luận văn thạc sĩ nghiên cứu động cơ trong các hoạt động nói tiếng anh của học sinh lớp 10 trường thpt sơn tây hà nội

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES NGUYỄN THANH THỦY A STUDY ON 10 GRADERS’ MOTIVATION IN SPEAKING ACTIVITIES AT SON TAY HIGH SCHOOL, HA NOI (NGHIÊN CỨU ĐỘNG CƠ TRONG CÁC HOẠT ĐỘNG NÓI TIẾNG ANH CỦA HỌC SINH LỚP 10, TRƢỜNG THPT SƠN TÂY, HÀ NỘI) M.A MINOR THESIS Field: ENGLISH TEACHING METHODOLOGY Code: 60.14.10 Hanoi, 2013 z VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES NGUYỄN THANH THỦY A STUDY ON 10 GRADERS’ MOTIVATION IN SPEAKING ACTIVITIES AT SON TAY HIGH SCHOOL, HA NOI (NGHIÊN CỨU ĐỘNG CƠ TRONG CÁC HOẠT ĐỘNG NÓI TIẾNG ANH CỦA HỌC SINH LỚP 10, TRƢỜNG THPT SƠN TÂY, HÀ NỘI) M.A MINOR THESIS Field: ENGLISH TEACHING METHODOLOGY Code: 60.14.10 Supervisor: Trần Xuân Điệp, Assoc Prof Dr Hanoi, 2013 z DECLARATION I hereby certify that the minor thesis entitled “A Study on 10 Graders‟ Motivation in Speaking Activities at Son Tay High School, Ha Noi.” is the result of my own work in partial fulfillment of the requirements for the degree of Master of Arts at Faculty of Post- Graduate Studies, Hanoi University of Languages and International Studies, Vietnam National University The material in this research has not been submitted to any other university or institution wholly and partially Nguyen Thanh Thuy i z ACKNOWLEDGEMENTS First of all, I wish to express my deepest gratitude to my supervisor, Assoc Prof Dr Trần Xuân Điệp, whose insightful comments, criticism, direction and kind support were of great assistance to me in carrying out this study My sincere thanks also go to all the lecturers and staff of the Faculty of Post- Graduate Studies, Hanoi University of Languages and International Studies, Vietnam National University, Hanoi, for their valuable knowledge and invaluable guidance and help during my two years of study at the Faculty I am also indebted to my colleagues as well as my students at Son Tay High School, who have helped me a lot in my data collection to fulfill this paper Last but not least, I would like to express my appreciation to my family for their understanding and strong encouragement to me throughout the study Nguyen Thanh Thuy ii z ABSTRACT Success in language learning can be ascribed to many factors among which is motivation However, it is students‟motivation to speak that does exist as a problem In order to improve the quality of speaking classes, the work entitled “A Study on 10 Graders‟ Motivation in Speaking Activities at Son Tay High School, Ha Noi.” has been intended The study was aimed at investigating the motivation in speaking lessons of 10 graders at Son Tay High School (STHS) to find out: (1) types of motivation possessed by 10 graders at STHS (2) level of motivation of 10 graders at STHS in speaking lessons (3) causes leading to the lack of motivation in speaking lessons of 10 graders at STHS The research approach undertaken in this study was qualitative and quantitative The research data collection instruments were survey questionnaires and interviews The results obtained from the analysis of responses to the questionnaires and interviews for teachers and students revealed the types of motivation of 10 graders, the level of motivation and the causes of students‟ deficiency of motivation at STHS Finally, this study provided some recommendations for effective application of motivational strategies in enhancing students‟ speaking skills It is expected that the results from the study could be of benefit to the teaching and learning of English speaking at STHS iii z luan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noiluan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noiluan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noiluan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noi TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF TABLES AND CHARTS vi APPENDICES vii LIST OF ABBREVIATIONS viii PART 1: INTRODUCTION 1.1 Rationale of the study 1.2 Aim of the study 1.3 Objectives of the study 1 Research question Scope of the study Method of the study Significance of the study Design of the study PART 2: DEVELOPMENT CHAPTER 1: THEORETICAL BACKGROUND 1.1 Motivation 1.1.1 Definitions of motivation 1.1.2 The importance of motivation in foreign language learning 1.1.3 Types of motivation in foreign language learning 1.1.4 Factors affecting motivation in second language learning 1.2 Overview of speaking 11 1.2.1 Definition of speaking skill 11 1.2.2 Stages in a speaking lesson 12 1.2.3 Communicative activities 13 iv luan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noiluan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noiluan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noiluan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noi z luan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noiluan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noiluan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noiluan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noi 1.2.4 Problems with speaking activities 15 1.2.5 Characteristics of a successful speaking activity 16 1.3 Literature review 16 Summary 17 CHAPTER METHODOLOGY 17 2.1 Research setting of the study 17 2.1.1 An overview of the research site 17 2.1.2 The English teachers 18 2.1.3 The students and their background 18 The English teaching and learning in Son Tay High School 18 2.2 Research methods 20 2.2.1 Description of the subjects 20 2.2.2 Data collection instruments 20 2.2 Procedures 21 2.2 Data analysis 21 Summary 21 CHAPTER 3: DATA ANALYSIS AND FINDINGS 22 3.1 Data analysis 22 3.1.1 Analysis of students‟ questionnaires and interviews 22 3.1.2 Analysis of teachers‟ questionnaires 30 3.1.3 Teachers‟ problems and judgement on the success of speaking lessons 34 Summary 35 3 Findings 35 PART 3: CONCLUSION 39 3.1 Recapitulation of the main ideas 39 Limitations of the study 41 3 Suggestions for further research 42 REFERENCES 43 APPENDIX v luan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noiluan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noiluan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noiluan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noi z luan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noiluan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noiluan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noiluan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noi LIST OF TABLES AND CHARTS Page TABLES Table Students‟ reasons for learning English speaking 22 Table Students‟ participation in speaking lessons 25 Table Factors affecting students‟ motivation in class 26 Table Problems students have in speaking lessons 27 Table Students‟ preference for communicative activities 28 Table Teachers‟ techniques to motivate students in speaking lessons 30 Table Teacher‟s encouragement in speaking lessons 32 Table Place teacher stands in speaking class 33 Table Teacher‟s communicative activities 33 Table 10 Problems teachers have in speaking lessons 34 CHARTS Chart Students‟ interest in speaking lessons 24 Chart Activities enjoyed most by students 29 Chart Teacher‟s activities in speaking lessons 31 Chart Teacher‟s responses to unwilling speakers 32 Chart Teachers‟ judgement on the success of speaking lessons 35 vi luan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noiluan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noiluan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noiluan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noi z luan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noiluan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noiluan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noiluan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noi APPENDICES Appendix 1: Questionnaire for students Appendix 2: Questionnaire for teachers Appendix 3: Questions for interview Appendix 4: Phiếu khảo sát (dành cho học sinh) Appendix 5: Phiếu khảo sát (dành cho giáo viên) Appendix 6: Câu hỏi vấn (dành cho học sinh) Appendix 7: Interview transcript of students vii luan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noiluan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noiluan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noiluan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noi z luan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noiluan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noiluan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noiluan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noi LIST OF ABBREVIATIONS M.A: Master of Art STHS: Son Tay High School L2: Second language viii luan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noiluan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noiluan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noiluan.van.thac.si.nghien.cuu.dong.co.trong.cac.hoat.dong.noi.tieng.anh.cua.hoc.sinh.lop.10.truong.thpt.son.tay.ha.noi z