Nghiên cứu những khó khăn giáo viên gặp phải trong dạy kĩ năng nói cho học sinh dân tộc mường tại

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES TRỊNH THỊ HOAN AN INVESTIGATION INTO THE DIFFICULTIES FACED BY TEACHERS IN TEACHING ENGLISH SPEAKING SKILLS TO MƢỜNG ETHNIC STUDENTS AT BẮC SƠN HIGH SCHOOL (Nghiên cƣ́u nhƣ̃ng khó khăn giáo viên gă ̣p phải da ̣y ki ̃ nói cho ho ̣c sinh dân tô ̣c Mƣờng ta ̣i trƣờng THPT Bắ c Sơn ) M.A MINOR PROGRAMME THESIS Field: English Language Teaching Methodology Code: 60 14 10 HA NOI-2013 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES TRỊNH THỊ HOAN AN INVESTIGATION INTO THE DIFFICULTIES FACED BY TEACHERS IN TEACHING ENGLISH SPEAKING SKILLS TO MƢỜNG ETHNIC STUDENTS AT BẮC SƠN HIGH SCHOOL (Nghiên cƣ́u nhƣ̃ng khó khăn giáo viên gă ̣p phải da ̣y ki ̃ nói cho ho ̣c sinh dân tô ̣c Mƣờng ta ̣i trƣờng THPT Bắ c Sơn ) M.A MINOR PROGRAMME THESIS Field: English Language Teaching Methodology Code: 60 14 10 Supervisor : Dr Nguyễn Huy Kỷ HA NOI-2013 LIST OF ABBREVIATIONS CLT: Communicative Language Teaching BS: Bắ c Sơn ESL: English as a Second Language ELT: English Language Teaching EFL: English as a Foreign Language iv LIST OF TABLES Table 1: Participants‟ age, gender and years of experience Table 2: Teachers' ideas about teaching speaking skills to Mường ethnic minority students Table 3: Teachers‟ attitude towards teaching English speaking skills in the textbook “English 11” Table 4: Teachers‟ ideas about CLT Table 5: Teachers‟ difficulties in teaching English speaking skills Table 6: Teachers‟ attitude towards learners keeping making mistakes and ways to correct them Table 7: Teachers‟ techniques applied currently in teaching speaking to reduce the difficulties and to encourage students to speak English Table 8: Students‟ opinions on the speaking topics presented in the textbook “ Tiế ng Anh 11” Table 9: Students‟ reasons for learning English Table 10: Students‟ attitudes towards learning English speaking skills Table 11: Factors that make students unwilling to speak in English Table 12: Students‟ ideas about teachers‟ reactions to their mistakes Table 13: Students‟ ideas about their teachers‟ current techniques used for teaching English speaking skills v TABLE OF CONTENTS STATEMENT OF AUTHORSHIP………………………………………… i ACKNOWLEDGEMENTS………………………………… ………… .ii ABSTRACT iii LIST OF ABBREVIATIONS …………………………………….………… iv LIST OF TABLES ………………………………………….………….… v Part A: INTRODUCTION 1 Rationale……………………………………………………………… .1 Aims of the study………………………………………… Research questions………………………………………………… …… Scope of the study………………………………………………………… .2 Methods of the study………………… ……………………………… ….3 Design of the study………………………………………………… … .3 Part B: DEVELOPMENT…………………………………………… …… ….4 Chapter : LITERATURE REVIEW……………………………….… 1.1 An overview of Communicative Language Teaching 1.1.1 Definitions of Communicative Language Teaching .4 1.1.2 Characteristics of Communicative Language Teaching… … 1.1.3 Roles of teachers in CLT .6 1.1.4 Roles of learners in CLT 1.2 Nature of Language skills and oral communication 1.2.1 Nature of Language skills .6 1.2.2 Oral communication 1.3 An overview of speaking in language teaching and learning 1.3.1 Definitions of speaking 1.3.2 The characteristics of speaking 1.3.3 The role of speaking in language teaching and learning .9 vi 1.3.4 Approaches to the teaching of speaking .10 1.4 Summary……………………………………………… … .12 CHAPTER 2: RESEARCH METHODOLOGY .13 2.1 Research setting .13 2.1.1 An overview of the research site 13 2.1.2 Description of the teachers of English at Bắ c Sơn high school 13 2.1.3 Description of the students at Bắ c Sơn high school 14 2.1.4 The teaching and learning English speaking skills 14 2.2 Methodology study 15 2.2.1 Participants 15 2.2.2 The Instruments 16 2.3 Data collection and analysis procedure 17 2.3.1 Data collection 17 2.3.2 Data analysis .17 2.4 Summary 17 CHAPTER 3: DATA ANALYSIS 18 3.1 Data analysis of teachers‟ survey questionnaire 18 3.2 Data analysis of students‟ survey questionnaire 26 3.3 Summary 33 CHAPTER 4: MAJOR FINDINGS AND RECOMMENDATIONS 35 4.1 Summary of the findings .35 4.1.1 Difficulties from the teachers 35 4.1.1.1 Shortage of Training in CLT 35 4.1.1.2 Misunderstanding of the teaching method 35 4.1.2 Difficulties from the students 36 4.1.2.1 Limited English proficiency .36 4.1.2.2 Limited motivation in learning 36 4.1.2.3 Use of Vietnamese during pair work or group work .36 vii 4.1.2.4 Students‟ negative psychological factors 37 4.1.3 Other difficulties 37 4.1.3.1 Large size of the class 37 4.1.3.2 Difficulties from the textbook “ Tiế ng Anh 11” .37 4.2 Recommendations 38 4.2.1 Improving CLT knowledge for the teachers 38 4.2.2 Making speaking communicative activities .38 4.2.3 Building positive environment in class 40 4.3 Summary .40 Part C: CONCLUSION 41 1.Conclusions .41 Limitations of the study…………………………………………… ….41 Suggestions for further study…………………………………… …… 42 REFERENCES 43 APPENDICES I APPENDIX A I APPENDIX B .V APPENDIX C .VIII viii PART A: INTRODUCTION Rationale of the study As we know that we are living in the world of globalization English is a common language and is spoken in many countries It is considered as universal language in many fields such as: science, technology, diplomacy and so on Most of the universities worldwide include English as one of their major subjects Vietnam is also competing with the other countries in terms of education and many other things Hence, we are forced to meet global standards In Vietnam, English has become a compulsory subject in the curriculum and it is considered as one of the major subjects for the national secondary school and high school examinations Ministry of Education and Training in Vietnam (2006) has stated that the objective of language teaching is teaching learners to communicate fluently, appropriately and spontaneously in the cultural context of the target language In recent years, the study of English has gained momentum because it is partly the change in education policies of our government The number of people who wish to know and master English has become more and more increasing, especially since Vietnam adopted an open-door policy, teaching and learning English have been paid much attention to There still exist many difficulties facing English language teachers in Vietnam in general and English language teachers at Bắ c S ơn high school in particular in teaching speaking skills to students The teachers of English at Bắ c Sơn high school find it difficult to teach speaking successfully because of remote and mountainous area, ethnic majority students, students‟ low level, students‟ poor living conditions, lack of materials and facilities The teaching and learning English process at Bắ c Sơn high school seems to still focus too much on grammar and structures Students are very good at doing exercises of written forms, these forms of exercises mostly concern grammar, reading or writing comprehension The consequence is that students have many difficulties in speaking There are many students who have perfect knowledge of grammar but can‟t express themselves to the teacher Therefore, they usually keep quiet and lazy during speaking lessons It is very difficult to make them participate in speaking activities All of the above reasons have inspired the author to the research on “An investigation into the difficulties faced by teachers in teaching English speaking skills to Mườ ng ethnic students at Bắ c S ơn high school” with the hope to investigate the teachers‟ difficulties in teaching English speaking, then I will present some recommendations that can help the teachers overcome those difficulties, and thereby make a small contribution to the quality of teaching and learning speaking skills at Bắ c Sơn high school Aims of the study The study is aimed at: - Investigating the current situation of teaching and learning of speaking skills at Bắ c Sơn high school - Identifying the difficulties and obstacles that the teachers at Bắ c Sơn high school have faced when teaching speaking skills - Making some suggestions for the teachers at Bắ c S ơn high school with the hope of helping the students overcome their inhibition, and thereby improve students‟ speaking skills Research questions My study aims at answering the following research questions: - What are the current techniques of teaching speaking skills used at Bắ c S ơn high school? - What kinds of difficulties the teachers at Bắ c Sơn high school often meet in teaching English speaking skills to Mường ethnic students? - What are the most effective ways that help the teachers at Bắ c Sơn high school to overcome these difficulties? Scope of the study The researcher only intends to give a brief overview of current English speaking teaching and learning situations of grade 11 students at Bắ c Sơn high school, and to focus on the difficulties that the English language teachers have met when teaching speaking skills to the minority students at Bắ c S ơn high school and then offer some implications and activities with the hope that teaching and learning speaking skills will be improved The study of difficulties, some suggested solutions to other skills and levels would be beyond the scope of the study Methods of the study To realize the objectives of the study, qualitative and quantitative methods will be used The data collected for the study will mainly from two sources: 140 students of 11th grade and teachers of English at Bắ c S ơn high school Survey questions are used to collect information and evidence for the study All comments, remarks, recommendations, and conclusions provided in the study are based on the data analysis Design of the study This study consists of three parts: Introduction, Development and Conclusion  Part A: Introduction  Part B: Development The development comprises four chapters: + Chapter : Literature Review + Chapter : Research Methodology + Chapter : Data analysis + Chapter 4: Findings and Recommendations  Part C: Conclusion • Suggest some main ideas about the topic • Move around the class to keep an eye on learners and make sure that all of them are participating in the topic • Encourage them to speak out their ideas 4.2.3 Building positive environment in class Generally speaking, there are two factors to affect students' speaking English in class One is they fail to find suitable words to express themselves and the other is they are afraid of making mistakes Sometimes they make mistakes when they are speaking because they are shy and nervous So good environment helps the students speak actively and correctly Two following techniques should be applied: a, Using suitable techniques for error correction It is advisable for the teachers to give students suitable ways of error correction The teachers should correct serious mistakes or just stop if the students' answers are unclear Another better way to correct students' errors is to write common errors and correct them as a class discussion at the end of the activities Correction, in addition, is not necessary to be always corrected by teachers Self-correction is an effective alternating method b, The necessity for encouragement After students finish their speaking in class, teachers should encourage them and let the students feel they have made some progress with a sense of their fulfillment Teachers should be gentle, sincere and patient Never get frustrated or angry When the students‟ answers are correct or almost correct, the teacher should praise them by saying “Excellent”, “Great”, “Fantastic”, “You are on the right track”, “That‟s very close”, “Almost” If students give out a wrong answer, the positive praise as “Good try”, “Try another time” are truly to stimulate students to speak It is essential to try to build an atmosphere where the students no longer feel shy, where they will voluntarily raise their hands to ask a question and where they will freely voice their own opinions 4.3 Summary 40 In this chapter, some major findings based on the data analysis of the study at Bắ c Sơn high school context have been presented It leads to a conclusion that there are many difficulties that the teachers face when teaching English speaking skills at Bắ c Sơn high school In order to reduce these difficulties some suggested solutions have been offered with the hope of improving the situation PART C: CONCLUSION This part will deal with a conclusions, limitation and suggestions for further study Conclusions It is undeniable that speaking plays a crucial role in language teaching and learning Thus, this research is an attempt to find out teachers‟ difficulties in teaching speaking skills to Mường ethnic students This study is conducted through survey questionnaires for both teachers and students at Bắ c Sơn high school The participants for this study are four teachers of English and 140 students who are from three eleventh-form classes at BS high school.They took part in the study at the beginning of January 2013 Based on the instruments the study has been figured out the important findings The findings are described as difficulties caused by the teachers, difficulties caused by students and other difficulties The difficulties from the teachers are defined as lack of knowledge on CLT and misunderstanding of teaching methodology In terms of difficulties from students, it emerges from the study that low English proficiency, limited motivation in learning, use of Vietnamese during pairwork or groupwork, negative psychological factors Other difficulties come from the large sized classes and the textbook “Tiế ng Anh 11” Based on these findings, the study provides some implications and activities for teaching and learning speaking skills in grade 11th at Bắ c Sơn high school In a word, it is hoped that this study will make a specially significant contribution to the better current situation in teaching and learning speaking English of the 11th grade students and to the ongoing process of renovation for teaching English at BS high school 41 Limitations of the study Although the study has been seriously and intensively carried out, like many other studies, there are still some limitations Firstly, the number of students involved in the survey is still limited, so, the findings may, to some extent, the results may not be generalized for all students of the school Secondly, the researcher only use survey questionnaire as the main instrument for data collections Thus, the perceptions may not always be accurate and reliable In order to make obtained result more reliable, different instruments for data collection should be applied Moreover, the activities suggested in the research are selected from different reliable but limited sources Meanwhile, the rank of activities compatible with CLT is multitudinous There are many others depending on different contexts, so teachers and students can exploit their own advantages to improve the situation Suggestions for further study Owing to the limitations of the time, the present paper on English speaking teaching and learning was conducted with only a small sample of students at Bắ c Sơn high school Therefore, the researcher should the research on a larger sample of students in other contexts to confirm the validity of the findings of this study In this study, it is impossible for the researcher to simultaneously conduct a whole study on other aspects of English language such as grammar and other language skills There are some suggestions for further researches: - A study on the problems in teaching Listening/ Reading or Writing to Mường students at Bắ c Sơn high school - A study on techniques and activities for the minority students which help them improve their speaking skills To get a better and more efficient study, surely the researcher in the coming time with the future research there will be a similar one which overcomes these weaknesses Therefore, the writer would highly appreciate all the remarks, comments and suggestions from teachers, colleagues and readers as well 42 REFERENCES Bock, G ( 2000) Difficulties in Implementing Communicative Theory in Viet Nam Teacher’s Edition , 2, 24- 28 Breen, M and C N Candlin.(1980) The Essentials of a Communicative Curriculum in Language Teaching Applied Linguistics Brown, G., & Yule, G (1983) Teaching the Spoken Language Cambridge: Cambridge University Press Bygate, M (1985) Speaking Oxford: Oxford University Press Bygate, M (1987) Speaking Oxford: Oxford University Press Bygate, M (1991) Speaking Oxford: Oxford University Press Byrne, D (1988) Focus on the Classroom Hong Kong: Modern English Publications Byrne, D (1991) Teaching Oral English London: Longman Canale, M and Swain M( 1980) Approaches to Communicative Competence Singapore: RELC 10 Dublin F (1995) (ed) The craft of Material Writing In P Byrd (ed), Material Writer‟s guide (p 64- 78) Boston: Heinl and Heinl 11 Ellis, R (1990) Instructed second language acquisition Oxford: Basil Blackwell 12 Harmer, J (1993) The practice of English Language Teaching Harlow: Longman 13 Hoang Van Van et all (2006) Tieng Anh 11 Education Publishing House 14 Hutchinson, Tom (1987) English for Specific Purposes: a learning-centered approach Cambridge University Press 15 Larsen- Freeman, D ( 1986) Techniques and Principles on Language Teaching Oxford: OUP 16 Littlewood, W (1981) Communicative Language Teaching: Cambridge University Press 17 Long, M , and Crookes, G ( 1992) Three Approaches to Task- based Syllabus Design TESOL Quaterly 18 Nunan, D (1989) Designing tasks for the communicative classroom Cambridge: Cambridge University Press 43 19 Nunan, D (1990) Designing tasks for the communicative classroom Sydney: MUP 20 Nunan, D ( 1991) Language Teaching Methodology New Jersey: Prentice Hall International 21 Pattison, P ( 1987) Developing Communication Skill Cambridge: CUP 22 Penny Cook, A (1989) The Concept of Method, Interested knowledge, and The Politics of Language Teaching TESOL Quaterly 23 Richards, J.C & Rodgers , T.S (1996) Approaches and methods in language teaching: Cambridge University Press 24 Richard, J C and Rodgers, T S ( 2001) Approaches and Methods in Language Teaching Cambridge: CUP 25 Sagvinon, S J (1983) Communicative Competence: Theory and Classroom Practice Reading Addison- Wesley Publishing Company 26 Ur, P 1996 A Course in Language Teaching Cambridge University Press 44 APPENDICES0 APPENDIX A Survey questionnaire for teachers This questionnaire is designed for my research into the problems in Teaching English Speaking skills to Mườ ng students at Bắc Sơ n high school Your assistance in completing the survey is highly appreciated The data collected are used in the research paper only, not for any other purpose Thank you very much for your cooperation * Background information - Your name: ……………………………………………………………… - Your gender:  Male  Female - Your age: …………………………………………………………… - Your years of teaching English: ………………………………………… Which grade are you teaching? 10th 11th 12th Please circle the letter A, B, C or D beside the option(s) appropriate to you Question How you think about teaching speaking skills to Mường ethnic students at Bắ c Sơn high school? A Difficult B Not very difficult C Easy D Others Question What are your opinions on the textbook “Tiế ng Anh 11”? A Good book (various topics, real situations, various activities, appropriate vocabulary) B Normal book (various topics, but some of them aren‟t appropriate, real situations, few interesting activities) C Bad book (Wide vocabulary, complex grammar) D Others:……………………………………………………… Question What you think of the time for speaking practice in the textbook? A Long B Medium C Short D Too short Question Have you ever been trained in Communicative Language Teaching? I A Yes, in English Language Teaching workshops B Yes, in English Teaching- Training courses C No, I have never been trained in CLT D Others ( Please specify)………………………………… Question As for you, CLT: (You may circle more than one) A Is learner- centered approach B Involves no grammar teaching C Involves teaching speaking only, not other skills D Always emphasizes fluency over accuracy E Is an effective approach for your students Question What is the average number of students in your English class ? A 30 – 40 B 40 – 50 C More than 50 Question What are the difficulties you have faced in teaching speaking skills to Muong ethnic students in grade 11 at Bắ c Sơn high school? (You may circle more than one) A Students‟ low level of English proficiency B Students‟ lack of motivation C Large sized - classes D Students‟ negative psychological factors (fear of mistake, shyness, anxiety, lack of confidence ) E Students‟ use of mother - tongue language and making noise during groupwork or pairwork F Difficult speaking topics G Students‟ limited cultural knowledge Question Do you correct your students’ errors when they are performing their tasks? A Very often B Often C Not very often D Never Question What you when your students make mistakes in speaking activities? A Silent until they have finished their task, smile and encourge them to go on B Silent, but not willing enough to smile and supportive C Interrupt them and correct II D Get angry when they keep making the same mistakes Question 10 What you to deal with students’ low - level English proficiency? (You may circle more than one) A Give simple and clear instruction B Organize simple communicative activities C Criticize them for their level D Give learners assistance or chances to obtain assistance from friends Question 11 What you when your students show low motivation in speaking lessons? (You may circle more than one) A Use teaching aids to draw students‟ attention B Suggest interesting topics for discussion C Create the comfortable and co-operative learning atmosphere D Neglect them Question 12 What you to deal with large - sized classes? (You may circle more than one) A Get students to as much interactive work as possible B Use pair work and group work C Enhance the skills of class management and class organization D Do nothing Question 13 How often you use pairwork or group work in your English lessons? A Usually B Sometimes C Seldom D Never Question 14 What you usually to create interest for your students in speaking lessons? (You may circle more than one) A Provide them some new words, structures and suggestions for doing the tasks B Introduce interesting and familiar topics and several extra activities outside the textbook , then let them choose to disscuss C Praise them D Do nothing Question 15 Can you give some suggestions to improve the teaching English speaking skills to Mường ethnic students at Bắ c Sơn high school? III Thank you for taking time to complete this questionnaire IV APPENDIX B Survey questionnaire for students This questionnaire is designed for my research into the problems in Teaching English Speaking skills to Mường students at Bắ c Sơn high school I would appreciate highly your assistance if you could answer all these questions by circling the letter A, B, C or D beside the option(s) appropriate to you The data collected are used in the research paper only, not for any other purpose Thank you very much for your cooperation! Question Did you learn English before high school? A Yes B No If yes : How long did you learn English before? ………………….years Question How you find speaking topics and activities introduced in the textbook “Tiếng Anh 11”? A Very difficult B Difficult C Ok D Easy Question Why you learn English? (You may circle more than one) A To be an obligatory subject in curriculum B To pass examinations C To listen to music, play games, read books, magazines, newspapers…in English D To be interested in English or enjoy learning English E Others:…………………………………………………… Question How is speaking skill important to you? A Very important B Important C Not very important D not important at all Question How much you feel interested in speaking English in class? A Very much B Rather C Little V D Not at all Question Do you often speak English in class time? A Yes, often B Yes, sometimes C Rarely D Never except when asked by the teacher Question What factors make you unwilling to speak in English class? (You may circle more than one) A Have low level of English language proficiency B Being fearful of losing face C Teachers‟ unenthusiasm and unfriendliness D Unable to find words, structures or ideas E Too much teachers and students‟ talking time F Boring / Difficult topics Question How often does your teacher correct students’ mistakes while you are performing tasks? A Never B Seldom C Sometimes D Frequently Question What does your teacher if you make mistakes in speaking? A Gets angry and interrupts you to correct B Interrupts you, tells you they are wrong (Positive way/ feedback) and corect mistakes C Waits until you finish your presentation, collects the errors, then correct them for you D Waits until you finish your presentation, collects the errors, then encourage you to correct them yourself E Listens to you and does nothing with your mistakes Question 10 Which of the following activities are you often given in English speaking classes? (You may circle more than one) A Role play B Discussions C Games D Interviews Question 11 What does your teacher often to stimulate you to practice speaking? (You may circle more than one) A.Chooses interesting and appropriate topics B Applies some interesting activities such as: role- play, games, songs VI C Gives marks D Lets you choose your own partner Question 12 Are you given enough time for a discussion? A Usually enough B Sometimes enough C Little D Not enough Question 13 What you want your teacher to to improve your speaking skills? Thank you for taking time to complete this questionnaire VII APPENDIX C PHIẾU KHẢO SÁ T (DÀNH CHO HỌC SINH) Phiế u khảo sát này đươ ̣c thiế t kế nghiên cứu của để tìm hiểu về những khó khăn của giáo viên dạy kĩ nói ở trường THPT Bắ c Sơn Tôi sẽ đánh giá cao sự giúp đỡ của các em nế u các em có thể trả lời các câu hỏi bằ ng cách khoanh tròn A, B, C hay D ứng với lựa chọn thích hợp nhất với các em Số liê ̣u thu đươ ̣c chỉ sử dụng vào mục đích nghiên cứu, không vì mục đích nào khác Cảm ơn rất nhiều vì sự hợp tác của em! Câu 1.Trước vào THPT em đã học Tiế ng Anh chưa? A Có B Chưa Nếu học Tiếng Anh:: Em đã ho ̣c đươ ̣c mấ y năm rồ i? năm Câu Em thấ y các chủ đề và hoạt động nói được giới thiê ̣u sách giáo khoa Tiế ng Anh lớp 11 thế nào? A Hay B Tạm được C Nhàm chán D Khó Câu Em hãy nêu lí em học môn Tiế ng Anh ?( Em có thể khoanh tròn một đáp án) A Là một môn học bắt buộc B Để vượt qua các kì thi C Để nghe nhạc, chơi trò chơi, đo ̣c sách, báo, tạp chí bằ ng Tiế ng Anh D Vì yêu thić h môn Tiế ng Anh Câu Kĩ nói quan trọng với em thế nào? A Rấ t quan tro ̣ng B Quan tro ̣ng C Không quan tro ̣ng lắ m D Không quan tro ̣ng tí nào Câu Em thích học nói Tiế ng Anh nhiều thế nào? VIII A Rất nhiều B Nhiề u C Ít D Không thích tí nào Câu Em có thường nói Tiế ng Anh giờ học không? A Thường xuyên B Thỉnh thoảng C Ít D Không bao giờ trừ bi ̣giáo viên go ̣i Câu Những yế u tố nào sau làm em ngại nói giờ học nói Tiếng Anh? (Em có thể khoanh tròn một đáp án) A Khả ngôn ngữ Tiếng Anh thấp B Em sơ ̣ xấ u hổ C Sự không nhiệt tình và thân thiện của giáo viên D Thiế u từ, cấ u trúc hoă ̣c ý tưởng E Giáo viên hoă ̣c các ho ̣c sinh khác nói quá nhiề u F Chủ đề nói nhàm chán hoặc khó Câu Giáo viên thường xuyên sửa lỗi cho em em nói thế nào? A Không bao giờ B Hiế m C Thỉnh thoảng D Thường xuyên Câu Giáo viên của em thường làm gì nế u em mắ c lỗi nói giờ Tiế ng Anh? A Tức giận và ngắt lời em để sửa lỗi B Ngắ t lời em, nói rằng em sai ( theo cách tích cực) và sửa lỗi C Đợi cho đến em nói xong, tổ ng hơ ̣p các lỗi, sau đó sau đó sửa chúng cho em D Đợi cho đến em nói xong, tổ ng hơ ̣p các lỗi, khuyế n khích em tự sửa lỗi E Lắng nghe em nói và không sửa lỗi cho em Câu 10 Những hoạt động sau em thường được thực hiê ̣n giờ học nói Tiếng Anh ? ( Em có thể khoanh tròn một đáp án) A Đóng kich ̣ B Thảo luận C Chơi trò chơi D Phỏng vấn Câu 11 Giáo viên của em thường làm gì để khuyến khích em nói (Em có thể khoanh tròn một đáp án) A Chọn những chủ đề thú vị và phù hợp với em B Tổ chức một số hoạt động đóng kich, ̣ trò chơi, bài hát C Cho điể m IX D Để cho em chọn bạn để thảo luận Câu 12 Em thường có đủ thời gian để thảo luận không? A Luôn B Thỉnh thoảng C Ít D Không Câu 13 Em muố n giáo viên của em làm gì để giúp em nâng cao ki ̃ nói của em? Cám ơn sự cô ̣ng tác của các em! X ... SKILLS TO MƢỜNG ETHNIC STUDENTS AT BẮC SƠN HIGH SCHOOL (Nghiên cƣ́u nhƣ̃ng khó khăn giáo viên gă ̣p phải da ̣y ki ̃ nói cho ho ̣c sinh dân tô ̣c Mƣờng ta ̣i trƣờng THPT Bắ c Sơn ) M.A... speaking skills used at Bắ c S ơn high school? - What kinds of difficulties the teachers at Bắ c Sơn high school often meet in teaching English speaking skills to Mường ethnic students? - What are... teaching speaking skills to Mường ethnic minority students Table Question How you think about teaching speaking skills to Mường ethnic students at Bắ c Sơn high school? Options Result(%) A