A survey of teachers questioning stategies in speaking classes a study at nguyen binh khiem high school in an giang province

VIETNAM NATIONAL UNIVERSITY - HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES NGUYEN THI THANH GIANG A SURVEY OF TEACHERS’ QUESTIONING STRATEGIES IN SPEAKING CLASSES – A STUDY AT NGUYEN BINH KHIEM HIGH SCHOOL IN AN GIANG PROVINCE M.A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN TESOL Supervisor NGUYEN THI KIEU THU, Ph.D HO CHI MINH CITY, December 2007 CERTIFICATE OF ORIGINALITY I certify my authorship of the thesis submitted today entitled: A SURVEY OF TEACHERS’ QUESTIONING STRATEGIES IN SPEAKING CLASSES - A STUDY AT NGUYEN BINH KHIEM HIGH SCHOOL IN AN GIANG 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, December 10th , 2007 NGUYEN THI THANH GIANG i RETENTION AND USE OF THE THESIS I hereby state that I, Nguyen Thi Thanh Giang, being the candidate for the degree of Master of Arts (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 that 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, December 10th , 2007 NGUYEN THI THANH GIANG ii ACKNOWLEDGEMENTS First of all, I am deeply indebted to my supervisor, Dr Nguyen Thi Kieu Thu, for all of her patient guidance, continuing encouragement and keen revision of this thesis Without her great help, this thesis would have never been finished I would like to express my gratitude to all of my teachers of TESOL 2004 at the University of Social Sciences and Humanities, HCM City, for their interesting lectures and whole-hearted guidance from which I greatly benefited in my writing this thesis I would also like to thank the English staff at Nguyen Binh Khiem High School in An Giang Province for their help with the data collection for the study; all of the students participating in the study for their enthusiastic cooperation; and all of my friends and colleagues for their precious advice, support and encouragement Finally, I would like to thank my family for their love and support in completing this work iii ABSTRACT Questioning strategies in teacher talk are very essential in the process of teaching and learning English, especially the teaching and learning of speaking skill at high schools This study investigated how teachers’ questioning strategies were operated and their importance in teaching speaking skill for the 10th graders at Nguyen Binh Khiem High School in An Giang Province The primary data for the research were collected by means of classroom observation done in speaking classes, questionnaires for 156 students and teachers at Nguyen Binh Khiem High School and a quasi-experiment The results of these instruments help to investigate how questioning strategies were actually conducted in speaking classes and the correlation between teachers’ questioning strategies and students’ speaking skill The results of the study showed that teachers’ questioning strategies were implemented frequently in teaching speaking skill for the 10th graders However, the various techniques of questioning strategies were not fully exploited In addition, the use of translation in questioning was dominant, making it difficult for students to improve their listening and speaking skills In fact, by the means of the experimental teaching together with the Pre-test and Post-test, students’ improvement on speaking skill was obviously noticed thanks to the teacher’s exploitation of questioning strategies in teaching speaking skill The study also includes practical recommendations to make best use of teachers’ questioning strategies in teaching speaking skill for the tenth graders iv TABLE OF CONTENTS page Certificate of originality i Retention and use of the thesis ii Acknowledgements iii Abstract iv Table of contents v List of tables ix List of figures xi List of abbreviations xii INTRODUCTION 1 The problem Aims of the study 3 Limitation and delimitation Methodology Overview of the study Chapter 1: BACKGROUND TO THE STUDY 1.1 Description of Nguyen Binh Khiem High School 1.2 Description of English syllabus for the tenth graders 1.2.1 The textbook 1.2.2 The syllabus of speaking lessons in the textbook Tieng Anh 10 1.3 The negative factors having effects on teaching and learning speaking skill in the 10th grade and the significance of the study 10 v Chapter 2: LITERATURE REVIEW 13 2.1 Teacher Talk 13 2.1.1 Amount of teacher talk 14 2.1.2 Modifications to teacher speech 16 2.1.3 Elicitation 18 2.1.3.1 Definition of elicitation 18 2.1.3.2 Elicitation techniques 18 2.1.3.3 Teachers’ Questions 19 2.2 Speaking Skill 29 2.2.1 The role of speaking in the four language skills 29 2.2.2 Communicative competence 30 2.3 The correlation between questioning strategies and speaking proficiency 32 2.4 Teacher roles in Communicative Approach 33 2.5 Code switching 36 2.6 Summary 38 Chapter 3: METHODOLOGY 40 3.1 Research questions 40 3.2 Research design 41 3.2.1 The subjects 41 3.2.2 Instruments 42 3.2.2.1 Questionnaires 43 3.2.2.2 Classroom observation 44 3.2.2.3 Quasi-experiment 46 vi Chapter IV: DATA ANALYSIS AND FINDINGS 53 4.1 Data analysis 53 4.1.1 The questionnaires 54 4.1.1.1 Students’ responses 54 4.1.1.2 Teachers’ responses 66 4.1.1.3 Comparing teachers’ and students’ questionnaires 76 4.1.2 Results from the classroom observation 83 4.1.2.1 The frequency of question types used in the sequence of the lesson 84 4.1.2.2 Teachers’ modification of questions 88 4.1.2.3 Teachers’ feedback 89 4.1.2.4 The use of code switching 90 4.1.3 Quasi-experiment 92 4.2 Findings 96 Chapter V: RECOMMENDATIONS AND CONCLUSIONS 100 5.1 Pedagogical recommendations 100 5.2 Conclusions 105 5.3 Recommendations for further research 107 REFERENCES 109 APPENDICES Appendix 1: The general contents of speaking lessons in the new textbook Tieng Anh 10 112 Appendix 2: The average scores of English subject in the first semester (academic year: 2006-2007) 113 Appendix 3: Observation sheet 115 vii Appendix 4: Marking scheme for oral test 118 Appendix 5: List of oral topics and suggested questions for the Pre-Test 119 Appendix 6: List of oral topics and suggested questions for the Post-Test 121 Appendix 7: A sample of speaking lesson plan 123 Appendix 8: Transcripts 127 Appendix 9: Results of the Pre-test and Post-test 135 Appendix 10: Questionnaires 139 viii LIST OF TABLES Table 2.1: A taxonomy of question types 23 Table 4.1: The difference in ages of the students 55 Table 4.2: The difference in seniority of students’ studying English 55 Table 4.3: Students’ self-evaluation of their spoken and written English 56 Table 4.4: Students’ Average Mark in the first semester of the school year 2006-2007 57 Table 4.5: Frequency of students’ habit in answering teachers’ questions 58 Table 4.6: Reasons for students’ hesitation in answering teachers’ questions 59 Table 4.7: Students’ desire for the use of code switching in teachers’ questioning strategies 61 Table 4.8: Students’ preferences in teachers’ use of code switching 61 Table 4.9: Students’ reflection about teachers’ habit in using code switching 62 Table 4.10: Students’ opinions about activities frequently used by teachers to promote speaking skill 63 Table 4.11 Students’ opinion about the frequency of teachers’ questioning modification techniques 64 Table 4.12: Students’ reflection about the frequency of techniques used in giving feedback 65 Table 4.13: Personal information of the teachers 67 Table 4.14: Teachers’ evaluation on the students’ proficiency in English 67 Table 4.15: Teachers’ perception towards the importance of questioning strategies 68 Table 4.16: Reasons for using questioning strategies in teaching speaking skill 69 Table 4.17: Teachers’ awareness of the criteria for effective questioning strategies 70 ix Teacher does the brainstorming to elicit some different kinds of films T leads Ss to Task Teacher: Open your book p 134 Read the instructions and tell me what to Teacher: Hoa, Task yeâu cầu làm vậy? Hoa: Mình đánh dấu vào mức độ yêu thích với loại phim Teacher: Right Then share the answer with your partner ………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………… T leads Ss to Task Teacher: Ok Now go to Task Work in groups and find out what your friends feel about each kind of film Teacher: You can use the words in the table Caùc em bắt chước mẫu hội thoại thay cá từ in đậm từ bảng nghe …………………………………………………………………………………………………………… T leads Ss to Task The teacher is checking the students’ understanding of Task Teacher: Now, class Read Task and tell me what are you going to do? Các em đọc yêu cầu Task nói cho cô biết em phải làm Teacher: Will you work by yourself? Các em nói phải không? Student 1: No, with partner Teacher: Ok What are you talking about? About music, sports or film? All students: Film, film Teacher: Do you see the examples in your books? Các em có thấy ví dụ sách không? Chúng ta phải nè? Students: Mình hỏi bạn thích loại phim Teacher: Đúng em sử dụng tính từ bảng Task để trả lời 134 APPENDIX RESULTS FROM THE PRE-TEST AND POST- TEST Table 30 Results from the Pre-Test and Post-Test of The Controlled Group No Name Class Pre-Test Mark Post-Test Mark Total Gram vo commu pro attitude Total Gra vo commu pro attitude m 1.0 1.5 1.5 1.0 0.5 5.5 1.0 1.0 1.5 1.5 1.0 6.0 Trần Sơn Ca 10B2 Lê Hồng Châu Ngô Việt Châu Nguyễn Thanh Cường Phạm Thị Ngọc Duyền Lê Thị Cẩm Giang Trần Thị Quỳnh Giao Nguyễn Tâm Hiền Huỳnh Thị Kim Hoàng Lê Thị Kim Hoàng Nguyễn Văn Hợp Mạch Phước Huy Nguyễn Quốc Huy Văng P Thành Huy Đoàn Thanh Hương Mai Thị Loan Nguyễn Hữu Lợi Nguyễn Thị Xuân Mai Hồ Thị Mỵ Phạm Hữu Nam Phạm Thị Huỳnh Nga Nguyễn Thị Ngọc Nhị Trần Hữu Phước Bùi Thị Quyên Hồ Thị Thu Sang Hồ Mỹ Son Cao Thị Thơm Nguyễn Cơng Trứ Đỗ Hồng Tuấn Nguyễn Văn Tuấn Nguyễn Ngọc Anh Phạm Quốc Anh Trần THị Ngọc Bích Nguyễn Trường Bình Hồ Thị Bé Châm Nguyễn Minh Của Lê Thị Dung Ngô Xuân Đào Vũ Thị Sáng Em 10B2 10B2 10B2 1.5 1.0 1.5 1.5 1.0 1.5 2.0 1.5 1.5 1.5 1.5 1.0 1.0 1.0 1.5 7.5 6.0 7.0 1.5 1.5 1.0 1.5 1.5 1.5 2.0 1.0 2.0 1.0 2.0 1.0 1.5 0.5 1.0 7.5 6.0 7.0 10B2 1.0 1.0 1.0 0.5 0.5 4.0 1.0 1.0 1.0 1.0 0.5 4.5 10B2 10B2 10B2 10B2 10B2 10B2 10B2 10B2 10B2 10B2 10B2 10B2 10B2 10B2 10B2 10B2 10B2 10B2 10B2 10B2 10B2 10B2 10B2 10B2 10B2 10B3 10B3 10B3 10B3 10B3 10B3 10B3 10B3 10B3 1.5 1.5 1.0 1.5 1.0 1.5 0.5 1.0 1.5 0.5 1.5 0.5 1.0 1.0 1.5 1.0 1.5 1.0 0.5 1.0 1.5 0.5 1.5 1.0 1.5 0.5 1.5 1.0 1.0 1.5 1.0 0.5 1.0 1.5 1.0 1.5 1.0 1.5 1.5 1.0 1.0 1.0 1.0 1.0 1.5 1.0 1.5 1.0 1.0 1.5 1.5 1.0 1.0 1.0 1.0 1.0 1.5 1.5 1.0 1.0 1.0 1.5 1.0 1.0 1.5 1.0 1.0 1.0 1.5 2.0 1.0 2.5 1.5 1.5 1.5 1.0 1.5 1.0 2.0 1.5 1.5 1.0 1.5 1.5 2.0 1.5 1.5 1.0 1.5 1.0 2.0 1.5 1.0 1.0 2.0 1.5 1.0 1.5 1.5 1.5 1.0 1.5 1.0 1.0 0.5 1.0 0.5 1.0 0.5 0.5 0.5 0.5 0.5 1.0 0.5 0.5 0.5 0.5 1.0 1.0 0.5 0.5 0.5 0.5 1.0 0.5 0.5 0.5 1.0 0.5 0.5 0.5 0.5 0.5 0.5 0.5 6.0 7.0 4.5 8.0 5.5 6.0 4.5 4.5 5.5 4.0 6.5 4.5 5.5 4.5 5.5 5.5 7.5 6.0 4.5 4.5 5.5 4.0 7.5 5.5 5.0 3.5 6.5 5.5 4.5 5.5 5.5 4.5 4.5 5.5 1.5 1.5 0.5 1.0 1.5 1.5 0.5 1.0 1.0 1.5 1.0 0.5 1.0 1.5 0.5 1.5 1.0 1.0 1.5 1.0 1.0 1.5 1.0 0.5 1.0 1.5 1.5 1.0 1.5 1.5 1.0 1.5 1.0 1.5 2.0 2.0 1.5 2.0 1.5 2.0 1.5 1.5 1.0 1.5 1.5 1.5 1.5 1.0 1.5 2.0 1.5 2.0 1.5 1.5 1.5 1.5 1.5 1.5 1.0 1.5 2.0 1.5 1.5 1.5 1.0 1.5 1.5 1.5 1.0 1.0 0.5 1.0 0.5 0.5 1.0 0.5 0.5 0.5 0.5 0.5 0.5 0.5 0.5 1.0 0.5 0.5 0.5 0.5 0.5 0.5 0.5 0.5 0.5 0.5 1.0 0.5 0.5 1.5 0.5 1.0 0.5 0.5 7.0 7.0 4.5 7.5 5.5 6.5 4.5 5.5 4.5 5.5 5.5 4.5 5.5 5.0 4.0 6.5 5.5 5.5 5.5 5.5 5.0 5.5 5.5 4.5 4.5 5.5 6.5 5.5 5.5 7.0 4.0 6.0 5.5 6.0 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 1.0 1.0 1.0 1.5 1.0 1.0 1.0 1.0 1.0 1.0 1.0 0.5 1.0 1.0 1.0 1.0 1.5 1.5 1.0 1.0 1.0 1.0 1.5 1.0 1.0 0.5 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 135 1.5 1.5 1.0 2.0 1.0 1.5 1.0 1.5 1.0 1.0 1.5 1.0 1.5 1.0 1.0 1.0 1.5 1.0 1.0 1.5 1.0 1.0 1.5 1.0 1.0 1.0 1.0 1.5 1.0 1.5 1.0 1.0 1.5 1.5 1.0 1.0 1.0 1.5 1.0 1.0 0.5 1.0 1.0 1.0 1.0 1.0 1.0 1.0 0.5 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 0.5 1.0 1.0 1.0 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 Lê Trúc Giang Huỳnh N Đông Hải Lê CHí Hiền PhanT Huỳnh Hoa Lư Thị Hoa Ngơ T Diễm Hương Phan Thị Kiều Trần Thị Tuyết Lan Đặng Thị Liên Nguyễn Thị Kim Liên Nguyễn Thị Trúc Ly Nguyễn Văn Hải Long Phạm Phú Lộc Đặng Hữu Lợi Huỳnh Thị Sương Mai Phạm Kim Ngân Hồ Thị Bích Ngọc Bùi Minh Nhật Trần Thị Phấn Nguyễn Thị Phương Phan Đỗ Tài Nguyễn Thanh Tâm Huỳnh Minh Thi Nguyễn Thị Thiệt Lê Phước Thọ Trần Thanh Toàn Nguyễn Thị Thu Trang Châu Thành Tươi Cao Vĩnh Tường Lê Trung Y Nguyễn Thị kim Yên Lê Thị Thu Yến Lê Thị Kim Lý 10B3 10B3 10B3 10B3 10B3 10B3 10B3 10B3 10B3 10B3 10B3 10B3 10B3 10B3 10B3 10B3 10B3 10B3 10B3 10B3 10B3 10B3 10B3 10B3 10B3 10B3 10B3 0.5 1.0 1.5 0.5 1.5 1.0 1.0 1.5 1.5 1.0 1.5 1.5 1.0 1.5 1.0 1.5 0.5 1.0 1.5 0.5 1.0 0.5 1.0 1.5 0.5 1.0 1.5 1.0 1.5 1.0 1.0 1.0 1.5 1.0 1.0 1.5 1.0 1.0 1.5 1.0 1.5 1.5 1.0 1.0 1.0 1.0 1.0 1.5 1.0 1.0 1.0 1.0 1.5 1.0 1.0 1.5 1.0 1.0 2.0 1.5 1.0 1.5 1.5 1.0 1.5 2.0 1.0 2.5 1.5 1.5 1.5 1.0 1.5 1.0 1.5 1.5 1.0 1.5 1.0 1.5 1.0 1.0 1.0 1.0 0.5 1.0 1.0 1.0 1.0 1.0 0.5 1.0 1.0 1.0 1.5 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 0.5 0.5 0.5 0.5 1.0 0.5 0.5 0.5 1.5 0.5 1.0 1.0 0.5 1.0 0.5 1.0 0.5 0.5 0.5 0.5 0.5 0.5 0.5 0.5 0.5 0.5 0.5 10B3 10B3 10B3 10B3 10B3 10B3 0.5 0.5 1.0 1.5 1.0 1.5 1.0 1.0 1.5 1.5 0.5 0.5 1.0 1.0 1.5 1.5 1.5 1.0 1.41 0.5 1.0 1.0 1.0 1.0 0.5 0.5 0.5 0.5 0.5 1.0 0.5 mean= 136 4.0 5.5 5.0 3.5 6.5 5.5 4.5 5.5 7.0 4.0 6.0 7.0 4.5 8.0 5.5 6.0 4.5 4.5 5.5 4.0 5.5 4.5 4.5 5.5 4.0 5.5 5.0 1.0 1.5 0.5 1.0 1.5 1.5 1.0 1.5 1.5 1.0 1.5 1.0 1.0 1.5 1.5 1.0 0.5 1.0 1.5 1.5 0.5 1.5 1.0 1.0 1.0 1.5 0.5 0.5 1.0 1.0 1.0 1.5 1.5 0.5 0.5 1.5 1.5 1.0 1.5 1.5 1.5 1.0 1.5 1.0 1.5 1.0 1.0 1.0 1.5 0.5 1.5 1.5 1.0 1.0 1.5 1.5 1.0 1.0 2.0 1.5 1.5 1.0 2.0 1.5 1.0 1.5 1.5 2.5 1.5 1.5 1.5 1.5 1.0 1.5 1.0 1.5 1.5 1.5 1.5 1.0 2.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 0.5 1.5 1.0 1.0 1.0 1.0 1.5 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 0.5 0.5 0.5 0.5 0.5 1.0 0.5 1.0 0.5 0.5 0.5 0.5 1.0 1.0 0.5 0.5 0.5 0.5 0.5 0.5 0.5 1.0 0.5 0.5 0.5 0.5 5.0 5.5 4.0 4.5 6.5 6.0 5.0 4.0 7.5 5.5 5.0 5.5 5.5 8.0 6.0 5.5 4.5 5.5 5.0 5.5 4.0 6.0 5.0 5.5 5.5 5.0 5.0 3.5 4.0 5.5 6.0 5.0 4.0 5.31 1.0 1.0 1.5 1.0 0.5 1.0 1.5 1.0 1.0 1.5 1.5 1.5 1.5 1.0 1.5 1.5 1.5 1.0 1.51 1.0 1.0 1.0 1.0 1.0 1.0 0.5 0.5 0.5 0.5 0.5 0.5 mean: 5.5 4.5 5.5 5.5 5.0 5.0 5.49 Table 31 Results from the Pre-Test and Post-Test of The Experimental Group No Name Class Pre-Test Mark Gram vo commu pro Post-Test Mark attitude Total gram vo commu pro attitude Total Nguyễn Hữu An 10B1 1.0 1.0 1.5 0.5 0.5 4.5 1.5 1.0 2.5 1.0 1.0 Võ Thị Thuý An 10B1 1.5 1.5 1.5 1.0 0.5 6.0 1.0 1.5 2.0 1.0 1.0 6.5 Nguyễn Văn Cải 10B1 1.0 0.5 1.0 0.5 0.0 3.0 1.5 1.5 1.5 1.0 1.0 6.5 Phan Phú Cường 10B1 1.0 1.0 1.0 0.5 0.5 4.0 1.5 1.0 1.5 0.5 0.5 5.0 Nguyễn Thị Dàng 10B1 1.5 1.0 1.5 1.0 1.0 6.0 1.5 1.5 2.0 1.5 0.5 7.0 Võ Thị Diệu 10B1 1.0 0.5 0.5 1.0 0.5 3.5 1.0 1.5 1.5 1.5 0.5 6.0 Nguyễn Văn Đà 10B1 1.0 0.5 0.5 0.5 0.5 3.0 1.5 1.0 1.5 1.0 0.5 5.5 Nguyễn Hồng Đào 10B1 1.5 1.0 1.5 0.5 0.5 5.0 1.5 1.5 2.5 1.5 0.5 7.5 7.0 Trần Ngọc Giang 10B1 1.5 1.0 1.0 1.0 0.5 5.0 1.5 1.0 1.5 1.0 1.0 6.0 10 Nguyễ TThuý Hằng 10B1 1.0 1.5 1.5 1.5 0.5 6.0 1.5 1.5 2.0 1.5 1.0 7.5 11 Nguyễn Thị Hiền 10B1 1.5 1.5 2.0 1.5 1.0 7.5 2.0 1.5 2.5 1.5 1.0 8.5 12 Nguyễn Thị Hoa 10B1 1.0 1.0 1.0 0.5 0.5 4.0 1.0 1.0 1.5 1.0 0.5 5.0 13 Huỳnh Văn Hồ 10B1 1.5 1.0 1.5 1.0 1.0 6.0 1.5 1.5 1.5 1.0 1.0 6.5 14 Cao Thị Kim Hồng 10B1 0.5 1.0 1.0 0.5 0.5 3.5 1.5 1.0 1.5 1.0 0.5 5.5 15 Võ Thị Hồng Huệ 10B1 1.5 1.5 2.0 1.5 1.0 7.5 2.0 1.5 2.0 1.5 1.0 8.0 16 Huỳnh Quốc Huy 10B1 1.0 1.0 1.5 0.5 0.5 4.5 1.0 1.0 1.5 1.0 0.5 5.0 17 10B1 1.5 1.0 1.0 0.5 0.5 4.5 1.5 1.0 1.5 1.0 0.5 5.5 18 Phaạm Thanh Huy Nguyễn P Kim Huyền 10B1 1.0 1.0 1.0 0.5 0.5 4.0 1.5 1.0 1.5 1.0 0.5 5.5 19 Huỳnh T Oanh Kiều 10B1 1.5 1.0 1.5 1.0 1.0 6.0 1.5 1.5 2.0 1.0 0.5 6.5 20 Lưu Khắc Kỳ 10B1 2.0 1.5 2.0 1.5 1.0 8.0 2.0 1.5 2.5 1.5 1.0 8.5 21 Lư Thành Long 10B1 1.0 1.0 1.5 1.0 0.5 5.0 1.5 1.5 2.0 1.0 0.5 6.5 22 Nguyễn Văn Lộc 10B1 1.5 1.0 1.5 1.0 0.5 5.5 1.5 1.5 1.5 1.0 0.5 6.0 23 Phan Văn Mến 10B1 1.5 1.0 1.0 1.0 0.5 5.0 1.5 1.0 1.5 1.0 0.5 5.5 24 Bùi Phan Nhựt Minh Nguyễn Thành Năng Nguyễn Hữu Nguyên 10B1 1.5 1.5 1.5 1.0 0.5 6.0 2.0 1.5 2.5 1.5 1.0 8.5 10B1 1.0 1.5 1.0 1.0 0.5 5.0 1.5 1.0 1.5 1.0 1.0 6.0 10B1 1.5 0.5 1.0 1.0 0.5 4.5 1.0 0.5 1.5 1.0 0.5 4.5 10B1 2.0 1.5 2.5 1.5 1.0 8.5 1.5 1.5 2.5 1.5 1.0 8.0 28 Lê Thị Cẩm Nhung NguyễnT Cẩm Nhung 10B1 1.5 1.0 1.5 1.0 1.0 6.0 1.5 1.5 2.0 1.5 1.0 7.5 29 Cao Thị Quỳnh Như 10B1 1.0 0.5 0.5 1.0 0.5 3.5 1.0 1.0 1.5 1.0 0.5 5.0 30 Đinh Bá Phát 10B1 1.5 0.5 1.0 0.5 0.5 4.0 1.5 1.0 1.5 1.0 0.5 5.5 31 Lê Thị Trúc Phương 10B1 1.5 1.0 1.0 1.0 0.5 5.0 1.5 1.5 2.0 1.5 1.0 7.5 32 Nguyễn Tấn Tài 10B1 1.0 1.0 1.5 0.5 0.5 4.5 2.0 1.5 2.0 1.0 1.0 7.5 33 Phạm Thị Thu Tâm 10B1 1.0 1.0 1.5 1.0 0.5 5.0 1.0 1.0 1.5 1.0 1.0 5.5 34 Nguyễn Minh Tân 10B1 1.5 1.0 1.5 1.0 0.5 5.5 1.5 1.5 2.0 1.0 1.0 7.0 35 Nguyễn Quóc Thái 10B1 1.5 1.5 2.0 1.5 1.0 7.5 1.5 1.5 1.0 1.0 0.5 5.5 36 Vũ Huỳnh Thi 10B1 2.0 2.0 2.5 1.5 1.0 9.0 2.0 2.0 2.5 1.5 1.0 9.0 37 Trịnh Thị Thi 10B1 1.5 1.0 2.0 1.5 0.5 6.5 1.5 1.5 2.0 1.5 1.0 7.5 38 10B1 1.0 1.0 1.5 1.0 0.5 5.0 2.0 1.5 2.0 1.0 1.0 7.5 10B1 1.5 1.0 1.5 1.0 0.5 5.5 1.0 1.5 2.0 1.0 0.5 6.0 40 Phạm Hồng Thịnh Lê Thị Mộng Thường Nguyễn T Thu Trang 10B1 1.5 1.5 2.0 1.5 1.0 7.5 1.5 1.5 1.5 1.0 1.0 6.5 41 Nguyễn Quốc Trung 10B1 2.0 1.5 2.0 1.0 1.0 7.5 1.5 1.5 1.0 1.0 0.5 5.5 42 Nguyễn Văn Xuyên 10B1 1.0 1.0 1.5 1.0 0.5 5.0 1.5 1.0 1.0 1.0 0.5 5.0 43 Nguyễn Thị Kim Chi 10B4 1.5 1.5 1.5 1.0 1.0 6.5 1.5 1.5 2.0 1.0 1.0 7.0 44 Nguyễn Xuân Chỉnh 10B4 1.5 1.5 1.0 1.0 0.5 5.5 1.5 1.5 1.5 1.0 1.0 6.5 25 26 27 39 137 45 Vũ Trường Giang Em 10B4 1.0 0.5 1.5 0.5 0.5 4.0 1.5 1.5 1.5 1.0 1.0 6.5 10B4 1.0 0.5 1.0 1.0 0.5 4.0 1.5 1.5 1.5 1.0 1.0 6.5 47 Nguyễn Thị Hạnh Nguyễn Thị Kim Hiếu 10B4 1.5 1.0 1.0 1.0 0.5 5.0 1.5 1.0 2.0 1.0 1.0 6.5 48 Cao Thị Cẩm Hồng 10B4 1.5 1.0 1.0 0.5 0.5 4.5 1.0 1.0 2.0 1.0 1.0 6.0 49 Phạm Thị Kim Hồng 10B4 1.5 1.0 2.0 1.0 0.5 6.0 1.5 1.0 1.5 1.0 1.0 6.0 50 Nguyễn Thị Kính 10B4 1.5 0.5 1.0 0.5 0.5 4.0 1.0 1.0 2.0 1.0 1.0 6.0 51 NguyễnT Thuỳ Linh 10B4 1.0 1.0 1.0 0.5 0.5 4.0 1.0 1.0 1.5 1.0 0.5 5.0 52 Võ Thị Trúc Loan 10B4 1.5 1.0 1.5 0.5 0.5 5.0 1.5 1.0 2.0 1.5 1.0 7.0 53 Nguyễn Hữu Lợi 10B4 1.0 1.0 1.5 1.0 0.5 5.0 1.5 1.5 2.5 1.5 1.0 8.0 54 Võ Tấn Lợi 10B4 1.5 1.0 1.5 1.0 1.0 6.0 2.0 1.5 2.5 1.5 1.0 8.5 55 Trần Thị Cẩm Ly 10B4 1.0 0.5 0.5 1.0 0.5 3.5 1.0 1.5 1.5 1.0 0.5 5.5 56 10B4 1.0 0.5 0.5 1.0 0.5 3.5 1.5 1.5 1.5 1.0 1.0 6.5 10B4 0.5 1.0 1.0 0.5 0.5 3.5 1.5 1.5 2.5 1.0 0.5 7.0 58 Trần Thị Trúc Mai Nguyễn Thị Bích Ngọc Nguyễn Thị Kim Ngọc 10B4 1.5 1.5 2.0 1.5 1.0 7.5 1.5 1.5 2.5 1.5 1.0 8.0 59 Lê Thị Mỹ Ngọc 10B4 1.0 1.0 1.5 0.5 0.5 4.5 1.5 1.0 1.5 1.0 1.0 6.0 60 Lê Thị Kiều Nguyên 10B4 1.5 1.0 1.0 0.5 0.5 4.5 1.0 1.5 2.0 1.5 0.5 6.5 61 Võ Thị Thuý Nhi 10B4 1.0 1.0 1.0 0.5 0.5 4.0 1.5 1.5 2.0 1.0 1.0 7.0 62 Trần Yến Nhi 10B4 1.5 1.0 1.5 1.0 1.0 6.0 1.5 1.0 2.0 1.0 1.0 6.5 63 Nguyễn Thị Yến Nhi 10B4 2.0 1.5 2.0 1.5 1.0 8.0 2.0 2.0 2.5 1.5 1.0 9.0 64 Nguyễn Tấn Phát 10B4 1.0 1.0 1.5 1.0 0.5 5.0 1.0 1.0 1.5 1.5 1.0 6.0 65 Đặng Tài Phú 10B4 1.5 1.0 1.5 1.0 0.5 5.5 1.5 1.5 2.5 1.5 0.5 7.5 66 Hồ Thị Phượng 10B4 1.5 1.0 1.0 1.0 0.5 5.0 1.5 1.5 2.0 1.5 1.0 7.5 67 Lê Hoàng Sơn 10B4 1.5 1.5 1.5 1.0 0.5 6.0 2.0 1.5 2.5 1.0 1.0 8.0 68 Lê Quang Sơn 10B4 1.0 1.5 1.0 1.0 0.5 5.0 1.5 1.5 2.5 1.0 0.5 7.0 69 10B4 1.5 0.5 1.0 1.0 0.5 4.5 1.0 1.0 2.0 1.0 0.5 5.5 70 Lê Văn Tăng NguyễnThanh Thanh 10B4 2.0 1.5 2.5 1.5 1.0 8.5 1.5 2.0 2.5 1.5 1.0 8.5 71 Đặng Thị Thanh 10B4 1.5 1.0 1.5 1.0 1.0 6.0 1.0 1.5 2.5 1.0 1.0 7.0 72 10B4 1.0 0.5 0.5 1.0 0.5 3.5 1.5 1.0 2.0 0.5 0.5 5.5 73 Lý Thị Kiều Thảo Cao Hữu Hoàng Thịnh 10B4 1.0 1.0 1.5 0.5 0.5 4.5 1.5 1.0 1.5 1.0 0.5 5.5 74 Nguyễn Văn Tình 10B4 1.5 1.5 1.5 1.0 0.5 6.0 1.5 2.0 2.5 1.5 1.0 8.5 75 Nguyễn Cơng Tồn Huỳnh Ng Bích Trâm Phan Thị Thanh Trúc 10B4 1.0 0.5 1.0 0.5 0.0 3.0 1.0 1.0 1.5 0.5 1.0 5.0 10B4 1.0 1.0 1.0 0.5 0.5 4.0 1.5 1.5 2.0 1.0 0.5 6.5 46 57 76 77 10B4 1.5 1.0 1.5 1.0 1.0 6.0 1.5 1.5 2.5 1.0 1.0 7.5 Nguyễn Thị Cẩm Tú Nguyễn Thanh Tuyền 10B4 1.0 0.5 0.5 1.0 0.5 3.5 1.0 1.5 1.5 1.5 0.5 6.0 10B4 1.0 0.5 0.5 0.5 0.5 3.0 1.0 1.0 1.5 0.5 0.5 4.5 10B4 1.5 1.0 1.5 0.5 0.5 5.0 1.5 1.5 2.5 1.0 1.0 7.5 81 Lê Thị Thanh Tuyền Nguyễn Thanh Tuyền 10B4 1.5 1.0 1.0 1.0 0.5 5.0 1.0 1.5 2.0 1.5 1.0 7.0 82 Nguyễn Ánh Tuyết 10B4 1.0 1.5 1.5 1.5 0.5 6.0 1.5 1.5 2.5 1.0 1.0 7.5 83 NguyễnThu Xuân 10B4 1.5 1.5 2.0 1.5 1.0 7.5 1.5 1.5 2.5 1.5 1.0 8.0 84 Võ Thị Ngọc Yến 10B4 1.0 1.0 1.5 0.5 0.5 4.5 1.5 1.0 2.5 1.5 1.0 78 79 80 1.35 mean: 138 5.23 1.91 mean: 7.5 6.63 APPENDIX 10 QUESTIONNAIRE FOR TEACHERS In order to gain an understanding of the teaching and learning English as a foreign language at Nguyen Binh Khiem high school, we would like to ask you some questions about using questioning strategies in teaching speaking skill in order to gain data for the research Please give your answers by checking the boxes ( ) and/or briefly write them in the blanks We would highly appreciate your answering all these questions as the information you provide will be very useful to us We can assure that your responses will be completely anonymous and will not be used for any other purposes Personal information: - Your age: - Gender: A Male B Female - How long have you been teaching English? A < year B or less than years C 4-10 years D > 10 years Questions What you think of your students’ proficiency in speaking English? - Most of them are A excellent B good C average D poor E very poor A D Do you agree that questioning strategies are important in teaching speaking skill? strongly agree B agree C uncertain disagree E strongly disagree A B C D E F G H I In your opinion, what are the reasons for asking questions in teaching speaking? to check or test understanding, knowledge or skills to get Ss to be active in their learning to direct Ss’ attention to the topic being learnt to stimulate thinking to provide weaker learners an opportunity to participate in the lesson to review and practice previous learnt material to communicate with Ss to check instructions to fill up the class time whenever you have nothing else to 139 J Others: In your opinion, what are the criteria for effective questioning? N o A B C D E F Criteria Strongly Agree Agree Uncertain Disagree Strongly Disagree Ss not only understand the meaning of the questions and know how to answer as well The question stimulates students’ thinking and response Ss find the questions interesting, challenging, and stimulating Most of the members of the class try to answer The question invites and encourages extended and varied answers Other: _ What activities you use to elicit students’ idea in teaching speaking skill? very often often sometimes rarely never A questions and answer B role play C oral report D interview E discussion G Other : What stage of a speaking lesson you ask your students questions? very often often sometimes rarely A Pre- speaking B While speaking C Post speaking 140 never When your Ss can’t answer the question, what you very often often sometimes rarely never A repeat the question, word or phrase B provide Ss a clue C ask alternative or choice question D allow more wait time E translate the question into Vietnamese F Other: When your students answer incorrectly, what you do? very often sometimes rarely never often A correct each mistake including content, grammar,pronunciation B correct content only C call another student to answer D Other: _ How long you wait for your students’ answer? A < second B seconds D Other 10 A C What language you often use in questioning? English B English then translate into Vietnamese 141 C Vietnamese > seconds 11 What problems you face when asking your students questions? N o A Problems B C D E F G Strongly Agree Agree Uncertain Disagree Strongly Disagree Students can’t understand my questions Students can understand but they answer incorrectly Students usually give answers in Vietnamese Only good students can answer Students only answer after the question is translated into Vietnamese It takes students a lot of time to answer the question Other: THANK YOU FOR YOUR COOPERATION 142 BẢNG CÂU HỎI DÀNH CHO HỌC SINH (Vietnamese Version) Nhằm tìm hiểu góp phần nâng cao chất lượng dạy học môn tiếng Anh trường THPT Nguyễn Bỉnh Khiêm, muốn hỏi em số câu hỏi nhằm thu thập liệu cho đề tài nghiên cứu phương pháp giảng dạy kó nói tiếng Anh Em chọn câu trả lời cách đánh dấu vào ô trống ( ) và/ viết thêm câu trả lời riêng lên hàng chừa trống (nếu có) Thông tin cá nhân - Giới tính: A Nam B Nữ - Tuổi: _ - Em học tiếng Anh bao lâu? _năm - Em tự đánh giá khả sử dụng tiếng Anh em khi: A B tạm C tốt D tốt E tốt • nói • viết - Trong phân môn sau tiếng Anh, em học tốt phân môn nhất? A nghe B nói C đọc D viết E ngữ pháp - Điểm trung bình môn tiếng Anh em học kì I (năm học 2006-2007) bao nhiêu? A Dưới 5,0 B 5,0 – 6,4 C 6,5 – 7,9 D 8,0 – 9,0 E 9,1 – 10,0 Câu hỏi Em có thường trả lời câu hỏi giáo viên không? A không B C D thường xuyên E thường xuyên Em chọn nhiều câu trả lời để thể ý kiến em nhận định sau và/hoặc viết thêm ý kiến riêng em (nếu có) Đôi em không muốn trả lời câu hỏi giáo viên : A em không hiểu câu hỏi B câu hỏi dài C có nhiều từ câu hỏi D cấu trúc câu hỏi khó E.giáo viên hỏi nhanh em nghe không kịp F câu hỏi không liên quan đến học G em đủ thời gian suy nghó để trả lời 143 H giáo viên gọi số bạn tình nguyện I em sợ giáo viên không vui em trả lời sai J câu hỏi dễ không cần phải suy nghó K câu hỏi khó có vài bạn xuất sắc trả lời L giáo viên khen em em trả lời M Trả lời khác: A Em muốn giáo viên đặt câu hỏi bằng: A1 tiếng Anh A2 tiếng Việt A3 tiếng Anh dịch sang tiếng Việt B Khi không trả lời câu hỏi, em muốn giáo viên: B1 dịch câu hỏi sang tiếng Việt B2 gợi ý tiếng Việt B3 cung cấp từ vựng cấu trúc câu tiếng Anh B4 Gợi ý câu hỏi tiếng Anh đơn giản B5 Nhắc câu yêu cầu em nhắc lại Trong lớp giáo viên thường đặt câu hỏi bằng: A không B C D thường xuyên E thường xuyên A tiếng Anh B tiếng Việt C tiếng Anh dịch sang tiếng Việt Giáo viên thường dùng hoạt động sau để giúp em nói tiếng Anh? A không B C thỉnh D thường E thường thoảng xuyên xuyên A hỏi trả lời câu hỏi B thảo luận C đóng vai D vấn E báo cáo F: Trả lời khaùc: _ Khi em không hiểu câu hỏi, giáo viên thường làm gì? 144 A không B C D thường xuyên E thường xuyên A lặp lại câu hỏi với tốc độ chậm B gợi ý câu trả lời C gợi ý hai đáp án cho em chọn lựa D cho em nhiều thời gian để suy nghó E dịch câu hỏi sang tiếng Việt F Trả lời khác: _ Khi em trả lời sai, giáo viên thường làm gì? A không B C D thường xuyên E thường xuyên A sửa lỗi kể nội dung, ngữ pháp, phát âm B.giáo viên sửa nội dung C giáo viên gọi bạn khác trả lời D Trả lời khác: _ CÁM ƠN EM RẤT NHIỀU! CHÚC EM HỌC TẬP TỐT! 145 QUESTIONNAIRE FOR STUDENTS (English Version) In order to gain understanding and give contribution to the improvement of teaching and learning English at Nguyen Binh Khiem high school We would like to ask you some questions to get data for the thesis on the methodology of teaching English speaking skill Choose the answers by ticking in the boxes and / or write your answers on the blanks (if there is) Personal Information - Gender: A Male B Female - Age: _ - How long have you been learning English? For years - How you self-evaluate your ability of using English when: A Poor B Average C Fairly Good D Good • speaking? • listening? - What sub-skill are you good at? A listening B speaking C reading D E Very Good writing E grammar - What was your mark in English for the first semester (of the academic year 2006-2007)? A Below 5.0 B 5.0 -6.4 C 6.5 -7.9 Questions How often you answer the teacher’s questions? A never B rarely C sometimes D D often 8.0 -9.0 E E 9.1-10.0 very often Choose ONE answer to show your idea of each statement below or write your other answer(s) in the blank (if you have) Sometimes, I don’t want to answer the teacher’s question because: A I don’t understand the question B The question is too long C There are too many new words in the question D The question has a very difficult structure E The teacher asks too fast for me to follow F The question is not relevant to the question G I don’t have enough time to think of the answer H The teacher only calls the volunteer I I’m afraid that the teacher will be disappointed when I answer incorrectly J The answer is too easy for me to think K The question is so difficult that only the excellent students can answer it L The teacher rarely praises me when I answer correctly M Others: _ 146 A I would like the teacher to ask questions in A1 English A3 English and then Vietnamese B When I cannot answer, I would like the teacher to B1 translate the question into Vietnamese B2 use Vietnamese to elicit the answer B3 provide English vocabulary and structure B4 elicit by using more simple English questions B5 repeat the question and get me to repeat In my class, the teacher usually asks in: A English B Vietnamese C A2 Vietnamese English and then Vietnamese What activities are often used by the teacher to help you speak English? A never B rarely C sometimes D often E very often A ask and answer B discussion C role play D interview E report F: Others: _ When you don’t understand the question, what does the teacher do? She /he………………… A never B rarely C sometimes D often E very often A repeats the question slowly B elicits the answer C gives me the alternative D gives me more wait time E translates the questions into Vietnamese F Others: 147 When you answer incorrectly, what does the teacher do? She / he………………… A never B rarely C sometimes D often E very often A corrects all mistakes including content, grammar, pronunciation B corrects only mistakes in content C calls another student immediately D Others: _ Thank you very much for your co-operation! Success to you in your study! 148 ... Language L2: Second Language xii INTRODUCTION This study investigates teachers? ?? questioning strategies in speaking classes of grade 10 at Nguyen Binh Khiem High School in An Giang Province and... This study investigated how teachers? ?? questioning strategies were operated and their importance in teaching speaking skill for the 10th graders at Nguyen Binh Khiem High School in An Giang Province. .. understanding the reality of teaching and learning English in general and speaking skill at Nguyen Binh Khiem High School in particular The first section is a description of Nguyen Binh Khiem High School