Using communicative tasks to enhance learners speaking ability

GIÁO D C VÀ ÀO T O TR NG I H C C N TH KHOA S PH M _ _ PHAN V N CHÍ USING COMMUNICATIVE TASKS TO ENHANCE LEARNERS’ SPEAKING ABILITY LU N V N TH C S Chuyên ngành: Lý Lu n Ph ng pháp Gi ng D y Ti ng Anh Mã s : 60 14 18 n Th , 10/2008 MINISTRY OF EDUCATON AND TRAINING CAN THO UNIVERSITY SCHOOL OF EDUCATION _ _ PHAN V N CHÍ USING COMMUNICATIVE TASKS TO ENHANCE LEARNERS’ SPEAKING ABILITY M.A THESIS Major: Principles and Methodology in English Language Education Course code: 60 14 18 Supervisor: M.A Nguy n Thành Can Tho October, 2008 c GIÁO D C VÀ ÀO T O TR NG I H C C N TH KHOA S PH M _ PHAN V N CHÍ USING COMMUNICATIVE TASKS TO ENHANCE LEARNERS’ SPEAKING ABILITY LU N V N TH C S Chuyên ngành: Lý Lu n Ph ng pháp Gi ng D y Ti ng Anh Mã s : 60 14 18 ã Hi u tr c b o v c t ng: ………………………………………………… Tr ng Khoa Cán b h ………………………… ng d n ……………………… n Th , 10/2008 Lu n v n th c s v i tài: “USING COMMUNICATIVE TASKS TO ENHANCE LEARNERS’ SPEAKING ABILITY” Do h c viên Phan V n Chí th c hi n báo cáo ã cH i ng Ch m Lu n v n thông qua Th ký y viên (Ký tên) (Ký tên) …………………………………… GV Ph n bi n ………………………………… GV Ph n bi n Ký tên) (Ký tên) …………………………………… …………………………………… C n Th , ngày ……… tháng ………… n m 2008 Ch t ch h i ng (Ký tên) ………………………………… STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is mine The data and findings discussed in the thesis are true, used with permission from associates, and have not been published elsewhere Can Tho-2008 Author, Phan V n Chí i ACKNOWLEDGEMENT Above all, I would like to express my deepest gratitude to my supervisor, Mr Nguyen Thanh Duc for his excellent insights and his considerate, experienced guidance throughout the entire development of the study Without his valuable comments, my research would be far from being finished This study owes much to Dr Nguyen Thu Huong and Dr Trinh Quoc Lap for their valuable encouragement and suggestions from the beginning of the study I am also especially indebted to Dr Truong Vien who has been my source of support and constructive criticism His invaluable advice and profound ideas have aided me in writing this research I would also like to acknowledge my colleagues and students at An Giang University for their collaboration and their willingness in working with me during experimental period, completing the questionnaires and providing precious information for my research Lastly, I wish to thank my family for their love, devotion and encouragement they gave me while I was doing the course and the thesis ii TABLE OF CONTENTS Page Statement of Authorship ….i Acknowledgement …ii Table of contents ….iii List of abbreviations vii List of tables viii List of figures … ix Abstract … x CHAPTER 1: INTRODUCTION 1.1 Background … 1.2 Topic ….2 1.3 Rationale ….2 1.4 Research questions ….3 1.5 Objectives 1.6 Scope of the study ….3 1.7 Structure of the Thesis ….3 CHAPTER 2: LITERATURE REVIEW 2.1 Introduction .4 2.2 Definitions of key terms 2.2.1 What is a task? 2.2.2 What is motivation? 2.2.2.1 Definitions of intrinsic and extrinsic motivation iii 2.2.2.2 Operationalization of intrinsic and extrinsic motivation 2.2.2.3 Conceptualization of self-determination 10 2.2.2.4 Learner beliefs 13 2.2.3 Speaking ability 14 2.3 Principles of communicative tasks design 15 2.3.1 The principle of meaningful tasks .15 2.3.2 The principle of focusing on language form .16 2.3.3 The authenticity principle 17 2.3.3.1 Through genuine task purposes 19 2.3.3.2.Through real world targets 19 2.3.3.3 Through classroom interactions 19 2.3.3.4 Through learners’ engagement 20 2.3.4 The principle of reasonable task difficulty 20 2.4 Three phases of a task- based instruction 20 2.4.1 The pre-task phase 22 2.4.1.1.Performing a similar task 22 2.4.1.2 Providing a model 23 2.4.1.3 Non-task preparation activities 24 2.4.1.4 Strategic planning 24 2.4.1.5 Summary and final comment 26 2.4.2 The during-task phase 27 2.4.2.1 Task performance options 27 2.4.2.2 Process options 29 2.4.3 The post-task phase 36 2.4.3.1 Repeat performance 37 iv 2.4.3.2 Reflecting on the task 37 2.4.3.3 Focusing on forms 38 2.4.3.4 Review of learner’s errors 39 2.4.3.5 Consciousness-raising tasks 39 2.4.3.6 Production practice activities 40 2.4.3.7 Noticing activities 40 2.4.3.8.Summarization and comment 41 CHAPTER 3: METHODOLOGY 3.1 Introduction 42 3.2 Research design .42 3.2.1 Participants 42 3.2.2 Instruments .43 3.4.1 Questionnaire 43 3.4.2 Language test 43 3.4.3 Interview checklist 44 3.2.3 Materials .44 3.2.4 Study time-frame 45 CHAPTER 4: FINDINGS AND DISCUSSION 4.1 Introduction 46 4.2 Experimental study profiles .….47 4.3 Findings and discussion .….48 CHAPTER 5: CONCLUSION, IMPLICATIONS AND SUGGESTIONS FOR FURTHER STUDY 5.1 Conclusion 56 5.2 Teaching implications .57 v 5.3 Limitations of study .61 5.4 Further study 62 REFERENCES …….63 APPENDICES .73 APPENDIX 1: Questionnaire for students APPENDIX 2: Speaking test APPENDIX 3: Interview check list APPENDIX 4: Experimental Lesson APPENDIX 5: Experimental Lesson APPENDIX 6: Experimental Lesson APPENDIX 7: Experimental Lesson vi § § § S Whilespeaking ð Organizing group working ð Facilitating/ giving help ð Controlling ð The head of the group will manage the group’s activities ð Performing the task/ practicing ð Putting the answer on the poster Postspeaking ð Listen to group’s presentation ð Taking notes ð Evaluating group’s task performance ð Task 4: home work: asking students to describe the job and its responsibilities of one member in the family at home ð ð ð ð Characteristics Reporting the task Listening to the teacher’s evaluation Correction Receiving task and it at home LESSON PLAN APPENDIX PERSONAL STYLE The aims: to introduce learners words and phrases which can be used to describe one’s outside appearance The objectives: By the end of the lesson learners are able to describe people’s outside appearance Target language: modifiers: possessive form No Stages - Warming up activities Teacher’s activities - Task 1: asking student to work in groups to list out words that describe the pictures Student’s activities - Students work in groups of and finish the task in minutes The group which have the most words will be the winner - Prespeaking - Task 2: asking students to work in group and discuss about what they care about when describing someone - Students work in groups and list out things that they find necessary to be described: Fore example: height: hair face clothes beauty characteristics - Task 3: Introducing new vocabularies that help students use to describe people: asking student to match the pictures with the words associated (hand out) For example: Shoes - Students work in group to match the picture with its word – – – – – – – – – – – – – - Task (Main task): Spreading out pictures of different kinds of people wearing different kinds of clothes a T-shirt a skirt a blouse a suit a jean a tie a dress a coat pants a jacket a sneaker shorts a scarf Asking each group to choose one and describe the - The head of each group choose the picture by using the picture to describe following hints: - Giving specific task to each member in § height: the group § hair § face § Wearing: clothes, shoes, glasses § beauty § characteristics § others Whilespeaking ð Organizing group working ð Facilitating/ giving help ð Controlling ð The head of the group will manage the group’s activities ð Performing the task/ practicing ð Putting the answer on the poster Postspeaking ð Listen to group’s presentation ð Taking notes ð Evaluating group’s task ð ð ð ð Reporting the task Listening to the teacher’s evaluation Correction Receiving task and it at home performance Task 4: homework: writing asking students to choose one picture of the member in the family and describe it in their own word LESSON PLAN APPENDIX PLANS AND AMBITIONS The aims: to help students know how to make their own plan for their future job The objectives: By the end of the lesson learners are able to talk about what they plan for their future job Target language: would like to, want to, plan to, be going to No Stages - Warming up activities Teacher’s activities - Task 1: Information flower Student’s activities - Students have two minutes to say out what they are going to in the future What you after graduation teacher - Prespeaking I want to become a teacher Task 2: asking students to think about the requirements for their future jobs Example: § § job: requirements for the job o Health o Knowledge of the field o English o Computer o Other Each student will list out things that they want to mention in their plan § Plan for studying Task 3: Introducing new vocabularies - Making the questionnaire which can be used to plan for their - Interview future, asking students to work in group and matching exercises - Task 4: (Main task): interviewing: Ask students to prepare the interview checklist and interview their friends - Each student will prepare his or her own interview checklist then about future plan choose a partner to work with Asking students to use the following hints § § § § § Name Major Future job Requirements for the job o Health o Knowledge of the field o English o Computer o Other How to achieve Whilespeaking ð Organizing pair working ð Facilitating/ giving help ð Controlling ð Students sit in pairs and interview ð Taking notes ð Using the information collected from the interview then write a short P about their friend’s future plan Postspeaking ð Listen to student’s presentation about their future plans ð Taking notes ð Evaluating student’s task performance ð Reporting the task ð Listening to the teacher’s evaluation ð Correction ð Receiving task and finish it at home Task 4: homework: writing Use the ideas you just presented to write a short paragraph in which you state you plan for your future job APPENDIX LESSON PLAN SOCIAL LIFE The aims: to introduce students some of personal characteristics and necessary information to describe a person’s characteristics The objectives: By the end of the lesson learners are able to describe their own friends or relatives Target language: No Stages - Warming up activities Teacher’s activities - Task 1: Brainstorming: Student’s activities - Students work in groups and discuss some of the characteristics of a good friend A good friend helpful - Prespeaking Task 2: Introducing vocabularies: asking student to work in group and match the word with its meaning (hand out)                shy quiet lively active easy going outgoing nice friendly aggressive be oposite in any way outspoken unusual optimistic: pessimistic: humorous/ sense of - Matching the word with its meaning - Doing the task in groups          humor kind/ unkind annoying sad stubborn: reliable funny happy honest open- minded Task 3: Asking students to choose which of the following information they find necessary when describing a friend - Modeling: Describing a picture General information      Name: Age: Job Outside appearance Personal characteristics  Hobbies  How you and your friend got to know each other Whilespeaking Task 4: (Main task): asking students to describe a friend that he or she like best then Receiving the task practice with his or her friend ð Organizing pair working ð Students complete the task and practice in pairs in pairs ð Facilitating/ giving help ð Performing the task/ practicing ð Controlling ð Putting the answer on the paper Postspeaking ð Listen to student’s description about their friend ð Taking notes ð Evaluating student’s task performance Task 5: homework: Write a short paragraph to describe one of the member in your family ð ð ð ð Reporting the task Listening to the teacher’s evaluation Correction Receiving task and finish it at home LESSON PLAN APPENDIX FUTURE TRENDS The aims: to introduce students some of changes in technology and to help them know how to use the simple future tense and modal verbs: might and might not to express possibility The objectives: By the end of the lesson learners are able to use the simple future tense and modal verbs might to talk about modern facilities Target language: simple future tense, can, might, might not No Stages - Warming up activities Teacher’s activities - Task 1: Word-storming Student’s activities - Students have two minutes to say out words related to modern technology Modern technologies telephone - Prespeaking Task 2: asking students to think of five things that can change in the future Example: - Students work in groups and -People will travel by air in the year 2050 - Most people in the society will use mobile phone to get contact Task 3: Introducing new vocabularies which students can use to talk about modern facilities - Writing the answers on the poster Matching picture         the word with the right Internet E-mai Pager Voice mail Cell phone Personal computer Lab top DVD player - Doing the task in groups - Writing the answer on the board Task 4: (Main task): Interviewing: Ask students to prepare the interview checklist and interview their friends about modern facilities Which of the following technologies - Making the questionnaires you have? - Interviewing - taking note  Internet - Use the information collected to  E-mai write a short P about the benefit  Pager of modern facilities  Voice mail  Cell phone  Personal computer  Lab top  DVD player  Others What can you with each one? ð I can use computer to …… What you think about them? While- ð Organizing pair working ð Students sit in pairs and speaking ð Facilitating/ giving help ð Controlling the interview interview ð Taking notes ð Using the information collected from the interview then write a short P about benefit of modern technology Postspeaking ð Listen to student’s presentation about advantages of modern technology ð Taking notes ð Evaluating student’s task performance ð Reporting the task ð Listening to the teacher’s evaluation ð Correction ð Receiving task and finish it at home Task 4: homework: write a short pagragraph about advantages of a computer LESSON PLAN APPENDIX HOBBIES AND HABITS The aims: to introduce students some of free time activities which help them to talk about their hobbies or habits The objectives: By the end of the lesson learners are able to talk about their own hobbies or habits Target language: too, either, adverds No Stages - Warming up activities Teacher’s activities - Task 1: Word-storming Student’s activities - Students have two minutes to say out words related to free time activities Free time activities football - Prespeaking Task 2: What you often in your free time? Example: - In my free time I often listen to music - Students work in pairs to ask and answer questions about free time activities - I sometimes watch T.V in my free time - Modeling Task 3: Introducing new vocabularies which students can use to talk about free time activities  Read magazine            Watching TV Listening to music Playing computer game Playing sports Drawing Singing Karaoke Going out Cycling Sleeping Visiting friends Traveling - Doing the task in groups - Writing the answer on the board Matching the activities with the right picture (handouts) Task 4: (Main task): Interviewing: Ask students to prepare the interview checklist and interview their friends - Making the questionnaires about free time activities - Modeling ð What’s your name? ð Name: ð How old are you? ð Job: ð What is your job? ð Free time activities: ð What you in your  Read magazine free time?  Watching TV ð Do you play sports?  Listening to music ð Which sport can you play?  Playing computer game  Playing sports  Drawing  Singing Karaoke  Going out  Cycling  Sleeping  Visiting friends  Traveling Whilespeaking ð Organizing pair interviewing ð Facilitating/ giving help ð Controlling the interview ð Students sit in pairs and interview ð Taking notes ð Using the information collected from the interview then write a short P about a friend’s free time activities Postspeaking ð Listen to student’s presentation about their friend’s free time activities ð Taking notes ð Evaluating student’s task performance ð Reporting the task ð Listening to the teacher’s evaluation ð Correction ð Receiving task and finish it at home Task 4: homework: write a short pagragraph about your free time activities ... use of communicative tasks enhance learner’s speaking ability? v Does the use of communicative tasks motivate learners to speak English? v What are learner’s reactions to communicative tasks used... after working with communicative task 1.2 Topic Therefore, in this thesis, I would like to focus my research on the topic: ? ?Using communicative task to enhance learner’s speaking ability? ?? With this...MINISTRY OF EDUCATON AND TRAINING CAN THO UNIVERSITY SCHOOL OF EDUCATION _ _ PHAN V N CHÍ USING COMMUNICATIVE TASKS TO ENHANCE LEARNERS? ?? SPEAKING ABILITY M.A THESIS