(LUẬN VĂN THẠC SĨ) A Comparative Analysis among Several Types of Communicative Activities to Reduce Pre Intermediate Level Learners’ Anxiety in Speaking English at Ha Noi Foreign Language Teaching Center

VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE *** *** DƯƠNG THỊ NHÀN A Comparative Analysis among Several Types of Communicative Activities to Reduce Pre-Intermediate Level Learners' Anxiety in Speaking English at HaNoi Foreign Language Teaching Center Phân tích so sánh số hoạt động giao tiếp nhằm làm giảm lo lắng người học nói tiếng Anh trung tâm Anh ngữ sư phạm Hà Nội M.A MINOR THESIS Field: Code: English Methodology 60.14.10 HÀ NỘI – 2011 TIEU LUAN MOI download : skknchat@gmail.com VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE *** *** DƯƠNG THỊ NHÀN A Comparative Analysis among Several Types of Communicative Activities to Reduce Pre-Intermediate Level Learners' Anxiety in Speaking English at HaNoi Foreign Language Teaching Center Phân tích so sánh số hoạt động giao tiếp nhằm làm giảm lo lắng người học nói tiếng Anh trung tâm Anh ngữ sư phạm Hà Nội M.A MINOR THESIS Field: Code: Supervisor: English Methodology 60.14.10 Nguyễn Thu Lệ Hằng, M.A HÀ NỘI – 2011 TIEU LUAN MOI download : skknchat@gmail.com iv TABLE OF CONTENTS Acknowledgements………………………………………………………………… .i Abstract……………………………………………………………………………… ii Table of Contents………………………………………………………………………………iii List of Tables and Charts………………………………………………………………………vi List of Abbreviations………………………………………………………………………… vi PART ONE: INTRODUCTION…………………………………………………………… 1.1 Rationale of the Study 1.2 Aims of the study 1.3 Scope of the study 1.4 Methods of the study 1.5 Research questions 1.6 Design of the study 1.7 Definitions of Terms PAT TWO: DEVELOPMENT……………………………………………………………….5 Chapter I: LITERATURE REVIEW……………………………………………………… 1.1 Overview of Communicative Language Teaching 1.2 Foreign Language Anxiety 1.2.1 Definitions of Foreign Language Anxiety 1.2.2 Possible Sources of Foreign Language Anxiety 1.2.3 Effects of Foreign Language Anxiety in Language Learning 1.3 Communication Activities 10 1.3.1 Definitions of Communicative Activities 11 1.3.2 Benefits of Communicative Activities in Teaching Speaking English 11 1.3.3 Some Types of Communicative Activities 12 1.3.3.1 Role – Play 13 1.3.3.2 Information – Gap 14 1.3.3.3 Discussion 14 TIEU LUAN MOI download : skknchat@gmail.com v 1.3.4 Using Communicative Activities to Reduce Learners’ Anxiety in Speaking English………………………………………………………………………………… 15 1.3.5 Summary 16 Chapter II: METHODOLOGY…………………………………………………………… 18 2.1 Research methods 18 2.1.1 Rationale for Action Research 18 2.1.2 Questionnaire Survey 19 2.1.3 Observational Method 20 2.2 Research Design 21 2.2.1 Action Research Procedure 21 2.2.2 Subjects of the Study 23 2.3 Summary 23 Chapter III: DATA PRESENTATION AND ANALYSIS……………………………… 25 3.1 Pre-action research survey 25 3.1.1 Classroom observation 25 3.1.2 The Pre- Questionnaire 27 3.2 Action plan implementation 30 3.2.1 Role-play activities 30 3.2.1.1 Samples of role-plays 31 3.2.1.2 Procedure of a role-play activity 31 3.2.1.3 Reflection on implementing the activity 32 3.2.1.4 Findings and Notice 33 3.2.2 Information gap activities 33 3.2.2.1 Sample information gap activities 33 3.2.2.2 Procedure of an information gap activity 34 3.2.2.3 Reflection on implementing the activity 34 3.2.2.4 Findings and Notice 35 3.2.3 Discussion activities 35 3.2.3.1 Sample discussion activities 35 TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center (LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center vi 3.2.3.2 Procedure of a discussion activity 36 3.2.3.3 Reflection on implementing the activity 36 3.2.3.4 Findings and Notice 37 3.3 Observation Results 37 3.4 Post action research survey 39 3.5 A Comparative Analysis of Some Communicative Activities to Reduce Learners’ Anxiety in Speaking English 42 3.6 Summary 43 PART THREE: CONCLUSION……………………………………………………………45 Summary of the Study 45 Limitations of the study 46 Suggestions for further research 46 References…………………………………………………………………………………….48 Appendices…………………………………………………………………………………… I Appendix 1…………………………………………………………………………… .I Appendix 2…………………………………………………………………………………….III Appendix 3…………………………………………………………………………………… V Appendix 4…………………………………………………………………………………….VI Appendix 5………………………………………………………………………………… VIII Appendix 6…………………………………………………………………………………… X TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center (LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center vii List of Tables Table 1: The causes of the learners’ anxiety in speaking English Table 2: Some communicative activities used in speaking lessons Table 3: The learners’ feeling about CA used in speaking lessons Table 4: The learners’ feelings after participating in communicative activities in speaking lessons Table 5: Effectiveness of reducing the learners’ anxiety in speaking English through communicative activities List of Charts Chart 1: I feel anxious when speaking English in class Chart 2: The learners’ participation extreme in communicative activities used in speaking lessons Chart 3: The learners’ interests in communicative activities List of Abbreviations CAs: Communicative Activities CLT: Communicative Language Teaching FL: Foreign Language AR: Action Research SD: Standard Deviation M: Mean TEMOC: Techniques that Encourage and Measure Oral Communication TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center (LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center PART ONE: INTRODUCTION 1.1 Rationale of the Study Nowadays, with the development of technology and information together with the spread of globalization, English becomes a global language because it is broadly used in various fields of our life such as in technology, business, commerce, communication and so on As a result, learning English for communication skills has created a huge demand for teaching and learning English around the world The fact shows that communicative approach of teaching English is preferred in learning English Teaching English is not only on linguistic competence of the language learners but also on the development of their communicative ability Therefore, in order to develop the learners‟ communicative ability, teachers need to create a good classroom environment which motivates their speaking activities In recent years in Vietnam, English has been playing a very important role in the development of the country firstly because it is an international language and secondly it is also seen as a mean to promote mutual understanding and cooperation between Vietnam and other countries Consequently, more and more people desire to know and focus on English to keep pace with the update development in technology in the world Therefore, English is not only widely taught at schools, universities, but it also is taught at many foreign language centers as part-time classes and others In Ha Noi, there are more and more English centers established everywhere with a lot of learners Most of them are students, engineers, or workers, who come to the centers with the hope to have a good command of English to use it effectively in all four skills Regarding speaking skills, the majority of learners agree that this macro skill is always at the top of their demand for many aims such as passing oral examinations at universities, having good communications, getting good jobs, etc However, most of second language learners experience varying degrees of anxiety when asked to express their views in front of other people This is true even when their language abilities are rather good In fact, there is an excessive amount of anxiety negatively influencing many language learners‟ behaviors and educational outcomes Campbell and Ortiz (1991: 159) show that language anxiety among university students to be „alarming‟ and estimate that up to one half of all language students experience debilitating levels of language anxiety TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center 44 the speaking activities used in their class were often pairs/ groups, role –plays and interviews Meanwhile, pairs and groups are used the most often in their class After implementing the action research, the information collected through observation and post questionnaires gives clear evidence that the learners are more confident and active in the communicative activities given out in their class Their favorite activity is discussion in speaking lessons Moreover, they confirm that discussion really brings about great effect on reducing their anxiety in speaking English It also proves that the author has been going in the correct direction to improve the learners‟ speaking skill at this center TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center (LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center 45 PART THREE: CONCLUSION After doing class observations, delivering pre-questionnaire as well as implementing an action research, the researcher leads to the final part of the study, which is devoted to summary of the study, limitations, and suggestions for further study Summary of the Study English becomes an international language and is broadly used in various fields of our life Therefore, learning English for communication is very necessary for all learners and teachers in many countries, in general, and in Vietnam in particular Speaking skill is of a great importance in teaching English In fact, most of the learners in Vietnam, especially at Ha Noi Foreign Language Center, feel anxious in speaking English This has great effects on their communicative competence The study is aimed at investigating which communicative activities used in teaching speaking English at Ha Noi Foreign Language Center as well as implementing three communicative activities to reduce the learners‟ anxiety in speaking English The two questionnaires were raised to reach the aims of the study With the use of pre-questionnaire and post-questionnaire for twenty learners along with the observation sheets, the author of the study has collected the data to the two research questions For the first research question, “Which speaking activities have been used in teaching speaking skill at this center?”, I have found that pairs/ groups, role-plays and interviews were often used in speaking lessons Moreover, the learners were not interested, but anxious in speaking English They often kept silence during their speaking period or even passive in speaking skill After implementing three communicative activities in speaking lessons in my class at this center, I have collected some valuable information through post-questionnaires and class observations The learners become more confident in speaking English in class with three communicative activities given out in the study Most of them are active to join in speaking activities In other words, their speaking skills are much improved In order to answer the second research question, “Which will be the most effective one, among three communicative activities-, role-play, discussion, and information gap- to reduce Pre-intermediate level learners’ anxiety in speaking English?”, the author also makes a comparative table and gets a valuable result That is, discussion activity has the TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center (LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center 46 most effect on reducing the learners‟ anxiety in speaking English among three communicative activities implemented in the study Limitations of the study This study inevitably has limitations due to the reliability of the findings First, the choice of subjects for this study was conducted at one class with only twenty participants in a center That is, this may focus on some samples at the center As a result, it may limit the generalization of certain conclusions drawn from the findings Second, using the questionnaires in this study may bring about some limitations The learners are asked to choose from a number of pre-prepared options instead of being asked to give their own ideas freely To a certain degree, this format might have affected and limited these learners‟ expressions of ideas concerning why they felt anxious when speaking English and which communicative activities are used in their class Third, learners‟ perceptions about English anxiety may have individual meaning developed from personal context, experience, and knowledge Therefore, the findings of the study may not be able to provide a representative picture of the entire population of learners at Ha Noi Foreign Language Center Consequently, we need to be cautious when generalizing the research findings Last, only three communicative activities are implemented in the action research, which may not lead to general results for the learners at the center Therefore, the findings of the study may be applied for only this class in the center Though the research is still a long way from perfection and there remain limitations, it is believed that this study will positively contribute to the using of some communicative activities in teaching speaking for learners not only at Ha Noi Foreign Language Centers but also at other centers with the aim of reducing learners‟ anxiety in speaking English Suggestions for further research Since no single research design is complete, this study cannot cover everything in the field of reducing the learners‟ anxiety in speaking English Many untouched issues can be interesting topics for further research such as: - Using communicative games to reduce learners‟ anxiety in speaking English - Using many communicative activities in large multilevel classes - Drawbacks of communicative activities and their solutions TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center (LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center 47 In conclusion, I believe that this study provides some meaningful insights for foreign language teachers and researchers with respects to learners‟ interests in foreign language learning Most importantly, I believe that the findings of the study can increase mutual understanding between teachers and learners, help teachers generate better strategies to alleviate learners‟ anxiety in speaking English, and therefore push their speaking skill better and better TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center (LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center 48 References 1……… Communicative Language Teaching Retrieved on 14th April 2011 from http://en.wikipedia.org/wiki/Communicative_language_teaching Al-Mutawa, N & Kailani, T., (1989) Methods of Teaching English to Arab Students Longman Group Ltd Bailey, K (1983) Competitiveness and Anxiety in Adult Second Language Leaning: Looking at and through the Diary Studies In H Seliger and M Long (Eds.), Classroom-Oriented Research in Second Language Acquisition (pp 67-102) Rowley: Mass Newbury House Burden, P., (2004) The Teacher as Facilitator: Reducing Anxiety in the EFL University Classroom JALT Hokkaido Journal, 8, 3–18 Campbell, C., & Ortiz, J (1991) „Helping Students Overcome Foreign Language Anxiety: a Foreign Language Anxiety Workshop‟, in Horwitz, E K., & Young, D.J (Eds.) Language Anxiety: From Theory and Research to Classroom Implications Englewood Cliffs, NJ: Prentice Hall, pp 153-168 Crookall, D & Oxford, R (1991) Dealing with Anxiety: Some Practical Activities for Language Learners and Teacher Trainees, In Horwitz, E.K & Young, D.J (Eds.), Language Anxiety: From Theory and Research to Classroom Implications (pp 141-148) Englewood Cliffs, NJ: Prentic Hall Elyildirim, S., & Ashton, S (2006) Creating Positive Attitudes Towards English as a Foreign Language, English Teaching Forum 44(4), 2-11 Estacion, A., MacMahon, T., Quint, J., Melamud, B., & Stephens, L (2004) Conducting Classroom Observations in First Things Fisrt School MDRC Working Papers on Research Methodoloy Retrieved on May 9th 2011 from http://www.mdrc.org Ferrance, E (2000) Action Research LAB: Brown University 10 Jarvis, L., Odell, K & Troiano, M (2002) Role-Playing as a Teaching Strategy Strategy for Application and Presentation Retrieved on 20th August 2011 from http:// www.imet.csus.edu/imet3/odell/portfolio/grartifacts/Lit%20review.pdf 11 Johnson, D.W., & Roger, T (1975) Learning Together and Alone: Cooperation, Competition and Individualization Engle Woods Cliffs: New Jersey: Prentice Hall TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center(LUAN.VAN.THAC.SI).A.Comparative.Analysis.among.Several.Types.of.Communicative.Activities.to.Reduce.Pre.Intermediate.Level.Learners’.Anxiety.in.Speaking.English.at.Ha.Noi.Foreign.Language.Teaching.Center 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