights into my teaching practices, leading me to recognize the effectiveness of incorporating lexical chunks as a key classroom strategy to enhance student learning.

This study explores the use of lexical chunks to enhance English speaking skills among 12th-grade students at Vu Tien High School in Thai Binh By integrating lexical chunks into the curriculum, the research aims to improve students' fluency and confidence in spoken English The findings suggest that incorporating these language structures can significantly aid learners in mastering conversational skills, ultimately leading to better communication outcomes in their language studies.

To enhance English speaking confidence and proficiency, it is essential to explore various techniques beyond the current approach The outcomes may vary among different learner groups, which will be addressed in the upcoming cycle of this action research A limitation of the current findings is that they do not provide insights into the actual improvements in students' speaking performance While students responded positively to the use of lexical chunks, their feedback may reflect mere impressions, particularly since data was collected solely through questionnaires Therefore, in the next cycle, it is crucial to implement a pre-test-post-test study to effectively assess the impact of lexical chunks on students' speaking accuracy and fluency.

This study explores the use of lexical chunks to enhance English speaking skills among 12th-grade students at Vu Tien High School in Thai Binh By integrating lexical chunks into the curriculum, the research aims to improve students' fluency and confidence in speaking English The findings indicate that employing these language patterns can significantly support learners in their language acquisition process, making communication more natural and effective Ultimately, the study highlights the importance of lexical chunks in fostering better speaking abilities in high school students.

1 Bailey, K.M (2005) Practical English Language Teaching: Speaking McGraw- Hill, Inc

2 Brown, H.D (1994) Teaching by principles: an interactive approach to language pedagogy Englewood Cliffs, NJ: Prentice Hall Regents

3 Brumfit C.J and Johnson K (1979) The communicative approach to language teaching Oxford: Oxford University Press

4 Byrne, D 1991 Techniques for Classroom Interaction Cambridge:

5 Carr, W and S Kemmis (1986) Becoming critical: Knowing through action research London: Falmer

6 Cowie, A P (1992) Multiword lexical units and communicative language teaching P Arnaud & H Bejoint (eds.), Vocabulary and Applied Linguistics (1-12) Basingstoke: Macmillan

7 Hakuta, K (1976) Becoming bilingual: A case study of a Japanese child learning English Language Learning, 26, 321-351

8 Hughes, A (2003) Testing for language eachers (2nd edition)

9 Kemmis, S and R McTaggart (eds.) 1988 The action research planner (3rd ed.) Geelong : Deakin University Press

10 Lewis, M (1993) The lexical approach Hove: Language Teaching

11 Lewis, M (1997) lmplementing the lexical approach: Putting theory in practice Hove: Language Teaching Publications

12 Mc Donough J & Mc Donough S (1997) Research method for English language Teacher Arnold, London

This study explores the use of lexical chunks to enhance English speaking skills among 12th-grade students at Vu Tien High School in Thai Binh By incorporating lexical chunks into the curriculum, the research aims to provide students with practical tools for effective communication The findings suggest that utilizing these chunks significantly improves students' fluency and confidence in speaking English Overall, this approach offers valuable insights for educators seeking to support language learning in high school settings.

13 Moon, Rosamund (1998), Fixed Expressions and Idioms in English:

A Corpus-based Approach Oxford: Clarendon Press

14 Nattinger J R & DeCarrico J S (1992), Lexical phrases and language teaching New York: Oxford University Press

15 Nunan, D (1992), Research Methods in Language Learning

16 Pattison P (1992), Developing Communication Skill Cambridge

17 Pawley, A & Syder, F H (1983), Two puzzles for linguistic theory: Nativelike native like fluency In J C Richards & R W Schmidt (eds.),

Language and communication (pp ).London: Longman

18 Peter, A M (1983), The Units of Language Acquisition Cambridge: Cambridge University Press

19 Richards, J C & Rodgers, T S (2008), Approaches and Methods in Language Teaching (2nd edition) Beijing: Foreign Language Press

20 Weinert, R (1995), The Role of formulaic language in second language acquisition: A review Applied Linguistics, 16:2, 180-205

21 Widdowson, H.G (1989), Knowledge of language and ability for use

22 Willis, D (2003), Rules, Patterns and Words Cambridge: Cambridge

23 Wilkins, David (1972), Linguistics in Language Teaching Cambridge, MA: MIT Press

24 Wray, A (2000), Formulaic sequences in second language teaching: principle and practice Applied Linguistic, 21:4, 463-489

This study explores the effectiveness of using lexical chunks to enhance English speaking skills among 12th-grade students at Vu Tien High School in Thai Binh By integrating lexical chunks into the curriculum, the research aims to improve students' fluency and confidence in spoken English The findings suggest that focusing on these language patterns can significantly support learners in their language acquisition process, making it a valuable approach for educators seeking to foster better communication skills in their students.

APPENDIX A PRE- INTERVENTION QUESTIONNAIRE FOR STUDENTS

This survey aims to investigate the effectiveness of lexical chunks in enhancing English speaking skills among 12th-grade students Your participation in completing the questionnaire is greatly valued Thank you for your support!

Question 1: To what extent do you agree with the following statements? Put a tick (✔) on the right column

Strongly disagree Disagree Don‟t know Agree Strongly agree

Statements 1 2 3 4 5 a I don‟t need to learn to speak English b I just want to learn grammar c I like speaking English but it‟s so difficult to me d I often try to speak English as much as I can e I hate speaking English f I think it is not useful to learn to speak English

Question 2: What of the following prevent you from speaking English in the classroom Tick (✔)all that are true to you a My English grammar is poor b I don‟t have enough words about the topic c I am afraid of grammar mistakes d I can‟t speak a complete sentence e I can only speak only one or two words in English f I cannot speak what I think because I don‟t have the necessary words

This study explores the use of lexical chunks to enhance English speaking skills among 12th-grade students at Vu Tien High School in Thai Binh By integrating lexical chunks into the learning process, the research aims to improve students' fluency and confidence in speaking English The findings suggest that employing these language patterns can significantly support students in overcoming challenges related to spoken communication in English Overall, the study highlights the effectiveness of lexical chunks as a pedagogical tool for language acquisition in high school settings.

PHIẾU ĐIỀU TRA NGHIÊN CỨU

Định dạng
Số trang	60
Dung lượng	759,61 KB