some ways to improve speaking skills of grade 10 students at nguyen huu canh high school

SỞ GIÁO DỤC ĐÀO TẠO ĐỒNG NAI Trường THPT Nguyễn Hữu Cảnh Mã số: SOME WAYS TO IMPROVE SPEAKING SKILLS OF GRADE 10 STUDENTS AT NGUYEN HUU CANH HIGH SCHOOL Người thực hiện: Nguyễn Thị Xuân Mai Lĩnh vực nghiên cứu: - Quản lý giáo dục  - Phương pháp giáo dục  - Phương pháp dạy học Tiếng Anh ☒ - Lĩnh vực khác  Có đính kèm:  Mơ hình  Đĩa CD (DVD)  Phim ảnh SỞ GIÁO Năm DỤC  Hiện vật khác học: 201 9-2020 ĐÀO TẠO ĐỒNG NAI SỞ GIÁO DỤC ĐÀO TẠO ĐỒNG NAI Trường THPT Nguyễn Hữu Cảnh SOME WAYS TO IMPROVE SPEAKING SKILLS OF GRADE 10 STUDENTS AT NGUYEN HUU CANH HIGH SCHOOL Người thực hiện: Nguyễn Thị Xuân Mai Lĩnh vực nghiên cứu: - Quản lý giáo dục  - Phương pháp giáo dục  - Phương pháp dạy học Tiếng Anh - Lĩnh vực khác  Năm học: 2019 - 2020 ☒ TABLE OF CONTENT Number Introduction Literature review Definition of speaking The importance of spe Methodology Research context Participants Research instruments Some problems grade research Some ways to improv Nguyen Huu Canh hig Implementation Some illustrations of t speaking skills Findings and discussio Evaluation of the the r 10 Conclusion References Appendices THÔNG TIN CHUNG VỀ SÁNG KIẾN Tên sáng kiến: Some ways to improve speaking skills of grade 10 students at Nguyen Huu Canh high school Lĩnh vực áp dụng sáng kiến: phương pháp giảng dạy môn Tác giả: - Họ tên: Nguyễn Thị Xuân Mai Nam (nữ): Nữ - Trình độ chun mơn: thạc sĩ giảng dạy - Chức vụ, đơn vị công tác: giáo viên trường THPT Nguyễn Hữu Cảnh - Điện thoại: 0918806338 Email: xuanmai@nhc.edu.vn Tỷ lệ đóng góp tạo sáng kiến (%): 100% SOME WAYS TO IMPROVE SPEAKING SKILLS OF GRADE 10 STUDENTS AT NGUYEN HUU CANH HIGH SCHOOL Introduction In the world of integration, English fluency plays an integral part of communication as well as any other aspects of life Speaking English well may help one feel more confident Confidence is the key to every success Therefore, teaching and learning English should be combined effectively so that students can get active roles in learning process The more confident they get, the better they can communicate The goal of teaching speaking is to improve students’ communication skills in order that they can express themselves and learn how to use the language Nowadays, many teachers agree that students should learn to speak English by interacting with others Therefore, English teachers should be creative in developing their teaching process to create good atmosphere where students have real-life communication By using this method, teachers help students have the opportunity of communicating with each other in the target language Moreover, teachers should apply appropriate methods and techniques of teaching speaking to make the English lessons more exciting for students to develop their speaking skills Literature review Definition of Speaking Speaking is considered to be one of the four skills that give speakers the ability to communicate effectively Speaking skills allow the speaker to express his ideas in a passionate and convincing manner In addition, speaking skills help to make sure that one will not be misunderstood by those that are listening In the opinion of Everson (2009), speaking is the crucial skill of language in the sense that it enables individuals to communicate through the use of verbal codes or words that are understood by both sender and the recipient Cohen (1996) stated that speech contains its own skills, structures, and conventions different from written language Learning to speak English through interaction with each other is not an easy task because it is Shumin’s (2002) contention that students require much more than knowing grammatical and semantic rules Through interaction, especially in speaking activities, students get chances to develop their own communication and express what they gain rather than learning the structures of a language Furthermore, in Nunan’s (2011) view, speaking consists of producing systematic verbal utterances to convey meaning Also, according to Kaikala (2012) speaking is both a factor of language learning and teaching achievement and an important skill in human interaction In short, there are many of different concepts of speaking, i.e speaking as an action, a process and a skill As English is universally used as a means of communication, English speaking skills should be developed along with the other skills in order that these integrated skills will enhance communication competence The importance of speaking skill It is universally accepted that language is a tool for communication When we communicate with others, we want to express our ideas, and to know others’ ideas as well Although the four language skills of listening, speaking, reading and writing are all well connected, Zaremba (2006) claims that speaking seems to be the most important skill required for communication of all the four macro English skills Speaking is “the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts” (Chaney & Burk, 1998, p 13) According to Brown (1994); Burns & Joyce (1997), speaking is an interactive process of constructing meaning that involves producing and receiving and processing information Its form and meaning are relying on the context where it happens, including the participants themselves, their combined experiences, the physical environment, and the purposes for speaking In the opinion of Cohen (1996) speaking contains its own skills, structures, and conventions different from written language Also, Kaikala (2012) noted that speaking is both a factor of language learning and teaching achievement and an important skill in human interaction On the whole, proficiency in speaking skills provides learners with many benefits such as becoming a successful, effective communicator We are living in a global community in which languages and cultures mix together Therefore, it is very useful for those that are good at speaking skills to express themselves Methodology: Research context Nguyen Huu Canh high school is the place where I conducted and collected all the data of the research This school is located in Bien Hoa city Most of the students come from working - class families; therefore, they rarely have chances to study English at Foreign Language Centres or extra classes They only study English at school Participants The subjects involved in the research include 40 grade 10 students aged from 15 to 16 from Nguyen Huu Canh high school The class chosen for my investigation is 10A1 They are my students, so it was convenient for me to ask them to complete the questionnaires in class Research instruments At the beginning of the school year, in every speaking lesson the classroom atmosphere tended to be deadly dull Most of my students were so afraid of taking turns speaking English that they did not look at me I tried my best; however they seemed not to cooperate with me I wondered how I made my students get involved in my English speaking lessons In this school year students were asked to three speaking tests The first test was after Unit to test students on speaking skills The second test was in the final first term test (there were parts and speaking skills accounted for 20% of the total) to check whether my students made progress The third speaking test was in the middle of the second term in order to come to the conclusion on how much my students made progress After students did the first speaking test I realized their speaking skills were not good enough Therefore, my students were asked to complete the first questionnaire The aims of this questionnaire were to understand the problems students had in learning speaking skills After that, I conducted this research to find some ways to help my students improve their speaking skills Another questionnaire was given to students after I finished my research to find out more about the results of my application for improving students’ speaking skills and how successful I was The time between two questionnaires was six months Furthermore, when I was teaching, I often made observations about students’ attitudes in class From that I could adjust my ways of teaching to help them develop their necessary skills more Some problems grade 10 students have before making the research By observing students while teaching and analyzing the first questionnaire, I realize that my students have some of the following problems: - The factors make them reluctant to speak English in class: + Fear of mistakes and derision + Low proficiency in English + Not being accustomed to speaking in class + Teacher’s uneven allocation of turns + - Teacher’s intolerance of silence The factors that prevent their speaking English process: + Being unable to find words and structures + Being unable to find ideas Some ways to improve speaking skills of grade 10 students at Nguyen Huu Canh high school From these problems above and the results of question in the first questionnaire I always did my best to find some ways so that I can help my students improve their speaking skills No one can deny the fact that most of the foreign language learners try to learn English because it serves the purpose of international communication Obviously, perfect communication is not possible for anyone without using a language As speaking skills play a dominant role in communication, there are some key principles that are important for developing speaking skills Providing good input Input is something that students receive from teachers Input is what students hear, see and perceive when teachers teach Teachers should provide good input to prepare students with their storage of language information Teachers can create an environment where there are many sources of input These sources may include materials from tapes, videos, English TV programs, other English speakers and teachers can also be the rich sources of input In addition, good input requires elements of quality Among good input, comprehensible input is very necessary It is teachers’ input that students can understand with great ease owing to its high quality as well as relevance Comprehensible input helps students acquire language naturally rather than learn it consciously (Krashen, 1985), so teachers should be sensitive and skillful in selecting input materials for students and input materials should be suitable for students’ developmental process Creating interactive process After providing good input, teachers should provide interactive process for students to communicate and control their production In interactive process students are motivated as teachers create an atmosphere of attention and participation; therefore, lessons that help students enrich their vocabulary 10 and use their knowledge in situations resembling real life become more interesting The teachers’ role is not limited as a controller, instead we should communicate with them In teacher-student communication, the two-way interaction such as teacher-student and student-student is set up in which students regulate their speech to achieve the end, e.g communication itself Apart from being communicator, teachers should also select supportive and motivating styles in order that learners can develop different language and communication skills as well as the ability to search for information Tolerance of silence There are different kinds of levels of students in class; therefore, in speaking class, there is, usually silence For silence, there are two interpretations One is the long silence; the other is the short silence The long silence often refers to the beginners or slow, weak students It takes long time for them to output their speech According to Baurain (2011) silence means a multifaceted, often determined border between thoughts and speech or between thoughts and words Silence might reflect that thoughts cannot be spoken, or truths seem to be inexpressible Sometimes, students are eager to speak but they not know how to speak it However, some teachers cannot tolerate this silence The speedy expectation of teachers may kill students’ enthusiasm and confidence The short silence usually occurs between or within activities in the classroom Some teachers not like this silence and try to fill in the time by talking too much This talking may affect negatively both input and interaction Teachers should be tolerant of silence Reda (2012) suggested that teachers should encourage students to engage more in speaking class by considering what they like and what they need in order to prepare interesting material In most situations, teachers are expected to create comfortable atmosphere 21 REFERENCES Brown, H D (1994) Teaching by Principles: An Interactive Approach to Language Pedagogy Englewood Cliffs, NJ: Prentice Hall Regents Burns, A., & Joyce, H (1997) Focus on Speaking Sydney: National Centre for English Language Teaching and Research Chaney, A L., & Burk, T.L (1998) Teaching Oral Communication in Grades K-8 Boston: Allyn&Bacon Cohen, A (1996) Developing the ability to perform speech acts Studies in Second Language Acquisition, 18(2), 253-267 Everson, H T (2009) The importance of knowing what you know: A knowledge monitoring framework for studying metacognition in education Kaikala (2012) Why Speaking English has been undervalued Retrieved May 13th, 2013, from Let’s Learn English Just Do It: http://dream2life.wordpress.com/tag/lets- learn-english Kayi, H (2006, Nov) Teaching Speaking: Activities to Promote Speaking in a Second Language Retrieved Aprl 22nd, 2013, from The Internet TESL Journal: http://iteslj.org/Techniques/Kayi TeachingSpeaking.html Krashen, S.D (1985) The Input Hypothesis: Issues and Implications New York: Longman Nunan, D (2011) Practical English Language Teaching NY: McGraw-Hill Principles for teaching speaking Retrieved December 20, 2014, from http://media.open.com.cn/media_file/rm/dongshi2005/yingyujiaoxuefa / part3/unit-08-3.asp Shumin, Kang (2002) Factors to consider: Developing adult EFL students’ speaking abilities In J.C Richards and W.A Renandya (Eds), Methodology in Language Teaching: An Anthology of Current Practices (pp 204-211) Cambridge: Cambridge University Press 22 Zaremba, A J (2006) Speaking professionally Canada: Thompson South – Western 23 APPENDICES APPENDIX A – QUESTIONNAIRE (given before the research was conducted) Dear students, This questionnaire is to collect information about some problems grade 10 students often encounter when studying speaking skills This is NOT a test Please kindly answer the following questions For each question, please cross the answer corresponding to your response Your information will be kept confidential How often you speak English in English class time?  a always  b usually  c sometimes  d rarely  e never except when asked by teacher Do you feel reluctant to speak English in class?  a Yes, always  b Yes, often  d No, I like speaking very much  c Yes, sometimes  e No, I speak willingly Which of the following factors make you reluctant to speak English in class? (you can choose more than one answer)  a Fear of mistakes and derision  b Your low proficiency in English  c Not being accustomed to speaking English in class  d Teacher’s uneven allocation of turns  e Teacher’s boring teaching  f Teacher’s intolerance of silence Which you think often prevents your speaking English process? (you can choose more than one answer)  a Being unable to find words and structures  b Being unable to find ideas  c Teacher’s interruption or anger  d Too much teacher’s talking time 24 What you want your teacher to in speaking period? (you can choose more than one answer)  a Giving simple and clear instructions  b Giving diversity of materials  c Creating interactive process  d Showing tolerance for silence  e Arranging the classroom so that students can sit in rows facing each other  f Picking topics and activities that students find interesting and useful  g Organizing friendly competitions  h Varying speaking activities  i Creating opportunities for discussions and debates  j Taking advantages of power point presentation  k others (please specify) _ Thank you very much for your cooperation 25 APPENDICES APPENDIX B – QUESTIONNAIRE (given after the research was conducted) Dear students, This questionnaire is to collect information about the usefulness of speaking skills to students and the things students to improve speaking skills outside classroom This is NOT a test Please kindly answer the following questions For each question, please cross the answer corresponding to your response Your information will be kept confidential How are speaking skills important to you?  a very  b normal  c not at all Being good at speaking skills can help you (you can choose more than one answer)  a be confident  b respect opinions of others  c listen with attention  d speak less and effective  e be friendly to others  f improve the presence of mind and memory enhancement What should you to improve your speaking skills outside classroom? (you can choose more than one answer)  a meeting English speakers  b reading English books aloud  c trying free online learning activities  d enjoying songs and films  e playing games Thank you very much for your cooperation 26 APPENDICES APPENDIX C – QUESTIONNAIRE RESULTS Questionnaire results Number of questionnaires collected: 40 Questions Question 1: How often you speak English in English class time? Question 2: Do you feel reluctant to speak English in class? Question 3: Which of the following factors make you reluctant to speak English in class?(you can choose more than one answer) Question 4: Which you think often prevents your speaking English process? (you can choose more than one answer) Question 5: What you want your teacher to in speaking period? (you can choose more than one answer) 28 APPENDICES APPENDIX D – QUESTIONNAIRE RESULTS Questionnaire results Number of questionnaires collected: 40 Questions Question 1: How are speaking skills important to you? Question 2: Being good at speaking skills can help you (you can choose more than one answer) Question 3: What should you to improve your speaking skills outside classroom?(you can choose more than one answer) 29 APPENDICES APPENDIX E – TEST RESULTS Number of students attended: 40 TEST Time After Unit Time In the final first term Time In the middle of second term ––––––––––– PHIẾU ĐÁNH GIÁ, CHẤM ĐIỂM, XẾP LOẠI SÁNG KIẾN Năm học: 2019-2020 Phiếu đánh giá chuyên gia đánh giá/giám khảo thứ ––––––––––––––––– Tên sáng kiến: Some ways to improve speaking skills of grade 10 students at Nguyen Huu Canh high school Họ tên tác giả: Nguyễn Thị Xuân Mai Chức vụ: giáo viên Đơn vị: trường THPT Nguyễn Hữu Cảnh Họ tên chuyên gia/ giám khảo: Phạm Ngọc Lan Hương Chức vụ: giáo viên Đơn vị: trường THPT Nguyễn Hữu Cảnh Số điện thoại chuyên gia/ giám khảo: 0983 097 736 * Nhận xét, đánh giá, cho điểm xếp loại sáng kiến: Tính sáng kiến có cải tiến so vớp giải pháp có Điểm: ……7…./10 Hiệu sáng kiến có chứng minh thực tế, đủ độ tin cậy Điểm: ……8…./10 Khả áp dụng sáng kiến có khả áp dụng Điểm: ……8…./10 Nhận xét khác (nếu có): Tổng số điểm: 23 /30 Xếp loại: .khá Phiếu chuyên gia đánh giá/giám khảo thứ đơn vị đánh giá, chấm điểm, xếp loại theo quy định Sở Giáo dục Đào tạo; ghi đầy đủ, rõ ràng thơng tin, có ký tên xác nhận thành viên thứ đóng kèm vào sáng kiến liền trước Phiếu nhận xét, đánh giá sáng kiến đơn vị CHUYÊN GIA/GIÁM KHẢO THỨ NHẤT (Ký tên, ghi rõ họ tên) Phạm Ngọc Lan Hương (đã ký) 31 SỞ GD & ĐT ĐỒNG NAI Trường THPT Nguyễn Hữu Cảnh ––––––––––– CỘNG HOÀ XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự - Hạnh phúc –––––––––––––––––––––––– Biên Hòa, ngày 15 tháng năm 2020 PHIẾU ĐÁNH GIÁ, CHẤM ĐIỂM, XẾP LOẠI SÁNG KIẾN Năm học: 2019-2020 Phiếu đánh giá chuyên gia đánh giá/giám khảo thứ hai ––––––––––––––––– Tên sáng kiến: Some ways to improve speaking skills of grade 10 students at Nguyen Huu Canh high school Họ tên tác giả: Nguyễn Thị Xuân Mai Chức vụ: giáo viên Đơn vị: trường THPT Nguyễn Hữu Cảnh Họ tên chuyên gia/ giám khảo: Nguyễn Ngọc Khánh Vân Chức vụ: TTCM Đơn vị:trường THPT Nguyễn Hữu Cảnh Số điện thoại chuyên gia/ giám khảo: 0918 444 811 * Nhận xét, đánh giá, cho điểm xếp loại sáng kiến: Tính sáng kiến có tính so với giải pháp có Điểm: …7……./10 Hiệu Có hiệu triển khai thực tốt Điểm: …8……./10 Khả áp dụng Có khả áp dụng trường đơn vị bạn công tác giảng dạy Điểm: …8……./10 Nhận xét khác (nếu có): Tổng số điểm: .23 /30 Xếp loại: Phiếu chuyên gia đánh giá/giám khảo thứ hai đơn vị đánh giá, chấm điểm, xếp loại theo quy định Sở Giáo dục Đào tạo; ghi đầy đủ, rõ ràng thơng tin, có ký tên xác nhận thành viên thứ hai đóng kèm vào sáng kiến liền trước Phiếu nhận xét, đánh giá sáng kiến đơn vị CHUYÊN GIA/GIÁM KHẢO THỨ HAI (Ký tên, ghi rõ họ tên) Nguyễn Ngọc Khánh Vân (đã ký) 32 PHIẾU NHẬN XÉT, ĐÁNH GIÁ SÁNG KIẾN Năm học: 2019 - 2020 ––––––––––––––––– Tên sáng kiến: Some ways to improve speaking skills of grade 10 students at Nguyen Huu Canh high school Họ tên tác giả: Nguyễn Thị Xuân Mai Đơn vị: trường THPT Nguyễn Hữu Cảnh Chức vụ: giáo viên Lĩnh vực: (Đánh dấu X vào ô tương ứng, ghi rõ tên môn lĩnh vực khác) - Quản lý giáo dục  - Phương pháp dạy học môn: ☒ - Phương pháp giáo dục  - Lĩnh vực khác:  Sáng kiến triển khai áp dụng: Tại đơn vị  Trong phạm vi tồn ngành  Tính (Đánh dấu X vào ô  cuối 01 05 nội dung đây) (1) Khơng có tính lập lại, chép từ giải pháp có  (2) Có cải tiến so với giải pháp có với mức độ  (3) Có cải tiến so với giải pháp có với mức độ trung bình phạm vi quan, đơn vị; có tính phạm vi tồn ngành cấp huyện  (4) Có cải tiến so với giải pháp có với mức độ khá; có tính phạm vi tồn ngành cấp huyện; có tính phạm vi tồn ngành cấp tỉnh ☒ (5) Có tính cao sáng kiến hình thành lần hồn tồn phạm vi toàn ngành cấp huyện, cấp tỉnh; có khả tính phạm vi tồn quốc  Hiệu (Đánh dấu X vào ô  cuối 01 05 nội dung đây) (1) Khơng có minh chứng thực tế minh chứng thực tế chưa đủ độ tin cậy, độ giá trị để xác định hiệu quả; sáng kiến khơng có hiệu có hiệu quan, đơn vị  (2) Có minh chứng thực tế đủ độ tin cậy, độ giá trị để thấy sáng kiến có hiệu đơn vị  (3) Có minh chứng thực tế đủ độ tin cậy, độ giá trị để thấy sáng kiến có hiệu mức độ trung bình tồn ngành cấp huyện; có khả mang lại hiệu trung bình cho tồn ngành cấp tỉnh ☒ (4) Có minh chứng thực tế đủ độ tin cậy, độ giá trị để thấy sáng kiến có hiệu nhiều tồn ngành cấp huyện; có khả mang lại hiệu nhiều cho tồn ngành cấp tỉnh  (5) Có minh chứng thực tế đủ độ tin cậy, độ giá trị để thấy sáng kiến có hiệu nhiều tồn ngành cấp tỉnh; có khả mang lại hiệu nhiều cho toàn ngành cấp quốc gia  Khả áp dụng (Đánh dấu X vào ô  cuối 01 05 nội dung đây) (1) Sáng kiến có khả áp dụng quan, đơn vị (2) Sáng kiến có khả áp dụng quan, đơn vị (3) Sáng kiến có khả áp dụng nhiều quan, đơn vị; phổ biến áp dụng số đơn vị khác ngành cấp huyện; triển khai áp dụng toàn ngành cấp tỉnh mức độ trung bình ☒ (4) Sáng kiến có khả áp dụng cao tồn ngành cấp huyện; triển khai áp dụng toàn ngành cấp tỉnh mức độ  (5) Sáng kiến có khả áp dụng cao tồn ngành cấp tỉnh; triển khai áp dụng nhiều toàn ngành cấp quốc gia  Xếp loại chung: Xuất sắc  Khá ☒ Đạt  Không xếp loại  Cá nhân viết sáng kiến cam kết chịu trách nhiệm không chép tài liệu người khác chép lại nội dung sáng kiến cũ đánh giá cơng nhận Lãnh đạo Tổ/Phòng/Ban Thủ trưởng đơn vị xác nhận sáng kiến tác giả tổ chức thực hiện, Hội đồng công nhận sáng kiến Ban Tổ chức Hội thi giáo viên giỏi đơn vị xem xét, đánh giá, cho điểm, xếp loại theo quy định 33 Phiếu đánh dấu X đầy đủ  tương ứng, có ký tên xác nhận tác giả người có thẩm quyền, đóng dấu đơn vị đóng kèm vào cuối sáng kiến ... (%): 100 % SOME WAYS TO IMPROVE SPEAKING SKILLS OF GRADE 10 STUDENTS AT NGUYEN HUU CANH HIGH SCHOOL Introduction In the world of integration, English fluency plays an integral part of communication... their speaking English process: + Being unable to find words and structures + Being unable to find ideas Some ways to improve speaking skills of grade 10 students at Nguyen Huu Canh high school. .. GIÁO DỤC ĐÀO TẠO ĐỒNG NAI Trường THPT Nguyễn Hữu Cảnh SOME WAYS TO IMPROVE SPEAKING SKILLS OF GRADE 10 STUDENTS AT NGUYEN HUU CANH HIGH SCHOOL Người thực hiện: Nguyễn Thị Xuân Mai Lĩnh vực nghiên