Teaching english speaking skills to the tenth form students at dinh chuong duong high school problems and prroposed solutions

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY TRƯƠNG THỊ LOAN TEACHING ENGLISH SPEAKING SKILLS TO THE TENTH FORM STUDENTS AT DINH CHUONG DUONG HIGH SCHOOL: PROBLEMS AND PROPOSED SOLUTIONS (Dạy kĩ nói Tiếng Anh cho học sinh lớp 10 trường THPT Đinh Chương Dương: vấn đề giải pháp) Field: English Language Teaching Methodology Code : 60 14 10 maSTER thesis in education Supervisor: Assoc Prof Dr VÕ ĐẠI QUANG VINH - 2011 DECLARATION Except where otherwise indicated, this thesis is my own work Vinh – 2011 Truong Thi Loan i ACKNOWLEDGEMENTS I have been fortunate to receive invaluable help from many people during my study First of all, I would like to express my deepest gratitude to Assoc.Prof.Dr Vo Dai Quang, my supervisor, for his immense encouragement, wholehearted and detailed guidance, without which the study could not have been completed My special thanks also go to all my lecturers of the Faculty of Post – Graduate Studies, Vinh University and Vietnam University of Languages International Studies for their scientific knowledge through useful lectures which help me a lot in completing this study I would like to show my sincere thanks to my classmates who help me a lot in finding references and giving their invaluable comments and suggestions while the work of this thesis was in progress I take this opportunity to send my thankfulness to my colleagues and students from Dinh Chuong Duong High School for their willingness to take part in the study Without their help this thesis would not have been so successful Last but not least, I also owe my indebtedness to my family members for their love, care and encouragement in the process of writing this thesis ii ABSTRACT This study is aimed at investigating how activities are carried out in speaking lessons by the tenth form students at DCD High school and at finding out the methods of teaching activities effectively The data were collected by means of class observation and questionnaire administered to teachers of English and 120 students The study suggests that in class time, teachers should use various activities to creat chances for students to practise and encourage them to speak In addition, they should develop more positive attitudes towards oral errors to make them feel more confident to speak The thesis also provides some implications for English language teaching iii LISTS OF ABBREVIATIONS AND TABLES Abbreviations CLT Communicative Language Teaching COFS Classroom Observation Forms DCD Dinh Chuong Duong EFL English as a Foreign Language ELT English Language Teaching ESL English as a Second Language L1 First Language / Mother Tongue (in this research: Vietnamese) L2 Second Language / Target Language ( in this research: English) SLA Second Language Acquisition Tables Table 4.1: Students’ judgement on speaking activities in their speaking lessons Table 4.2: Teachers’ judgement on speaking activities in speaking lessons Table 4.3: The types of errors made and the timing of errors – correction Table 4.4: The types of activities are conducted and solutions iv DEFINITIONS OF KEY TERMS (1) Aims: the underlying reasons for purposes of a course of instruction (Richards, 1987, p 254) (2) Approach: different theories about the nature of language and how languages are learned (Richarchs, 1987, p.20) (3) Communicative Competence: the ability not only to apply the grammatical rules of a language in order to form grammatically correct sentences but also to know when and where to use these sentences and to whom (Richards, 1987, p.65) (4) Linguistic Competence: the knowledge a learner knows about the language (Bailey, 2005) (5) Linguistic Performance: how a learner use the known knowledge in communication.(Bailey, 2005) (6) Objectives: descriptions of what is to be achieved in a course ( Richards, 1987, p.253) (7) Speech (Oral) Errors: faults made by speakers during the production of sounds, words and sentences (Richards, 1987, p.344) (8) Target Language: the language a person is learning, in contrast to a first language or mother tongue (Richards, 1987, p.373) v TABLES OF CONTENTS DECLARATION .i ACKNOWLEDGEMENTS .ii ABSTRACT iii LISTS OF ABBREVIATIONS AND TABLES .iv DEFINITIONS OF KEY TERMS v TABLES OF CONTENTS .1 PART A: INTRODUCTION Rationale .3 Scope of the study 3 Objectives of the study 4 Research questions .4 Organization of the study PART B: DEVELOPMENT .5 CHAPTER 1: LITERATURE REVIEW 1.1 Review of previous words 1.2 Speaking skill .5 1.2.1 Speaking skill definition 1.2.2 Features of teaching speaking skills .6 1.2.3 Features of learning speaking skills .8 1.3 Motivation 1.4 Articulatory features of some English speech sounds .9 1.5 Types of Errors in Speaking Lessons 11 1.5.1 Grammatical errors .11 1.5.2 Discourse Errors 11 1.5.3 Pronunciation Errors .12 1.5.4 Lexical Errors 12 CHAPTER 2: METHODOLOGY 13 2.1 An Overview of the Research Site 13 2.1.1 Dinh Chuong Duong High School .13 2.1.2 Textbook .13 2.1.3 Teachers 13 2.1.4 Learning Situation in 10th Form 14 2.2 The Subjects of the Study 14 2.2.1 The Students 14 2.2.2 The Teachers 15 2.3 Data Collection Instruments 15 2.3.1 Questionnaires .15 2.3.2 Classroom Observation 15 2.4 Data Collection Procedures .16 2.4.1 For Questionnaires 16 2.4.2 For Classroom Observation 16 2.5 Summary 17 CHAPTER 3: PRESENTATION AND ANALYSIS OF THE DATA 18 3.1 Students’ Questionnaires 18 3.2 Teachers’ Questionnaires 21 3.3 Observation Classroom .26 3.4 Summary 28 CHAPTER 4: FINDINGS AND COMMENTS .29 4.1 Problems faced by tenth form students at Dinh Chuong Duong High School in learning English speaking skills 29 4.1.1 Learning environment 29 4.1.2 Difficulties from teachers .36 4.1.3 Facilities 37 4.2 Discussion 37 4.2.1 For teachers of English at DCD Upper Secondary school 37 4.2.2 For students of English at DCD Upper Secondary school 38 CHAPTER 5: PROPOSED SOLUTIONS TO THE PROBLEMS MENTIONED 45 5.1 Some proposed solutions for teachers .45 5.1.1 Well – defining the purpose of each speaking lesson: accuracy or fluency 45 5.1.2 Catching students’ interest 46 5.1.3 Lead students to activities .48 5.1.4 Considering some other factors in speaking activities 50 5.1.5 Making pre-speaking activities meaningful 53 5.1.6 Redesigning inappropriate tasks 53 5.2 Some proposed solutions for students .53 5.2.1 Maximal students’ talking time 54 5.2.2 Even participation among the students 54 5.2.3 Strong motivation to speak 54 5.2.4 Comprehensibility of the students’ language .55 5.3 Summary 55 PART C: CONCLUSSION 55 Recapitulation .55 Concluding remarks 56 Pedagogical Implications 57 The limitations of the study 59 Suggestions for further research 59 REFERENCES .60 PART A: INTRODUCTION Rationale From the reality of teaching and learning English speaking skill, especially at upper secondary schools, we can easily see the obvious limitations Even students who have learned English for several years cannot speak English fluently or cannot speak it at all In class, we as teachers often find the students can hardly use English for communicative objectives even in the simple form or we may find the students who are able to point the answer of the question on a text but they can not explain their reason in choosing the answer It is also evident that in class, the students have limited time to practice their speaking skills, and it resulted on their ability to use the target language, as the old saying “Practice makes perfect” The lack of motivation, the lack of confidence when communicating or poor knowledge of English language can be causes In addition to those mentioned above, equipments and teaching methods of teachers can make the situation worse In speaking lessons, teachers use different methods to get students to speak English in which speaking activities are considered effective and interesting to motivate students to learn Speaking skills has been used for a long time and proved very effective as the inspiration for students to study And the fact of teaching speaking activities at upper secondary schools seems not to meet this target However, this problem is not easy; teachers and students get many difficulties in carrying out activities in teaching English-speaking skills Students still feel bored or not want to take part in these activities during speaking lessons Therefore, in order to teach students how to speak in the best way possible, studying on how to teach English-speaking skills effective is very necessary Thus I decide to choose a study on “Teaching English speaking skills to the tenth form students at Dinh Chuong Duong Upper Secondary School: Problems and proposed solutions” Scope of the study Detecting problems in the teaching of English speaking skills at DCD Upper secondary school in Thanh Hoa province and providing some proposed solutions for speaking skill development judging their ideas Sometimes it seems to be successful for them to let students have complete freedom to choose the topics whatever they want to talk about They usually like to talk about such topics as movie stars, songs, singers, magazines, sports or travel To catch students’ interest in English speaking activities, it is a good idea when teachers create something different when teaching Sometimes, they can ask student to move desks or tables in the classroom into a circle or in groups with students facing each other, not in rows or lines This may be quite good, because students can communicate with each other more freely, and practice their dialogue more easily The atmosphere is heated and friendly and the students are high-spirited Furthermore, the teachers can move around, offer their help and can control the class more efficiently 5.1.3 Lead students to activities The first characteristic of a successful speaking task is that students talk a lot in the foreign language This is the strongest argument for using small group work because it increases the time for each student to practice speaking in one lesson The only way to become good at a skill is to practice it Nobody expects to be good at playing ping-pong the first time they try even if they’ve already known all the rules very well and have watched others play many times The same is true of speaking a foreign language Since the students will probably not have enough opportunity to practice speaking in English outside the classroom, it is our responsibility as teachers to give them as many opportunities in the classroom as possible The first way teachers can try is to put students in pairs or groups This will be less stressful for students who are afraid of criticism or losing face or they simply feel shy about speaking in a foreign language in front of a whole class Besides, speaking in small groups is more natural, because in real life, people spend most of our time talking to one other person or to a few other people If we speak to a large group of people, it is usually a more formal situation where we have spent time preparing what we are going to say 48 In addition, teachers should make sure that the activity is carefully planned and clearly explained If students are unsure what is expected of them, they will be less likely to talk For example, when a teacher wants students to a speaking activity (A Day in the Life of my Paper Friend) with the aim at describing one’s daily routine (Unit 110th grade), she (he) finds large magazine photos of people at work (housekeeper, nurse, homemaker, farmer, mechanic, cashier, teacher, waitress, etc.) and simply ask them to describe the daily life of their paper friend If the instruction ends here, it seems to be quite difficult for 10th form students to this task, because it is not really clear and specific The result might be much better if the procedure is done as follow: - Teacher explains them how to the task - Teacher models for the class by selecting a photo and describing the routine daily activities of that “paper friend” - Teacher lets each learner select one photo they would like to be their “paper friend” - Teacher gives learners a simple daily timeline – 6:30 a.m., 7:00 a.m., 12:00 p.m., 3:30 p.m., 6:00 p.m., 9:00 p.m., and 10:30 p.m - Teacher puts learners in pairs Have each partner orally describe the daily life of his or her paper friend (For additional practice, create new pairs or select certain learners to describe their paper friends to the entire class.) If needed, the teachers should give students time to prepare for the activity They should think about it If he (she) was learning Italian and needed to call a plumber in Rome to come fix his water pipe, he would be sure to prepare himself for the conversation He would look up the essential vocabulary in the dictionary He might write out a script of what he wants to say and practice it in the mirror Therefore, teachers should give students time to prepare for the activity, especially if the language is new for them Finally yet importantly, the positive feedback or remark from teachers should be considered Those who are inactive in class clearly are worried about their poor English They are afraid of making mistakes and being laughed at by others 49 Therefore, what teachers should is to build up their confidence in themselves They should not focus on “good students” or “bad students” We make mistakes because we are human beings and learners; otherwise, we are either too wise or super Teachers must make all this clear to the students Teachers should give them many useful words to help those “shy” students express their ideas bravely When they are speaking, it is advisable to give them an encouraging smile and positive comments like “well done”, “good”, “excellent”… 5.1.4 Considering some other factors in speaking activities * Level of the activity A completely different reason for students’ poor participation in speaking activities may simply be that the class activities are boring or are pitched at the wrong level Very often our interesting communicative speaking activities are not quite as interesting or as communicative as we think they are, and all the students are really required to is answer 'yes' or 'no' which they quickly and then just sit in silence or worse talking noisily in their mother tongue That is why teachers need to take a closer look at the level of each activity Make sure you give the students all the tools and language they need to be able to complete the task If the language is pitched too high or if the task is too easy they may get bored and revert to their mother tongue * Timing of the activity The timing of a speaking activity in a class can be crucial sometimes Many teachers have discovered that their speaking activity ended up as a continuation of the students break-time gossip conducted in the mother tongue It is very necessary for them to give a time limit with most speaking activities Ten minutes is the maximum for most activities * Losing control of the classroom Losing control of the classroom, in addition, is another issue Walking around and monitoring the students as they are working in groups can help, as you can naturally move over to the part of the classroom where the noise is coming from and calm the rogue students down and focus them back on the task without disrupting the rest of the students who are working well in their groups If students really get too 50 rowdy then simply, change the pace of the class and type of activity to a more controlled task, for example a focus on form or writing task where students have to work in silence individually Once the students have calmed down you can return to the original or another interactive group activity * Topics for speaking lesson In English speaking activities, topics for discussion are very important The teachers’ responsibility is to introduce subjects, ask open-ended questions, and generally ensure that the ESL (English as a Second Language) learners speak The teachers should try to come up with conversation topics that are of great interest to their students The objective is to get students to talk, by any means necessary If they have prepared a topic of conversation for the session and it does not seem to be productive, as an ESL teacher, they can immediately change the subject It is important for conversation classes to discuss what the student wants to discuss (or is willing to discuss) and not what the teacher wants to discuss * Integration of speaking skills with others (reading, writing and listening) Integrating the four skills focuses on realistic language and can therefore lead to the students’ all-round development of communicative competence in English Moreover, there are other reasons why integration can benefit a communicative classroom Firstly, integrating the four skills allows a teacher to build in more variety into the lesson because the range of activities will be wider (WANG, 2000: 147) Successful integrative approach may help a teacher make the lessons dynamic, involving the learners in varied activities and interactions, which can create plenty of opportunities for students to participate in class and raise their motivation to learn English Secondly, integration of skills satisfies students’ different learning styles in that the extroverts may speak a lot because the introverts often prefer to listen, read or write, but with this method, they are given opportunities to as many speaking activities as possible in pairs and groups, so they may be less frightened of speaking in front of the rest of the class Generally, a combination of activities involving different skills will help the students learn English willingly and comfortably In fact, 51 a vivid and effective communicative class is supposed to be the integration of the four language skills training, in which the teacher needs to establish a positive atmosphere, plan appropriate activities encourage learners and deal with problems sensitively (Davies & Pearce, 2002: 99) * Teachers’ roles in teaching speaking Teacher’s roles here refer to the organizer, prompter and participant As an organizer, the teacher should organize the students scientifically and orderly to finish the tasks, or the teacher must give correct and overall instructions before assigning any task In order to make the students know exactly what they will do, when preparing lesson, the teacher should spend some time in thinking about how to give instructions so that the students can understand these instructions clearly The students often need to be encouraged to participate or to be given suggestions about how they may perform in a teaching activity, where silence occurs or when they are in confusion of what to next Then, the teacher should give the appropriate prompts so that the task or speaking activity may continue For example, when a student is hesitating over an answer, the teacher can supply hints; and when a student finishes with a short answer, the teacher may elicit more with prompting questions like “any more?” “Yes, but why? “The teacher should keep in mind that the role of prompter has to be performed with discretion and that he should help the students when it is necessary, or the activity will fossilize if the teacher is too aggressive As the teacher is the class planner, who knows all the materials and all the details; sometimes it is difficult for him to participate in the activities as an equal “Participant” means that the teacher regards himself as the member among the students, taking part in the activities of the students, or doing at the due at necessary time “When the students the activities ,the teacher shouldn’t stand on the platform only to watch them, but should positively participate in their group activities, because it can not only enhance the class atmosphere but also provide the opportunity for the students to speak English with others whose English levels are higher than theirs.” (Harmer, 1991) and can promote the feelings among the teacher can help the students solve their difficulties in the course of participation, and he can also learn from the 52 students who have many unexpected good ideas which are beneficial to his teaching in future Thus, the teacher and the students can learn from other, and both can benefit from teaching 5.1.5 Making pre-speaking activities meaningful As a matter of fact, many teachers seldom consider the importance of input activities Their teaching follows rigidly the tasks designed in the textbook In speaking lessons, it is advisable to provide the students with background and language knowledge related to the topic so that they can speak better Thus, input activities should be interesting and meaningful for the students The better the input activities are the fewer errors the students make Through input based activities, teachers provide students with basic grammatical knowledge, vocabulary and pronunciation, and enable them to use words appropriately in different contexts A clear understanding of objectives and focus of a lesson helps teachers make better input activities Besides, the teachers should take students’ variables into consideration However, as the number of students in a class is large, the teachers’ input activities should meet the majority 5.1.6 Redesigning inappropriate tasks The findings of this study suggest redesigning some tasks to make them more suitable to the students In reality, some tasks are difficult for most of the students, especially those are from rural areas One of the causes of students’ making errors is the complexity of the tasks and activities Therefore, material development is of great use and the teachers should decide which tasks and activities are beyond their students’ proficiency level It is a good idea to give tasks which are suitable to the students so that they won’t make too many errors In order to design the appropriate materials to constantly answer learners’ needs and to meet their learning goals, teachers should take into consideration a variety of factors affecting learning outcomes such as learner needs, interest, preference, and levels of English, etc… 5.2 Some proposed solutions for students 53 5.2.1 Maximal students’ talking time Most teachers readily agree that the students should receive as much opportunity to speak as possible when learning English as a foreign language This idea is especially true in the EFL classroom, where students not live in ban English-speaking country In such cases, the students may only have the chance to practice English as a conversational tool during the forty-five minutes of the lesson A lot has been said so far regarding the teacher's talk time For students, the most effective use of their time occurs when they are actively using the target language It is best to consider talk time in the following percentages Students should speak for 70% of the lesson Teachers should speak for 30% of the time Of course, some lessons may require longer explanations on the part of the teacher Alternatively, other lessons may only require a minimal amount of explanation However, this 70/30 figure works well as a goal in most classroom situations Nevertheless, whatever the situation, the more students speak in English, the better English speakers they become 5.2.2 Even participation among the students In a successful speaking activity, the even participation among weak and strong students is very important Classroom discussion is not dominated by a minority of talkative participants; all get a chance to speak, equal opportunities are guaranteed for students of different levels and contributions are fairly and evenly distributed 5.2.3 Strong motivation to speak Students are eager to speak because they are interested in the topic and have something new to say about it, or because they want to contribute to achieving a task objective, they are more active in language class and likely to participate in speaking activities Highly motivated learners interact confidently with native speakers of the language, which in return increases the amount of input that learners receive Motivation often leads learners to use a variety of learning strategies that can help develop greater language-learning skills Motivation encourages greater overall effort and results in greater success in terms of language proficiency and achievement (Gardner 1985) Students who are 54 more motivated develop stronger overall second language proficiency Strong motivation helps learners maintain their language skills after classroom instruction is over 5.2.4 Comprehensibility of the students’ language Speaking activities are much more effective if teachers consider about suitable level for each activity If students not learn how to speak or not get any opportunity to speak in the language classroom, they may soon get de-motivated and lose interest in learning On the other hand, if the right activities are taught in the right way, speaking in class can be a lot of fun, raising general learner motivation and making the English language classroom a fun and dynamic place to be That is why the task must be designed so that the students can complete the task successfully with the language that they have Otherwise, the task will become frustrating and the students are likely to give up or revert to the native language 5.3 Summary In summary, there are many issues for teachers to consider about how to succeed in teaching speaking activities According to J Harmer (1991): “The success of many activities depends on good organization and on the students knowing exactly what they are to A lot of time can be wasted if the teacher omits to give students vital information or issues conflicting and confusing instructions The main aim of the teacher when organizing an activity is to tell the students what they are to talk about (or write or read about), give clear instructions about what exactly their task is, get the activity going, and then organize feedback when it is over This sounds remarkably easy, but can be disastrous if teachers have not thought out exactly what they are going to say beforehand.” This comment is really to the point PART C: CONCLUSSION The final chapter of the study will summarize the major parts, draw out some conclusions, and give some limitations as well as some further recommendations for the study Recapitulation 55 The purpose of this study is to explore speaking activities as important factor and give some suggestions for teachers on how to organize a successful speaking activity to the 10th form students at upper secondary schools The literature review gave a brief view of speaking and teaching Englishspeaking skills, some factors that make English speaking difficult to learners, the role of speaking and speaking activities, types of classroom speaking performance In addition, to well-understand about speaking activities, characteristics of successful English ones and common problems with them were mentioned With the concern in using speaking activities to teach speaking skills, I have invested a lot of time and efforts in studying how speaking activities are used at the upper secondary school that I did my practicum In chapter 2, from analyzing the data got from two survey questionnaires delivered to teachers and students of English at DCD Upper Secondary School in Thanh Hoa province, the problems that teachers and students often face up to and their opinions of speaking activities were made clear Through these data analysis, the necessity of how to have a successful speaking activity is given much consideration To continue the study, the last two chapters mentioned some suggestions that I think will be helpful to teachers to have successful speaking activities and suggestions for some typical activities are provided as well I hope that these suggestions will somehow be useful for teachers and students in teaching and learning English speaking activities Concluding remarks The classrooms activities must be able to attract the student’s attention and involve them into actual communication As the results of learning language questionnaires and informal interview, teachers mainly organized students to different kinds of activities to use and asked students to work in pairs or groups, or even play some language games as learning activities to make the class more interesting and students more motivated The activities they organized is attracting students to work, providing them with opportunities to use language freely without being fully controlled by the 56 teachers in necessary Trying not to spend every minutes or hang on every word on students or to explain several language items without providing them the chances to use the language The teachers here all encouraged their students to use English in learning it is a little bit To improve the roles of teachers in organizing activities, they should make the work more relevant to students by giving clear instructions before starting the activities, get students grouped in a way suitable for the learning activities They also encouraged students to use English language more frequently than their mother tongue However, in the process of the study and the teaching for the tenth form at DCD High School, many problems are recognized and the main causes are due to learning environment such as our students are the lack of confidence, afraid of making mistakes, the fear of losing face, the worry about being questioned, having weakness in pronunciation In addition, emotional interference is one of seriously psychological factors They are nothing to say because they are lack of information for idea formulation, they are more accustomed to using their native language in speaking activities than using English… With the difficulties in using speaking activities to teach speaking skills I have invested a lot of time and efforts in finding out the solutions such as catching students’ interest by making full use of visual aids, giving rewards, using more interesting activities as games, topic discussion, lead students to the activities well … Moreover, making pre-speaking activities meaningful is very important According to the class and lesson, teacher can redesign inappropriate tasks to meet their learning goals For students, even participation among the students is necessary To have a successful speaking lesson, students must have strong motivation and comprehensibility of the language to speak as well In brief, to have a successful speaking lesson English language teachers have to organize well the activities and help students take part in those activities actively and eagerly with good comprehensibility of both teachers and students’ language Pedagogical Implications 57 It is important to restate that this study is planned to offer some insights to the teachers about using activities in teaching speaking lessons That is why it is worth considering the possible implications of the study for classroom practice There could be a number of ways in which the results of the present study might be applied to classroom practice Firstly, approaches to using activities in the language classroom must be warmed up It is inappropriate when working with a partner might upset concentration Secondly, when speaking not all mistakes need correcting Emphasizing mistakes will students harm and hence corrections should highlight important mistakes so that the students are able to use the target language correctly and avoid making errors Moreover, teachers should be sensitive enough to tolerate some mistakes, especially those that are evidence of learning taking place Such an attitude to mistakes on the part of the teacher will have positive effects on students the most important of which is to boost their confidence and overcome their fear of making errors Thirdly, “Don’t ask students to run before they can walk!” (Richmond) Teachers should choose easy to manage activities first, they should start with short, simple activities and progress from there and make sure students have got the language that they need Lastly, a good understanding and application of teaching activities in the speaking lessons according to every class is necessary Therefore, the teachers should plan every activity in each lesson suitably to promote teaching and learning quality 58 The limitations of the study Although I tried my best to fulfill this study, due to limited conditions, knowledge and my own ability, certain shortcomings are unavoidable This is not a new subject that has been studied by many experienced teachers and researchers In the scope of this study, I could not cover all the aspects related to speaking activities and could not mention all the suggestions as well However, I hope to solve these restrictions when coming back to this matter on other occasions Due to the limitations of the study, some suggested teaching methods are somehow likely subjective and limited Therefore, I wish that speaking activities will be more applied in speaking lessons for students of English and these suggestions will be helpful to some extent Suggestions for further research In terms of the scope, the research only concentrates on suggestions to improve speaking teaching for the tenth form students Moreover, the study was only conducted at only one upper secondary school Therefore, I hope to be able to study this matter for eleventh and twelfth form and at more schools as well In addition, there should be more researches on teachers’ methods to conduct effectively speaking activities because of their importance in English as a Second Language (ESL) teaching environment Ultimately, although I myself have tried my best in carrying out this study, I know for sure that mistakes and shortcomings are unavoidable Therefore, I am very grateful if I could receive more comments and ideas to make this study better 59 REFERENCES VIETNAMESE REFERENCES Nguyễn Hạnh Dung (2001), Phương pháp dạy Tiếng Anh trường phổ thông, NXB Giáo Dục Vũ Thị Lợi & Nguyễn Hải Châu (2009), Hướng dẫn thực chuẩn kiến thức, kĩ môn Tiếng Anh THPT, Bộ GD-ĐT Trang 18-24 Võ Đại Quang (2005), Một số vấn đề cú pháp, ngữ nghĩa, ngữ dụng âm vị học, trang 149-151 Hoàng Văn Vân (2006), Tiếng Anh 10, Sách giáo viên-NXB Giáo dục Hoàng Văn Vân (2006), Để học tốt Tiếng Anh 10, Hệ năm ENGLISH REFERENCES Allan, D (1991) Tape Journal: Bridging the Gap between Communication and Correction English Teaching Journal, 45(1), pp.61-66 Allwright, R.(1975) Problems in the Study of the Language Teacher’s Treatment of Learner Error In M.K.Burt & H.C Dulay(Eds.), On TESOL 75: New Directions in Second Language Learning, Teaching, and Bilingual Education, (pp 96-109) Washington, D.C.: TESOL Bailey, K.M (2005) Practical English Language Teaching: Speaking New York: McGraw-Hill Brown, H.D (1994) Teaching by Principles: An interactive Approach to Language Pedagogy New Jersey: Prentice Hall Regents.pp201-225 Burt, K.M., & Kiparsky, C.(1972) A Repair Manual for English Rowley, MA: Newbury House Carroll, S., & Swain, M (1993) Explicit and Implicit Negative Feedback: An Empirical Study of the Learning of Linguistic Generalizations Studies in SLA 15, pp 357-386 60 Chomsky, N (1959) Review of Verbal Behavior by B.F Skinner Language, 35, pp 26-58 Corder, S.P (1967) The Significance of Learner’s Errors International Review of Applied Linguistics(5), pp 161-170 10 Davies, P (2000) Success in English Teaching, Oxford: OUP Doff, A (1998) Teach English: A Training Course for Teachers: Trainer’s Handbook Cambridge: CUP in Association with the British Council 11 Edge, J.(1989) Mistakes and Correction New York: Longman 12 Hammerly, H (1991) Fluency and Accuracy: Toward Balance in Language Teaching and Learning Clevedon, UK: Multilingual Matters 13 Hedge, T (2000) Teaching and Learning in the Language Classroom, Oxford: OUP 14 Hinkel, E (2006) Current Perspectives on Teaching the Four Skills TESOL Quarterly 40 (1), March, 2006 15 Le Van Canh, (2004) Understanding Foreign Language Teaching Methodology Hanoi: VNU Publishing House 16 Luu Quy Khuong, (2006), A Practical Course for teaching English as a Foreign Language, Đà Nẵng University, February 2006 pp 55-66 17 Littlewood, W T (1981) Communicative Language Teaching : An Introduction Cambridge: CUP 18 Littlewood, W T (1984) Foreign and Second Language Learning: Language Acquisition Research and its Implications for the Classroom Cambridge; New York: CUP 19 Lynch, T (1996) Communication in the Language Classroom Oxford: OUP 20 Mitchell, R., & Myles, F (1998) Second Language Learning Theories London: Anold 21 Nguyen Thi Van Lam, & Ngo Đinh Phuong, English Teaching Methodology Practice, Vinh university, 2007 pp 63- 72 61 22 Norrish, J (1983) Language Learners and Their Errors: Essential Language Teaching Series London: Macmillan 23 Nunan, D (1992) Research Methods in Language Learning Cambridge; New York: CUP pp 91-114 24 Richards, J , Platt, J., & Webber, H (1987) Longman Dictionary of Applied Linguistics London: Longman 25 Selinker, L (1972) Interlanguage International Review of Applied Linguistics in Language Teaching 10, (3), pp.209-231 26 Skinner, B.F (1957) Verbal Behavior New York: Appleton-Century-Crofts 27 Tanner, R., & Green, C (1998) Tasks for Teacher Education: A Reflective Approach London: Longman 28 Walz, J.C.(1982) Error Correction Techniques for the FL Classroom Language in Education: Theory & Practice, Washington, DC: Center for Applied Linguistics 62 ... secondary school? What are the causes of the difficulties encountered by the tenth form students at Dinh Chuong Duong Upper secondary school? What are the possible solutions to the problems? Organization... most language today With the fact of teaching speaking skills at Dinh Chuong Duong High School I want to study more about teaching English speaking activities for the tenth form students I hope... studying on how to teach English- speaking skills effective is very necessary Thus I decide to choose a study on ? ?Teaching English speaking skills to the tenth form students at Dinh Chuong Duong Upper