Astudy of motivation in learning english speaking skill of the 10th form students at ki anh high school

VINH UNIVERSITY FOREIGN LANGUAGES DEPARTMENT LÊ THỊ THÙY DUNG A STUDY OF MOTIVATION IN LEARNING ENGLISH SPEAKING SKILL OF THE 10TH FORM STUDENTS AT KI ANH HIGH SCHOOL GRADUATION THESIS FIELD: RESEARCH METHODOLOGY CLASS: 49A1 – ENGLISH Supervisor: Phan Thị Hương, M.A VINH - 2012 i ACKNOWLEDGEMENTS I owe a great deal of thanks to many people who helped and supported me very much in completing this research First of all, I would like to express my deepest gratitude to my lecturer, M.A Phan Thi Huong for her guidance, her suggestions and good comments during the time of the research I am also greatful to my all friends in Foreign Language Department, Vinh University who encouraged me very much, gave me some ideas, and corrected my mistakes This research would not have been completed if I had not received their helpfulness I would also like to extend my sincere gratitude to some of my friends in Ha Noi and Ho Chi Minh city who shared with me their experience with their research These are very useful advice for my work Especially, I am heartily thankful to my loving parents and my younger sisters whose unconditional love enabled me to complete this work Finally, I have to see that despite all the advice and encouragement, I feel that my research still has some shortcomings I hope that the readers would give some ideas to help me improve my research ii ABSTRACT The importance of English studying has stimulated the author in finding and doing research about this This paper overviews the research into second language learners' motivation through sketching some conceptualizations of motivation from the psychological and educational literature What types of motivation are, and how they impact on language learning Next, data analysis using frequency statistics shows that motivation in language learning reported by both study groups were similar in all categories The final part of this paper proposes a categorization which views L2 learners' motivation as a process of progression and concludes by suggesting new directions for future research ii TABLE OF CONTENTS TABLE OF CONTENTS PART A: INTRODUCTION 1.1 Rationale of the study……………………………………………………………… 1.2 Aims and objectives of the study…………………………………………………… 1.3 Methods of the study……………………………………………………………… 1.4 Scope of the study…………………………………………………………………….3 1.5 Format of the study………………………………………………………………… PART B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW 2.1 Theoretical background of motivation……………………………………………… 2.1.1 Definitions of motivation………………………………………………………… 2.1.2 Types of motivation……………………………………………………………… 2.1.3 The role of motivation in language acquisition………………………………… 2.1.4 Some factors affect motivation in learning foreign language………………………9 2.2 Theoretical background of speaking skill………………………………………… 11 2.2.1 Communicative language teaching approach…………………………………… 12 2.2.1.1 Definitions of CLT approach……………………………………………………12 2.2.1.2 Characteristics of CLT approach……………………………………………… 12 2.2.1.3 Principles of CLT approach…………………………………………………… 12 2.2.1.4 The role of teacher, students, instructional material in CLT approach………….13 2.2.2 Overview of speaking skill……………………………………………………… 14 2.2.2.1 Definitions of speaking skill…………………………………………………….14 2.2.2.2 Characteristics of successful activity……………………………………………15 2.2.2.3 Principles for teaching speaking……………………………………………… 16 CHAPTER II: RESEARCH METHODOLOGY AND RESULTS 3.1 Background of research methodology………………………………………………18 3.1.1 The participants……………………………………………………………………18 3.1.2 The research questions…………………………………………………………….18 3.1.3 Instruments……………………………………………………………………… 18 3.1.4 Data collection procedure…………………………………………………………19 iii 3.2 Preliminary results and data analysis……………………………………………… 20 3.2.1 Students’ motivation in learning English speaking skill………………………… 20 3.2.2 Factors affecting students in learning English speaking skill…… …………… 23 3.2.3 Activities and techniques used by the teachers to motivate students…………… 28 CHAPTER III: SOME SUGGESTIONS TO MOTIVATE THE 10TH FORM STUDENTS IN LEARNING ENGLISH SPEAKING SKILL 4.1 Some suggestions to motivate students…………………………………………… 34 4.2 Some samples applied in “English 10”…………………………………………… 36 PART C: CONCLUSION 5.1 Recapitulation……………………………………………………………………….42 5.2 Suggestions for further studies…………………………………………………… 43 REFERENCES………………………………………………………………………… 44 iv LIST OF TABLES AND FIGURES Figure 1: Students’ attitude toward learning English……………………………20 Figure 2: Students’ attitude toward learning English speaking skill…………….21 Table 1: The students’ reasons for learning English speaking skill…… .21 Table 2: The difficulties of students in English speaking learning……………….23 Table 3: The factors affect students’ speaking learning………………………….24 Table 4: Students’ motivation on the topics of the textbooks……………… … 26 Table 5: The effectiveness of using techniques of the teachers………………… 38 Table 6: Students’ motivation on teachers’ activities…………………………… 30 Table 7: Result of class room observation……………………………………… 31 v ABBREVIATIONS CLT L2 % They’re Don’t & : Communicative Language Teaching : the second language : percent : they are : not : and vi PART I: INTRODUCTION Justification of the study Nowadays, English has become an international language all over the world We can say that it is a universal language or a global language More and more people are using this language in the daily life Many countries use it as a mother tongue, such as The Great Britain, The United States, Australia Other countries use it as the second language English is one of the means which connect people from different countries and make people closer Studying English, therefore, is becoming very important because of its necessity, especially, when our society develops very dramatically as now It can not be denied that promoting motivation of student in the classroom is more and more important Over the years of learning English, the author has realized that the high school students might English grammatical exercises very well but they almost forget the importance of speaking skill The question is how to promote student motivation in high school and how the teacher can help to raise student motivation in learning speaking skill more effectively In recent years, learners have become more active during the class time and learner- centered classroom is reached To gain successful speaking teaching, the essential element is motivation Some ways are regarded as effective activities in the study Using good activities in teaching speaking skill certainly avoids boring English classes and makes the teaching more enjoyable For these reasons, the author would like to conduct this research entitled “A study of motivation in learning speaking skill of the 10th form students at Ky Anh high school.” Aims and Objectives of the Study For all above reasons, the aims of the thesis are:  To provide an overview of the general knowledge of motivation vii  To help teachers aware of some advantages to develop students’ motivation in teaching speaking skill  To investigate the state of teaching speaking skill at high school (especially the motivation in learning speaking skill)  To give some suggestions for teaching and learning activities for English speaking skill In order to achieve the above – mentioned aims, the objectives of the study are to answer these questions:  What is motivation?  What is the relationship between students’ motivation and English language learning??  What can be done to motivate students in learning English speaking skill? Methods of the Study  Analysis and synthesis of the collected data  Revising the theoretical background of the motivation  The quantitative method is used to:  Collecting information related to motivation from different sources: references, textbook, internet…  Analyzing the procedure of collecting data to answer the research question  The qualitative is to investigate motivation Scope of the Study This paper deals with a small part in using short activities and games to increase motivation in learning speaking skill All provided activities and techniques are based on the target speaking contents in the 10th form textbook at Ky Anh high school viii Format of the Study Apart from acknowledgements, abstract, table of contents, the research consists of three main parts The first is introduction in which includes rationale of the study, the aims, methods, scope and format of the study The second parts include three chapters Chapter one presents a theoretical background of motivation Chapter two is the research methodology and results The content of the chapter is the process of collecting and analyzing data, the results of the data Next, chapter three gives some suggestions to motivate students in learning speaking English The last part is conclusion This part presents a brief overview on the major findings and suggests some directions for further study The study ends up with the “References” including a list of sources of materials, the “Appendixes” including the list of questionnaire and interview ix Divide class into two groups Call each member of each team to go to the board and write down the answer After writing down, choose a football player and describe him Suggested answers: Maradona - Argentina David Beckham – England Lionel Messi – Argentina Pele – Brazil Zinedine Zidane – France xlvi Christiano Ronaldo – Portugal To conclude, there are many activities that the teacher can use to motivate students’ interest Based on the content of the lesson, the teacher can use them most suitably and logically If the teacher can so, this lesson of English speaking practice will be successful xlvii PART III: CONCLUSION 3.1 Recapitulation Motivation is one of the most important factors that have an influence on students So how to promote motivation in the classroom is always a question to which each teacher has to find the answer for them For the researcher, it was a wonderful time at Ki Anh high school where the researcher had an interesting practice time to finish her study In this study, the author has mentioned the student motivation in learning English speaking skill at high school The matter of teaching and learning speaking English is an important matter How to create motivation in teaching and learning English speaking skill the most effectively is the question that must be answered to reach the goal of teaching method From that, students’ motivation in learning English speaking skill is brought to higher level Before the application of ways is presented, the study has the first dealt with theoretical background about motivation and speaking with the hope that they can provide readers with a brief overview on the importance of motivation and speaking skill Through the survey, the author has had opportunities to point out the current situation of using activities in teaching and learning speaking English at KI Anh high school In order to make the study more practical, some suggested techniques and activities have been provided for English teachers to apply in teaching this skill in the 10th form students Finally, the author hopes that the findings in this study will be some sort of supplementary information for those who are interested in teaching English speaking skill in upper secondary school 3.2 Suggestion for further studies Because of the time limitation and the scope of the study, the author has only concentrated on motivation of the students, but not have dealt with all of the xlviii problems to develop learners’ studying Besides, it only bases on the result of investigation at classes 10A1, 10A3 and 10B9 at Ki Anh high school In conclusion, we hope that further studies will be carried out on other aspects that we can not finish The scope of further studies can be extended to include a larger quantity of students at high school Other researchers may help us to research on other factors that affect learners’ motivation, such as: learner beliefs, learner style, attitudes and so on… xlix REFERENCES Dornyei, Z (2001) New themes and approaches in second language motivation research Annual Reviews of Applied Linguistics 21, 43 – 59 Dornyei, Z (2003) Attitudes, orientations, and motivation in second language learning Malden, Mass: Blackwell publishing Gardner, R C (1985) Social psychology and second language learning: The role of attitudes and motivation Baltimore, MD: Edward Arnord Gardner, R C (2001) & Lambert, W (1972) Attitudes and motivation in second language learning Rowley, Mass: Newbury House Publishers, inc Masgoret, A-M., Bernaus, M., and Gardner, R C (2001) Examining the role of attitudes and motivation outside of the formal classroom: A test of the mini-AMTB for children In Z Dornyei & R Schmidt (Eds.), Motivation and second language acquisition 281-295 Honolulu: University of Hawai’i, Second Language Teaching and Curriculum Center MacIntyre, P D., & Gardner, R C (1995) An instrumental motivation study: who says it isn’t effective? In H Brown & S Gonzo (Eds.), Reading on secong language acquisition (p 207-224) Englewood Cliffs, NJ: Prentice Hall Regents Nunan, D (1989) Design tasks for the communicative classroom, C U P Nunan, D (1991) Communicative tasks and the language curriculum, TESOL Quarterly 25(2), 279-295 Bygate, M (1997) Speaking Oxford University Press Lam, N.T.V, M.A & Phuong, N.D, Ph.D(2007) An introduction to research methodology Vinh University Lam, N.T.V, M.A, & Phuong, N.D, Ph.D.(2007) Language Teaching Theory Vinh University Lam, N.T.V, M.A, & Phuong, N.D, Ph.D.(2007) English Teaching l Methodology Vinh University Websites: http://www.blurtit.com/q8174293.html http://www.leadership-central.com/types-of-motivation.html#axzz1sYQUL3jN http://eduoptimists.blogspot.com/2010/04/teaching-and-learning-conditions.html http://tainguyenso.vnu.edu.vn/xmlui/handle/123456789/3097 li APPENDIXES APPENDIX 1A: THE SURVEY QUESTIONNAIRE The survey questionnaire is designed for my study “An investigation of motivation in learning English speaking skill at the 10th form students at Ki Anh high school” Your assistance in fulfilling the items is greatly appreciated Please, tick (V) in the given boxes to indicate your choice and add some more information if you need How long have you been studying English?  A – years  B – years  C more than years How is English important to you?  A very much  B not very much  C not at all How is English speaking skill important to you?  A very much  B not very much  C not at all From number – 8, you can choose more than one answer Why you study English?  A to get a good job in the future  B to travel  C to study abroad  D to communicate with foreigners  E to get good marks in the examination  F to satisfy your parents  G to read newspapers, watch TV program, listen to music … in English  H to understand the habits, the customs… of English speaking countries lii Other reasons: ………………………………………………………………………………… ………………………………………………………………… What are the difficulties in learning English speaking skill?  A pronunciation  B grammatical mistakes  C lack of vocabulary  D boring speaking topic  E teacher is not enthusiastic  F time is limited  G students’ ability Other reasons: ……………………………………………………………………………………… ……………………………………………………………………… What are the factors which motivate your English speaking study?  A classroom atmosphere  B interesting speaking topic  C enthusiastic teacher  D useful activities in classroom  E students’ ability  F partner  G competition between students  H students’ learning method Other factors: ………………………………………………………………………………… ………………………………………………………………… What are the activities that your teacher uses to motivate the students in English speaking classes?  A work in group liii  B create a positive atmosphere  C give rewards and punishment  D provide vocabulary and new structures in speaking tasks  E interrupt students to correct mistakes  F give feedback regularly  G use proper teaching aids Other activities: ………………………………………………………………………………… ………………………………………………………………… What are the techniques that motivate the students most? Give your opinions?  A role – play  B discussion  C interview  D games  E translation  F Free talk Other techniques: ………………………………………………………………………………… ………………………………………………………………………………… Give your comments about each topic in textbook? Strongly like? Like? Dislike? How they motivate you? ………………………………………………………………………………… ………………………………………………………………………………… 10 Give your comments about the activities that your teacher uses in English speaking classes? How they motivate you? ………………………………………………………………………………… ……………………………………………………………………………… CÂU HỎI ĐIỀU TRA 1B liv Bảng điều tra câu hỏi sau nhằm phục vụ cho việc nghiên cứu “động lực học tập kỹ nói tiếng Anh học sinh lớp học sinh lớp 10 trường THPT Kỳ Anh Sự hỗ trợ bạn giúp tác giả nhiều Xin vui lịng đánh dấu (V) vào định để lựa chọn bạn thêm vào số thông tin bạn thấy cần thiết Bạn học tiếng Anh bao lâu?  A – năm  B – năm  C năm Theo bạn, tiếng Anh quan trọng nào?  A quan trọng  B không quan trọng  C khơng quan trọng Theo bạn, kỹ nói tiếng Ang quan trọng nào?  A quan trọng  B không quan trọng  C không quan trọng Từ câu hỏi số – 8, bạn chọn nhiều đáp án Tại bạn học tiếng Anh?  A để tìm kiếm cơng việc tương lai  B để du lịch  C để du học  D để giao tiếp với người nước  E để đạt điểm cao kì thi  F để thỏa mãn yêu cầu bố mẹ  G để đọc báo, xem chương trình truyền hình, nghe nhạc tiếng Anh  H để hiểu biết văn hóa, phong tục nước nói tiếng Anh giới lv Các lý khác: ……………………………………………………………………………………… ………………………………………………………………………………… Những khó khăn bạn hoc tiếng Anh gì?  A phát âm  B lỗi ngữ pháp  C thiếu từ vựng  D chủ đề nói nhàm chán  E giáo viên khơng nhiệt tình  F thời gian bị giới hạn  G khả học sinh Những khó khăn khác: ……………………………………………………………………………………… ………………………………………………………………………………… Những yếu tố thúc đẩy hứng thú học kỹ nói tiếng Anh học sinh?  A khơng khí lớp học  B chủ đề nói thú vị  C nhiệt tình giáo viên  D hoạt động lớp học  E khả học sinh  F đối tác  G cạnh tranh học sinh  H phương pháp học học sinh Những yếu tố khác: ……………………………………………………………………………………… ………………………………………………………………………………… Những hoạt động mà giáo viên bạn thường sử dụng để thúc đẩy hứng thú học tập học sinh lớp học?  A làm việc theo nhóm lvi  B tạo bầu khơng khí tích cực  C thưởng phạt  D cung cấp từ vựng cấu trúc nói  E ngắt lời học sinh để sửa lỗi  F cung cấp phản hồi thường xuyên  G sử dụng dụng cụ trực quan thích hợp Những hoạt động khác: ……………………………………………………………………………………… ………………………………………………………………………………… Những hoạt động thúc đẩy hứng thú học tập học sinh nhất? Cho biết ý kiến bạn?  A đóng kịch  B thảo luận  C vấn  D trò chơi  E dịch  F nói tự Những hoạt động khác: ……………………………………………………………………………………… ………………………………………………………………………………… Ý kiến bạn chủ đề sách giáo khoa? Rất thích? Thích? Khơng thích? Chúng gây hứng thú cho bạn nào? ……………………………………………………………………………………… ………………………………………………………………………………… 10 Ý kiến bạn hoạt động mà giáo viên sử dụng lớp học nói tiếng Anh? Chúng gây hứng thú cho bạn nào? ……………………………………………………………………………………… ………………………………………………………………………………… APPENDIX 2: THE INTERVIEW lvii Do you like learning English? Why? Do you like learning English speaking skill? Why? What in your opinions is the most important skill in the four basic skills of English ? Why? Is learning English speaking skill difficult for you? Why? Do you like the teacher’s methods in teaching English speaking skill? Why or why not? Can you tell some difficulties in learning English speaking skill? Can you tell some activities that the teacher uses to teach English speaking skill? Do you find them interesting? Can you give your opinions about speaking topics in the textbook? Do they motivate you? Can you give some suggestions to improve teaching and learning English speaking skill? lviii SỞ GIÁO DỤC VÀ ĐÀO TẠO HÀ TĨNH CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự - Hạnh phúc PHÒNG GDTrH ……… ……, ngày …… tháng…… năm 2010 PHIẾU ĐÁNH GIÁ GIỜ DẠY Họ tên giám khảo: ……… ………………… ……………………………………… Họ tên giáo viên: ……… ………………………………… ……………………… Môn:……… Tiết (TKB): ……… Lớp …… : Trường: Bài:……… …………………………… .………………… CÁC MẶT CÁC YÊU CẦU Nội dung Phương pháp Tổ chức Nội dung kiến thức xác, đảm bảo yêu cầu chuẩn kiến thức, kỹ Đảm bảo tính hệ thống, làm rõ nội dung trọng tâm, có nội dung phù hợp với đối tượng học sinh, liên hệ thực tế (nếu có), có tính giáo dục (tư tưởng, tình cảm, thái độ ) Sử dụng ngơn ngữ phù hợp, lời nói rõ ràng, mạch lạc, đảm bảo âm lượng thích hợp Chữ viết, trình bày bảng cẩn thận, khoa học, học sinh dễ theo dõi Sử dụng hợp lý, hiệu phương pháp giảng dạy, phương tiện, thiết bị dạy học phù hợp với đặc trưng môn, kiểu lên lớp, nội dung kiến thức phần tiết dạy Thực việc dắt dẫn hình thành kiến thức, có biện pháp rèn luyện kỹ năng, qua phát huy tính tích cực, chủ động sáng tạo cho học sinh tiếp nhận vận dụng kiến thức Thực linh hoạt khâu lên lớp, hình thức dạy lix ĐIỂM TỐI ĐA 3 2 ĐIỂM GIỜ DẠY Kết học, phân phối thời gian hợp lý phần, khâu Tổ chức lớp học bảo đảm nếp, học sinh tập trung theo dõi giảng, học tập tích cực Đa số học sinh nắm kiến thức bản, trọng tâm, có khả vận dụng kiến thức vào giải tập hay giải vấn đề có liên quan Tổng điểm: 2 20 Lưu ý: Điểm mục cho lẻ đến 0.5; - Loại giỏi: Từ 17 điểm trở lên; KHẢO - Loại khá: Từ 14 điểm đến 17 điểm; - Loại trung bình: Từ 10 điểm đến 14 điểm; - lx GIÁM ... student motivation in learning English speaking skill at high school The matter of teaching and learning speaking English is an important matter How to create motivation in teaching and learning English. .. affecting students in learning English speaking skill The table below reveals the difficulties the students cope with in learning English speaking skill Table 2: The difficulties of students in English. .. search for attitudes of the students in English speaking skill and how it was taught at Ky Anh high school The objective was also to find out motivation in learning this skill at Ky Anh high school