Sử dụng cụm từ vựng để hỗ trợ học sinh lớp 12 học nói tiếng anh nghiên cứu tại trường thpt vũ tiên thái bình hesis li

VIETNAM NATIONAL UNIVERSITY- HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE BÙI THỊ THANH USING LEXICAL CHUNKS TO SUPPORT GRADE 12TH STUDENTS IN LEARNING TO SPEAK ENGLISH – A STUDY AT VU TIEN HIGH SCHOOL OF THAI BINH (Sử dụng cụm từ vựng để hỗ trợ học sinh lớp 12 học nói tiếng Anh - Nghiên cứu trường THPT Vũ Tiên, Thái Bình) M.A MINOR THESIS Field: English Teaching Methodology Code: 601410 Hanoi - 2012 VIETNAM NATIONAL UNIVERSITY- HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE BÙI THỊ THANH USING LEXICAL CHUNKS TO SUPPORT GRADE 12TH STUDENTS IN LEARNING TO SPEAK ENGLISH – A STUDY AT VU TIEN HIGH SCHOOL OF THAI BINH (Sử dụng cụm từ vựng để hỗ trợ học sinh lớp 12 học nói tiếng Anh - Nghiên cứu trường THPT Vũ Tiên, Thái Bình) M.A MINOR THESIS Field: English Teaching Methodology Code: 601410 Supervisor: Dr Le Van Canh Hanoi- 2012 TABLE OF CONTENTS Pages CANDIDATE‟S STATEMENT………………………………………… i ACKNOWLEDGEMENT ……………………………………………… ii ABSTRACT…………………………………………………………… iii TABLE OF CONTENTS……………………………………………… iv LIST OF TABLES AND FIGURES………………………………… v PART A- INTRODUCTION………………………………………… 1 Rationale…………………………………………………………… Aims of the study……………………………………………… Research questions……………………………………………… Method of the study………………………………………………… Scope of the study…………………………………………………… Design of the study………………………………………………… PART B DEVELOPMENT…………………………………………… CHAPTER I: THEORETICAL BACKGROUND………………… 1.1 SPEAKING SKILL………………………………………………… 1.1.1 The importance of speaking………………………………… 1.1.2 What is involved in speaking a foreign language? …………… 1.2 LEXICAL CHUNKS……………………………………………… 1.2.1 Definition of lexical chunks……………………………… 1.2.2 Classification of lexical chunks……………………………… 1.2.3 Advantages of using lexical chunks in teaching speaking… 12 1.2.3.1 Promoting language fluency………………………… 12 1.2.3.2 Enhancing language accuracy…………………………… 14 1.2.3.3 Increasing learners‟ motivation………………………… 15 1.3 Lexical classroom activities……………………………………… 16 iv 1.4 Summary………………………………………………………… 18 CHAPTER II: RESEARCH METHODOLOGY…………………… 19 2.1 Action research……………………………………………… 19 2.2 Reasons for adopting action research 20 2.3 Research instruments…………………………… 20 2.4 Research procedure………………………………………………… 21 2.5 Participants……………………………… …………… … ……… 23 2.6 Summary…………………………………………………………… 23 CHAPTER III: DATA ANALYSIS AND DISCUSSION………… 24 3.1 Results from students‟ pre- treatment questionnaire ………… 24 3.1.1 Students‟ attitude and motivation to learn to English in speaking lessons…………………………………………………… 24 3.1.2 Factors prevent students from speaking English in the classroom.…………………………………………………… 28 3.2 Results from students‟ post-treatment questionnaire……………… 28 3.2.1 Students‟ attitude and motivation to learn English when they are taught lexical chunk……………………….……………………… 28 3.2.2 Students‟ opinions about the benefits of using lexical chunks in speaking lessons…………………….…………………………… 29 3.2.3 Students‟ opinions about factors affecting the effectiveness of learning lexical chunks in speaking lessons………………………… 33 3.2.4 Students‟ recommendations for the improvement of learning lexical chunks in speaking lessons…………………………………… 3.3 Summary…………………………………………………………… v 34 35 CHAPTER IV: MAJOR FINDINGS AND RECOMMENDATIONS FOR MORE EFFECTIVE APPLICATION OF LEXICAL CHUNKS…………………………………………………… … 36 PART C CONCLUSION……………………………………………… 39 Conclusion…………………………………………………………… 39 Implications ………………………………………………………… 39 Limitations and iSuggestions for further study…………………………… 40 REFERENCES…………………………………………………… 41 APPENDICES…………………………………………………………… I APPENDIX A:PRE- TREATMENT QUESTIONNAIRE ……… I APPENDIX B: POST – TREATMENT QUESTIONAIRE……… III APPENDIX C: SAMPLE LESSON PLAN…………………………… VII vi LIST OF TABLES AND CHARTS List of tables Table 1.1: Nattinger and DeCarrico‟s classification of lexical chunks 10 Table 1.2: Lewis‟ typology of lexical chunks………………………… 12 Table 3.1: The degree of the students‟ interest in speaking lesson…… 24 Table 3.2: Factors prevent students from speaking English in the classroom……………………………………………………………… 27 Table 3.3: The degree of students‟ motivation in speaking lesson after being taught lexical chunks…………………………………………… 28 Table 3.4: Students‟ opinions about the accuracy in speaking lesson when taught lexical chunks…………………………………………… 29 Table 3.5: Students‟ opinions about the fluency in speaking lesson when taught lexical chunks…………………………………………… 30 Table 3.6: Students‟ opinions about their improvement in speaking lesson when taught lexical chunks …………………………………… 31 Table 3.7: Students‟ opinions about the advantage of learning lexical chunks in understanding English grammar……………….…………… 32 Table 3.8: Common factors affected the effectiveness of lexical chunks in speaking lessons …………………………………………… 33 Table 3.9: The students‟ recommendations for the improvement of learning lexical chunks in speaking lessons…………………………… 34 List of charts Figure 3.1: Students‟ need to learn to speak English………………… 25 Figure 2: Students‟ interest toward learning grammar……………… 25 Figure 3.3: Students‟ efforts toward learning to speak English……… 26 Figure 3.4: Students‟ opinions about the accuracy in speaking lesson when taught lexical chunks…………………………………………… vii 30 Figure 3.5: Students‟ opinions about the fluency in speaking lesson when taught lexical chunks…………………………………………… 31 Figure 6: Students‟ opinions about their improvement in speaking lesson when taught lexical chunks…………………………………… viii 32 PART A: INTRODUCTION Rationale Acquiring vocabulary is a critical issue to help students develop their vocabulary to speak English and improve their speaking skills In Wilkins‟ words (1972:111) “Without grammar, very little can be conveyed; without vocabulary nothing can be conveyed” Krashen argues that vocabulary plays a fundamental role in verbal communication “In order to communicate well in a foreign language, students should acquire an adequate number of words and should know how to use them accurately If acquirers not recognize the meaning of the key words used by those who address them they will be unable to participate in the conversation” (Krashen, 1983 cited in Lewis, 1993: 23) He further clarifies that if the students‟ vocabulary is poor, they cannot communicate effectively no matter how good their grammatical knowledge might be “If our students know the morphology and the syntax of an utterance addressed to them, but not know the meaning of key lexical items, they will be unable to participate in the communication For this reason, we are not impressed with approaches that deliberately restrict vocabulary acquisition and learning until the morphology and syntax are mastered” (Krashen, 1983 cited in Lewis, 1993: 23) Three basic elements of a language are phonology, vocabulary and grammar In fact, both grammar and phonology are embedded in vocabulary because we cannot teach vocabulary without teaching the students how to pronounce the words and how words are put together to make grammatical sentences According to Michael Lewis (1993), vocabulary is more than words; they are “grammaticalised lexis” (1993: vii) However, EFL teachers seem to overemphasize learning grammar more than vocabulary in their teaching The role of vocabulary has long been underestimated in EFL education Lewis (1993) proposes the Lexical Approach and brings the field to systematically examine the nature of lexis in second language acquisition According to him “the grammar/ vocabulary dichotomy is a false Often when „new word‟ are introduce into the class it will be appropriate not simply to present and record the word but to explore the grammar of the word” (Lewis, 1993: 115) He strongly argues that “language consists of grammaticalised lexis, not lexicalised grammar” (Lewis, 1993: vi) The pairing of grammar and vocabulary is best seen in lexical chunks, which are retrieved and processed as whole units These units may not only enhance the accuracy and fluency of the language, but also speed up language processing significantly These characteristics of lexical chunks motivate me to experiment using lexical chunks to develop my students‟ speaking skills Aims of the study The thesis is primarily aimed to gain understanding of the extent to which lexical chunks can motivate and benefit students in their speaking activities and then give some suggestions for teachers to stimulate students to speak and overcome the difficulties they face with in using lexical chunks to teaching speaking skills and some suggestions for the next cycle of the research on the topic Research questions The study was designed to answer the following questions: (1) To what extent does the use of lexical chunks influence the students‟ motivation to speak English as measured by their self- reported changes in their confidence and participation in speaking English? (2) What the students self-report on the benefits of using lexical chunks to their speaking English in the classroom? (3) What are students‟ perceived difficulties in learning to speak English with this teaching strategy? Scope of the study The study is limited to the understanding of the impact of using lexical chunks on students‟ speaking skills development It is just a small – scale action research project, which was undertaken to improve my teaching practice Method of the study A quantitative method was used to gain the aim of this study, which is exploratory in nature Data were collected by means of pre- and post – treatment questionnaires It is noted that the primary aim of the study is to gain understandings of the extent to which using lexical chunks can support students in learning to speak English for my teaching practice rather than to find out the cause – and – effect relationship between the use of lexical chunks and students‟ speaking proficiency Therefore, pre – and post – treatment questionnaires are appropriate for this aim Design of the Study The thesis is composed of three following parts: Part A: Introduction provides the rationale, aims, scopes, method and design of the study Part B: Development- consists of four chapters Chapter I: Literature Review: This chapter provides the theoretical background for the study PART C: CONCLUSION Conclusion The present study has shown that lexical chunks have a positive effect on the students‟ speaking skill Lexical chunks are fixed or semi-fixed, which are stored and produced automatically as whole units in the process of language acquisition Therefore, chunks provide an easily retrievable frame for language production and decrease the speakers‟ pressure to decode individual words Lexical chunks can promote language fluency, enhance language accuracy, and increase speakers‟ motivation, which is due to the fact that chunks would allow speakers to produce expressions that they are not yet able to construct from their linguistic system The study has realized many different factors hindering teachers from using lexical chunks Some of these factors belong to students‟ traditional learning habit and others are my own teaching experience with new method To sum up, lexical chunks seem to play an important role in supporting the students to learn to speak English They serve as the key to the fluency and accuracy which motivate students to participate in the speaking lesson Implications The findings of the study suggest that the use of lexical chunks can help to make speaking tasks easier to the students This is evidenced in the students‟ self-reported increase in their confidence and participation in classroom speaking tasks In order to achieve better results of lexical chunks, the teachers need to choose the lexical chunks carefully to make sure that the selected lexical chunks are related to the topic of the lesson However, when applying this classroom strategy, the students may have some difficulty at first because they need to change their speaking habit Thus, teachers need to 39 be patient It always takes time for the students to become familiar with the new teaching technique In order to help the students, awareness-raising activities can help This involves telling the students explicitly why lexical chunks are useful and what a lexical chunk is To establish the concept of lexical chunks in learners‟ minds and give them opportunities to identify, organize and record lexical chunks, warm-up activities should be designed to review lexical chunks taught the previous day and practice these structures through question and answer In addition, the teacher should create frequent classroom activities such as repetition and recycling of activities, and second language comparisons, translating chunk-by-chunk, highlighting lexical chunks, which may help learners develop the skill of identifying different lexical chunks It is more effective to teach basic and simple lexical chunks first Basic lexical chunks should be taught first to facilitate the acquisition of native-like proficiency Initial instruction should focus on relatively fixed expressions that occur frequently, rather than originally created sentences Because lexical chunks enjoy different degrees of variability and flexibility, teachers may begin by introducing a few basic fixed and semi-fixed patterns, and then teach increasingly variable chunks In addition, it is more effective to teach lexical chunks in a real life context or with relevant pictures which will help learners memorize lexical chunks easily and practice structures without getting bored Limitations of the study and suggestions for the next cycle of research This action research has yielded some useful information to my teaching I am now convinced that the use of lexical chunks can be one of the classroom techniques or teaching strategies that I can use to help my students 40 speak English more confidently, thereby learning English better Of course, this is not the only technique that I should use There are more alternatives The results might be different to other groups of learners This is also included in my next cycle of this action research Another limitation is that the findings of the study not tell me anything about the students‟ improved speaking performance or proficiency Although the students were largely positive about the teacher‟s use of lexical chunks, their responses are likely just their impression This is especially true when I used only the questionnaire as the method of data collection In the next cycle, I need to design a pre-test-post-test study to measure the impact of the use of lexical chunks on the students‟ speaking proficiency in terms of both accuracy and fluency 41 REFERENCES Bailey, K.M (2005) Practical English Language Teaching: Speaking McGraw- Hill, Inc Brown, H.D (1994) Teaching by principles: an interactive approach to language pedagogy Englewood Cliffs, NJ: Prentice Hall Regents Brumfit C.J and Johnson K (1979) The communicative approach to language teaching Oxford: Oxford University Press Byrne, D 1991 Techniques for Classroom Interaction Cambridge: Cambridge University Press Carr, W and S Kemmis (1986) Becoming critical: Knowing through action research London: Falmer Cowie, A P (1992) Multiword lexical units and communicative language teaching P Arnaud & H Bejoint (eds.), Vocabulary and Applied Linguistics (1-12) Basingstoke: Macmillan Hakuta, K (1976) Becoming bilingual: A case study of a Japanese child learning English Language Learning, 26, 321-351 Hughes, A (2003) Testing for language eachers (2nd edition) Cambridge: Cambridge University Press Kemmis, S and R McTaggart (eds.) 1988 The action research planner (3rd ed.) Geelong : Deakin University Press 10 Lewis, M (1993) The lexical approach Hove: Language Teaching Publication 11 Lewis, M (1997) lmplementing the lexical approach: Putting theory in practice Hove: Language Teaching Publications 12 Mc Donough J & Mc Donough S (1997) Research method for English language Teacher Arnold, London 42 13 Moon, Rosamund (1998), Fixed Expressions and Idioms in English: A Corpus-based Approach Oxford: Clarendon Press 14 Nattinger J R & DeCarrico J S (1992), Lexical phrases and language teaching New York: Oxford University Press 15 Nunan, D (1992), Research Methods in Language Learning Cambridge: Cambridge University Press 16 Pattison P (1992), Developing Communication Skill Cambridge University Press 17 Pawley, A & Syder, F H (1983), Two puzzles for linguistic theory: Nativelike native like fluency In J C Richards & R W Schmidt (eds.), Language and communication (pp ).London: Longman 18 Peter, A M (1983), The Units of Language Acquisition Cambridge: Cambridge University Press 19 Richards, J C & Rodgers, T S (2008), Approaches and Methods in Language Teaching (2nd edition) Beijing: Foreign Language Press 20 Weinert, R (1995), The Role of formulaic language in second language acquisition: A review Applied Linguistics, 16:2, 180-205 21 Widdowson, H.G (1989), Knowledge of language and ability for use Applied Linguistics 10, 131-132 22 Willis, D (2003), Rules, Patterns and Words Cambridge: Cambridge University Press 23 Wilkins, David (1972), Linguistics in Language Teaching Cambridge, MA: MIT Press 24 Wray, A (2000), Formulaic sequences in second language teaching: principle and practice Applied Linguistic, 21:4, 463-489 43 APPENDICES APPENDIX A PRE- INTERVENTION QUESTIONNAIRE FOR STUDENTS This survey questionnaire is designed for the study of using lexical chunks to support grade 12th students in learning to speak English Your assistance in completing the following items is highly appreciated Thank you! Question 1: To what extent you agree with the following statements? Put a tick (✔) on the right column Strongly disagree Disagree Don‟t know Agree Statements Strongly agree a I don‟t need to learn to speak English b I just want to learn grammar c I like speaking English but it‟s so difficult to me d I often try to speak English as much as I can e I hate speaking English f I think it is not useful to learn to speak English Question 2: What of the following prevent you from speaking English in the classroom Tick (✔)all that are true to you a My English grammar is poor b I don‟t have enough words about the topic c I am afraid of grammar mistakes d I can‟t speak a complete sentence e I can only speak only one or two words in English f I cannot speak what I think because I don‟t have the necessary words I PHIẾU ĐIỀU TRA NGHIÊN CỨU (Trước áp dụng cách dạy mới) Bảng câu hỏi dùng cho việc nghiên cứu sử dụng cụm từ vựng để hỗ trợ học nói cho học sinh lớp 12 trường THPT Vũ Tiên.Tôi đánh giá cao giúp đỡ em thơng qua việc hồn thành câu hỏi Tất thông tin em cung cấp hữu dụng dành riêng cho mục đích nghiên cứu Cảm ơn em! Câu 1: Em cho biết mức độ em đồng ý với câu phát biẻu Đánh dấu (✔) vào cột bạn chọn Hồn tồn khơng đồng ý Khơng đồng ý Khơng biết Phát biểu Đồng ý Hoàn toàn đồng ý a Em khơng cần học nói tiếng Anh b Em muốn học ngữ pháp c Em thích học nói q khó d Em thường cố gắng nói nhiều em e Em ghét nói tiếng Anh f Em nghĩ học nói tiếng Anh khơng có ích Câu 2: Yếu tố ngăn cản em q trình nói lớp Hãy tích (✔)vào yếu tố mà với em a Ngữ pháp tiếng Anh em b Em khơng có đủ từ vựng chủ đề nói c Em sợ mắc lỗi ngữ pháp d Em khơng thể nói câu hồn chỉnh e Em nói hai từ tiếng Anh f Em khơng thể nói nhữn em nghĩ em khơng có đủ từ cần thiết II APPENDIX B: POST – INTERVENTION QUESTIONAIRES This questionnaire is designed for my research ‘using lexical chunks to support grade 12 students to speak English Your assistance in completing the following items is greatly appreciated You can be confident that you will not be identified in any discussion of the data Thank you! Question 1: To what extent you agree with the following statements? Put a tick (✔) on the right column Strongly disagree Disagree Don‟t know Statements 1 I feel more confident in using English language in communicative activities when having more lexical chunks I feel more willing to participate in speaking activities when taught lexical chunks I fell more motivated to speak when introduced lexical chunks Learning lexical chunks helps me speak more accurately Learning lexical chunks helps me speak more fluently Learning lexical chunks helps me to speak English better I understand grammar better by learning lexical chunks III Strongly Agree agree Question 2: What factors make you have difficulties in learning lexical chunks in speaking lessons? ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ……….………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ……………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… Question 3: According to you, are there any changes to make the speaking lesson using lexical chunks more effective? If yes, what are they? ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… IV PHIẾU ĐIỀU TRA NGHIÊN CỨU (Saukhi áp dụng cách dạy mới) Bảng câu hỏi dùng cho việc nghiên cứu sử dụng cụm từ vựng để hỗ trợ học nói cho học sinh lớp 12 trường THPT Vũ Tiên.Tôi đánh giá cao giúp đỡ em thông qua việc hoàn thành câu hỏi Tất thông tin em cung cấp hữu dụng dành riêng cho mục đích nghiên cứu Cảm ơn em! Câu 1: Em cho biết mức độ em đồng ý với câu phát biẻu Đánh dấu (✔) vào cột bạn chọn Hồn tồn Khơng đồng khơng đồng ý ý Không biết Phát biểu 1 Em cảm thấy tự tin việc sử dụng tiếng Anh hoạt động giao tiếp có nhiều vốn cụm từ vựng Em cảm thấy sãn sàng tham gia hoạt động nói dạy cụm từ vựng Em thấy hứng thú nói dạy cụm từ vựng Cụm từ vựng giúp em nói tiếng Anh xác Cụm từ vựng giúp em nói trơi chảy Học cụm từ vựng giúp em nói tiếng Anh tốt Em hiểu ngữ pháp tiếng Anh tốt học cụm từ vựng V Hoàn toàn Đồng ý đồng ý Câu 2: Yếu tố làm em gặp khó khăn học cụm từ vựng tiết học nói? ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ……….………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ……………………………………………………………………………… Câu 3: Theo em có cần thay đổi để làm cho học nói với cụm từ vựng hiệu khơng? Nếu có, thay đổi nào? ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ……….………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ……………………………………………………………………………… ………………………………………………………………………………… VI APPENDIX C: LESSON PLAN The 91st period Grade 12 Theme: Women Society Unit 15: Speaking Time: 45 minutes I Objectives: Knowledge: - General knowledge: Through this unit, students can give opinions about married women‟s roles with a partner easily - Know how to arrange opinions sensibly - Language: Students use sentences, words, phrases and expressions for making degrees of agreement about married women‟s roles Skills: Fluency and accuracy in expressing opinion and expressions for making an opinion about married women‟s roles Educational aim: Students know how to express opinions and express degrees of agreement II.PREPARATION: Teacher: Teacher‟s books, textbooks, picture, board, chalks, handouts, etc Students: Students „textbook and workbook, etc III.PROCEDURES Organizations: (1 minute):Check the total of the class Oral test : Nothing New lesson: VII Teacher’s activities Students’ activities Warm-up:(5minutes) -Give a picture of married woman at the - Listen to the teacher office and ask “can you guest what - Do the task she‟ll after finish her work?‟ -Work in pairs and practise saying aloud -T elicits answer form learners and write on the board as follows: married woman I think… go shopping In my opinion prepare for dinner I believe… housework …………………… Today, we will practice giving the opinion-for or against Task 1:6mn T has the class practice saying all Fixed expressions and Semi-fixed expressions giving opinion Practice saying all expressions Strongly agreeing: agree/ I agree I quite with you completely/ That’s right aloud in chorus - Give instruction - Introduce some expressions that we can use to agree and disagree about Strongly disagree: nonsense! What What rubbish/ I completely disagree Giving opinion; I think…./ I something VIII - Call Ss to speak out those expressions believe…/ In my opinion… / As I see it… Partly agree: Well, I see your point but…/ To certain extent, yes, but… Task 2:8mn -Read and respond to these statements ,using useful expression in task and - Do the task then practise it with a partner - Practise with partners - Ask students to work individually then A :Men are usually stronger than in pairs women - Walk around the class to help student I think so.(That’s the reason why when necessary men often hard work ,such as - Check and give suggestions building ,carrying things ) - Ask student to practise it with a partner B : Women are usually more - Correct students‟ pronunciation if sympathetic than men necessary I don’t think so because there Task 3: (13 minutes) are fathers who are gentle and Listen and repeat the following phrase: understand their children better Look after children and husband Traditional role of housewives Rearing children Lose contact with friends/ social IX than theirs wives activities Be looked down upon by … Waste education and knowledge Prevent husbands from… -Work in group to discuss whether you agree or disagree with the statement “ Married women should not to go to work” Make small talks on the following - Work in groups topics, using the starting and ending of a - Practise the conversation conversation Answer: - Divide the class into groups A: Hi, what you think about - Ask each group to discuss one topic the statement “Married women and make a small conversation should not to go to work”? - Walk around the class and help all B: Hi, I don‟t agree with it students when necessary - Ask students to A: why? present the B: In my opinion, it‟s unfair for women If they don‟t go to work, conversations - - Give comments they have to stay at home all the - Homework:(1minutes) time It‟s too boring to be - In not more than 80 words write housewives all their lives about your opinion about the statement “Married women should -Listen and write down T‟s not go to work” requirement - Prepare the next lesson X ... THANH USING LEXICAL CHUNKS TO SUPPORT GRADE 12TH STUDENTS IN LEARNING TO SPEAK ENGLISH – A STUDY AT VU TIEN HIGH SCHOOL OF THAI BINH (Sử dụng cụm từ vựng để hỗ trợ học sinh lớp 12 học nói tiếng. .. lớp 12 học nói tiếng Anh - Nghiên cứu trường THPT Vũ Tiên, Thái Bình) M.A MINOR THESIS Field: English Teaching Methodology Code: 601410 Supervisor: Dr Le Van Canh Hanoi- 2 012 TABLE OF CONTENTS... speak English as much as I can 25.7% 31.4% 2.9% 27.1% 12. 9% e I hate speaking English 14.3% 25.7% 0% 31.4% 28.6% 12. 9% 24.3% 4.3% 31.4% 27.1% speak English b I just want to learn grammar c I like