Using role play in teaching english pseaking skill to 11th graders

TABLE OF CONTENTS TABLE OF CONTENTS LIST OF ABBREVIATIONS ACKNOWLEDGEMENTS ABSTRACT CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Significance of the research 1.3 Purpose of the research 10 1.4 Scope of the research 10 1.5 Organization of the research CHAPTER 2: LITERATURE REVIEW 2.1 Communicative language teaching (CLT) 2.1.1 Definitions of CLT 2.1.2 Characteristics of CLT 10 2.1.3 Teacher’s and learner’s roles in CLT 11 2.2 The nature of speaking 12 2.2.1 Definition of speaking 12 2.2.2 Teaching Speaking 12 2.2.3 Types of elements of speaking 15 2.2.4 Functions of speaking 17 2.2.5 Principles for teaching speaking skill 20 2.2.6 Steps of teaching speaking skill 22 2.2.7 Stages for teaching speaking skill 23 2.2.8 Activities to promote speaking 24 2.2.9 Some suggestions for teachers in teaching speaking skill 28 2.3 Role play 29 2.3.1 Definition of speaking 29 2.3.2 Benefits of using role play 33 2.3.3 Types and procedures in using role play activity 34 2.3.4 How to use role play activities in the classroom 36 2.3.5 Significance of role play in teaching speaking 38 CHAPTER 3: RESEARCH METHODOLOGY 40 3.1 Subjects of the research 40 3.2 Place and time of study 40 3.3 Research questions 40 3.4 Population and Sampling 41 3.5 Data collection 41 3.5.1 The questionnaires 41 3.5.2 Pilot teaching 42 3.5.3 Interviews 42 3.6 Data analysis 43 3.7 Research procedures 43 CHAPTER 4: FINDINGS AND DISCUSSION 44 4.1 Overview 44 4.2 Findings 44 4.2.1 Participants 44 4.2.2 Students’awareness towards four skills and speaking skill in learning English 45 4.2.3 Factors related to students’ interest in speaking lessons 48 4.2.4 Students’ difficulties in speaking lessons 49 4.2.5 Students’ opinion about the frequency of teacher’s role play activities in teaching speaking skill 50 4.2.6 Students’ attitude towards role play activity 50 4.2.7 Students’ feedbacks to the implementation of CAs 51 4.2.8 Benefits of learning English speaking skill lessons use role play activities 52 4.2.9 Teachers’ opinion about speaking skills 53 4.2.10 Teachers’ perception about the use of CAs in teaching speaking skills 55 4.2.11 Teachers’ role in designing and managing RPs in classroom 58 4.2.12 Teachers’ implementation of RPs 59 4.2.13 Benefits of using RPs in teaching English speaking skill to 11th graders 60 4.2.14 Difficulties of teachers encounter when conducting RPs in teaching speaking skill 61 4.3 Discussion- Discussion of the result of the findings 61 4.4 Summary 68 CHAPTER 5: CONCLUSION AND SUGGESTION 69 5.1 Conclusion 69 5.2 Implications 71 5.3 Suggested Teaching Techniques 72 5.4 Limication 72 5.5 Suggested further research 73 REFERENCES 74 APPENDICES 76 Place and Time of Study 76 Pilot teaching 82 2.1 Activities and procedures 82 2.2 Students’ Feedback 87 2.3 Teachers’ evaluation on the lesson 88 2.4 The researcher’s comment 89 Appendix 1: Questionnaire for teachers 91 Appendix 2a: Questionnaire for students (English version) 95 Appendix 2b: Questionnaire for students ( Vietnamese version) 99 Appendix 3: Questions for teachers interview 103 Appendix 4: Observation Sheet 104 Appendix 5a: Students’ feedback to pilot teaching ( English version) 105 Appendix 5b: Students’ Feedback to Pilot Teaching (Vietnamese version) 106 Appendix 6: Teachers’ Feedback to Pilot Teaching 107 LIST OF ABBREVIATIONS CAs : Communicative Activities CLT : Communicative Language Teaching RPs : Role Play Activities C1 : Class C2 : Class Q1 : Questionnaire Number One Q2 : Questionnaire Number Two Ss : Students S1 : Student S2 : Student T : Teacher % : percent ACKNOWLEDGEMENTS For the completion of this thesis, I have received great assistance and support from my teachers, colleagues, students and my family First of all, I would like to express my deepest gratitude to my supervisor, Mr Tran Ba Tien, for his enormously helpful advice and kind guidance throughout this study I am also grateful to all lecturers and the staff of the Department of Postgraduate studies, Foreign Languages Department, Vinh university for their useful lectures and guidance during my study at the institution My sincere thanks are due to all the colleagues and the students of the 11 th form at Nam Dan High School for their cooperation in giving me valuable information Last but not least, I would like to acknowledge my debt to my family for their encouragement, enthusiasm and whole-hearted support ABSTRACT It is undeniable that English has become more and more important in any society Being aware of the importance of English as well as the necessity of developing the learners’ communicative competence, the new textbook has been applied with some considerable changes in the context and methodology in the 11 th form This book aims at improving students’ communicative skills concerning speaking lessons through using role play activities In order to investigate typical difficulties in teaching speaking skill for the 11 th form students after such a in syllabus, this study was carried out Before presenting the study, the study carried out the surveys, interviews both teachers and students at NamDan high school Then the study analysed the result of surveys, the result of interviews and the questionares and the study also proved helpulness of using role play activities in teaching English speaking skill to the 11th graders at NamDan high school This study believes that the role play is very important in teaching English speaking skill because it gives students an opporunity to practice communicating different contexts and diffirent roles It also allows students to be creative and put them in order person’s place for a while The study shows that the use of role play speaking activities more enjoyable and interesting Role play activities help shy students by providing a mast In addition, using role play in teaching English speaking skill makes the world of classroom is broaden to include the outside world and students more motivated in learning easier to understand the lessons In the course of fulfilling this study, the research the data from obtained two kinds of data: the questionares for teachers and students; the result of the research period before and after using role play in English speaking lessons CHAPTER INTRODUCTION 1.1 RATIONALE Nowadays, English is an international language and has been widely used in many countries in the world Almost people from many different countries around the world use it to communicate The area of English has always become a special interest It’s because of the importance of English in any scope of our lives In Vietnam, English is also considered the most important foreign language and taught as a compusolry subject in most schools throughout the country It has also become an important need of the Vietnamese as a means of communication There have been many changes in English teaching in order to meet the need One of the changes is related to new English language teaching syllabus and new textbooks, which have been used at high schools since 2006 The new textbook changes from grammar and vocabulary to skills- listening, speaking, reading, writing In the international relationship, English speaking ability is very important to be able to participate in the wider world of work The speaking skill is measured in terms of the ability to carry out a conversation in the language This reality makes teachers and parents think that speaking ability should be mastered by students and children Based on the reasons above, in recent years, English language teaching has focused on teaching the English language rather than teach about the English language The emphasis is not only on linguistic of the language learners but also on the development of learners’ communicative ability In learning speaking skill, most students often meet some problems The first reason their native language causes them difficult to use the foreign language The second reason is because of motivation lack to practise it in communication Some students are afraid to join in the conversation Role play is very important in teaching speaking skill because it gives students an opporunity to practice communicating different contexts and different roles It also allows students to be creative and put them in other person’s place for a while This helps students to develop their communicative English 1.2 SIGNIFICANCE OF THE RESEARCH I believe that the analysis of role-play can benefit English teachers, Ministry of Education and Training, scholars, and students in many aspects For English teachers, I hope that the English teachers in Vietnam could adopt role-play as one of the teaching methods The finding of this study provides an insight into role -play and helps students improve their speaking skill Teachers may also improve students’ perception of learning speaking One of the goals in learning a second language is to have good speaking ability Role play activities can help learners improve it Miller (1990) claims “communication instructors should be wary of the general ability of the role pla activities in the classroom” (Miller, 1990, p.21) Role-play not only serves as a useful source for students to practice speaking daily English conversation, but also helps them improve their style of speaking skill For students, I expects students to be aware that they should improve the four skills equally when learning English No matter which skill in English is more emphasized in the Basic Competence Test (BCT)- the main examination for junior high school students to enter senior high schools, students should learn and study these four skills at the same time In addition, students should not only focus on the BCT, but they should also know that learning a second language will help them become more competitive For all these reasons, it is necessary to use role play in teaching speaking skill for the students of the eleventh grade at Nam Dan high school I also want to know the advantages and the problems encountered by teachers and learners in using period role play in speaking lesson I hope that the study will help the learners to improve their English communication ability 1.3 AIMS OF THE RESEARCH The aims of study is to know whether the result of teaching speaking for students in the eleventh grade at Nam Dan high school by using role play better or not through comparing the students’ scores before and after using role play technique How to teach students communicatively speaking skill with using Role Play seems to be a challenge to English teachers not only in my school but also at the other High schools Therefore this paper is written to investigate the reality of teaching speaking skill at some upper secondary schools in Nghe An Also, this study intended to explore the application of Communicative Activities (CAs) to develop the quality of teaching and learning English as well as to improve the language interaction of students in speaking lessons Finally, it seeks to find out, to what extent, these CAs have influence on students’ study achievements Hopefully, through the study, can provide some suggestions to apply CAs effectively which would be beneficial for teachers in using role play in teaching speaking skill at High schools 1.4 SCOPE OF THE STUDY Communicative Language Teaching (CLT) using role play has now improved speaking skill in teaching and learning English In order to help students to communicate effectively in speaking class, teachers can conduct various Role Play Activities (RPAs) Many researchers as well as teachers have drawn their attention to the role of RPAs in teaching English speaking skills However, due to the limitation of time and knowledge, the researcher does not have the ambition to cover all the aspects related to CLT in teaching and learning speaking such as the difficulties when adapting CLT to speaking classes at High schools, teaching material design and adaptation The study is restricted to investigating the RPAs 10 The activities in the reference books The activities you collect from colleagues Combining the above sources Are the activities you often use related to the content of the lesson? Yes No Not necessary 10 Why you think role play activities should be used in speaking lesson? To encourage students to speak the target language To stimulate the students’ motivation To have the students get out of shyness To meet the demand of students’ communicative purposes All the above mentioned reasons Others reasons…………………………………………………… 11 Do the students like role play activities in English speaking lessons? Yes No 12 During a role play activity, you should: Not to interfere Interfere whenever you find your students make mistake Collect students’ common mistakes without interfering them Join the activities with students as a participant Encourage all students to participate in the activities 13 Which of the following things you think teachers should make to get effectiveness of role play activities? Make good preparation Encourage students Discuss and share the experience with colleagues Organize the class work appropriately Other things………………………………………………………………… 107 14 What you think the benefits of the use of role play activities in teaching English speaking skill to 11th graders at high school? Increasing students’ motivation in learning Providing communicative contexts for students Creating natural learning Helping students develop their language skill totally Other benefits:…………………………………………………………… 15 Which problems you suppose to have/ have when designing and using role play activities in teaching English speaking skill for 11th graders? Limitation of time to prepare Limitation of time to apply in classroom Speaking activities in the textbooks are not communicative Class size is not suitable to use the communicative activities Students lack of knowledge of English to express themselves Students are passive and shy Lack of teaching facilities and teaching aids Other difficulties……………………………………………………………… 108 Appendix 2a: Questionnaire for students (English version) ( for students at the 11th grader in Nam Dan High school) QUESTIONNAIRES This questionnaires aims to discover students’ opinions towards communicative approach and how communicative activities have an impact on students in learning speaking skill for 11th graders at Nam Dan School in Nam Dan, Nghe An All of these answers will be used as important data of the research They should, therefore, be frank and accurate to your own learning context Thank you very much for your cooperation! Please put the tick (√) on the answer( answers) you choose ……………………………………………………………………………………… I Students’ profile - Age: …………… - Years of studying English: …………………… - Your class size: Less than 40 students 40-50 students More than 50 students II Students’ experience in learning English (More than one choice is acceptable in some sentences) 1.According to you, which skill is the most important in learning English? Listening Speaking Reading Writing Do you enjoy learning speaking skill lessons? Yes No How you feel when you attend the role play activities in an English speaking lesson? Confident Uncomfortable Interested and motivated Bored Embarrassed and nervous 109 Are you interested in the speaking lessons you have at your school? Very much Yes Not much No If yes, which factor(s) activate(s) your interest in the lessons? Teacher’s methods of teaching attract you You find communicative activities interesting to practice English You have opportunity to speak English more You can develop your speaking skill You meet your demand of using English to communicate No new structures Other factors………………………………………………………… If no, the reason(s) you not like the lessons is/are: You are not interested in English The topic is boring Teacher’s method of teaching is dull and poor Your English is not sufficient There is much vocabulary and many new structures Your personal characteristics such as your shyness prevent you from speaking Teacher’s instructions are not clear and motivating Other reasons:……………………………………………………………… In English speaking lessons, the difficulties you often have are: Your knowledge of English ( such as vocabulary, grammar, pronunciation, etc) is poor Your shyness Your fear of making mistakes Teacher not encourage you much Other difficulties…………………………………………………………… Teachers usually start an English speaking lesson by Writing the title of the lesson on the board and ask you to the tasks in textbook Introducing new words or structures 110 Giving questions related to the topic to be spoken Introducing the topic of the lesson Using word games Conducting warm-up games, for example quizzes, puzzles, songs Other ways………………………………………………………………… Do the teacher often use the role play activities in teaching English speaking skills at your school? Alway Often Sometimes Never 10 Are there role play activities in your text book- TIENG ANH 11? Yes No 11 Do you like the role play activities in English speaking skill lessons? Yes No idea No 12 How often does your teacher make use of the following interactions in teaching speaking skill? Interaction Patterns Individually Pair work Group work Full-class interaction Closed-ended teacher questioning "IRF" Choral responses Collaboration Always Often Sometimes Seldom S T Teacher talk T SS Self- assess 13 Which of the above interaction patterns you like most? Individually Pair work 111 Never Group work Full-class interaction Closed-ended teacher questioning "IRF" Choral responses S T T SS Teacher talk Collaboration 14 What you benefit in the English speaking skill lessons which use role play activities? Creating natural speaking Increase your confidence, help you communicate in English fluently Have opportunity to communicate Make you be interested in learning English Develop your creative and imaginary ability Other things………………………………………………………… 112 Appendix 2b: Questionnaire for students ( Vietnamese version) PHIẾU ĐIỀU TRA Bảng câu hỏi nhằm mục đích tìm hiểu ý kiến học sinh việc sử dụng hoạt động giao tiếp dạy nói Tiếng Anh 11 Trường THPT Nam Đàn Câu trả lời bạn học sinh quan trọng thành công đề tài nghiên cứu Vì mong hợp tác bạn! Hãy đánh dấu (√) vào phương án cho ý kiến mở cuối số câu hỏi ……………………………………………………………………………………… I Thông tin cá nhân học sinh - Tuổi: ………………………… - Số năm bạn học Tiếng Anh: ……………………… - Số học sinh lớp bạn: < 40 sinh viên II 40-50 học sinh > 50 học sinh Kinh nghiệm học sinh việc học nói Tiếng Anh (Ở số câu hỏi bạn chọn nhiều phương án phù hợp) 1.Theo bạn, kỹ kỹ quan trọng học Tiếng Anh? Hãy đánh số thứ tự từ (quan trọng nhất) đến (ít quan trọng nhất) Nghe Nói Đọc Viết Bạn có thích học kĩ nói không? Có Không Bạn cảm thấy tham gia vào hoạt động đóng vai học nói tiếng Anh? Tự tin Bối rối căng thẳng Thích thú, động viên Chán Không thoải mái Bạn có thích học nói tiếng Anh trường không? Rất thích Có thích Không thích Không thích Nếu có, yếu tố làm bạn cảm thấy hứng thú tiết học nói tiếng Anh? Phương pháp giảng dạy giáo viên hút 113 Bạn thấy hoạt động giao tiếp thú vị dùng để luyện tập tiếng Anh Bạn có hội nói tiếng Anh nhiều Bạn phát triển kỹ nói Thoã mãn nhu cầu sử dụng tiếng Anh để giao tiếp bạn Không có cấu trúc Yếu tố khác…………………………………………………………………… Nếu bạn không thích, nguyên nhân là: Bạn không thích học tiếng Anh Chủ đề nói buồn tẻ Phương pháp giáo viên không hấp dẫn Vốn Tiếng Anh bạn chưa đủ Có nhiều từ vựng cấu trúc Bạn nhút nhát, ngại ngùng Yêu cầu hướng dẫn giáo viên không rõ ràng Những lí khác……………………………………………………………… Trong tiết học nói, bạn thường gặp khó khăn nào? Vốn Tiếng Anh bạn (như từ vựng, ngữ pháp, phát âm, vv…) Bạn nhút nhát Bạn sợ bị mắc lỗi nói Giáo viên không khuyến khích bạn Những khó khăn khác ……………………………………………………… Giáo viên bạn thường bắt đầu tiết học nói tiếng Anh cách nào? Giới thiệu từ cấu trúc Đặt câu hỏi liên quan đến chủ đề nói Giới thiệu chủ đề tiết nói Sử dụng trò chơi từ vựng Tổ chức trò chơi / hoạt động khởi động, câu đố, hát,… 114 Cách khác …………………………………………………………………… Giáo viên thường có sử dụng hoạt động đống vai dạy kỹ nói trowuwngf bạn không? Luôn Thường xuyên Thỉnh thoáng Không 10 Có hoạt động đóng vai sách giáo khoa- TIẾNG ANH 11? Có Không 11 Bạn có thích hoạt động đóng vai học nói tiếng Anh không? Có Không có ý kiến Không 12 Trong tiết học nói tiếng Anh giáo viên bạn có tổ chức hình thức tương tác sau cách thường xuyên không? Hình thức tương tác Cá nhân (tự luyện tập, làm bài) Theo cặp (2 hs giao tiếp) Theo nhóm Cả lớp tham gia Gv hỏi-Hs trả lời-Gv phản hồi Đồng trả lời Cộng tác (với hs khác) Luôn Thường Thỉnh thoảng Ít Hs hỏi-Gv trả lời Chỉ giáo viên nói Giáo viên nhiều học sinh Tự đánh giá 13 Trong hình thức tương tác trên, bạn thích loại nhất? Cá nhân (tự luyện tập, làm bài) Theo cặp (2 hs giao tiếp) Theo nhóm Cả lớp tham gia Gv hỏi-Hs trả lời-Gv phản hồi 115 Không Đồng trả lời Cộng tác (với hs khác) Hs hỏi-Gv trả lời Chỉ giáo viên nói Giáo viên nhiều học sinh Tự đánh giá 14 Các học nói tiếng Anh sử dụng hoạt động đóng vai mang lại lợi ích gì? Phát triển khả nói tự nhiên Xây dựng lòng tự tin, giúp bạn giao tiếp bắng tiếng anh cách trôi chảy Tạo hội để bạn giao tiếp Làm bạn thích học tiếng Anh Phát triển khả tư sáng tạo Những lợi ích khác………………………………………………………… 116 Appendix 3: Questions for teachers interview The interview is composed of open-ended questions addressing the use of RPs at upper secondary school Other questions may be added based on subjects’ answers to the questionnaire 1st question: How you evaluate the current “Tieng Anh 11” in terms of CLT? What are the strengths and weaknesses of this teaching material? 2nd question: What you think about using RPs in English speaking classrooms? 3rd question: In your opinion, how students like RPs? And how your students in English speaking classes benefit from them? 4th question: What is your dominant role in RPs? 5th question: What are some of the difficulties you have faced personally when attempting RPs in your English speaking classroom? Were you able to overcome those difficulties? How? 6th question: What elements have a part in the success of teaching English speaking to the 11th graders in communicative way (such as students, activities, classroom managements, instructions, lesson plan, activities)? 117 Appendix 4: Observation Sheet Date:…………………………… Lesson:……………………………… Class:…………………………… Teacher:……………………………… Students’ total number: ……………………………………… Teaching Stages Work Teaching Activities Time Methods Arrangement Aids PreSpeaking WhileSpeaking PostSpeaking Note: ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… …………………………………………………………………… 118 Appendix 5a: Students’ feedback to pilot teaching ( English version) LESSON FEEDBACK SHEET (For Students) Are you interested in the speaking lesson today? a Yes b No c No ideas Do you enjoy “warm-up” activity? a Yes b No c No ideas Is the lead-in activity helpful for you? a Yes b No c No ideas What communicative activities you think the most challenging in this speaking lesson? a Matching game b Unscripted role play c Scripted role play What you think of speaking activities in this lesson? a Communicative b Interesting c Boring d No idea How are teacher’s instructions of tasks? a They are clear and specific b They are irrelevant and too long c No ideas What you think of teacher’s role to your activities in the lesson? a Supportive b Available c Discouraged d No idea Write down one thing you not like in the lesson:………………………… 119 Appendix 5b: Students’ Feedback to Pilot Teaching (Vietnamese version) PHIẾU NHẬN XÉT BÀI GIẢNG ( Dành cho học sinh ) Bạn có thích giảng ngày hôm không? a Có b Không c Không có ý kiến Bạn có thích hoạt động “Nối” mở đầu học không? a Có b Không c Không có ý kiến Hoạt động dẫn dắt vào (trả lời câu hỏi) có bổ ích cho bạn không? a Có b Không c Không có ý kiến Hoạt động khiến bạn thấy đầy thách thức giảng hôm nay? a Trò chơi b Đóng vai không theo lời thoại có sẵn c Đóng vai theo lời thoại có sẵn Chỉ dẫn giáo viên cho hoạt động nào? a Ngắn gọn rõ ràng b Mơ hồ dài dòng c Không có ý kiến Bạn thấy hoạt động nào? a Mang tính giao tiếp b Thú vị c Chán d Không có ý kiến Bạn nghĩ vai trò giáo viên trình hoạt động bạn? a Động viên b Sẵn sàng giúp đỡ c Không khuyến khích bạn d Không có ý kiến Hãy cho biết điều khiến bạn không thích giảng hôm nay: 120 Appendix 6: Teachers’ Feedback to Pilot Teaching LESSON FEEDBACK SHEET (For Teachers) Teacher: …………………………………… Date: …………… Time allotted: ……………………………… What you think of the students’ motivation? a Highly motivated b More motivated than usual c As usual d Less motivated 2.What you think of the effectiveness of speaking activities? Activities Effective Effectiveness Not so effective Not effective at all Warm-up Pre-teaching vocabulary Lead-in Scripted role play Unscripted role play 3.Your suggestions of the lesson: …………………………………………………………………………………… 121 [...]... activities to promote speaking, Some suggestions for teachers in Teaching Speaking Skill Lessons, Principles of teaching speaking Definition of Role play, Types and Procedures in using role play and the roles of teachers and students in English speaking skill lessons, interactions in language classrooms are clarified Furthermore, factors influencing students’ success in foreign language learning through using. .. Skill Lessons, Principles of teaching speaking Definition of Role play, Types and Procedures in using role play and the roles of teachers and students in English speaking skill lessons, interactions in language classrooms are clarified Furthermore, factors influencing students’ success in foreign language learning through using Role Play such as motivations, attitudes are also discussed in this research... articulation in order to inform, to persuade and to entertain that can be studied by using teaching and learning methodologies 2.2.2 Teaching Speaking Speaking is one of four skills of second language teaching and learning It is not easy to students at high school to communicate each other in English smoothly Today, the target of teaching speaking should improve students’ communicative ability Because, only in. .. negotiators They are also claimed to take on more responsible for their own learning 2.2 THE NATURE OF SPEAKING The theoretical background of the study will be fully developed later in the thesis It discusses about speaking, definitionof speaking, teaching speaking and guiding teachers in teaching speaking In addition, It also discusses about role play, definition of role play, types and procedures in using. .. confidence in using it These instructors help students learn to speak so that the students can use speaking to learn 1 Using minimal responses Language learners who lack confidence in their ability to participate successfully in oral interaction often listen in silence while others do the talking One way to encourage such learners to begin to participate is to help them build up 34 a stock of minimal responses... How is Teaching Speaking? The first thing to keep in mind is that when we are helping our language students learn to speak English, we are not actually teaching them to speak Unless they are infants, they already know how to do that What we are really helping them with falls into three categories: - improving fluency (speaking smoothly) - improving pronunciation (saying words properly) - improving enunciation... the skills involved in talking as performance are: - Using an appropriate format - Presenting information in an appropriate sequence - Maintaining audience engagement - Using correct pronunciation and grammar - Creating an effect on the audience - Using appropriate vocabulary - Using appropriate opening and closing Understanding of the functions of speaking helps teacher design speaking activities appropriately... procedures used to implement the study Chapter 4, “Findings and Discussion”, describes the reality of using Role play in teaching English speaking skill at NamDan1 High school in Nam Dan, Nghe An, difficulties the students and teachers encounter in speaking lessons, the discussion of research questions and the solutions to the teaching speaking at NamDan1High school and the other High schools in Nghe An... should have a consideration to the students’ level to apply or combine appropriate activities in teaching According to Forseth et al (1995: 35-38), some principles should be taken in teaching speaking skill as follows a For the beginning level 25 - Limit the objectives to avoid overwhelming the learners Provide the students with enough structured practice so they can begin interacting at a basic level This... Listening are skills which reinforce each other In other words, they are closely intertwined Skills in producing language are often initiated through comprehension • Principle 6: Give students opportunities to initiate oral communication 27 Students are given opportunities to show oral communicative competence which reflects their ability to initiate conversations, to nominate topics, to ask questions, to ... practice; To refer to a wide range of games including role- playing video game, playby-mail games and more; To refer specifically to role- playing games Role- play can be separated into “ role and “ play ... Procedures in using role play activity There are many types of role According to Donn Byrn, role play can be divided into two forms- scripted and unscripted role play Scripted role play involves interpreting... role play, types and procedures in using role play and significance of role paly in teaching speaking skill 2.2.1 Definition of speaking: 16 According to Oxford Advanced Dictionary, speaking is