Teaching speaking skill to large english classes at thanh do university

1 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES .o0o TRẦN THỊ DƯƠNG TEACHING SPEAKING SKILL TO LARGE ENGLISH CLASSES AT THANH DO UNIVERSITY: DIFFICULTIES AND SOLUTIONS (Dạy kỹ n ăng n ói cho lớp học tiếng Anh đơng người Trường Đại học Thành Đơ: Khó khăn giải pháp) M.A MINOR THESIS Field: English Teaching Methodology Code: 60 14 10 Hanoi, 2010 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES .o0o TRẦN THỊ DƯƠNG TEACHING SPEAKING SKILL TO LARGE ENGLISH CLASSES AT THANH DO UNIVERSITY: DIFFICULTIES AND SOLUTIONS (Dạy kỹ n ăng n ói cho lớp học tiếng Anh đông người Trường Đại học Thành Đơ: Khó khăn giải pháp) M.A MINOR THESIS Field: English Teaching Methodology Code: 60 14 10 Supervisor: Dr Nguyễn Huy Kỷ Hanoi, 2010 TABLE OF CONTENTS ACKNOWLEDGEMENTS i DECLARATION…………………………………………………………………………… ii ABSTRACT……………………………………………………………………………….….iii LIST OF TABLES ………………………………………………………………………… iv PART 1: INTRODUCTION .1 Review of related studies Rationale Objectives of the study Research questions .4 Significance of the study Scope of the study Methods of the study .4 Design of the study .4 PART 2: DEVELOPMENT CHAPTER 1: THEORETICAL BACKGROUND .6 1.1 Teaching English in large classes 1.1.1 What is a large class? .6 1.1.2 Challenges of working with large classes .7 1.1.3 Attitude towards teaching English in large classes .7 1.2 Teaching speaking skill 1.2.1 Concept of speaking .8 1.2.2 The importance of teaching speaking skill in the classroom .9 1.2.3 Characteristics of a successful speaking activity .9 CHAPTER 2: PRACTICAL RESEARCH…………………………………………………11 2.1 The English teaching and learning context ………………………………………… 11 2.2 Methods of the study ……………………………………………………………………12 2.2.1 Subjects of the study…………………………………………………………… 12 2.2.2 Instruments of the study………………………………………………………… 12 2.2.3 Data collection procedure……………………………………………………… 13 2.3 Data analysis and discussion ………………………………………………………… 14 CHAPTER 3: FINDINGS AND RECOMMANDATIONS ………………………………25 3.1 Findings………………………………………………………………………………… 25 3.1.1 Teachers’ difficulty in teaching preparation…………………………………… 25 3.1.2 Teachers’ difficulty in managing class and monitoring students’ work………….26 3.2 Some recommendations…………………………………………………………………27 3.2.1 Creating a Small-Class Atmosphere in a Large-Class Setting……………………….27 3.2.1.1 Learn students' names………………………………………………………… 27 3.2.1.2 Give clear instructions………………………………………………………….27 3.2.1.3 Use a microphone………………………………………………………………29 3.2.1.4 Move around the classroom or lecture hall…………………………………… 30 3.2.2 Encouraging Class Participation…………………………………………………… 29 3.2.2.1 Divide the class into pairs/groups………………………………………………30 3.2.2.2 Give participation points……………………………………………………… 31 3.2.2.3 Have students contribute material for class…………………………………….31 3.2.3 Evaluating……………………………………………………………………………31 3.2.3.1 Require some groups’ product of the activity to grade ……………………… 31 3.2.3.2 Occasionally require an individual product based on group work …………….31 3.2.3.3 Use peer evaluations at the end of an activity………………………………… 31 3.2.4 Reflecting on your teaching………………………………………………………….32 3.2.5 Selecting activities………………………………………………………………… 32 PART 3: CONCLUSION……………………………………………………………………36 REFERECES…………………………………………………………………………………38 APPENDICES I Appendix 1: Questionnaire I Appendix 2: Classroom observation……………………………………………………… VI ... VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES .o0o TRẦN THỊ DƯƠNG TEACHING SPEAKING SKILL TO LARGE ENGLISH CLASSES AT THANH. .. 1.1 Teaching English in large classes 1.1.1 What is a large class? .6 1.1.2 Challenges of working with large classes .7 1.1.3 Attitude towards teaching English in large. .. teaching English in large classes .7 1.2 Teaching speaking skill 1.2.1 Concept of speaking .8 1.2.2 The importance of teaching speaking skill in the classroom