Thiết kế giáo trình bổ trợ dạy kỹ năng nói cho sinh viên không chuyên anh năm thứ nhất trường cao đẳng tuyên quang

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES LƯƠNG THỊ HẢI HÀ DESIGNING A SUPPLEMENTARY SPEAKING MATERIAL FOR THE FIRST YEAR NON – ENGLISH MAJOR STUDENTS AT TUYEN QUANG COLLEGE (Thiết kế giáo trình bổ trợ dạy kĩ nói cho sinh viên không chuyên Anh năm thứ trường Cao đẳng Tuyên Quang) M.A MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 60.140.111 Hanoi, 2015 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES LƯƠNG THỊ HẢI HÀ DESIGNING A SUPPLEMENTARY SPEAKING MATERIAL FOR THE FIRST YEAR NON – ENGLISH MAJOR STUDENTS AT TUYEN QUANG COLLEGE (Thiết kế giáo trình bổ trợ dạy kĩ nói cho sinh viên khơng chun Anh năm thứ trường Cao đẳng Tuyên Quang) M.A MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 60.140.111 Supervisor : Dr Dương Thị Nụ Hanoi, 2015 DECLARATION My name’s Lương Thị Hải Hà, I hereby certify that my M.A thesis entitled “Designing a supplementary speaking material for the first year non-English major students at Tuyen Quang College” is the result of my own research in the fulfillment of the requirement for Degree of Master of Arts at the Faculty of Post Graduate Studies – University of Languages and International Studies, Vietnam National University, Hanoi I commit that this thesis has not been submitted anywhere for any degree Hanoi, 2015 Lương Thị Hải Hà i ACKNOWLEDGEMENTS First and foremost, I would like to express my deepest gratitude to my supervisor, Dr Dương Thị Nụ, for her invaluable inspiration, assistance, guidance and encouragement during the time I have tried to complete this thesis She has been willing to give help and advice whenever I expect I wish to take this opportunity to express my sincere thanks to all lectures and the staff of Faculty of Post Graduate Studies at University of Languages and International Studies, Vietnam National University, Hanoi for their interesting and helpful lectures and suggestions for the topic of my study I am in debt of many authors’ works and ideas, which enhance me to complete my study with sharp evidences My thanks also go to my colleagues and the first year students of Nursery and Primary Faculty at Tuyen Quang College, who participated in doing the survey and responding to my interviews Last but not least, I wish to express my appreciation to my family, my beloved husband, my son for their constant encouragement, sympathy and supporting ii ABSTRACT This minor thesis was conducted in an attempt to investigate the gaps between the speaking tasks offered in the course book “Lifelines” (Pre-intermediate) and the non-English major students’ demand at Tuyen Quang College, in the hope of designing a suitable supplementary material to teach speaking skills to suit students’ level In the study, two instruments (survey questionnaires and interviews) were employed to achieve the purposes of the study The subjects involved in this study were 100 students, coming from Nursery and Primary Department They were invited to participate in the survey questionnaires Besides, five teachers of English agreed to join the study to support the researcher better her research It can be said that the course book “Lifelines” (Pre- intermediate) by Tom Hutchinson (2006) does not really meet the students’ needs Although the speaking topics are familiar to students, there are not various types of speaking activities Moreover, the course book does not supply enough vocabulary items and grammatical structures related to the speaking topics Based on the findings, the students prefer to have a supplement speaking material which provides them with further practice in vocabulary, grammar as well as speaking Therefore, it is necessary to design a supplementary speaking material to suit students’ level It is said that this supplementary speaking material can supply more language knowledge for the students and it can be a useful material for them to study speaking skills better iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv PART A: INTRODUCTION 1 Rationale Aims and objectives of the study Research questions Scope of the study Methods of the study Design of the study PART B: DEVELOPMENT CHAPTER 1: THEORETICAL BACKGROUND 1.1 An overview of speaking 1.1.1 Definition of speaking 1.1.2 Principles for teaching speaking skills 1.1.3 The techniques in teaching speaking skills 1.1.3.1 Pair work 1.1.3.2 Group work 1.1.4 Some common activities to promote speaking skills 1.1.4.1 Information gap activity 1.1.4.2 Interviews 1.1.4.3 Role play 1.1.4.4 Discussion 1.2 Materials evaluation iv 1.2.1 Definition of materials evaluation and its criteria 1.2.2 Materials adaptation 1.3 Supplementary materials for teaching speaking skills 10 1.3.1 Definition of supplementary materials 10 1.3.2 Goals of supplementary materials 10 1.3.3 Forms and process of supplementary materials 11 1.3.4 Review of previous studies related to supplementary materials 12 1.4 Summary 13 CHAPTER 2: METHODOLOGY 14 2.1 The research context 14 2.1.1 Description of the English teaching and learning situation at TQC 14 2.1.2 The first year students 14 2.1.3 The teachers 15 2.2 Methodology 15 2.2.1 Subjects of the study 15 2.2.2 Research methods 16 2.2.3 Instruments of data collection 16 2.2.4 Procedure of data collection 17 CHAPTER 3: DATA ANALYSIS AND FINDINGS 18 3.1 The evaluation of the speaking activities offered in the course book 18 3.2 Data analysis on survey questionnaires 18 3.2.1 The students’ background and attitudes of English learning 18 3.2.2 The evaluation of the speaking activities in the course book by teachers and students 21 v 3.2.3 Students’ needs when learning speaking skills 25 3.3 Data analysis on interviews 30 3.4 Summary 30 CHAPTER 4: A PROPOSED SAMPLE OF SUPPLEMENTARY SPEAKING MATERIAL 32 4.1 Supplementary speaking material for unit 32 4.2 Supplementary speaking material for unit 34 4.3 Supplementary speaking material for unit 35 4.4 Supplementary speaking material for unit 36 4.5 Supplementary speaking material for unit 37 4.6 Summary 38 PART C: CONCLUSION 39 5.1 Conclusions 39 5.2 Limitations and suggestions for further study 40 REFERENCES 41 APPENDICES I vi PART A: INTRODUCTION In this part A, the researcher will introduce the rationale, the aims, the research question, the scope, the method and the design of the study Rationale As an international language, English plays an important role in society It is broadly used in many different fields of life such as science, technology, medicine, economy, education, so forth With the wide spread of globalization and the rapid expansion of information technologies, there has been an explosion in the demand for English That is the reason why teaching and learning English has been paid more attention to recently in Vietnam There has been an increasing number of people desiring to know English and master English with different purposes and a large percentage of the purpose of language learners studying English is to develop proficiency in speaking Richards (2008:19) points out that “of four major language skills: listening, speaking, reading, writing; the mastery of speaking skill in English is a priority for many second - language or foreign language learners.” Consequently, the success of learners in language learning is often evaluated on the improvement in their spoken language proficiency In fact, there are many speaking course books to cater teachers and learners in their teaching and learning speaking skills At Foreign Language Faculty (FLF) of Tuyen Quang College (TQC), the course book “Lifelines” (Pre-intermediate) by Tom Hutchinson (2006) has been recommended and used as a core one to teach speaking skills to the first year non-English major students because it is supposed to be a rather reliable source to enhance students’ speaking ability However, this course book is not really suitable for the first year students The ineffectiveness of this course book has caused some considerable problems In the teaching process, some teachers at FLF complain about spending much time compiling and adapting materials in order to meet their students’ needs and make the speaking lessons more interesting and motivating Although the topics of speaking lessons are familiar to students, there are a few activities which make the speaking lessons boring Moreover, almost speaking lessons not supply enough vocabulary items and grammatical structures to students It is the problem that makes students feel less confident when learning speaking skills Therefore, it is necessary to design a supplementary speaking material in order to provide enough adequacies in terms of speaking activities to help them speak English better Hopefully, with a supplementary speaking material, the gaps between the course book and the students’ needs can be narrowed down The above reasons have urged the author to conduct a study entitled “Designing a supplementary speaking material for the first year non-English major students at Tuyen Quang College” Aims and objectives of the study The study was carried out with the aim to propose an additional speaking material in the speaking sections of the course book “Lifelines” (Pre- intermediate) in the hope of satisfying the students’ demand and helping them improve their speaking ability In order to achieve the above mentioned aims, the main objectives in carrying out this study are as follows: + To describe characteristics of non-English major students at Tuyen Quang College in terms of English speaking competence in order to investigate their difficulties, demand and preferences + To find out the inadequacies in terms of speaking activities in the course book “Lifelines” (Pre- intermediate) compared to the students’ needs + To propose a sample of supplementary speaking material that may help improve students’ speaking skills Research questions The study includes two major research questions: Appendix 2: Questionnaire for teachers SURVEY QUESTIONNAIRE FOR TEACHERS The purpose of this survey questionnaire is to design a supplementary speaking material to the course book “Lifelines” (Pre- intermediate) for the first- year students Your assistance and cooperation in fulfilling the following items are highly appreciated Please circle the appropriate choice for each question or write down the answer in the provided space Personal information Age: Years of teaching experience: What you think about the speaking topics introduced in the course book? (More than one option is possible) A Very interesting and suitable B Rather suitable C Interesting and familiar D Rather difficult What you think about the types of speaking activities in the course book? (More than one option is possible) A Various B A few C Interesting D Uninteresting E Familiar F Unfamiliar What you think about the number of speaking activities in the course book? A Too many B Enough C Few D Too few What you think about the contents of speaking activities in the course book? A Easy B Suitable C Little difficult D Too difficult What you think about the shortcomings of speaking activities in the course book? (More than one option is possible) A Not supply enough vocabulary items and grammatical structures B Not supply enough practice of pronunciation and intonation VII C A few conversation models D Too many contents to practice in each speaking lesson E Others ……………………………………………………………………………… Do you think that designing supplementary speaking material for the students is necessary? A Yes (why?) B No (why?) Write down your reasons:……………………………………………………………… …………………………………………………………………………… …………… …………………………………………………………………… …………………… In your opinion, which aspects of speaking activities would you like to supplement for students when teaching speaking skills? (More than one option is possible) A Vocabulary B Grammatical structures C Pronunciation and intonation D Speaking activities E Others (please specify)……………………………………………………………… In your opinion, which supplementary speaking activities would you suggest teaching speaking skills to your students? (More than one option is possible) A Survey B Information gap C Discussion D Role play E Interviews F Story telling Write down your reasons why you choose these speaking activities to teach speaking skills …………………………………………………………………………… …………… ………………………………………………………………………………………… Thank you very much for your cooperation! VIII Appendix 3: QUESTIONS FOR TEACHERS’ INTERVIEW Theo anh (chị) nội dung hoạt động nói giáo trình Lifelines (Preintermediate) có phù hợp với trình độ nhu cầu sinh viên năm thứ không? Xin anh (chị) cho biết lý Anh (chị) đánh giá lượng kiến thức học nói giáo trình? Anh (chị) đánh giá việc điều chỉnh lượng kiến thức học nói giáo trình để phù hợp với trình độ sinh viên? Anh (chị) cho biết loại hình hoạt động nói giúp sinh viên học kỹ nói tốt hơn? Vì anh (chị) chọn lựa loại hình hoạt động giảng dạy kĩ nói? IX Appendix 4: DAILY ACTIVITIES Daily activities at home I wake up at am every morning I press the snooze button five times every morning before I turn off the alarm and get up I have a cup of coffee and make breakfast I usually read the newspaper while I have breakfast My children like to have a shower after they have breakfast but I like to have a shower before I get dressed After I have finished work, I go home to cook dinner In my house I usually make dinner The family eat dinner together at 7:30 pm After dinner I make sure that my children their homework, and then I chill out on the sofa and watch television On television I usually watch the News My wife usually comes to tell me to take the rubbish out, or wash the dishes Daily activities at work - I go to work at 8.45am every morning - I usually drive to work - I always check my emails when I get to work, but I don't always reply to them immediately - I take a taxi or a train if I have a lunch meeting I never take the bus because it is too slow - When I am at my desk I usually work on the computer, even during morning tea At 1pm most days I have lunch At 3pm we have afternoon tea, and that is when we usually talk and eat cake - When you are in the office you probably have a lot of papers It is important for you to file your papers, and so that you can find them again you need to organise your files - When I work I have to make telephone calls If an important issue happens I ask my secretary to organise a meeting Adapted from http://www.studyenglishtoday.net/ X Appendix Information gap activity Card A XI Card B Adapted from http://www.englishteachingmaterial.com XII APPENDIX MAKING ARRANGEMENTS A Useful expressions in making arrangements Can you make it after lunch? What about tomorrow after lunch? Is tomorrow O.K? What about tomorrow evening? I’d like to make an appointment to see Mr Bentley I’d like to make an arrangement to meet with Ms Linton How about Friday morning at 9:15? Would Monday morning at 11:00 fit into your schedule? I have an appointment with Mr Herman 10 I’m here to see Mr Taylor My name is John B Responses to the arrangements Yes, I am sure I can make it I am sorry I am not available tomorrow Sorry, I have much to this evening That’s fine That’s not a good time for me I’m sorry, but I have other business at that time Could you please wait a moment? Would you mind waiting a moment? Could you have a seat please? 10 Would you mind having a seat? Adapted from http://www.myenglishteachingblog.com XIII APPENDIX Role - play: MAKING ARRANGMENTS A Put the sentences below in the correct order to make a complete conversation a I’m fine I’m going to a pop concert at the City Concert Center tonight Would you like to come? b Hello 09210752 c It’s “The Kids” in town You like it, don’t you? d Bye e Yes What time can we meet? f Hello Can I speak to Eric, please? This is Adam g That’s fine See you at 7.15 Thank you, Adam h Bye, Eric i Which band is it? j Hello, Adam How are you? k Is 7.15 Ok? The concert starts at 7.45 Let’s meet inside the center at the café corner B Tom and John are making arrangements to play chess Practice the dialogue with a partner Role play to make similar arrangements Tom: Hello 8257012 John: May I speak to Tom, please? This is John Tom: Hello, John How are you? John: I’m fine, thanks And you? Tom: Great Me too XIV John: Can you play chess tonight? Tom: I’m sorry I can’t play chess tonight I’m going to my homework John: What about tomorrow afternoon? Tom: Yes, tomorrow afternoon is fine John: I’ll meet you at the Central Chess Club Tom: At the Central Chess Club? Ok Let’s meet at the front door John: Is 2.00 o’clock ok? Tom: Great See you tomorrow afternoon at 2.00 o’clock Adapted from http://www.esl-library.com XV APPENDIX 8: INFORMATION GAP ACTIVITY Card A Bob Wilsons Name Age 26 Works in a bank Marital status Edinburgh, Scotland An engineer 018765799 Phone number Your partner 34 Sydney, Australia Location Occupation John Smiths 046732153 Single married James Taylor Carlos Romero Card B Name 38 Age Location Phone number Marital status 29 Manchester, England New Orleans, USA worker Occupation Your partner teacher 01695834 043785596 divorced Adapted from http://www.esl-library.com XVI engaged APPENDIX ROLE-PLAY: MEETING NEW PEOPLE AT A PARTY You’re Pharrell You’re an You’re Michelle You’re You’re Miley You’re an American singer You’re an American 41 and you live in Virginia You’re 50 lawyer American years old singer You’re single You like You’re from Chicago but you’re music and fashion now you live actress You’re from and 21 and Nashville, in Tennessee You’re single Washington, D.C You’re You like smoking and married and you have partying kids You like cooking You’re Jamie You’re an You’re Angela You’re a You’re Manuel English chef You’re 39 German politician You’re French and you live in London 60 and you live in Berlin You’re and 52 You’re in a relationship You’re married You like married You like cooking and films and swimming reading You’re Spanish and You you’re work in logistics and you live in Paris You love cars and football You’re Daniel You’re an You’re Australian Jean-Claude You’re Cristiano You’re a musician You’re a Belgian actor and Portuguese football player You’re 35 and you live in philosopher You’re 54 and You’re 29 and you have a Canberra You’re divorced you live in Canada You’re girlfriend You love music and art You divorced and you have football and fashion children You like sports and reading Adapted from http://www.busyteacher.org XVII like APPENDIX 10: LEAVING MESSAGES I Useful phrases for taking/ leaving a message Taking a message Can I take a message? Does (s)he have your number? I’ll tell him/her you called Shall I ask him/her to call you back? I’ll make sure he/she gets your message Leaving a message Can I leave a message for him/her? Could you tell him/her that I called, please? Could you ask him/her to call me back, please? Okay, thanks I’ll call back later II Complete the expressions with these verbs ring put drop return give get call be phone have I’ll _ back to you I’m about the results I’ll _ them in the post I’ll _ you a ring I’m just your call I’ll a chat with them I’ll you a line before I go I’ll _ in touch I’m just to say, will it be all right if I take the car? 10 I’ll give you the number of my mobile in case you want to _ me back Adapted from http://www.busyteacher.org XVIII APPENDIX 11 ROLE-PLAY: LEAVING A MESSAGE You are a secretary for the Stellar Corporation Your boss Mary Jenkins is out so when business clients call, take their message A= a secretary B = business client A: Good afternoon Stellar Corporation B: Hello Can you put me through to Mary Jenkins, please? A: I’m sorry She’s at a meeting with a client B: Do you know when she’ll be back? A: She should be back by 2:00 Would you like to leave a message for her? B: Yes Could you tell her the new ads are finished? A: Certainly Can I have your name please? B: My name is Jack Felspar That’s F-E-L-S-P-A-R I’m with Spectrum Printers And could you have her call me when she has a spare moment I need to discuss the billing details A: Does she have your number? B: I think so, but I better give it to you just to be sure It’s 314-274-5464 A: Alright, Mr Felspar I’ll have her call you when she’s back in the office B: Thanks I appreciate it Have a nice day A: You too Adapted from www.bogglesworldesl.com/businessESL.htm XIX Appendix 12 Role-play: SHOPPING FOR CLOTHES A: B: A: B: A: B: A: B: A: B: A: B: A: B: A: B: A: B: A: B: May I help you? Yes, I'm looking for a pair of trousers What colour would you like? Black And what size are you? I'm not sure Can you measure me? [measures customer] You're a 34 inch waist How about these? What material are they? Wool Do you have anything in cotton? Yes, these Can I try them on? Of course The fitting room's over there They're a little long Do you have anything shorter? These are shorter I'll take them How much are they? They’re £52 please Ok Here you are Thank you Good bye Good bye Adapted from http://www.eslprintables.com XX Appendix 13: SURVEY Walk around the class and talk to other class members Compliment them on something they are wearing And then ask them questions about that clothes item Use the questions below: Name Item Shop Date of Purchase Price Payment Method Adapted from http://www.bogglesworldesl.com XXI Satisfied? ... NON – ENGLISH MAJOR STUDENTS AT TUYEN QUANG COLLEGE (Thiết kế giáo trình bổ trợ dạy kĩ nói cho sinh viên không chuyên Anh năm thứ trường Cao đẳng Tuyên Quang) M.A MINOR PROGRAMME THESIS Field... major students’ demand at Tuyen Quang College? 2, What are the contents of the supplementary speaking material? Scope of the study The study was conducted at Tuyen Quang College Because of limited... that basing on an analysis of learner needs; teachers can choose or design suitable supplementary materials In addition, teachers should choose materials that are appropriate for a particular class