Problems in teaching english speaking skill to ethnic minority students in a multicultural context at dieu cai high school in dong nai province m a 60 14 10

VIETNAM NATIONAL UNIVERSITY - HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE  PROBLEMS IN TEACHING ENGLISH SPEAKING SKILL TO ETHNIC MINORITY STUDENTS IN A MULTICULTURAL CONTEXT AT DIEU CAI HIGH SCHOOL IN DONG NAI PROVINCE A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By HOANG THI THIEN THAI Supervised by LE HOANG DUNG, Ph.D HO CHI MINH CITY, OCTOBER 2013 CERTIFICATE OF ORIGINALITY I certify my authorship of the thesis submitted today entitled: PROBLEMS IN TEACHING ENGLISH SPEAKING SKILL TO ETHNIC MINORITY STUDENTS IN A MULTICULTURAL CONTEXT AT DIEU CAI HIGH SCHOOL IN DONG NAI PROVINCE In terms of the statement of Requirements for Theses in Master’s Programs issued by the Higher Degree Committee This thesis has not been submitted for the award of any degree or diploma in any other institution Ho Chi Minh City, October 25 th, 2013 HOANG THI THIEN THAI i RETENTION AND USE OF THE THESIS I hereby state that I, HOANG THI THIEN THAI, being the candidate for the degree of Master of TESOL, accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library In terms of these conditions, I agree the original of my thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Library for the care, loan or reproduction of theses Ho Chi Minh City, October 25 th, 2013 HOANG THI THIEN THAI ii ACKNOWLEDGEMENTS First of all, I would like to express my deepest gratitude to my thesis supervisor, Dr LE HOANG DUNG for his encouragement and support during my study I highly appreciate his enthusiasm and patience in reading and giving suggestions on various drafts of this thesis Without his guidance and support during the study this research could not have been completed In addition, I am thankful to the teachers and ethnic minority students at Dieu Cai High School who assisted in data collection I would also like to thank the administrators of the school who created favorable conditions for the study to be carried out I would like to thank all my professors for their helpful instructions during the Master course at the University of Social Sciences and Humanities I am also grateful to my classmates, TESOL 2008 class for their friendship, suggestions and invaluable supports during the study Finally, I would like to thank my husband who always encouraged and helped me during this study Without his supports, I would not have finished my study at University of Social Sciences and Humanities iii ABSTRACT The thesis attempts to explore the problems encountered by the teachers in teaching English speaking skill to ethnic minority students in a multicultural context at Dieu Cai High School (DCHS) in Dong Nai Province In addition, this study is to investigate the impacts of cultural differences among students on classroom interaction in the multicultural context Accordingly, some suggestions will be worked out to improve the ethnic minority students’ English speaking skill in a multicultural at DCHS The required data for the study were collected using classroom observations, interviews with teachers and a questionnaire to students 12 classes were observed from the beginning of September (2011) to the end of January (2012) Classroom observations were done in order to get information about how the ethnic minority students participated in class activities and what the teachers did in classrooms Besides, interviews with six teachers of English at DCHS who were in charge of twelve classes of the 10th grade in the school year 2011-2012 to discover their difficulties in teaching English speaking skill to ethnic minority students in classrooms; and their attitude towards the multicultural context at DCHS Finally, a questionnaire to 38 ethnic minority students was also conducted at the end of April in 2012 to get more information about their problems in learning English speaking skill and their attitude towards the present context at DCHS This investigation reveals that problems in teaching English speaking skill to ethnic minority students in a multicultural context at DCHS stemmed from (1) the nature of speaking skill, (2) the students such as students’ low background knowledge and their students’ low classroom participation; (3) the teachers, including teachers’ teaching strategies and teachers’ involvement in ethnic minority students; (4) learning environment, consisting of large class size, limited time and classroom management; and (5) the impacts of cultural differences between students on classroom interaction iv TABLE OF CONTENTS CHAPTER 1: INTRODUCTION… ….1 1.1 Background of the study 1.2 Purpose of the study 1.3 Research questions 1.4 Significance of the study … 1.5 Scope of the study 1.6 Organize of the thesis CHAPTER 2: LITERATURE REVIEW 2.1 Concept of Speaking 2.1.1 Nature of speaking 2.1.2 Purposes of speaking 11 2.1.3 Types of Classroom Speaking Performance 12 2.2 Difficulties emerging from the nature of speaking 13 2.2.1 Linguistic factors 14 2.2.1.1 Grammar 14 2.2.1.2 Vocabulary 15 2.2.1.3 Pronunciation 16 2.2.2 Communicative competence 17 2.3 Problems hinder students’ participation in speaking activities 18 2.2.3.1 Teacher-related problems 18 2.2.3.2 Student- related problems 20 2.2.3.3 Learning environment –related problems 24 2.4 Impacts of multicultural differences on classroom interaction …… ………25 2.4.1 What is interaction? 25 2.4.2 What are cultural differences? 26 2.4.3 Impacts of cultural differences on classroom interaction 27 Review of previous study ………………………………28 2.6 Synthesis 29 CHAPTER 3: METHODOLOGY 35 3.1 Research method 35 v 3.2 Research sites 36 3.3 Sampling 37 3.2.2.1 Teacher respondents 37 3.2.2.2 Student respondents 38 3.3 Research Instruments 39 3.3.1 Class observations…………………………… …………40 3.3.2 Teacher interview 41 3.3.3 Student questionnaire 42 3.3.4 Data collection procedures 45 3.4 Summary 46 CHAPTER 4: DATA ANALYSIS AND DISCUSSION OF FINDINGS 47 4.1 Data analysis 47 4.1.1 Results from Class Observations 47 4.1.1.1 Classroom atmosphere, teaching steps and speaking activities 47 4.1.1.2 Teachers’ involvement in ethnic minority students during speaking activities 48 4.1.1.3 Ethnic minority students’ voluntary participation in speaking activities 50 4.1.2 Results from Interviews with Teachers 51 4.1.2.1 Teachers’ difficulties in teaching English speaking skill to ethnic minority students in classrooms 51 4.1.2.2 Teachers’ techniques in teaching English speaking skill in speaking class 54 4.1.2.3.Teachers’ attitudes towards multicultural context at DCHS 56 4.1.3 Results from questionnaire for students 58 4.1.3.1 Students’ attitudes towards speaking English 58 4.1.3.2 Ethnic minority students’ evaluation on their English background knowledge 59 4.1.3.3 Factors preventing ethnic minority students from speaking English vi during speaking lessons 60 4.1.3.4 Teachers’ involvement in ethnic minority students in speaking lessons 63 4.1.3.5 Frequency of ethnic minority students’ voluntary participation in speaking activities and factors affecting these students’ participation in English speaking lessons 64 4.1.3.6 Ethnic minority students’ attitudes towards learning environment and their attitudes towards sharing the same class with others 66 4.1.3.7 Ethnic minority students’ problems in classrooms and their attitudes towards the impacts of cultural differences on classroom interaction 68 4.1.3.8 Ethnic minority students’ expectation in learning English speaking skill in classrooms 70 4.2 Discussion of results 71 4.3 Majors of findings 74 CHAPTER 5: CONCLUSIONS AND SUGGESTIONS 78 5.1 Suggestions 78 5.1.1 Suggestions to ethnic minority students at DCHS 78 5.1.1.1 Changing attitude towards learning speaking English skill and learning environment 78 5.1.1.2 Investing time and efforts to revise and practice their English knowledge background 79 5.1.1.3 Taking risks to take part in speaking activities 80 5.1.2 Suggestions to the teachers at DCHS 80 5.1.2.1 Improving ethnic minority students’ English background knowledge 80 5.1.2.1.1 Vocabulary 81 5.1.2.1.2 Pronunciation 81 5.1.2.1.3 Grammar 82 5.1.2.2 Enhancing ethnic minority students’ participation in classrooms 83 5.1.2.2.1 Reducing ethnic minority students’ language anxiety 83 5.2.2.2.2 Building up ethnic minority students’ self-confidence 84 vii 5.2.2.2.3 Creating ethnic minority students’ learning motivation for English speaking skill 85 5.1.2.2.4 Establishing a rapport between teacher and ethnic minority students in the classroom 85 5.1.2.3 Change the way of testing and assessment 87 5.1.3 Suggestions to managers at DCHS 87 5.1.3.1 Understanding the cultures of ethnic minority students and reduce cultural differences in the multicultural context at DCHS 87 5.1.3.2 Establishing an English club at DCHS 88 5.1.3.3 Limiting the size of class 88 5.1.3.4 Increasing time for speaking lesson and organizing extra classes for ethnic minority students 89 5.2 Recommendation for further research 89 5.4 Conclusions 90 REFERENCES 92 APPENDIX from 1A to 1M: Classroom observations 99-110 APPENDIX 2A to 2F: Interviews with Teachers 111-122 APPENDIX 3: Questionnaire to students (English version) 123 APPENDIX 4: Questionnaire to students (Vietnamese version) 126 viii LIST OF TABLE Table 2.1: Summary of hypothetical problems in teaching English speaking skill to ethnic minority students in a multicultural context at DCHS 34 Table 3.1: Teachers’ background information 38 Table 3.2: Ethnic minority students’ background information 39 Table 3.3: Summary of research tools 40 Table 3.4: Summary of information to be collected 42 Table 3.5: Summary of information from the student questionnaire 44 Table 4.1: Teacher’ attitude towards the impacts of cultural differences on classroom interaction 57 Table 4.2: Ethnic minority students’ self-evaluation on their English background knowledge 59 Table 4.3: Ethnic minority students’ attitudes towards the impacts of cultural differences on classroom interaction 69 ix APPENDIX 2B TEACHER INTERVIEW TWO Length of service: Teaching Class: 10B2 -10B6 INTERVIEWER: What are your difficulties in teaching English speaking skill to ethnic minority students in classrooms? INTERVIEWEE: Well, teaching English speaking skill at high school is really challenging for me in particular and other teachers of English at DCHS INTERVIEWER: Can you explain more about your problems? INTERVIEWEE: As can be seen, the nature of speaking is complicated due to the fact that requires learners to know grammar, vocabulary, and good pronunciation and have communicative competence To speak English, students need to have potential vocabulary, basic grammar and understandable pronunciation What makes students feel difficult to speak English in classrooms is the ways of how to pronounce words INTERVIEWER: What kinds of speaking activities you often apply into speaking lessons? INTERVIEWEE: All tasks in the 10 th – English textbook are required to work in pairs and groups, so pairwork and groupwork are often applied during speaking class INTERVIEWER: Do you have any problems when you are organizing class activities? INTERVIEWEE: Certainly, making so much noise when they are working in pairs and groups happens very often I cannot control the whole class when the students are working in pairs and groups In general, the students are not used to working together Students meet difficult when they want to choose their partners Students are reluctant to move due to their narrow seat INTERVIEWER: How often you get the ethnic minority students involved in speaking activities? INTERVIEWEE: Seldom, I just call students who volunteer to get involved in speaking activities 113 INTERVIEWER: What are some techniques that you would apply into when your ethnic minority students are unwilling to take part class activities? INTERVIEWEE: I don’t pay more attention to this thing INTERVIEWER: What you think about the multicultural context at DCHS? INTERVIEWEE: I think that there will be an existence of different cultures between students in classroom I see that ethnic minority students use their mother tongue to talk to their friend in the same community and Vietnamese to others I think that different communities will have cultural differences, which can have an influence among students in the same class INTERVIEWER: What you think of cultural differences among students in each class? INTERVIEWEE: I realize that the ethnic minority students not get along well with teachers and other students in class This reason may make them work individually and take a passive role in each speaking lesson INTERVIEWER: Do you think the ethnic students’ cultural background prevent them from classroom interaction? And why? INTERVIEWEE: Yes, I think so But I can’t explain clearly INTERVIEWER: What should you to help the ethnic minority students to improve their English speaking skill at DCHS? INTERVIEWEE: I think that helping ethnic minority students feel comfortable in classrooms by reducing the differences between them and other students in the same class Thank you very much! 114 APPENDIX 2C TEACHER INTERVIEW THREE Length of service: Teaching Class: 10B3 -10B5 INTERVIEWER: What are your difficulties in teaching English speaking skill to ethnic minority students in classrooms? INTERVIEWEE: I think that teaching English speaking skill to ethnic minority students is really challenging for me in particular and other teachers of English at DCHS INTERVIEWER: Can you explain more about your problems? INTERVIEWEE: To speak English, students need to have potential vocabulary, basic grammar and understandable pronunciation As you know, ethnic minority students have limited grammar and vocabulary They can’t pronounce when they are called to give answers orally Besides, they lack of classroom participation When being asked to give their answer, they often say, “Sorry, I don’t know.” INTERVIEWER: What kinds of speaking activities you often apply into speaking lessons? INTERVIEWEE: All tasks in the 10th – English textbook focus on pairwork and groupwork INTERVIEWER: Do you have any problems when you are organizing class activities? INTERVIEWEE: Certainly, making so much noise when they are working in pairs and groups happens very often I can’t manage the whole class when the students are working in pairs and groups I can’t manage the whole class when the students are working in pairs and groups In general, the students are not used to working together My ethnic minority students never raise their hands in classrooms It seemed that I can’t pay more attention to them because of the limit of time and the large class size INTERVIEWER: How often you get the ethnic minority students involved in speaking activities? INTERVIEWEE: Seldom, I just call students who volunteer to get involved in speaking activities 115 INTERVIEWER: What are some techniques that you would apply into when your ethnic minority students are unwilling to take part class activities? INTERVIEWEE: I don’t pay more attention to this thing INTERVIEWER: What you think about the multicultural context at DCHS? INTERVIEWEE: I think that differences among students in classrooms at DCHS may be resulted from cultural background of each student from different communities The ethnic minority students use Vietnamese when they talk to the Kinh students, but they use their mother tongue when they talk to their friends in the same community It is difficult to understand the ethnic minority students in classrooms INTERVIEWER: What you think of cultural differences between students in each class? INTERVIEWEE: I think that the ethnic minority students come to class with different cultures, which makes them difficult to communicate with other students in the classroom although they can use Vietnamese INTERVIEWER: Do you think the ethnic students’ cultural background prevent them from classroom interaction? And why? INTERVIEWEE: Yes, I think so But it is complicated to explain clearly INTERVIEWER: What should you to help the ethnic minority students to improve their English speaking skill at DCHS? INTERVIEWEE: I think that it is vital to understand cultural differences between students in each classroom and help ethnic minority students to integrate into learning environment at DCHS Thank you very much! 116 APPENDIX 2D TEACHER INTERVIEW FOUR Length of service: 12 Teaching Class: 10B7 -10B9 INTERVIEWER: What are your difficulties in teaching English speaking skill to ethnic minority students in classrooms? INTERVIEWEE: I think that teaching English speaking skill to ethnic minority students in the context at DCHS seems to be challenging INTERVIEWER: Can you explain more about your problems? INTERVIEWEE: Students have limited grammar and vocabulary They can’t pronounce when they are called to give answers orally Besides, they lack of classroom participation When being asked to give their answer, they often say, “Sorry, I don’t know.” My ethnic minority students never raised their hands in classrooms As you know, speaking skill is not included in each exam So, I think that without oral test, students in general and ethnic minority students won’t pay more to this skill in classroom INTERVIEWER: What kinds of speaking activities you often apply into speaking lessons? INTERVIEWEE: Pairwork and Groupwork INTERVIEWER: Do you have any problems when you are organizing class activities? INTERVIEWEE: Certainly, I cannot manage the whole class when the students are working in pairs and groups I can’t connect to each individual in classroom because of the big size class and limited time My ethnic minority students never raise their hands in classrooms INTERVIEWER: How often you get the ethnic minority students involved in speaking activities? INTERVIEWEE: I just call students who volunteer to get involved in speaking activities INTERVIEWER: What are some techniques that you would apply into when your ethnic minority students are unwilling to take part class activities? INTERVIEWEE: I don’t think much about this thing 117 INTERVIEWER: What you think about the multicultural context at DCHS? INTERVIEWEE: The ethnic minority students use Vietnamese when they talk to the Kinh students, but they use their mother tongue when they talk to their friends in the same community It is difficult to understand the ethnic minority students in classrooms INTERVIEWER: What you think of cultural differences between students in each class? INTERVIEWEE: I think that ethnic minority students in each class may face difficulties in classrooms The ethnic minority students come to class with different cultures, which makes them difficult to communicate with other students in the classroom although they can use Vietnamese INTERVIEWER: Do you think the ethnic students’ cultural background prevent them from classroom interaction? And why? INTERVIEWEE: Certainly But it’s difficult to explain the present situation at DCHS INTERVIEWER: What should you to help the ethnic minority students to improve their English speaking skill at DCHS? INTERVIEWEE: I think that it is necessary to reduce cultural differences between the ethnic minority students and others in the same class Outdoor activities should be paid more attention to help them overcome their problems in the context at DCHS Thank you very much! 118 APPENDIX 2E ACHER TINTERVIEW FIVE Length of service: 14 Teaching Class: 10B8 -10B11 INTERVIEWER: What are your difficulties in teaching English speaking skill to ethnic minority students in classrooms? INTERVIEWEE: Many problems stem from students INTERVIEWER: Can you explain more about your problems? INTERVIEWEE: It can be seen that ethnic minority students’ low English knowledge and lack of classroom participation are two main problems in teaching English speaking skill to ethnic minority students at DCHS Students are not required to pass oral exam, which makes students neglect speaking at high school level INTERVIEWER: What kinds of speaking activities you often apply into speaking lessons? INTERVIEWEE: Pairwork and Groupwork are often used in classroom INTERVIEWER: Do you have any problems when you are organizing class activities? INTERVIEWEE: Yes, I cannot manage the whole class when the students are working in pairs and groups In general, the students are not used to working together And not enough time for practice Students meet difficult when they want to choose their partners Students are reluctant to move due to their narrow seats INTERVIEWER: How often you get the ethnic minority students involved in speaking activities? INTERVIEWEE: Honestly speaking I seldom pay attention to ethnic minority students in classrooms because they are passive INTERVIEWER: What are some techniques that you would apply into when your ethnic minority students are unwilling to take part class activities? INTERVIEWEE: In fact, not enough time to wait for passive students in classrooms INTERVIEWER: What you think about the multicultural context at DCHS? 119 INTERVIEWEE: The ethnic minority students use Vietnamese when they talk to the Kinh students, but they use their mother tongue when they talk to their friends in the same community I think that different cultural background may influence on students’ behavior students in classrooms INTERVIEWER: What you think of cultural differences between students in each class? INTERVIEWEE: I think that ethnic minority students in each class may have different thoughts and behaviors compared to others I see that the ethnic minority students feel unselfconfident when being called their name in the classroom INTERVIEWER: Do you think the ethnic students’ cultural background prevent them from classroom interaction? And why? INTERVIEWEE: I think Yes But it’s difficult to explain the present situation at DCHS INTERVIEWER: What should you to help the ethnic minority students to improve their English speaking skill at DCHS? INTERVIEWEE: I think that an English club should be established at DCHS The ethnic minority students need to be encouraged to take part in this club so that they have enough chance to use English language at school Thank you very much! 120 APPENDIX 2F TEACHER INTERVIEW SIX Length of service: 19 Teaching Class: 10B10 -10B12 INTERVIEWER: What are your difficulties in teaching English speaking skill to ethnic minority students in classrooms? INTERVIEWEE: I think that there are many problems related to students INTERVIEWER: Can you explain more about your problems? INTERVIEWEE: Obviously, ethnic minority students’ low English knowledge and lack of classroom participation are two main problems in teaching English speaking skill to ethnic minority students at DCHS On the other hand, the way of testing and assessment for English speaking skill isn’t highly predicated at high school level INTERVIEWER: What kinds of speaking activities you often apply into speaking lessons? INTERVIEWEE: Pairwork and Groupwork are usually used in classroom INTERVIEWER: Do you have any problems when you are organizing class activities? INTERVIEWEE: Yes, students lack of cooperation and make so much noise I can’t connect to each individual in classroom because of the big size class and limited time And importantly, students are reluctant to move due to their narrow seats when being asked INTERVIEWER: How often you get the ethnic minority students involved in speaking activities? INTERVIEWEE: Honestly speaking I seldom pay attention to ethnic minority students in classrooms INTERVIEWER: What are some techniques that you would apply into when your ethnic minority students are unwilling to take part class activities? INTERVIEWEE: In fact, as mentioned above, I don’t care much for ethnic minority students in classrooms INTERVIEWER: What you think about the multicultural context at DCHS? INTERVIEWEE: I think that nothing will happen to ethnic minority students because they can communicate with other students in Vietnamese The ethnic 121 minority students shared the same class with the Kinh students when they begin their schooling So, I think nothing will happen to the ethnic minority students in classrooms INTERVIEWER: What you think of cultural differences between students in each class? INTERVIEWEE: I think that ethnic minority students in each class may have different thoughts and behaviors compared to others INTERVIEWER: Do you think the ethnic students’ cultural background prevent them from classroom interaction? And why? INTERVIEWEE: I think Yes But it’ difficult to explain the present situation at DCHS INTERVIEWER: What should you to help the ethnic minority students to improve their English speaking skill at DCHS? INTERVIEWEE: I think that not only the teachers in classes but also the managers need to consider the multicultural context at DCHS The managers should have suitable policies to support ethnic minority students’ learning at school Thank you very much! 122 APPENDIX STUDENTS’ QUESTIONNAIRE - ENGLISH VERSION This is a short survey concerning your experiences in learning English Please take a few minutes and answer each question honestly and completely Your help inthis effort is greatly appreciated Thanks Part I: Demographic information a Age: ………years old b Gender: Male Female c Ethnic group: Part II: Survey questions How you feel about speaking in English? (Mark only one answer in the appropriate letters accordingly) a Very difficult b Difficult c Normal d Easy e Very easy How would you evaluate your English knowledge in terms of? (Put a tick  in a the place you choose) Very Bad Average Good Very bad good a Your English grammatical knowledge b Your English vocabulary c Your English pronunciation What you think often prevent you from speaking English in class? (Please choose as many as applicable) a Unable to find words or structures b Unable to find ideas c Not enough time for preparation d Unable to pronounce words in English e Others: (please specify)………………………………… What factors make you afraid of speaking English in class? (Please choose as many as applicable) a Be afraid of losing face b Be afraid of making mistakes c Feel shy and don’t dare to speak in front of other students d Lack self-confidence e Others: (please specify)………………………………… How much attention does your teacher pay to you during speaking lessons? (Mark only one answer in the appropriate letters accordingly) a Very much b Not very much c Not at all d No idea 123 How often you take part in speaking activities voluntarily in classrooms? (Mark only one answer in the appropriate letters accordingly) a Always b Often c Sometimes d Seldom e Never What factors hinder you from participating in speaking activities? (Please choose as many as applicable) a Learning environment b Fear of teacher’ correction c Inability to use English d Lack of interest in speaking class e Lack of practice f Lack of self- confidence f Others: (please specify)…………………… What you think about the classroom learning environment? (Mark only one answer in the appropriate letters accordingly) a Interesting b Boring c All right d Suitable How you feel when sharing the same class with students who come from different communities? (Mark only one answer in the appropriate letters accordingly) a Very comfortable b Comfortable c Normal d Uncomfortable e Others: (please specify)………………… 10 What problems you often have when you are in a multicultural classroom? (Please choose as many as applicable) a Feel unselfconfident in front of others b Be shy of communicating with others c Do not dare to ask for help when you are in need d Find it difficult to make friends with others e Others: (please specify)………………… 11 Do you think that your different cultural background compared to other students can influence on classroom interaction? a Not at all b Not very much c Much d Very much 12 What you expect your teacher to to help you in learning English speaking skill in a multicultural context at Dieu Cai High School? Please specify! 124 ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… Thank you for your help! 125 APPENDIX CÂU HỎI KHẢO SÁT DÀNH CHO HỌC SINH (VIETNAMESE VERSION) Đây bảng khảo sát nhỏ liên quan đến kinh nghiệm bạn việc hoc Tiếng Anh Các bạn dành vài phút trả lời câu hỏi đầy đủ và đủ theo suy nghĩ nhất, Sự giúp đỡ bạn việc thực hiên khảo sát trân trọng Xin trân trọng cám ơn Phần Một: Thông tin cá nhân a Tuổi: b Giới tính: Nam Nữ c Nhóm dân tộc thiểu số: Phần hai: Câu hỏi khảo sát 1/Em cảm nhận việc nói Tiếng Anh? (Chọn câu trả lời nhất) a Rất khó b Khó c Bình thường d Dễ e Rất dễ Em đánh giá vốn kiến thức Tiếng Anh em điều sau đây? Rất Tệ Tệ Trung Tốt Rất Bình Tơt a Kiến thức ngữ pháp b Kiến thức từ vựng c Kĩ phát âm Em nghĩ điều thường ngăn cản em nói Tiếng Anh học nói? (Bạn chọn nhiều hợn lựa chọn) a Khơng thể tìm từ cấu trúc b Khơng tìm ý c Không đủ thời gian để chuẩn bị d Không thể pát âm e Ý kiến khác: (Bạn nêu ra)………………………………… Yếu tố làm cho em sợ nói Tiếng Anh lớp? a Sợ mặt b Sợi mắc phải lỗi c Cảm thấy e ngại khơng dám nói Tiếng Anh trước học sinh khác d Thiếu tự tin e Ý kiến khác: (Em nêu ra)………………………………… Thầy có thường ý đến em học nói khơng? (Chọn đáp án nhất) a Không chút b Không nhiều c Nhiều d Rất nhiều 126 Em có thường tự nguyện tham gia vào hoạt động nói lớp khơng? (Chọn đáp án nhất) a Luôn b Thường xuyên c Thỉnh thoảng d Hiếm e Không Những yếu tố sau ngăn cản em tham gia vào hoạt động nói Tiếng Anh? (Chọn nhiều đáp án) a Môi trường học b Sợ giáo viên sửa lỗi c Khơng có khả sử dụng Tiếng Anh d Thiếu đam mê vào học e Thiếu thực hành f Thiếu tự tin f Yếu tố khác: (em nêu ra)…………………… Em nghĩ khơng khí lớp học? (Chọn đáp án nhất) a Thú vị b Chán c Tạm d Phù hợp Em cảm thấy em học chung lớp với học sinh đến từ cộng đồng khác nhau? (Bạn chọn đáp án nhất) a Rất thoải mái b Thoải mái c Bình thường d Khơng thoải mái e Ý kiến khác (Bạn nêu ra) : ……………… 10 Những vấn đề em gặp lớp học đa văn hóa? (Chọn nhiều đáp án) a Cảm thấy không tự tin trước người khác b E ngại giao tiếp với người khác c Không dám yêu cầu giúp đỡ cần d Cảm thấy khó khăn để làm việc với người khác e Yếu tố khác: (Em nêu ra)………………… 11 Em có nghĩ tảng văn hóa em so với bạn khác lớp có ảnh hưởng vào tương tác em lớp học không? a Không chút b Không nhiều c Nhiều d Rất nhiều 12 Em mong đợi điều từ giáo viên em việc học kĩ nói Tiếng Anh lớp? Em nêu ra! Cảm ơn giúp đỡ em nhiều 127 ... problems in learning English speaking skill and their attitude towards the present context at DCHS This investigation reveals that problems in teaching English speaking skill to ethnic minority students. .. students from classroom interaction in classrooms Some common complaints raised by many teachers show that teachers of English had troubles in teaching speaking skill to ethnic minority students at DCHS... learning and teaching He says that given that communicative competence is the goal of a language classroom, instruction needs to point toward all its components: organizational, pragmatic, strategic,