USING LANGUAGE GAMES TO MOTIVATE THE 10TH FORM NON ENGLISH MAJORS IN SPEAKING LESSONS AT PHAN BOI CHAU SPECIALIZING HIGH SCHOOL, NGHE AN

thạc sỹ, luận văn, ngoại ngữ, tiếng anh, khóa luận, chuyên đề

1 PART A: INTRODUCTION Rationale In the globalization age today, English assumes as a more and more important part as a means of international communication than ever Therefore, in some recent years, the focus of teaching has been promoting oral skills in order to respond to the students’ needs for effective communication However, due to some objective and subjective reasons, teaching and learning English in general and teaching and learning speaking in particular does not come up to the study aims Despite teachers’ efforts to provide students with opportunities to develop their communicative skills, how to teach and learn speaking effectively is still a challenging question to both teachers and students at many high schools in Vietnam At Phan Boi Chau specializing high school, the situation is the same to the non- English majors who specialize in natural subjects such as: Mathematics, Physics, Chemistry, and Biology or social subjects such as: Literature, History and Geography For most students, they find speaking especially important yet most challenging one It has been proved that some students got into a habit of leaning ‘mute English” which is obviously harmful to a language learner It also seems to the writer that the techniques exploited during a speaking activity such as: role plays, simulations, discussions…are not really effective Therefore, it is a necessity to find a supplementary technique used in teaching speaking In language teaching, language games have proved themselves not merely as “time filler activities” but as an important factor which can create more chances and interest to motivate students to speak Nevertheless, language games have not successfully applied to speaking classes at Phan Boi Chau specializing high school All the above-mentioned reasons and factors have inspired the writer to conduct a research titled “Using language games to motivate the 10th form non- English majors in speaking lessons at Phan Boi Chau specializing high school” Aims of the study The study is aimed at: • Investigating the situation of teaching and learning speaking to the 10th form nonEnglish majors at Phan Boi Chau high school • Investigating the effectiveness of using games in teaching speaking to the 10th form non- English majors at Phan Boi Chau high school • Providing some suggestions and implications for the improvement of speaking teaching at Phan Boi Chau specializing high school by using language games in addition to other techniques Scope of the study: The study focuses specifically on using language games in teaching speaking to the 10th form non- English majors at Phan Boi Chau specializing high school So the study limits itself to the teaching and learning speaking only, and the subjects of the study are 70 non- English majors from two classes studying new “Tieng Anh 10” textbook at Phan Boi Chau specializing high school Significance of the study • Theoretical significance of the study: The study supplies the English language teachers with the understanding of speaking skill in and language games in terms of types, advantages when employing them The study also suggests some ways to exploit language games successfully during all stages in teaching speaking • Practical significance of the study: The research provides the language teachers and learners a variety of language games used in all stages in speaking classes based on new “Tieng Anh” 10 textbook Methods of the study In the process of carrying out this study, the survey questionnaire is used to collect data for the study The survey questionnaire including pre-task survey questionnaire and post task survey questionnaire is for 70 tenth form non- English majors from two classes of Phan Boi Chau specializing high school: one specializes in Mathematics and the other specializes in Chemistry Design of the study This paper is divided into three main parts: Part A is the INTRODUCTION In this part, the rational, the aims, research questions, the scope of the study, methods of the study and also its design are presented Part B is the DEVELOPMENT which includes chapters Chapter I deals with some theoretical background that is relevant to the purpose of the study: speaking skill and language games Chapter II can be seen as case study in real situation It investigates the situation of teaching and learning speaking and the feasibility of using language games in teaching speaking to the 10th form non- English majors at Pham Boi Chau specializing high school through the analysis of collected data Chapter III are some findings concluded from the data analysis Chapter IV is by far the most dominant one in which some suggestions on using language games are made and some sample language games exploited during all stages of the lessons are provided Part C is the CONCLUSION which includes the summary of the study, limitations of the study and suggestions for further study REFERENCES and APPENDICES are presented in the last pages of the study PART B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW I.1 Overview of speaking activities I.1.1 What is meant by speaking skill? Speaking is crucially important for the whole learning process “Speaking makes you a more fluent language user, speaking is a chance to notice the gaps between what you want to say and what you can say, it is a chance to test hypotheses about language.” The terms ‘speaking” catches much attention of linguistics Therefore, many definitions have been offered to this term so far Based on Nguyen and Nguyen (2001), speaking is meant under two aspects: accuracy and fluency “Accuracy involves the correct use of vocabulary, grammar and pronunciation.” Whereas fluency can be thought of as “the ability to keep going when speaking spontaneously” When speaking fluently, language learners should be able to get message across whatever resources and abilities what they’ve got, regardless of grammatical and other mistakes Meanwhile, many educators believe that in a communicative class “it is not necessary to teach conversational features or push students to communicate accurately” and that “fluency can be developed by simply providing students with lots of conversational practice” Therefore, the requirements of language fluency and accuracy may differ variably due to each stage of language learning Nguyen and Nguyen (2001) also introduces some favorably- used strategies in speaking They are: • The use of natural-sounding “incomplete” sentences • The use of common expressions like “Never mind” “You’re welcome”… • The use of “fillers” and hesitation devices: Well, let me think • The use of communication strategies such as asking for clarifications: “Pardon?” “I don’t understand What you mean?”… • The ability to paraphrase-“put it another way” or explain /describe what they want to say if they haven’t got the right language Bygate (1987) suggested a more comprehensive discussion of the nature of speaking It is shown that in order to be able to speak a foreign language, it is obviously necessary to have microlinguistics skills, that is, to understand some grammar, vocabulary and the rules governing how words are put together to form sentences Bygate (1987) also discusses further at great length the two sub-skills of interaction skills that the speakers use when they speak: the routine skills and negotiation skills Routines are the conventional ways of presenting information such as descriptions, comparisons, story telling They can be either expository, concerning presenting factual information, or evaluative where the speakers explain, reason, justify, predict and draw conclusions They can also be interaction routines that can be found in interactions in different specific situations like interviews or discussions, etc… Different all these ideas may be, the main components of speaking are unchanged It means that to improve speaking skill, both accuracy and fluency should be focused on I.1.2 Characteristics of a successful speaking activity There are many characteristics of a successful speaking activity which are introduced by Ur (1996) as follows: • Learners talk a lot: As much as possible of the period time allotted to the activity is in fact occupied by learner talk This may seem obvious, but often most time is taken up with the teacher and talk and pauses • Participation is even: Classroom discussion is not dominated by a minority of talkative participants: all get a chance to speak and contributions are fairly evenly distributed • Motivation is high: Learners are eager to speak because they are interested in the topic and have something new to say about it, or because they want to contribute to achieving a task objective • Language is of an acceptable level: Learners express themselves in utterances that are relevant, easily comprehensible to each other and of an acceptable level of language accuracy In practice, however, few classroom activities succeed in satisfying all the criteria mentioned above Therefore, language teachers should make great efforts to employ a variety of effective techniques to create some of the mentioned-above criteria I.1.3 Problems with speaking activities According to Ur (1996), there still exist some problems with speaking activities as follows: • Inhibition: Unlike reading, writing and listening activities, speaking requires some degree of real-time exposure to an audience Learners are often inhibited about trying to say things in a foreign language in the classroom: worried about making mistakes, fearful of criticism or losing face, or simply shy of the attention that their speech attracts • Nothing to say: Even if they are not inhibited, you often hear learners complain that they cannot think of anything to say: they have no motive to express themselves beyond the guilty feeling that they should be speaking • Low or uneven participation: Only one participant can talk at a time if he or she is to be heard, and in a large group this means that each one will have only very little time talking This problem is compounded by the tendency of some learners to dominate, while others speak very little or not at all • Mother-tongue use: In classes where all, or a number of, the learners share the same mother tongue, they may tend to use it: because it is easier, because it feels unnatural to speak to one another in a foreign language, and because they feel less “exposed” if they are speaking their mother tongue If they are talking in small groups it can be quite difficult to get some classesparticularly the less disciplined or motivated ones- to keep to the target language In order for the learners to develop their communicative skills, it is advised that the language teachers should help the learners to overcome these problems with speaking activities I.1.4 Principles in teaching speaking in CLT The single most important reason for teaching speaking is to develop oral fluency, that is, the ability to express oneself intelligibly, reasonably, accurately and without undue hesitation Learners of English will want to use speech principally for two reasons The first reason is that they want to give and receive information, that is, for transactional or message-oriented purposes The other is that they want to maintain good social relationships, that is, for interactional purposes focused on sharing personal experiences and opinions Language educators and teachers have made great efforts to find out the main principles of teaching speaking so far Here the author wishes to suggest some main principles which are introduced by Ur (1996) as follows: • Take account of the student as a person: It means that the teachers should be sensitive, sympathetic and encouraging They should select material that is motivating and within the students’ ability • Reduce anxiety by moving from easy to less easy: It means that the teachers should provide a familiar, private environment and help students take short turns • Maintain a careful balance between accuracy and fluency: It requires that the teachers should provide practice in pronunciation, word stress, sentence stress and intonation Moreover, the teachers should also provide students with opportunities for fluent use of speech • Provide a good model for students to imitate: The teachers should consciously teach correct pronunciation and repeatedly use target speech patterns • Provide appropriate stimuli for eliciting speech: The teachers can use a wide variety of sources such as: books, radios, audio and video cassettes, etc and well as pictures, stories, songs • Vary classroom interaction modes: The teachers can arrange the class activities in different ways: individual to whole class, in pair work or group work • Give clear instructions: The teachers should speak loudly, slowly and clearly and it is a good idea that the teachers demonstrate the proposed task themselves • Monitor student activity continuously: The teachers should encourage those who find the activity difficult and praise students who perform well or try hard to fulfill the task • Prepare well for class: The teachers should make a checklist of things to obtain and a checklist of things to • Handle errors sensitively and effectively: The teachers should ignore performances errors and ignores that are repeated However, it is necessary that the teachers correct errors in language that they recently taught or errors that might shock the listeners (e.g childrens) In addition, errors in structures that need to be used frequently by students should also be corrected (E.g “What means that?” instead of “What does it mean?”) And the teachers should remember that corrections should be made in accuracy phase, not fluency phase I.2 Overview of language games I.2.1 What are language games? Language games can be used in language classes So what are games and what are language games? First of all, what are games? Games are forms of entertainment derived from a set of artificial rules, typically with a known goal to be reached Games can be in the form of physical activities, mental, or a mixture of the two Also, games can be classified as cooperative, solitaire or competitive Hadfield (1987) defines “a game is an activity with rules, a goal and an element of fun.” Similarly, according to Rixon (1981), “a game consists of play governed by rules.” This is summed up very well in Gibb’s definition (1978) of a game as “an activity carried out by cooperating or competing decision markers, seeking to achieve, within a set of rules, their objectives.” Different the definitions are, they share the same opinion that a game has three main characteristics They are: a goal or objective, a set of rules which govern a game and games involve a contest either between players or between players and the goal So, what are the language games? Language games mean games related to language If games help to improve different aspects such as intellectual ability, patience, then language games help to develop language skills When playing these language games, students not only have fun but can also practise English enjoyably, which helps to motivate students Greenal (1984) defines as one kind of “activity which is used to consolidate language already taught or acquired and occurs during the free stage of lesson or during occasions such as English club meeting…” I.2.2 Types of language games Classifying language games into categories can be very difficult because categories often overlap Therefore, different linguists use different ways to classify language games According to Hadfiled (1987), “language games can be divided into two further categories: Linguistic games and communicative games Linguistic games focus on accuracy, such as applying the correct antonym On the other hand, communicative games focus on successful exchange of information and ideas, such as two people identifying the differences between their two pictures which are similar to one another but not exactly alike Hadfield (1987) also classifies language games into many more categories as follows: • Sorting, ordering or arranging games For example, students have a set of cards with different products of them, and they sort the cards into products found at a grocery store and products found at a department store • Information gap game: In such games, one student has access to the information which is not held by the other student, and this student must acquire the information to complete the task successfully Information gap games can involve a one-way information gap or a two way information gap • Guessing games: In these games, someone knows something and the others must find out what it is • Matching games: As a name applies, participants need to find a match for a word, picture or card • Labeling games: These are form of matching, in that participants match labels and pictures • Puzzle-solving games: The participants in the game share or pool information in order to solve a problem or a mystery • Role play games: The terms role play, drama and simulation are sometimes used interchangeably but can be differentiated Role play can involve students playing roles that they not play in real life, such as dentists, while simulations can involve students performing roles that they already play in real life or might be likely to play, such as a customer at a restaurant Dramas are normally scripted performances, whereas in role plays and simulations, students come up with their own words, although preparation is often useful I.2.3 Opinions on using games in teaching and learning process Effective teaching in classroom environment requires different types of methods and techniques Games are one of the activities that these techniques use There has been quite a lot of research done on the use of educational games in particular However, the effectiveness of using language games in English language teaching is still controversial among educators and teachers There is a common perception that all learning should be serious and solemn in nature and that if one is having fun and there is hilarity and laughter, then it is not really learning Ur (1996) reports that once we call a language leaning activity a “game” we convey the message that it is just fun, not something to be taken serious Therefore many teachers are reluctant to use games in their lessons because they are doubtful about the effectiveness of games That is, the teachers often perceive games as mere time-fillers, "a break from the monotony of drilling" or frivolous activities rather than an effective teaching technique Contrary to the opinions mentioned above, many experienced textbook and methodology handbooks writers have argued that games are not just time-filling activities, but they have a great educational value Lee (1979) holds that most language games make learners use the language instead of thinking about learning the correct forms He also says that games should be treated as central, not peripheral to the foreign language teaching programme A similar opinion is expressed by Richard-Amato, who believes game to be fun, but warns against overlooking their pedagogical value, particularly in foreign language teaching Hadfield (1987) claimed the effectiveness of using language games in English language teaching: Games should be regarded as an integral part of the language syllabus, not as an amusing activity for Friday afternoon or for the end of the term” According to Rixon (1981), games can be integrated with teaching so that they can become a positive part of it rather than a time-filler or, worse, a time-waster 10 There are many advantages of using games "Games can lower anxiety, thus making the acquisition of input more likely" (Richard-Amato 1988:147) They are highly motivating and entertaining, and they can give shy students more opportunity to express their opinions and feelings They also enable learners to acquire new experiences within a foreign language which are not always possible during a typical lesson Furthermore, to quote Richard-Amato, they, "add diversion to the regular classroom activities," break the ice, "[but also] they are used to introduce new ideas" (1988:147) In the easy, relaxed atmosphere which is created by using games, students remember things faster and better Further support comes from Zdybiewska, who believes games to be a good way of practicing language, for they provide a model of what learners will use the language for in real life in the future With the demand of changing the teaching methods nowadays, most of the teachers have made efforts to exploit a variety of techniques, one of these is games A good game can enhance students’ motivation in language classes and partly contributes to increase the quality of language classes I.2.4 Language games as a motivator for students to speak The importance of motivation is second language teaching and learning has been discussed for many years Motivation is a key consideration in determining the preparedness of learners to communicate Motivation refers to the combination of effort plus desire to achieve the goal of learning the language plus favorable attitudes toward learning the language That is, motivation to learn a second language is seen as referring to the extent to which the individual works or strives to learn the language because of a desire to so and the satisfaction experienced in this activity Therefore, those who are motivated participate actively in class and usually get good study results Since motivation is something very personal, it is not easy to develop However, according to Lightbrown and Spada (1999): “If we can make our classrooms places where students enjoy coming because the atmosphere is supportive and non-threatening, we can make a positive contribution to students’ motivation to learn.” With a view to creating such a learning atmosphere, using language games, which have long been advocated for assisting language learning, in speaking classes seems to be a good choice for the following reasons: • Games add interest to what students might not find very interesting Language learning is hard work…Effort is required at every moment and must be maintained over a long period of time Games help and encourage many students to sustain their interest and work Sustaining interest can mean sustaining effort After all, learning language involves long tem effort 40 -Recognized by UNESCO? -Listed as a World Cultural Heritage by UNESCO in 1993 -Location? -654 km from Hanoi and 1071 km from HCMC -Construction staring and ending? -Construction: started 1805 & completed 1832 -Inside? -Comprises sections: the Royal Citadel, the Imperial Enclosure and the Forbidden Purple City -Visiting hours? -Open daily -Admission? -Admission costs 55,000 VND Card 2B Card 2A Ask your partner for the following Tell your partner about Thong Nhat Conference information Hall using the following information about Thong Nhat Conference Hall -Other names? -Also Reunification Hall or Presidential Palace -Location? -In District No1, HCMC, 1730 km south of HN - Construction staring and ending? -Originally built in 1865 & heavily damaged by an -Any damage during the war? air bombardment in Feb 1963 Reconstruction needed? -Rebuilt & construction completed in 1963 -Inside? -Has floors with 100 beautifully decorated rooms and chambers -Visiting hours? -Open daily from 7:30 to 11:00 a.m and 1:00 to 4:00 p.m -Admission? -Admission costs: 10,000 VND IV.2.4 Post-speaking stage It is the last step of a speaking lesson so it is time for students’ production The activities in this stage are for students to reflect upon their performance Post-speaking stage should last ten to twelve minutes  Unit 11: National Parks Class management: Group work Procedure: Type of games: Story telling Time: 10 minutes 41 The teacher divides the class into groups of eight students (two rows of tables) The teacher asks students to work in groups to tell about their imaginary excursion The teacher can begin the story with one clause of the third conditional sentence Then the students in each group one by one add more sentences using the third conditional sentences After the last student in each group finishes the story, all groups are asked to tell their excursion in front of the class The teacher will decide which the most interesting story is For example: The teacher can begin: If yesterday had been Sunday, …………… Student A: If yesterday had been Sunday, I would have gone a picnic to Cua Lo beach Student B: If I had gone to Cua Lo beach, I would have gone with some of my friends Student C: I had gone with some of my friends, we would have gone there by motorbike Alternatively, it can be made more interesting and amusing by replacing the third conditional sentences with the story using “fortunately” and “unfortunately” For example: The teacher can start: Yesterday it was nice, so I decided to go for a walk Student A: Unfortunately, it began to rain Student B: Fortunately, I had an umbrella Student C: Unfortunately, it was broken  Unit 15: Cities Type of games: Guessing games Class management: Whole class Material: cards Time: 10 minutes Procedure: The teacher prepares a set of cards on which some famous cities in the world are written Students will take turn to choose one card from this set and try to use their knowledge to describe this city so that the other students can guess which the city is To make it more challenging, the students are not allowed to use proper name And the game can be played until time is up For example: The student takes up a card on which “Amsterdam” is written He can use the typical features to talk bout it: It is the city which is famous for tulips and windmills So the other students may find it easy to guess correctly Set of cards 42 HONGKONG TOKYO NEW DELI ROME SYDNEY LONDON MEXICO HANOI BEIJING PARIS BERLIN BANGKOK MOSCOW VIENNA CAIRO SINGAPORE Chapter IV has provided teachers with some applicable and effective games exploited in all stages of a speaking lesson With the aim to help the teachers exploit language games fully and successfully, some suggestions when running a game are also mentioned It is hoped that it can help to enhance students’ motivation in speaking lessons 43 PART C: CONCLUSION Summary of the study This study is done with the purpose of seeking one effective teaching technique to improve students’ speaking skill And as there exist many teaching techniques exploited by teachers to teach speaking, the study limits itself to use language games to motivate non- English majors to speak The literature review has been made in the hope of demonstrating the scope of the study theoretically in terms of speaking skill and language games The findings from the data analysis show that despite students’ awareness of the importance of speaking skill, some students have low motivation towards speaking classes They find speaking activities either challenging or boring Thus they show their unwillingness to raise their voice Therefore, a teaching technique, language games, is tested whether they can improve students’ motivation in speaking classes And according to students’ attitudes, perspectives and preferences, language games are applicable as a motivator in speaking lessons Thus, in order to make the study more practical, some suggestions on using language games as well as a variety of language games applied in all stages of a speaking lesson have also been mentioned It is hoped that the study will prove worthwhile to those who want to motivate students in speaking classes and who are concerned about the problem Limitations of the study and suggestions for further study Although the study has accomplished the objectives set at the beginning, it can not avoid some limitations Due to the shortage of time, limit of knowledge and the scope of the study, the study can not cover all the uses of language games in four language skills and language elements Therefore, further study can focus on the use of language games as a motivator in reading classes, writing classes, listening classes and language games as an effective technique to teach vocabulary and grammar Obviously, mistakes are unavoidable, all comments and remarks on this research will be highly appreciated 44 REFERENCES Baker, J and Westrup, H (2000) English language teacher’s handbook, Creative print and design Ebbw Wale, Wales Baloto, F (1996) How to motivate learners of English English teaching Forum,Vol I, No1 (p 34) Bygate, M (1997) Speaking, Oxford University Press Carrier, M & the others (1985) Take games and activities for the language leaning UK: Thomas Nelson and Sons David, K & Hollowell, J (1989) Inventing and playing games in the English classroom Oxford: Oxford University Press Ersoz, A (2000) Six games for EFL/ ESL classroom The Internet TESL Journal, Vol VI, No 6, retrieved from http: //iteslj.org/lessons/ Ersoz-Games.html Granger, C (1981) Play games with English Heineman International, Great Britain Gibbs, G (1987) Dictionary of gaming, Modelling and Stimulation E & FN Spon Ltd., London Greenal, S (1984) Language games and activities Great Britain: Hulton Educational Publication 10 Hadfield, J (1987) Elementary Communication Games UK: Thomas Nelson and Sons 11 Hadfield, J (2003) Intermediate Grammar Games Hong Kong: Thomas Nelson and Sons 12 Hoàng Văn Vân (2006), Tiếng Anh 10, Nhà xuất giáo dục 13 John & Liz, S (2000) New Headway- Pre Intermediate Oxford University Press 14 Karen, R (1973) Communication games MAcmillian Publishers, New York 15 Ladousse, G.P (1987) Role-play Oxford University Press 16 Lee, W.R (1979) Language teaching games and contests Oxford: Oxford University Press 17 Lewis, G and Bedson, G (1999) Games for children Oxford University Press 18 Lightbrown, P.M & Spada, N (1999) How languages are learnt Oxford University Press 45 19 Little Wood, W.T (1981) Communicative language teaching, Cambridge University Press 20 Martin, C (1995) Games and Fun activities Young Pathfinder Series: London: CILT 21 Mc Callum, G.P (1980) 101 Word Games Oxford: Oxford University Press 22 Nguyễn Bàng & Nguyễn Bá Ngọc (2001), A course in TEFL theory and practice III National University Publish 23 Nguyễn Thuỷ Minh & Lương Quỳnh Trang (2007), Thiết kế giảng tiếng Anh 10: Tập 2, Nhà xuất Hà Nội 24 Richard-Amato, P.A (1998) Making it happen: Interaction in the second language classroom: From theory to practice NewYork: Longman 25 Rixon, S (1981) How to use games in language teaching London: Macmillan Publishers 26 Selinger, H.W & Shohamy, E (1989) Second language research methods Oxford: OUP 27 Ur, P (1996) A course in Language Teaching Cambridge:CUP 28 Watcyn-Jones, P & Howard Williams, D (1995) Grammar Games and Activities Longman: Pearson Education limited 29 Wright, A.; Betteridge, D & Buckly, M (1983) Games for language learning Cambridge University Press I APPENDICES APPENDIX 1: PRE_TASK SURVEY QUESTIONNAIRE This survey questionnaire is designed for my study “Using language games to motivate the 10th form non- English majors in speaking lessons at Phan Boi Chau specializing high school” Your assistance in fulfilling the following items is greatly appreciated Please, tick (√) in the given boxes to indicate your choice Your major:……………………………… Your English learning experience:……………………………………… How necessary is English in the school courses? A Very necessary B Necessary C Normal D Unnecessary How you like learning English? A Very much B Much C Not much D Not at all Among the four language skills, which one is the most difficult to you? A Listening B Speaking C Reading D Writing How is speaking skill important to you? A Very important B Important C Normal D Not important at all How you find speaking topics and speaking activities introduced in “Tieng Anh 10” textbook? 5.1 A Very interesting C Normal D Boring A Very difficult B Difficult C Normal 5.2 B Interesting D Easy Are you willing to speak in speaking classes? A Yes, I like speaking very much B Yes, sometimes C No, I am never willing to speak If you choose B, C, what are the reasons for your unwillingness to speak? (Please specify) II ……………………………………………………………………………………………… ……………………………………………………………………………………………… ………… In order to encourage students to speak and get them more involved in speaking activities, you think the teachers should: (You can choose more than one) A Use visual aids (pictures, charts, etc…….) B Use language games C Use songs D Use group work and pair work E Others (please specify)……………………………………………………… What you think of using language games in speaking classes for? A for relaxing only C for both relaxing and teaching B for teaching only D time covering 10 If your teacher of English exploits language games in speaking lessons, are you willing to join? A Yes B No Thank you very much for taking time to complete this questionnaire! III CÂU HỎI ĐIỀU TRA (Trước sử dụng trò chơi học nói) Những câu hỏi sau nhằm phục vụ cho việc nghiên cứu việc sử dụng trò chơi ngôn ngữ nhằm gây hứng thú học nói tiếng Anh cho học sinh khối 10 khơng chun trường THPT chuyên Phan Bội Châu việc học tiếng Anh Xin bạn vui lòng trả lời câu hỏi sau theo suy nghĩ Chân thành cảm ơn cộng tác em! Hãy đánh dấu (√) vào ô mà em lựa chọn Môn chuyên em:……………………… Em học tiếng Anh: …………… năm Theo em hoc tiếng Anh ……… A Rất cần thiết B Cần thiết C Bình thường D Khơng cần thiết C Bình thường D Khơng thích Em có thích học tiếng Anh khơng? A Rất thích B Thích Trong bốn kĩ năng, kĩ khó em? A Nghe B Nói C Đọc D Viết C Bình thường D Khơng quan trọng Kĩ nói có quan trọng với em khơng? A Rất quan trọng B Quan trọng Em có nhận xét chủ đề nói hoạt động nói sách giáo khoa “Tiếng Anh 10”? 5.1 A Rất thú vị B Thú vị C Bình thường D Tẻ nhạt 5.2 A Rất khó B Khó C Bình thường D Dễ Em có tham gia tích cực học nói khơng? A Có, em thích học nói B Có, C Không, em thấy không thoải mái Nếu em chọn B C, lí cho lựa chọn em gì? (ghi rõ) ……………………………………………………………………………………………… ……………………………………………………………………………………………… ………… Để khuyến khích học sinh nói tiếng Anh tham gia tích cực vào học nói, em nghĩ giáo viên nên: (Em lựa chọn nhiều phương án) A Sử dụng giáo cụ trực quan (tranh ảnh, bảng biểu…………) B Sử dụng trò chơi ngôn ngữ IV C Sử dụng hát D Sử dụng hoat động cặp nhóm E Các hoạt động khác (ghi rõ) … Em nghĩ việc sử dụng trị chơi việc giảng dạy kĩ nói tiếng Anh? A Chỉ để thư giãn B Để trợ giúp việc giảng dạy C Vừa để trợ giúp việc giảng dạy vừa để học sinh thư giãn D Để lấp thời gian thừa 10 Nếu giáo viên tiếng Anh em sử dụng trị chơi dạy nói, em có muốn tham gia khơng? A Có B Khơng Cảm ơn giúp đỡ em! V APPENDIX 2:: POST_TASK SURVEY QUESTIONNAIRE This survey questionnaire is designed for my study “Using language games to motivate the 10th form non- English majors in speaking lessons at Phan Boi Chau specializing high school” Your assistance in fulfilling the following items is greatly appreciated Please, tick (√) in the given boxes to indicate your choice Do you like language games given by your teacher during speaking lessons? A I like them very much B Yes, they are OK C I don’t like them at all D I have no idea What you while playing games? A Actively take part in the games B Join the games only when being asked by the teacher C Join the games only when feeling interested D Do not play games How you feel after playing games? A relaxed and motivated B normal C uncomfortable Are you willing to speak during speaking lessons? A Yes, I feel more motivated to speak B It depends on the speaking activities and language games given C No, I feel unmotivated and reluctant to speak In your opinion, is the use of language games to motivate students to speak effective? A Yes B No If you choose yes, please answer question and keep answering question to question 10 If you choose yes, please answer question and keep answering question to question 10 What are the benefits of language games to your speaking skill? (You can choose more than one option) A Language games make speaking lessons more enjoyable and more fun B Language games make speaking lessons less challenging and difficult VI C Language games lower my anxiety and shyness, and then develop my confidence in speaking D Language games create more chances for students to speak If the use of language games in speaking classes is ineffective, what you think are reasons? (Please specify) ……………………………………………………………………………………………… ……………………………………………………………………………………………… ………… To make the use of language games in speaking classes more effective, what you think the teacher should do? ((You can choose more than one option) A Teacher should exploit the language games that suit students’ level B Teacher should explain students what to in a clear and an easy- to-understand language C Teacher should exploit a variety of language games in different speaking classes D Teacher should demonstrate what to to students E Others (please specify)……………………………………………………………… What stage(s) you think the teacher should exploit the language games? A Warm-ups B Pre-speaking stage C While-speaking stage D Post-speaking stage E At any stage of the lesson 10 How often you want to play language games? A Often B Occasionally C Rarely D Never Thank you very much for taking time to complete this questionnaire! VII CÂU HỎI ĐIỀU TRA (Sau sử dụng trị chơi học nói) Những câu hỏi sau nhằm phục vụ cho việc nghiên cứu việc sử dụng trị chơi ngơn ngữ nhằm gây hứng thú học nói tiếng Anh cho học sinh khối 10 không chuyên trường THPT chuyên Phan Bội Châu việc học tiếng Anh Xin bạn vui lòng trả lời câu hỏi sau theo suy nghĩ Chân thành cảm ơn cộng tác em! Hãy đánh dấu (√) vào ô mà em lựa chọn Em có thích trị chơi ngôn ngữ mà giáo viên sử dụng dạy nói khơng A Rất thích B Thích C Khơng thích D Khơng có ý kiến Trong chơi trị chơi, em……… A tham gia cách tích cực B tham gia trò chơi giáo viên yêu cầu C tham gia cảm thấy hứng thú D (ý kiến khác) ……………………………… Em cảm thấy sau tham gia trò chơi A.thoải mái hứng thú B bình thường C khơng thoải mái Em có tham gia tích cực học nói hay khơng? A Có, em cảm thấy hứng thú B Tùy thuộc vào hoạt động nói trò chơi mà giáo viên đưa C Em cảm thấy khơng hứng thú ngại nói Theo em, việc sử dụng trị chơi ngơn ngữ học nói có hiệu khơng? A Có B Khơng Nếu em chọn có, trả lời câu hỏi tiếp tục trả lời từ câu hỏi đến câu 10 Nếu em chọn không, trả lời câu hỏi tiếp tục trả lời từ câu hỏi đến câu 10 Đâu lợi ích mà trị chơi ngơn ngữ giúp em học nói: (em lựa chọn nhiều phương án ): A Trị chơi ngơn ngữ làm cho học nói thêm thú vị B Trị chơi ngơn ngữ làm cho học nói đơn giản hơn, dễ dàng C Trị chơi ngơn ngữ giúp học sinh giảm căng thẳng, bớt rụt rè, từ học sinh thêm tự tin nói VIII D Trị chơi ngơn ngữ tạo cho học sinh nhiều thời gian hội đươc thực hành nói Nếu việc sử dụng trị chơi học nói khơng hiệu quả, theo em, đâu nguyên nhân: (Ghi rõ) ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……… Để phát huy tính hiệu việc sử dụng trị chơi ngơn ngữ học nói, theo em giáo viên cần ( em lựa chọn nhiều phương án ): A Giáo viên nên sử dụng trò chơi phù hợp với trình độ học sinh B Giáo viên nên giải thích luật chơi cách rõ ràng dễ hiểu C Giáo viên nên sử dụng trò chơi đa dạng học nói khác D Giáo viên nên làm mẫu cho học sinh xem E Lựa chọn khác( ghi rõ ) Giai đoạn nói nào, theo em, nên sử dụng trị chơi ngơn ngữ ở: A Giai đoạn khởi động ( warm-up ) B Giai đoạn chuẩn bị ( pre-speaking ) C Giai đoạn thực hành nói ( while-speaking) D Giai đoạn mở rộng ( post- speaking) E Bất kỳ giai đoạn 10 Em nghĩ trị chơi ngơn ngữ nên tổ chức: A Thường xuyên C Hiếm ` B Thỉnh thoảng D Không Cảm ơn giúp đỡ em! ... study ? ?Using language games to motivate the 10th form non- English majors in speaking lessons at Phan Boi Chau specializing high school” Your assistance in fulfilling the following items is greatly... study ? ?Using language games to motivate the 10th form non- English majors in speaking lessons at Phan Boi Chau specializing high school” Your assistance in fulfilling the following items is greatly... teaching and learning speaking and the feasibility of using language games in teaching speaking to the 10th form non- English majors at Pham Boi Chau specializing high school through the analysis