A study on students’ attitudes towards learning to speak english and their classroom speaking practices at northern water resource college 001

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FALCUTY OF POSTGRADUATE STUDIES  NGUYỄN THỊ CHÚC QUỲNH A STUDY ON STUDENTS’ ATTITUDES TOWARDS LEARNING TO SPEAK ENGLISH AND THEIR CLASSROOM SPEAKING PRACTICES AT NORTHERN WATER RESOURCE COLLEGE (Nghiên cứu thái độ sinh viên việc học nói tiếng Anh việc thực hành nói lớp họ trường Cao đẳng Thuỷ lợi Bắc Bộ) M.A MINOR THESIS Field: English Teaching Methodology Code: 601410 Hanoi, 2013 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FALCUTY OF POSTGRADUATE STUDIES  NGUYỄN THỊ CHÚC QUỲNH A STUDY ON STUDENTS’ ATTITUDES TOWARDS LEARNING TO SPEAK ENGLISH AND THEIR CLASSROOM SPEAKING PRACTICES AT NORTHERN WATER RESOURCE COLLEGE (Nghiên cứu thái độ sinh viên việc học nói tiếng Anh việc thực hành nói lớp họ trường Cao đẳng Thuỷ lợi Bắc Bộ) M.A MINOR THESIS Field: English Teaching Methodology Code: 601410 Supervisor: Dr Mai Thị Loan Hanoi, 2013 DECLARATION This paper is submitted in partial fulfillment of the requirements for the degree of Master of Education I certify that this thesis is the result of my own research, and that it has not been submitted for any other degree Ha Nam, September, 2013 Student‟s signature i ACKNOWLEDGEMENT First and foremost, I would like to express my deepest thanks to my supervisor, Dr Mai Thi Loan, for her invaluable guidance, criticism and encouragement in the process of completing this minor thesis I also wish to express my sincere thanks to all the lecturers of the Faculty of Post Graduate Studies at University of Language and International Studies for their very useful lectures My profound thanks also go to the teachers and the students at Northern Water Resource College for their enthusiastic help and support Finally, I would like to express my gratitude to my loving family and my special friends who always encouraged and helped me to complete this study ii ABSTRACT Attitude plays an important role in language acquisition and it helps explain linguistic behaviour Learners may have positive or negative attitudes towards learning a language Language attitude has great influence on language learning and acquisition as well as learners‟ choice and use of language Besides, speaking is considered the most important skill that almost all the language learners want to master However, not all language learners have positive attitude towards learning this skill This thesis was carried out to investigate the students‟ attitudes towards learning to speak English and their classroom speaking practices at Northern Water Resource College The data of the study were collected through a survey questionnaire which involved the participation of 100 randomly collected samples and four class observations The data collected then were analyzed and generalized The findings of the research revealed that the students hold a negative attitude towards learning to speak English From the findings, some suggestions were given with the hope that they might be useful for the teachers at Northern Water Resource College to improve their students‟ English speaking skill iii LIST OF ABBREAVIATIONS NWRC: Northern Water Resource College EFL: English as a foreign language ELT: English Language Teaching ESP English for Specific Purpose iv LIST OF FIGURES A Figure Students‟ awareness of the importance of English speaking skill……… Figure Students‟ assessment of their English speaking ability……………… Figure Students‟ feelings of speaking English………………………………… Figure Factors affecting students‟ learning to speak English………………… Figure Students‟ preferences for practising English Figure Frequency of students‟ speaking in English class…………………… Figure Activities and methods teacher often uses in English speaking classes Figure Things teachers often after giving speaking topics………………… Table Students‟ attitudes towards learning English…………………………… Table Students‟ willingness to speak English………………………………… Table Students‟ solutions to overcome difficulties in speaking English in class Table Students‟ ways to improve Englis Table Students‟ expectations for learnin Table The things that students often i Table Students‟ ways to speak English i Table Teachers‟ mistake correction …………………………………………… v TABLE OF CONTENTS DECLARATION ……………………………………………………………… ACKNOWLEDGEMENTS………………………………………………… ABSTRACT………………………………………………………………… LIST OF ABBREVIATIONS ………………………………………………… LIST OF FIGURES AND TABLES………………………………………… TABLE OF CONTENTS………………………………………………… PART ONE: INTRODUCTION……………………………………… Rationale of the study…………………………………………… Aims of the study…………………………………………… Research questions ………………………………………………… Scope of the study ……………………………………………… Significance of the study…………………………………………… Methodology……………………………………………………… Design of the study……………………………………………… PART II: DEVELOPMENT…………………………………… CHAPTER LITERATURE REVIEW…………………………… 1.1 Attitudes …………………………………………………… 1.1.1 Definitions of attitudes………………………………………… 1.1.2 Components of attitudes……………………………………… 1.1.3 Functions of attitudes…… ……………………………… 1.1.4 Language attitudes………….…………………………………… 1.2 Speaking theory…………… ………………………………… 1.2.1 Definition of speaking…………… .………………………… 1.2.2 The role of speaking in foreign language teaching and learning… 1.2.3 Problems with speaking skill…………………………………… 1.2.4 The techniques and activities in teaching speaking skills……… 1.2.4.1 The techniques in teaching speaking skills…………………… vi 1.2.4.2 The activities in teaching speaking skills…………………… 1.3 Review of previous studies on attitude……………………… 1.4 Summary……………………………………………………… CHAPTER RESEARCH METHODOLOGY…………………… 2.1 The setting of the study… ……………………………… 2.2 Participants……………………………………………… 2.3 Data collection instruments ……………………………… 2.4 Data analysis procedure……………………………………… CHAPTER DATA ANALYSIS AND DISCUSSION ………… 3.1 Questionnaires for students….………………………………… 3.1.1 General attitudes of students at NWRC towards learning English… 3.1.2 Students’ attitudes towards learning to speak English……… 3.1.2.1 Students‟ awareness of the importance of speaking skill… 3.1.2.2 Students‟ assessment of their English speaking ability………… 3.1.2.3 Students‟ feelings of speaking English………… ………… 3.1.2.4 Factors affecting students‟ learning to speak English………… 3.1.2.5 Students‟ preferences for practising English 3.1.2.6 Students‟ expectations for learning to speak English…………… 3.1.3 Students’ classroom practices…………… …………………… 3.1.3.1 The frequency of students‟ speaking in English class ……… 3.1.3.2 The things that students often in English speaking classes… 3.1.3.3 Students‟ ways to speak English in classroom……………… 3.1.3.4 Teacher‟s teaching activities in English speaking classes…… 3.2 Classroom observations……………………………………… 3.2.1 Teacher‟s methods and speaking activities ………………… 3.2.2 Students‟ participation………………………………………… PART III CONCLUSION AND SUGGESTIONS…………………… Summary of findings………………………………………………… 1.1 Students‟ attitudes towards English and learning to speak English…… vii 1.2 Students‟ classroom speaking practices……………………………… 39 Implications for teachers……………………………………………….39 Suggestions for further study………………………………………… 41 Conclusion…… ……………………………………………………… 42 REFERENCE………………………………………………………… 43 APPENDIX Questionnaire for students ……………………………… .I APPENDIX Class observation sheets………… ………………………… .XI viii C Giáo viên nên tạo nhiều chủ đề hấp dẫn phù hợp với sinh viên chủ đề khó giáo trình D Giáo viên chấp nhận nhiều câu trả lời khác E Giáo viên nên quan tâm đến tất sinh viên lớp F Giáo viên không nên ngắt lời sinh viên họ mắc lỗi G Giáo viên nên tạo khơng khí thoải mái học nói để khuyến khích sinh viên nói H Giáo viên khơng giỏi tiếng Anh mà cịn giỏi lĩnh vực khác văn hóa, xã hội, trị, lịch sử, v.v… I Giáo viên nên nhiệt tình, thân thiện, giúp đỡ sinh viên J Giáo viên sử dụng trị chơi mang tính giao tiếp học nói K Mong muốn khác:……………… 13 Em thường nói tiếng Anh học nói nào? A Luôn B Thường xuyên C Thỉnh thoảng D Hiếm E Không 14 Em thường làm học nói (Em chọn nhiều đáp án) A Chú ý lắng nghe giáo viên giải thích B Nhiệt tình tham gia hoạt động nói C Thảo luận chủ đề theo cặp, nhóm tiếng Việt D Thảo luận chủ đề theo cặp, nhóm tiếng Anh E Khơng tham gia hoạt động nói, làm việc khác F Ý kiến khác:…………………………………………………… 15 Em thường nói tiếng Anh nào? A Em cố gắng tránh dịch từ B Khi học nói, trước hết em xếp ý tiếng Việt, sau dịch sang tiếng Anh IX C Em nói từ xuất đầu, khơng quan tâm đến ngữ pháp 16 Trong học nói giáo viên thường sử dụng hoạt động để khuyến khích sinh viên tham gia nói? (Em chọn nhiều đáp án) E Đặt câu hỏi A Hoạt động nhóm F Các giáo cụ trực quan (tranh ảnh, đồ, nhạc, ) B Phỏng vấn C Trò chơi G Điền khuyết H Đóng vai D Thảo luận tự 17 Sau đưa chủ đề nói, giáo viên thường làm gì? (Em chọn nhiều đáp án) A Cung cấp từ vựng cấu trúc liên quan đến chủ đề nói B Cung cấp ý chủ đề nói D Giao nhiệm vụ C Thu thập ý kiến từ sinh viên E Yêu cầu em thảo luận 18 Nếu em mắc lỗi thực hành nói, giáo viên thường… A Tức giận ngắt lời em để sửa lỗi B Giữ bình tĩnh ngắt lời em để sửa lỗi C Đợi đến em hoàn thành bài, lỗi sai sửa D Đợi đến em hoàn thành bài, lỗi sai khuyến khích em bạn sửa lỗi sai X rd Date: September 23 ,2010 Observer: Nguyen Thi Chuc Quynh Class: C5 TK2 Unit 10: Scared to death Period 3: Speaking: Talking about your childhood Time limit: 45 minutes Teacher’s activities Warm-up: 10’ - Teacher greets the class - Show a timetable of a schoolboy and ask students to talk about it - Call some students to talk about the boy‟s timetable - Check and ask students to compare with their daily activities XI - Introduce the speaking topic: your childhood B New lesson: Tasks: Task 1: Ask and answer about your day now and your daily activities when you were a child (15’) - Ask Ss to work in pairs and make dialogues to ask the partner about his/her life now and his/her life as a child - Before doing this task, T asks Ss to look at the sample and practise it aloud A: What you at the weekend? B: I usually go shopping and A: What did you when you were a child? B: I used to play with my friends and - T goes round to help students who may have difficulty in expressing their ideas and correct all the mistakes the Ss may make - T calls some pairs to stand up and XII make dialogues - Give remark and correct common mistakes Task (10’) Story-telling - Give Ss a story about Jame‟s childhood in which sentences are not in correct orders - Ask Ss to work in group to rearrange the sentences to make a story - Go round the classroom to help Ss - Call students to give the answers - Check the answer, compare the answers between feedback, then correct the wrong answers Task 3(8’) Talking about your childhood - Ask Ss to work individually to talk about things they used to when they were small, using the story in task as a sample - Go round the class to help Ss - Call some Ss to stand up and speak aloud - Correct Ss‟ mistakes groups and give Wrap-up( 5’) - T summarizes the important content in the lesson XIV - T assigns homework to Ss OBSERVATION SHEET rd Date: September 23 ,2010 Observer: Nguyen Thi Chuc Quynh Class: C5 TK3 Unit 13 Earning a living Period 3: Speaking: What is a good job? Unit 13 Earning a living Period 7: Speaking: What is a good job? Teacher’s activities Warm-up: 10’ - Teacher greets the class - Show some pictures of people and ask students to predict what they - Call some students to give the answer - Check and ask students what job they like best - Introduce the speaking topic: What‟s a good job? B New lesson: Tasks: Task (15’) Discussion: What are the best jobs? Why? - Ask Ss to work in groups to discuss the topic - Go round the classroom and help Ss - Correct mistakes Ss in each group may make - Call students in groups to give the answers - Give feedback and correct common mistakes Task 2: Talk about your future jobs (15’) - Ask Ss to work in pairs and make dialogues to ask the partner about his/her favourite job - Before doing this task, T gives Ss some guidelines A: What you want to in the future?/ What job you like best? B: I want to /I like A: Why you want ? XVI B: Because - T goes round to help students who may have difficulty in expressing their ideas and correct all the mistakes the Ss may make - T calls some pairs to stand up and make dialogues - Give remark and correct common mistakes Wrap-up( 5’) - T calls one S to stand up and restate what Ss have learnt in the lesson - T assigns homework to Ss OBSERVATION SHEET rd Date: September 23 ,2010 Observer: Nguyen Thi Chuc Quynh Class: C5 TK1 Unit 13 Earning a living Period 3: Speaking: What is a good job? Unit 13 Earning a living Period 7: Speaking: What is a good job? XVII Teacher’s activities Warm-up:(8’) - Teacher greets the class and ask the whole class to work in groups to find words to match the pictures - Call some students to give the answer - Check and ask students to predict the topic of the speaking lesson - Introduce the speaking topic: What‟s a good job? B New lesson: Tasks: Task (15’) Discussion: What are the best jobs? Why? - Ask Ss to work in groups to discuss the topic - Give some tips for a good job by collecting ideas from Ss - Go round the classroom and help Ss - Correct mistakes Ss in each group may make XVIII - Call students in groups to give the answers - Give feedback and correct the common mistakes Task 2: Rearrange letters to make the right words of jobs (10’) - Ask Ss to work in groups and arrange the letters given to make the right words of job - T goes round the class to see how Ss perform the task - T calls the representative of each group to stand up and give the answer - Check and compare the answers, give remark and correct the wrong answers Task (10’): Prediction - Call Ss to come over the board and mime the action of some jobs; others predict what job they -Call Ss to say the name of jobs - Check the answer Wrap-up( 3’) - T summarizes what Ss have learnt in the XIX lesson - T assigns homework to Ss rd Date: September 23 ,2010 Observer: Nguyen Thi Chuc Quynh Class: C5 TK4 Unit 11 Things that changed the world Period 6: Speaking: Chewing gum Unit 11 Things that changed the world Period 6: Speaking: Chewing gum Teacher’s activities Warm-up: 7’ - Teacher greets the class - Ask Ss to fill in the gap to complete information about chewing gum - Call some students to give the answer - Ask Ss to guess the speaking topic - Introduce the speaking topic: Chewing gum B New lesson: Tasks: Task 1: Talk about the habit: chewing gum (15’) - Ask Ss to work in pairs and make dialogues to ask the partner about the habit of chewing gum - Before doing this task, T gives Ss some instructions and an sample A: Do you ever chew gums? B: Yes/No A: Do you like chewing it? B: Yes/ No A: Why you like/ Why don’t you like chewing it? B: Because - T goes round to help students who may have difficulty in expressing their ideas and correct all the mistakes the Ss may make - T calls some pairs to stand up and make dialogues - Give remark and correct common mistakes Task 2(20’): Discussion: Is chewing gum a god or bad habit? Why? - Collect ideas from students - Ask Ss to work in groups to discuss the topic - Go round the classroom and help Ss - Correct mistakes Ss in each group may make - Call students in groups to give the answers - Give feedback and correct the common mistakes Wrap-up( 5’) - T summarizes what Ss have learnt in the lesson - T assigns homework to Ss XXIII ... thesis was carried out to investigate the students‟ attitudes towards learning to speak English and their classroom speaking practices at Northern Water Resource College The data of the study were... a questionnaire and class observations A questionnaire was employed as a measuring instrument to investigate students‟ attitudes towards learning to speak English and their actual classroom practices. .. Learners may have positive or negative attitudes towards learning a language Language attitude has great influence on language learning and acquisition as well as learners‟ choice and use of language