How to motivate the 10 grades students in speaking skill: A case study at Hoa Lu A high school, Ninh Binh. M.A Thesis Linguistics: 60 14 10

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES ********* MAI THỊ LAN HOW TO MOTIVATE THE 10 GRADE STUDENTS IN SPEAKING SKILL: AT HOA LU A HIGH SCHOOL, NINH BÌNH CÁCH TẠO ĐỘNG LỰC CHO HỌC SINH LỚP 10 TRONG GIỜ HỌC NĨI TẠI TRƯỜNG THPT HOA LƯ A, NINH BÌNH M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60 14 10 Hanoi – 2013 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES ********* MAI THỊ LAN HOW TO MOTIVATE THE 10 GRADE STUDENTS IN SPEAKING SKILL: AT HOA LU A HIGH SCHOOL, NINH BÌNH CÁCH TẠO ĐỘNG LỰC CHO HỌC SINH LỚP 10 TRONG GIỜ HỌC NÓI TẠI TRƯỜNG THPT HOA LƯ A, NINH BÌNH M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60 14 10 Supervisor: Phan Thị Vân Quyên, M.A Hanoi – 2013 LIST OF ABBREVIATIONS L2: Second language EFL:English as a Foreign Language TEFL: Teaching English as a Foreign Language M.A: Master of Arts CLT: Communication Language Teaching S: Student iv LIST OF TABLES Table 1: Students’attitude towards speaking skills Table 2: Types of motivation Table 3.1 and Table 3.2: Factors affecting motivation in learning speaking English Table 4.1 and Table 4.2: Current methods and techniques applied to teach speaking skill Table 5: Students’interest and desires for speaking activities Table 6: Teachers’opinion on students’motivation in speaking English Table 7.1 and Table 7.2: Teacher’attitude towards unwilling speakers and mistake makers Table 8: Teachers’difficulties in teaching speaking at Hoa Lu A high school Table 9.1 and 9.2: Activities and techniques used by teachers to motivate students to speak v TABLE OF CONTENT Declaration .i Acknowledgements……………………………………………………………….ii Abstract……………………………………………………………… …………iii List of abbreviations…………………………………………………… ………iv List of tables……………………………………………………………… …… v Table of content…………………………………………………….……………vi PART A: INTRODUCTION……………………………………… ………… 1 Rationale…………………………………………………………… ….1 Aims of the study………………………………………………….… …2 Research questions……………………………………………………….2 Methods of the study……………………………………………… … Scope of the study……………………………………………………… Design of the study………………………………………………………3 PART B: DEVELOPMENT…………………………………………… …… CHAPTER I: Theoretical Background……………………… ……………….4 I Motivation in second language learning………………………………………4 I.1 Definition of motivation……………………………………………… I.2 Types of motivation…………………………………………………….5 I.2.1 Intergrative and Instrumental motivation…………………… I.2.2 Intrinsic and Extrinsic motivation…………………………….6 I.2.3 Global motivation………………………………….………….8 I.2.4 Situational motivation……………………………………… I.2.5 Task motivation…………………………………………….…8 I.2.6 Resultate motivation……………………………………….….8 I.3 Factors affecting learners’motivation in language learning………… I.3.1 Learners’factors…………………………………………… vi I.3.1.a Intelligence……………………………………… …9 I.3.1.b Aptitude………………………………………… …9 I.3.1.c Personality……………………………… ………….9 I.3.1.d Learning strategies……………………… …………9 I.3.1.e Learners’belief…………………………….……… 10 I.3.1.f Age of acquisition………………………….……….10 I.3.2 Teachers’factors……………………………………….…….10 I.3.2 a Enthusiasm……………………………………… 10 I.3.2 b Commitment to the students’progress…………… 11 I.3.2 c Teachers’expectations…………………………… 11 I.3.2 d Good relationship with the students……………….11 I.3.3 Teaching and learning conditions……………………………12 I.3.3 a Physical conditions………………………… ……12 I.3.3 b A pleasant and supportive atmosphere in the class 12 II Speaking in second language learning…………………… ………………13 II.1 Definition of speaking……………………………………………… 13 II.2 Importance of speaking in language teaching and learning………….13 II.3 Approaches to the teaching and speaking……………………………14 II.3.a The grammar – translation Method…………………………14 II.3 b The Direct Method and Audio – lingual Method………… 14 II.3 c Communicative Language Teaching……………………….15 III Types of stimulating activities in teaching speaking skill……………… 15 III.1 Discussions………………………………………………………….15 III Role play……………………………………………………………15 III Simulations…………………………………………………………16 III Games………………………………………………………………16 III Drama………………………………………………………………17 vii III Storytelling…………………………………………………………19 III Group work…………………………………………………………19 IV Previous studies…………………………………………………………… 20 CHAPTER II: Methodology……………………………………………………22 I Overview of the research site…………………………………….………… 22 I.1 Hoa Lu A high school…………………………………….………… 22 I.2 The teachers………………………………………………….……….22 I.3 Textbook…………………………………………………….……… 23 I Teaching and learning English in 10th Form…………… ………… 23 II Methodology…………………………………………………….……………23 II The participants…………………………………………………… 24 II 1 The students………………………………………….……24 II The teachers…………………………………………….…24 II The data collection instruments………………………………… …24 II The questionnaire…………………………………………24 II 2 Informal interview……………………………………… 25 II.3 Data collection procedure and data analysis ……………………… 25 II.3 Data collection procedure……………………………… 25 II.3 Data analysis………………………………………………26 III Concluding remark…………………………………………………………26 CHAPTER III: Major findings and discussion……………………………….27 I Questionnaires for students………………………….………………………27 I.1 Students’attitude towards speaking skill…………………….……… 27 I Students’motivation in learning speaking English………………… 28 I Factors affecting students’motivation in learning speaking English…30 I Current methods and techniques applied to teach speaking skill…….32 I Students’interest and desires for speaking activities…………………34 viii II Questionnaires for teachers…………………………………………………37 II Teachers’opinion on students’motivation in speaking English…… 37 II Teachers’attitude towards unwilling speakers and mistake makers 38 II Difficulties teachers have encountered in teaching speaking at Hoa Lu A high school……………………………………………… ……39 II Activities and techniques used by the teachers to motivate students to speak………………………………………………… ………40 CHAPTER IV: Recommemdations for the teachers…………………………44 Identify students’types of motivation…………………….…………….44 Help students to be confident………………………………………… 44 Help students to enrich students’vocabulary and improve their knowledge of grammar……………………………………………… 45 Help students to overcome pronunciation problems…… …….………46 Help students to find ideas………………………………….………… 47 PART C: CONCLUSION…………………………… ………………………48 I Conclusion……………………………………… …………………… 48 II Limitation of the study and suggestion for further study………………49 REFERENCES:…………………………………… ………………………….50 APPENDICES……………………………………………………………………I APPENDIX 1: QUESTIONNAIRE FOR STUDENTS………………………… I APPENDIX 2: QUESTIONNAIRE FOR TEACHERS………………………….v APPENDIX 3: INFORMAL INTERVIEW FOR STUDENTS…………… VIII ix PART A: INTRODUCTION Rationale After the historic upheaval, Vietnam’economy, politics and culture have been undergone extensive changes Thanks to the open - door policy, Vietnam has diplomatic relationship with all over the world English becomes an indispensable means of communication with the rest of the world and it is the most important international language because it provides ready acces to the world scholarship and world trade Since then English has become a compulsory subject in Vietnam curriculum, its teaching and learning have been paid much attention In learning English at high schools, English speaking skill is one of the four skills that students must be taught as separately and equally as the others However, due to some differently objective and subjective reasons, teaching and learning this skill is often integrated with other skills such as listening skill, or is even neglected It leads to the cause that students not often enjoy speaking period as well as find it difficult to participate in speaking activities Besides, at Hoa Lu A high school, like at many other high schools in Vietnam English has been a compulsory subject in secondary curriculum for many years The fact is that, due to the demand of high school and university entrance examinations, the students’focus is on grammar and vocabulary, which means little attention has been paid to speaking skill With years of experience in teaching English at high school, I have realized that there are many factors affecting the success of language learners such as aptitude, age, personality, motivation and so on, among which motivation plays an important role For teaching and learning speaking skill, the impact of motivation is not an exception It is undeniable that if the students are motivated, especially from the warm - up stage, their speaking will be completed more successful and their difficulties in speaking will no longer exist All the above mentioned reasons have inspired the writer to conduct a research title “How to motivate the 10 grade students in the speaking skill at Hoa Lu A high school” Aims of the study The aims of the study are: - To investigate the current situation of teaching and learning speaking skill in grade 10 at Hoa Lu A high school - To identify types of the motivation and factors affecting students’ motivation in learning speaking skill - To suggest speaking teaching techniques used to motivate students to take part in speaking activities Research questions The study intends to find out the answers to the following questions: What are the types of motivation possessed by Grade 10 students in learning speaking English? What have teachers done to motivate students in learning speaking English? What are students’expectation of speaking teaching? Methods of the study To conduct the study, I am going to use quantitative and qualitative methods The data collected for the study will come from two sources: the 10th grade student respondents and the English teacher respondents at Hoa Lu A high school, Ninh Binh Two questionnaires, one for students and the other for teachers, and informal interwiews of students are going to be used as data collection instruments All the comments, recommendations and conclusions provided in the study will be based on the data analysis Scope of the study to memorize new words and structures in a logical way A careful and regular check on them should be conducted in a variety of ways I think the best ways that teachers could is to organize word games including crossword puzzles, anagrams, word jumble, Scrabble and Boggle Word games not only challenge their students and help them discover new meanings, new words but also are a great and fun tool to expanding their vocabulary To make improvements in using grammatical, and functional patterns, frequent out-of-class practice was encouraged Before each unit, as homework to practice learnt structures, the students brainstormed ten questions per week on topics suggested by the teacher and the students The topics were simple (e.g., family, job, hobbies, campus life, ) The teacher collected and corrected the questions With the teacher’s comments, the students themselves were gradually able to learn how to generate questions and avoid making mistakes More importantly, the students saw the teacher’s effort in helping them to enhance their speaking skill In return, they studied harder After receiving feedback from the teacher, the students were asked to memorize their questions and to practice asking and answering questions with as many students as possible, whenever and wherever they could Once a month, the teacher randomly selected a prepared topic, and the students practiced asking and answering questions on the topic in class This activity was a simple drill, but it helped students to eradicate the habit of thinking of questions and answers in Vietnamese and then translating them into English when communicating The more often the questions and answers were practiced, the more deeply they became rooted in the students’ minds Moreover, this activity helped the students to organize their ideas as they were required to put the questions in a logical order Help students to overcome pronunciation problem The findings showed that most students were afraid of taking part in speaking activities due to their bad pronunciation To motivate students to speak English more, 46 teachers should create a good languge environment It means that teachers themselves have to speak English and encourage students to use it as much as possible inside and outside of class Besides, teachers should pay much attention to teaching pronunciation to them in reading and listening lessons of each unit Generally, teachers should give students the opportunity to imitate Most often, teachers will be the model that students will copy, but teachers could also use other sources, for example, using a recording from television, radio or the internet for variety However, practicing pronunciation could be very tedious So, sometimes, teachers should change traditional methods by inserting some activities interesting, relaxing and funny, for example short English songs and proverbs As you know, almost students at high shool like music, music is highly memorable, and it is also shown that the song classes offer a lot of fun and creativity while students cooperate with each other to achieve their pronunciation goals Teachers can collect short English songs with simple words (perhaps songs for children), let them heard chants and songs many times, they got into students’head, then teachers ask them to learn in groups or pairs and memorize the lyrics or rhythm All students have opportunities to sing turn Besides, proverbs would give fun Many proverbs contain the rhetorical devices related to sound such as alliteration, rhyme and repetition, and thus very suitable for pronunciation exercises Sentences with several words involving the same sound are good materials for practicing that sound Repeating a sound two or more times in a short sentence can give the student a deeper impression, and the euphonic rhythm can keep the boredom away Help students to find ideas Combination of Games and Group or pair work is a helpful activity to help students to find ideas for speaking tasks Before speaking in front of the class, students brainstormed activities or solutions on topics suggested by the teacher; or teachers could make list of ideas, then ask students to choose suitable activities or solutions 47 PART C: CONCLUSION This part will deal with conclusion, limitations of the study and suggestions for further study I Conclusion It is undeniable that motivation plays a crucial role in learning English in general and in learning speaking English in particular Thus, this study set out to investigate the types of motivation possessed by students in speaking lessons at Hoa Lu A high school, It also focuses and evaluates motivational techniques used by teachers at this school, students’expectations of speaking teaching It, then, suggests some recommendations for teachers to motivate students in speaking skill The findings shows that almost grade 10 students and teachers at Hoa Lu A high school said that English, especially good speaking English, is very important for the future It means that their motivation of learning English is instrumental It’s good for teachers to maintain this type of motivation However, teachers could enhance others like intrinsic and integrative motivation by rousing their love for English through listening English songs or inserting English cultural and custom From the findings, the researcher have had a concrete picture of motivation, their motivation in speaking is affected much by many factors like students’factors, teachers’factors and learning condition However, most students are demotivated in speaking activities by themselves Almost of them are reluctant to speak because of shyness, lack of words, structures and ideas Besides, to find out factors that increase as well as decrease students’motivation, the teachers at Hoa Lu A high school also have attempted to apply motivational techniques and activities in teaching speaking as a treatment Based on the data collection and analysis, factors affecting motivation in speaking English of grade 10 students as well as students’preference and demands to teachers’techniques teaching in speaking activities The researcher, then, has offered some recommendations for teachers to motivate students to speak Because students feel shy to speak English, 48 teachers can make them more confident by creating a safe warm environment Let students have a chance to become comfortable with people that they may never have spoken with by seating them near friendly, outgoing students English songs are useful in teaching speaking, teachers could not only enhance students’intrinsic motivation, but also help students to overcome pronunciation problem Games, pair work or group work are useful teaching techniques Through these activities, teachers could help students to be more confident, to enrich their vocabulary, to improve their grammar or find ideas in speaking skill Moreover, teachers could use Quizzes to encourage students to find ideas for speaking tasks and to discover foreign culture The researcher believes that these recommendations will be helpful for high school English teachers in general and for English teachers at Hoa Lu A high school in particular In a word, it is hope that this study will make a specially significant contribution to the better current situation in teaching and learning speaking English of the 10 th grade students and to the ongoing process of renovation for teaching English at Hoa Lu A high school II Limitation of the study and suggestion for further study A considerable effort has been made to investigate motivation in speaking English of grade 10 students at Hoa Lu A high school However, due to limited time and ability, there are number of related areas which the researcher can not cover in the study First, subject of the study is a small number of 10thgrade students, not the students of all three grades in Hoa Lu A high school Second, the researcher merely contrentrates on studying students’motivation in speaking skill, not focus on some related skills such as writing and listening With above limitations, further research on the topic might be investigated the ways to motivation students in learning writing or listening lesson and subject of the study might be randomly selected from all three grades of the high school 49 REFERENCES Bailey K.M (2005), Practical English Languge Teaching Speaking, McGraw – Hill.Inc Brown, Alan (1992), Groupwork, London: Heinemann Brown H.D (2000), Principles of Language Teaching and Learning (4th ed.), Addison Wesley Longman, Inc Brown H.D (1994), Teaching by principles, Englewood Cliff, NJ: Prentice Hall Brophy J (1998) (Ed.), Advances in research on teaching: Expectations in the classroom, Greenwich, CT: JAI Press Burden P.R (1995), Classroom management and discipline: Methods to facilitate cooperation and instruction, New York: Longman Bygate M (1997), Speaking (6th ed.), OUP Carrier, Michael & The centre for British Teachers (1980), Take 5, Games and Activities for the Language Learner, (2d ed.) 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New York: Harper Collins 23 Haldfiel, Jill (1987), Elementary Communication Games, UK: Thomas Nelson and sons 24 Harmer J (2001), The practice of English Language Teaching.(2thed.) London: Longman 25 Hudson G (2000), Essential Introductory Linguistics, Blackwell Publishers 26 Lightbown M.P, Spada N (1999), How language are learned, OUP 27 Maxwell C (1997), Paper presented at the Annual Meeting of the Japan Association of language teachers (23th Hamamatsu Japan, October -12, 1997), Eric Document Reproduction Service No ED 416688 28 Murdoch G (2002), Exploiting well – known short stories of language skills development, IATEFL LCS SIG New Letter 23, – 17 29 Pattison P (1992), Developing Communication Skills, Cambridge: CUP 30 Richards J.C & Godgers T.S (1986), Approaches and Methods in Languge Teaching, Cambridge University Press 31 Rivers W.M (1968), Teaching Foreign – Language Skills, The University of 51 Chicago Press 32 Scheideker D.,& Freeman W (1999) Bring out the best in students: How legendary teacher motivate kids, Thousand Oaks, CA: Corwin Press 33 Ur P (1996), A Course in language Teaching, Cambridge CUP 34 William M & Burden R.L (1997), Psychology for language teachers: a Social Constructivist Approach, Cambridge: Cambridge University Press 35 Woldkowski R.J (1999), Enhancing adult motivation to learn, (2nded.) San Francisco: Jossey – Bass 36 Woldkowski, Raymond J (2008), Enhancing adult motivation to learn: A comprehensive guide for teaching all adult, (3rded.), San Francisco: Jossey – Bass 37 Woolfolk A (2001), Educational Psychology (8th ed.) Allyn Bacon, A Pearson Education Company, United States 52 APPENDICES APPENDIX 1: QUESTIONNAIRE FOR STUDENTS Đại Học Quốc Gia Hà Nội Trường Đại Học Ngoại Ngữ BẢNG CÂU HỎI ĐIỀU TRA Điều tra thiết kế cho mục đích nghiên cứu “Cách tạo hứng thú cho học sinh lớp 10 học nói trường THPT Hoa Lư A” Tất liệu thu thập bảng câu hỏi điều tra CHỈ DÀNH CHO MỤC ĐÍCH NGHIÊN CỨU Nhà nghiên cứu bảo đảm tất thơng tin thu thập giữ kín, với hy vọng em trả lời câu hỏi cách xác trung thực Xin em vui lòng đọc cho biết ý kiến em hoạt động mà em vừa tham gia cách khoanh vào câu trả lời (hoạc câu trả lời) em muốn chọn Chân thành cảm ơn cộng tác em! I Em viết vài thơng tin thân! Tuổi:………… Giới tính: a Nam b Nữ Số năm học Tiếng anh: ………… Địa chỉ: a Nông thôn b Thành phố II Câu hỏi Theo em kỹ nói quan trọng ? A quan trọng B quan trọng C quan trọng D khơng quan trọng I Mức độ thích học nói tiếng Anh ? A thích B thích C bình thường D khơng thích Tại em muốn học nói tiếng Anh? (Em chọn nhiều đáp án) A Nó giúp em hiểu nghe hát tiếng Anh B Em muốn du học làm việc cho cơng ty nước ngồi C Em nghĩ cần thiết cho em công việc tương lai D Nó nâng cao kiến thức ngữ pháp, từ vựng, ngữ âm E Nó cho phép em nói chuyện với người nói tiếng Anh hiểu văn hóa họ F: Lý khác (hãy rõ):………………………………………………… Những yếu tố khiến em khơng sẵn lịng nói tiếng Anh lớp ? (Em chọn nhiều đáp án) A Cảm thấy xấu hổ B Các chủ đề nói nhàm chán C Phương pháp dạy nhàm chán D Mục đích học em khơng phải để giao tiếp E: Lý khác (hãy rõ):………………………………………………… Yếu tố ngăn cản q trình nói tiếng Anh em ? (Em chọn nhiều đáp án) A Khơng tìm từ cấu trúc diễn đạt B Khơng tìm ý diễn đạt C Sự thiếu nhiệt tình giáo viên D Việc ngắt lời giáo viên E Giáo viên nói nhiều dạy II F Giáo viên tức giận em nói sai G: Lý khác (hãy rõ):………………………………………………… Em nghĩ thời lượng nói giáo viên học kỹ nói ? A Quá nhiều B Hơi nhiều C Vừa phải D Quá Khi em mắc lỗi nói, giáo viên em: A Giận ngắt lời để chữa lỗi B Không giận ngắt lời để chữa lỗi C Đợi cho em nói xong, sau lỗi chữa lỗi D Đợi cho em nói xong, sau yêu cầu em bạn lớp chữa lỗi E Khơng đả động đến lỗi sai em F: Ý khác (hãy rõ):……………………………………………………… Em muốn giáo viên em làm để khích lệ em nói ? (Em chọn nhiều đáp án) A Không ngắt lời em mắc lỗi B Khuyến khích em nói điểm khen gợi C Chấp nhận nhiều phương án trả lời em D Nhiệt tình, thân thiện tận tình giúp đỡ F: Ý khác (hãy rõ):……………………………………………………… Em nghĩ hoạt động sử dụng giáo viên nói ? A thích Rất B C thường Thích Làm việc theo cặp theo nhóm Các trị chơi III Bình D Ghét E Khơng chút thích Kể chuyện Thảo luận Sử dụng phương tiện trực quan Đóng vai, đóng kịch bắt chước vai IV APPENDIX 2: QUESTIONNAIRE FOR TEACHERS Vietnam National University, Hanoi University of Languages and International Studies QUESTIONNAIRES FOR TEACHERS This survey questionnaire is designed for my research into title ”How to motivate the 10 grade students in the speaking skill at Hoa Lu A high school” Your assistance in completing the survey is highly appreciated All the information provided by you is solely for the study purpose, and you can be confident that you will not be identified in any discussion of the data Thank you for your cooperation! I Please feel free to write down some information about yourselves! Age:………… Gender: a male b female Years of teaching English: ………… II Questions In which stage of a lesson you find it necessary to motivate students to speak ? A warm – up stage B pre – speaking C while – speaking D post – speaking E All the above mentioned stages What you think of the importance of speaking to your students ? A Speaking helps students to improve other language skills and linguistic knowledge B Speaking can bring students enjoyment and pleasure C Speaking helps to broaden knowledge of the world D Student can communicate much through speaking E Others (please specify):……………………… V How you evaluate your students’ level of participation in classroom speaking activities ? A My students are very afraid of participating in speaking activities B My students are quite afraid of participating in speaking activities C My students are very willing to speak D Others (please specify):……………………… When your students keep making mistakes, you …… A are angry and interrupt to correct B are not angry but interrupt to correct C Wait untill your students have finished speaking, then point out their mistakes and correct D Wait untill your students have finished speaking, points out their mistakes and ask them or their classmates to correct them E Ignore theirs mistakes F Others (please specify):………………………………… What are the difficulties that you have experienced when teaching speaking to 10th form students ?(You can choose more than one) A Large class sizes B Students’ low English proficiency C Students’ reluctance to speak English D Students’ lack of motivation E Students’shyness F Others (please specify):………………………………… How often you use the following activities to motivate your students to participate more in oral activities ? Always Often Pair work & group VI Sometimes Rarely Never work Games Story telling Discussion Using visual aids (pictures, real objects, or video… ) Role play, drama, or Simulations What you often to make your students interested in speaking activities ? (choose more than one opinion) ? A Encourage them by good mark B Praise them C Design speak tasks suitable to learners abilities D Accept a variety of students’ answers E Being enthusiastic, friendly and helpful What you often to create a close relation with your students in speaking classes ? A Remain in the teacher’s seat B Stand in front of the students near the blackboard C Stand near the students who are speaking much D Walk around the class and give help What teaching methods are currently being applied in your speaking lesson ? A Grammar – Translation method B Audio – Lingual method C Communicative Language teaching VII D Combination of different methods APPENDIX 3: INFORMAL INTERVIEW FOR STUDENTS Nói tiếng Anh có quan trọng cho tương lai em không ? Tại ? Tại em muốn học nói Tiếng Anh ? Yếu tố khiến em khơng sẵn lịng nói Tiếng Anh lớp ? Về thái độ cách cư xử giáo viên, em muốn giáo viên làm khuyến khích em tham gia vào hoạt động nói Tiếng anh tong giờ? Để tạo hứng thú cho em học nói, em muốn giáo viên sử dụng phương pháp ? VIII