Applying multiple intelligences theory to teach speaking skill to 10th graders

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY ===*****=== PHAN THI VINH APPLYING MULTIPLE INTELLIGENCES THEORY TO TEACH SPEAKING SKILL TO 10TH GRADERS MASTER‟S THESIS IN EDUCATION Nghe An, 2019 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY ===*****=== PHAN THI VINH APPLYING MULTIPLE INTELLIGENCES THEORY TO TEACH SPEAKING SKILL TO 10TH GRADERS Field: Theory and Methods of Teaching English Code: 8.14.01.11 MASTER‟S THESIS IN EDUCATION SUPERVISOR Tran Ba Tien, Ph.D Nghe An, 2019 ACKNOWLEDGEMENTS I gratefully acknowledge the encouragement and support of many individuals in assisting me to fulfill this study First of all, I would like to express my deepest gratitude to my thesis supervisor: Dr Tran Ba Tien for his valuable guidance, precious orientation, warm stimulation, and continuous support during my implementation of this study Without this assistance, the fulfillment of this master thesis would not be possible In addition, I highly appreciate all the cooperation of my colleagues and the students of class 10H and 10M at Thanh Chuong high school, who willingly spent their precious time helping me to collect data for the study Last but not least, words cannot describe my thanks for the unfailing enthusiasm, support, encouragement and love that my family and friends have provided me during the process of completing this research ABSTRACT This study aims to look at the effectiveness of the application of Multiple Intelligences (MI) based activities in teaching speaking skill for high school students by adapting some provided activities in textbook “Tiếng Anh 10” Seventy three 10th graders from two classes were involved in an experiment To ensure that the level of speaking competence between the two groups were the same, a pre- test was carried out before the experiment Next, teachers and participants from the treatment group were asked to answer questionnaires whose aims were to identify their problems in teaching and learning speaking skill; create students‟ MI profiles and investigate their attitudes towards learning speaking The teacher based on the data from the questionnaires to adapt activities in textbooks so that they match these types of learners During the experiment, only one class was taught with MI based activities whereas the other was not Finally, the two groups were involved in the post- test and the post-survey questionnaires were also delivered to the treatment group after the experiment By making comparisons between the results from these two classes and the analysis of the data form survey questionnaires, the researcher then can evaluate the effectiveness of MI – based activities on the students speaking proficiency TABLE OF CONTENTS ACKNOWLEDGEMENTS ABSTRACT TABLE OF CONTENTS LIST OF ABBREVIATIONS LIST OF CHARTS AND TABLES Chapter INTRODUCTION 1.1 Rationale 1.2 Aims of the study 1.3 Objectives of the study 1.4 Research questions 1.5 The scope of the study 1.6 Methodology 1.7 The design of the study Chapter LITERATURE REVIEW 2.1 Multiple Intelligences and its application to ELT 2.1.1 Definition 2.1.2 Overview of the Eight Intelligences ……………………………… 2.1.3 Roles of Multiple Intelligences Theory in Teaching and Learning English…………………………………………………………………… 10 2.1.4 The Application of MI Theory to English Language Teaching 13 2.2 Teaching the speaking skill 22 2.2.1 Speaking skill 22 2.2.2 Fluency 23 2.2.3 Accuracy 24 2.2.4 Teaching speaking in light of Communicative Language Teaching (CLT) 24 2.3 Related research…… ………………………………………………… 28 Chapter METHODOLOGY 32 3.1 Research context 32 3.1.1 An overview of the research site 32 3.1.2 Description of 10th graders at ThanhChuong High school 32 3.1.3 Description of the English teachers at Thanh Chuong High school 33 3.1.4 The current situation of teaching and learning speaking skill at Thanh Chuong High School 33 3.2 Participants 36 3.3 Instruments 37 3.4 Research procedure 39 Chapter FINDINGS AND DISCUSSION 41 4.1 Presentation and analysis of data 41 4.1.1 Questionnaire for teachers 41 4.1.2 Questionnaire for the students 47 4.1.3 The results of the Pre – test and Post - test 55 4.2 Discussion 60 4.3 Summary 61 Chapter IMPLICATIONS AND CONCLUSION 63 5.1 Conclusion 63 5.2 Implications 64 5.2.1 For teachers 64 5.2.2 For the students 64 5.3 Limitations of the study 65 5.4 Suggestions for Further Studies 65 REFERENCES 67 APPENDIX STUDENTS‟ MI PROFILES 72 APPENDIX SURVEY QUESTIONAIRES FOR STUDENTS 79 APPENDIX POST- SURVEY QUESTIONAIRE FOR STUDENTS 81 APPENDIX SURVEY QUESTIONNAIRE FOR TEACHERS 82 APPENDIX THE PRE-TEST 85 APPENDIX THE POST - TEST 88 APPENDIX LESSON PLAN 92 APPENDIX LESSON PLAN 98 APPENDIX LESSON PLAN 101 APPENDIX 10 LESSON PLAN 108 APPENDIX 11 SPEAKING RUBRICS 115 APPENDIX 12 SCORES OF THE PRE – TEST AND POST - TEST 116 LIST OF ABBREVIATIONS CLT: Communicative Language Teaching EFL: English as a Foreign Language ELT: English language teaching I: Increase M: Mean score MI: Multiple Intelligences MOET: Ministry of Education and Training PBL: Project-based learning LIST OF CHARTS AND TABLES Chart 4.1 Teachers‟ opinions about the language skills and language elements that their students are at the lowest level 41 Chart 4.2 Teachers‟ opinions of causes for students‟ low level of spoken English 42 Chart 4.3 Teachers‟ opinion about activities in speaking sections in text book “Tieng Anh 10” 43 Chart 4.4 Teachers‟ frequency of adapting text book activities 44 Chart 4.5 Factors frequently taken into consideration by teachers when planning their lessons 45 Chart 4.6 Teachers‟ grouping techniques 46 Chart 4.7 Students‟ MI profiles 47 Chart 4.8 Students‟ opinions about the importance of speaking skill 48 Chart 4.9 Students‟ opinions about activities in textbook 49 Chart 4.10 Students‟ opinion about the effectiveness of speaking activities before and after the intervention 50 Chart 4.11 Students‟ problems in speaking lessons 51 Chart 4.12 Students‟ opinion about solutions to their problems in speaking skill 52 Chart 4.13 Students‟ motivation in speaking activities before and after the intervention 53 Chart 4.14 Students‟ participation in speaking activities before and after the intervention 54 Chart 4.15 Scores on accuracy of the Control group 56 Chart 4.16 Scores on fluency of the Control group 57 Chart 4.17 Scores on accuracy of the treatment group 58 Chart 4.18 Scores on fluency of the treatment group 59 Table 2.1 Activities frame of reference …………………………………… 17 Table 3.1 Summary of the Topic and Activities in textbook “Tieng Anh 10 34 Table 3.2 Scoring Rubrics ………………………………………… ……… 38 Table 3.3 List of the lesson plans …………………………………………….39 Table 4.1 The overall results of the Pre – test between the two groups 55 Table 4.2 The overall results of the Post – test between the two groups 60 105 J: What is your favourite band? J: What is your favourite song/ piece of music? My favourite …… is… I’m crazy about… I fancy… J: When you listen to music? ……in my freetime/… - T goes around observing, offering help and collecting any mistakes and errors for later correction - Calls one group to stand up and makes the conversation they have just practiced – Ask ss to write down their friends mistakes - Give feedback IV POST – SPEAKING (10 ms) Report −Before Ss report, T provides the model - Report what they - Linguistics structure: - have interviewed I’ve interviewed A and B A likes (classical Intrapersonal music) but B prefers/likes (jazz) A thinks - Logical (classical music) is relaxing and B thinks B is gentle A’s favourite band is… and B’s favourite band is… −T calls on some Ss to report what they 106 have found out about their partners −Ask ss to listen and find mistakes in their friends reports - Give feedback Quiz: “What your music taste says about you” (Appendix) (4mins) The journalists read out the answer to the person they have interviewed HOMEWORK (5ms) - After the interview, ask all the journalists - Linguistics from these groups work together to classify their friends into groups according to their favourite taste of music - These new formed groups will a - projects about their favourite type of music Interpersonal using these cues: - Musical  Where did it originate?  How long has it been popular?  What are its tunes like?  Why you like it?  Can you name some of the most - Visual famous singers/ band/ songs…  Sing one songs belongs to this types What your music taste says about you Think the music you love is part of your identity? You might be right According to a study at the University of Texas which gave people 107 questionnaires about their musical taste and intelligence tests, what you listen to reveals a surprising amount about you So which of these four „super genres‟ best describes your musical taste? a) Blues, classical, folk, jazz b) Alternative, heavy metal, rock c) Country, pop, soundtracks d) Electronic, hip-hop, rap Ready? a) If you listen to this kind of music, you probably see yourself as unathletic (unhealthy, weak) , liberal (free) and intelligent (and do, in fact, pretty well on exams and IQ tests) You are also probably very open to trying new experiences b) You share most of your characteristics with the jazz/classical group, but you‟re more likely to see yourself as athletic (healthy, strong) and slightly less likely to seek to control others c) You‟re likely to be agreeable (dễ đồng ý), extroverted (hướng ngoại) and conscientious (tận tâm) You also see yourself as attractive, wealthy and athletic, as well as politically conservative (bảo thủ) Good news: this group is the least prone to depression (ít bị phiền muộn) Bad news: it scores lowest on IQ tests d) You‟re extroverted, agreeable, attractive and athletic, but you probably don‟t share the political country/pop/soundtracks conservatism, group This wealth group or also lower IQ scores with the highest for “blirtatiousness” – the tendency to blurt out your thoughts and feelings as soon as they arise (nói suy nghĩ & cảm xúc ngay) 108 APPENDIX 10 LESSON PLAN UNIT 13: FILMS AND CINEMA SPEAKING A.Objectives: -By the end of the lesson, Ss are able to: + identify some words and phrases related to the topic + identify different types of films + ask and answer about their favorite types of films + use new words and phrases to ask and answer about their favorite films B Language focus Key words: + types of films: detective films, thrillers, action films + adjectives describing films: violent, terrifying, moving,…… C.Materials: Textbook, PowerPoint presentation, posters D Proceduces: Teacher 's activities Students’ activities Intelligences I Warm up: (7 minutes) Brain strorming - Answer - Linguistic - Visual - Ask ss to list types of films - Check up and explain some new words if necessary Guessing Competition - Work in - Visual 109 - Ask sts to work in groups, watch the groups,watch the - video and raise their hands to give the trailers, raise hand Interpersonal Name of The Film The first to give quickly to give the answer will get points for their groups correct answer - Play the trailers of films for students to play the game * The films’ title: + Tom and Jerry Answer: + Boys over flowers + Cartoon film + Avatar + Love story film + Rush hour + Science fiction + Harry Potter film + Vĩ tuyến 17 ngày đêm + Action film + The Godfather + Thriller film - Lead in + War film + Detective film II Pre-speaking: (10 minutes) Bingo Find someone who - Give each student a handout and ask - Work in pairs - Linguistic them to go around the class to find out - Do the survey - Kinesthetic how much their friends like each types quickly - of films Someone who can complete - Report their Interpersonal one of the three rows will get a bingo… results For example: 110 * Ask: How much you like _films? * Answer: + I like films very much + I like films but not very much + I don’t like films at all Kim’s Game: - T show 10 adjectives describing films on the screen in minutes - Ask ss from groups look at the screen and remember - Let each group write down on posters in minutes and then hang them on the board - Check up and explain some of their meaning if necessary - Ask ss to add any more possible adjectives 111 III While speaking: (10ms) - Ask Ss to look at the table in Task 2, - Work in groups - Linguistic page 135, use the kinds of films in - Read carefully the - column A and the adjectives in column table in Task 2, Interpersonal B to make a dialogue with Ss a group page 135 - Show a sample dialogue for Ss to - Create a dialogue practice speaking easily using the cues on Agree Disagree the table and A: What you A: What you practice with their think of thriller think of thriller partners films? films? B: Oh, I find B: Oh, I find them them really really boring boring C: I don’t quite C: I agree with agree with you I you/ Exactly/ find them You’re right interesting - Have Ss work in groups of and practice on minutes - Call some groups to stand up and play their dialogue - Give feed back IV Post speaking: (10 minutes) Ask and answer about a film you have -Practice speaking seen in pairs - Linguistic - Kinesthetic 112 - Have Ss practice talking about a film - they have seen Interpersonal - T call on st to model: - Logical A: Which film you like best? B: Oh, I like the film “Boys over flowers” best A: Where did you see it? B: I saw it on the Internet A: Really, What kind of film is it? B: That is a love story film A: Who are the main characters? B: The main characters are Gu Jun Pyo and Geum Jan Di A: What is it about? B: It’s a love story beween Gu Jun Pyo and Geum Jan Di ………………… A: How you feel about it? B: It’s is exciting and moving A: Why you prefer it to other films? B: Because the main characters act very wonderfully - Stand up and - T show the model and ask ss to perform practice speaking in pairs base on suggested model - Call on some pairs to practice - Ask ss to listen and find out their friend‟s mistakes 113 - Give feedback Ring the golden bell - T show one question at a time, each - Linguistic student has to think of the answers and - Kinesthetic write them down on their pieces of - paper Students having wrong answer Intrapersonal will be removed from the game The last remaining sts will be winners Questions: Answer: ……… is the place where people pay Cinema to watch a film Character The person in a film is called……… Dectective Sherlock Homes is Titanic a……………….film Walt Disney ―My heart will go on‖ is the theme War song of the film…………………… Nguyen Nhat Micky Mouse is a……………’s Anh Cartoon character Comedy ―Em Be Ha Noi‖ is one of Hollywood Vietnamese greatest films about ……… 10.Director ―Yellow Flowers on the Green 11.Can you feel Grass‖ is a film based on a novel the love written by… tonight ―Charlie Chaplin‖ is known as the King of………… ―The Lord of the ring‖ is one of ……….’s greatest movies 12.Oscar 114 10 James Cameron is the name of a………… 11 The theme song of the film ―Lion King‖ is……………………… 12 An international award for excellent achievements in film industry is called………………… V Homework (3ms) Projects: Choose one of the following tasks to present in the next periods Acting out short (funny) stories Kinesthetic Interpersonal Linguistics Talk about a famous films you enjoy most (using PowerPoint presentation, pictures,…… ) Collect American/ British theme songs in popular films and design a Linguistics Visual Interpersonal Musical game for the class to play with it Perform one of them if possible Interpersonal Visual 115 APPENDIX 11 SPEAKING RUBRIC Miller.J (2001) Score Accuracy Fluency Little or no language produced Little or no communication Poor vocabulary, serious Very hesitant and brief utterances, mistakes in grammar, poor sometimes difficult to understand pronunciation Adequate vocabulary, mistakes Communicates ideas, but hesitantly in grammar, adequate and briefly pronunciation Good vocabulary, occasional Effective communication, but does errors in grammar, good not elaborate on response pronunciation Wide vocabulary, very few Easy and efficient communication errors in grammar, very good Elaborates on responses pronunciation 116 APPENDIX 12 SCORES OF THE PRE – TEST AND POST - TEST Pre – test scores Control S Treatment S Group Accuracy Fluency Group Accura Total cy Fluency Total 1.5 3.5 3 2 2.5 4.5 2.5 4.5 2.5 3.5 2.5 4.5 2.5 2.5 5 1.5 2.5 5.5 2.5 4.5 3.5 3.5 7 2.5 2.5 2 1.5 1.5 2 1.5 3.5 1.5 3.5 10 3.5 6.5 10 2.5 2.5 11 1.5 3.5 11 1.5 3.5 12 12 3.5 6.5 13 2.5 4.5 13 2 14 1.5 3.5 14 1.5 1.5 15 2.5 5.5 15 2.5 4.5 16 3.5 6.5 16 1.5 3.5 17 1.5 2.5 17 3.5 3.5 18 1.5 3.5 18 2.5 2.5 19 2.5 5.5 19 2 20 1.5 1.5 20 1.5 3.5 21 1.5 2.5 21 1.5 1.5 22 2.5 4.5 22 2.5 4.5 23 2.5 2.5 23 1.5 1.5 24 1.5 1.5 24 2.5 5.5 117 25 3.5 6.5 25 2.5 4.5 26 2.5 2.5 26 2.5 4.5 27 2.5 4.5 27 2 28 2.5 2.5 28 3.5 3.5 29 2 29 2.5 2.5 30 2.5 4.5 30 1.5 3.5 31 3.5 1.5 31 2.5 4.5 32 2.5 3.5 32 3.5 5.5 33 1.5 1.5 33 2.5 2.5 34 2.5 4.5 34 2.5 3.5 5.5 35 1.5 1.5 35 2.5 4.5 36 2.5 2.5 37 2.5 5.5 38 3.5 5.5 Mean 2.24 2.26 4.5 Mean 2.3 2.36 4.66 118 Post– test scores Control S Treatment S Group Accuracy Fluency Group Accura Total cy Fluency Total 1.5 1.5 1.5 3.5 1.5 2.5 2.5 5.5 2.5 5.5 3 3.5 6.5 2.5 2.5 2.5 5.5 2.5 4.5 3.5 2.5 6 1.5 2.5 3.5 5.5 1.5 1.5 2.5 5.5 2.5 2.5 3.5 6.5 2.5 4.5 3.5 3.5 10 1.5 1.5 10 2.5 4.5 11 11 2.5 5.5 12 3.5 3.5 12 2.5 5.5 13 1.5 2.5 13 1.5 2.5 14 2.5 1.5 14 2.5 5.5 15 15 3.5 6.5 16 2.5 5.5 16 2.5 3.5 17 3.5 2.5 17 2.5 5.5 18 1.5 1.5 18 3.5 7.5 19 2.5 4.5 19 2.5 3.5 20 20 3.5 3.5 21 2.5 5.5 21 3.5 6.5 22 2 22 3.5 3.5 23 1.5 3.5 23 2.5 4.5 24 2.5 2.5 24 4.5 8.5 25 3.5 2.5 25 2.5 6.5 119 26 2.5 4.5 26 2.5 1.5 27 2 27 28 3.5 6.5 28 2.5 5.5 29 2 29 3.5 2.5 30 2.5 2.5 30 3.5 7.5 31 2.5 4.5 31 3.5 6.5 32 2.5 2.5 32 4.5 7.5 33 2.5 2.5 33 3.5 3.5 34 3.5 3.5 34 3.5 2.5 35 1.5 4.5 35 3.5 2.5 36 2.5 2.5 37 2.5 2.5 38 1.5 2.5 3.5 Mean 2.39 2.3 4.69 Mean 3.03 3.04 6.07 ... VINH UNIVERSITY ===*****=== PHAN THI VINH APPLYING MULTIPLE INTELLIGENCES THEORY TO TEACH SPEAKING SKILL TO 10TH GRADERS Field: Theory and Methods of Teaching English Code: 8.14.01.11 MASTER‟S... like to a research entitled: ? ?Applying Multiple Intelligences theory to teach speaking skill to 10th graders? ?? 1.2 Aims of the study The study will focus on exploring the students‟ attitudes towards... were employed to find the answers to the questions According to her, the obstacles preventing the teachers from teaching English speaking skill at a multiple intelligences class were teachers‟ problems