Luận văn a study on the reality of teaching conversational skills to non english major students at phuong dong unversity

FACULTY OF POST- GRADUATE STUDIES HOANG LE HANH A STUDY ON TIE REALITY OF TEACHING CONVERSATIONAL SKILLS TO NON- ENGLISH MAJOR STUDENTS AT PHUONG DONG UNIVERSITY: DIFFICULTIES AND SOM

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VIETNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST- GRADUATE STUDIES

HOANG LE HANH

A STUDY ON TIE REALITY OF TEACHING CONVERSATIONAL SKILLS TO NON-

ENGLISH MAJOR STUDENTS AT PHUONG DONG UNIVERSITY: DIFFICULTIES AND

SOME SUGGESTED TEACHING TECHNIQUES

(Nghién citu thie trang cia viee day céc k¥ nang hdi thoai cho sinh viên

không chuyeén tiéng anh tai trong Dai hoc Phong Dong: kho khan va cae ki thuat

giảng day)

M.A Minor Programme Thesis

Field: English Teaching Methodology

Code: 60.14.10

Hanoi — 2011

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VIETNAM NATIONAL UNIVERSITY, HANOI UNTVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES,

HOÀNG LẺ HẠNH

A STUDY ON THE REALITY OF TEACHING CONVERSATIONAL SKILLS TO NON-ENGLISH MAJOR STUDENTS AT PHUONG DONG UNIVERSITY: DIFFICULTIES AND SOME SUGGESTED TEACHING

TECINIQUES

{ Nghiên cứu thực trạng của việc dạy các kỹ năng hội thoại cho sinh viên không chuyên Liếng anh tại triờng đại hục phÏlong đông: khó khăn và các kĩ

thuật giảng dạy)

M.A Minor Programme Thesis

Field: English Teaching Methodology Code: 60.14.10

Supervisor: Nguyén Vici Hing, MA

Hanoi — 2011

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TABLE OF Certificate of originality of study project report

Aeclnowicdgcrenfs cooeosee

Abstract

‘Table of contents

List of abbreviations and tables

PART A: INTRODUCTION

1 The rationale of the study ceoesoceces

2 Aims of the study

Rescarch questions of the study

Scope of the study

5 Methodology

6 Design of the sindy

PART B: DEVELOPMENT

CHAPTER 1: LITERATURE REVIEW

defined

1.1.1 Nature of speaking skill

1.1.2 Teaching speaking skill- methodological abjectives

I5 1 1

1.2.1 Concepts of conwersatior

1.2.3 Units oỂ coriycrsafion sec

1.2.4 Native speakers' coriversafion

1.3 Teacling conversatiorial skills

1.3.1 Approaches to teaching conversation skills

1.3.2 Principles of teaching conversational skill

CHAPTER ?: METIODOLOGY

2.1 The rescarch conCXf cover

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1.1, Overview of teaching spcaking skills to forcign lcamcrs of EnglishError! Bookmark not

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2.1.1 Description of the English course for non-Fngtish inajor students and its objectives al the freully of forsign languages, Phuong Dong Univarsily Error! Bookmark not defined

2.1.2 Description of the students at Phuong Dong UniversityErrer! Bookmark not defined 2.1.3 Description of the teachers at Phuong Dong UnversityErrer! Bookmark not defined

2.2 Methods of the study scsscsecsessessnsesserceeaeananes

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2.3.1 Sample and sampling

2.3.2 Research Ínsirumeifs «c.cei.ceecee

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2.3.3 Data collection Error! Bookmark not detined

3.3.4 T2aln analysis - Error! Bookmark not defined

CHAPTER 3: FINDINGS AND DISCUSSION Error! Bookmark nol defined

3.1, Teachers and students’ personal information Error! Bookmark not defined

3.2 Difficulties from teachers and students

3.2.1, Stadents’ English proficiency and Jearning motivationErrer! Bookmark not defined

3.2.2 Stidents’ attitudes toward speaking skill Error! Bookmark not defined

3.2.3 Toael

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sludenls’ perception of English conversationsErrort Bookmark not defined 3.2.4, Difficulties of teaching and leaming conversations and conversational activities in classesError! Bookmark not defined

3.3 Suggested techniques and activities for teaching conversational skills to non- English major

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students

3.3 1 Overview of teaching problems

3.3.2 Suggested tcaching tevkmiquas to improve the cflsetivencss of leaching conversations lo non-English major at Phương Dong University Error! Bookmark not defined

3.4 Activities used in conversation classes to improve students’ conversational skillsError!

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PART C: CONCLUSION cccsccsensnes sstenntnieiiinenesies stints dS

REFERENCE esceeciee Error! Bookmark not defined

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VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

A STUDY ON THE REALITY OF TEACHING CONVERSATIONAL SKILLS TO NON- ENGLISH MAJOR STUDENTS AT PHUONG DONG UNIVERSITY: DIFFICULTIES AND

SOME SUGGESTED TEACHING TECIINIQUES,

(Nghien citu thuc trang cita vige day cdc k¥ nang hoi thoai cho sinh vien không chuyên tiếng anh tại trlờng đại học philơng đông: khó khan và các kĩ thuật

giảng day)

THESIS SUMMARY

Field: English Teaching Methodelogy

Cade: 60.14.10

Supervisor: Neuyén Viét Hing, MA

Hanoi - 2011

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PART A: INTRODUCTION

1 The rationale of the study

The actual performance of English speaking tests showed that students were more confident in speaking individually if they had information for the teachers’ questions, ilowever, when they were asked to interact with ollr student in conversations, they spont a loi of line preparing for these and finally still felt worried and did an unnatural and unstructured conversation Some of them even failed to speak from the very beginning of the conversation, The result of the inlsrvicws and tests suggested me @ lopic for my minor thesis in the Master course in English Teaching Methodology, that is “A snedy on the reality of teaching conversational skills to non-linglish major students at Phuong Dong University (PDU)- difficulties and some suggested teaching techniques.” The paper altcmpts to claily the difficulties of teaching conversational skills and suggest some activities that are practical in teaching these skifts in Fingtish speaking lessons Some suggestions in teaching and learning

methods are also put forward, which are relevant to CIT application

2 Alms of the study

‘The research investigates the reality of teaching conversational skills to non-English major at Phuong Deng University ‘I'he main goal of the research is to identify the difficulties of teacher and students when they deal with conversational skills to recommend techniques and activities in classes to help teachers reduce difficulties

3 Research questions of the study

The study aims al answering the following questions

1 What are the difficulties of teachers at Phuong Dong University conversational skills to nen- Rnglish major students?

2 What are the difficulties of non-English major students at Phuong Dong University when

learning conversational skills?

3 What techniques and activities are effective to teach non-English major students at Phuong

Dong University conversational skills?

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4, Scope of the study

Tn thi:

sludy, the investigator intended to facus on the difficulties of tcachers and non English major students when they teach and leam conversational skills Because these obstacles are the common worry among teachers and leamers and itom these difficulties, techniques are selected to help teachers reduce them in teaching and help students to have more confidence in

conversing in English classcs

5 Methails of the study

“To fulfill the above aims, the investigator has chosen both qualitative and quantitative methods for the sindy All the comments, remarks, suggestions and conclusions arc drawn aut

fiom factual research, observation, experience and discussion among teachers and leamers Data for analysis are gained through the following sources:

+ Survey questionnaire: This mathod is used lo find oul the difficulties the teachers and students at Phuong Dong University face when they inferact in conversation lessons The questionnaires are useful for getting data of the attitudes and behaviors of the teachers and learnars when facing these difficulties Il is very convenient far tha resoarcher lo conduct the research when she does not have much time fr the research and she does not need to directly do

Lt

- Interviews and observation: The methods arc

data by getting closer to the objects of the study M

leading to mors objective data and opsn new perspective of the study,

significant in getting more qualilative

, observation done by the researcher is

6 Design of the study

‘This minor thesis consists of three parts:

Part A -INERODUCTION: states the rationale, aims, research questions and design of the slucly

PartB DEVELOPMENT: includes three chapters:

Chapter 1- LITERATURE REVIEW: provides theoretical background that is relevant to

the purpose of the study

Chapter 2 - METHODOLOGY: presents the methodology of the study including the

rescarch cantoxt, mothods af the sindy, rescarch dosign

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Chapter 3- FINDINGS AXD DISCUSSION: deals with the data analysis of two questionnaires designed for teachers and on English major students to find out their difficulties in teaching and leaming conversational skills and the finding of the study and suggests some useful techniques for teaching conversational skills to non- English major students

Part C- CONCLUSION: summarizes same main contents of the study, points ont the limitations and suggest directions for farther study

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PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW

1.1 Overview of teaching speaking skills to foreign learners of English

LLL Nature of speaking skill

Oral skill or speaking skill among fou macro skills (including listening, speaking, reading, and writing) is considered one of the most important in Jeaming languages According

to Bygatc (1987), speaking help learners “caztics out many of their basic transactions, It is the skill by which they are most fiequently judged, and through which they make and lose friends It

is the par excellence of social solidanty, of social ranking, of professional advancement and of business Tis also a medium (hroogh which mnch language is Iearat, and for many is particularly conductive for learning.” For some language lamers, learning to speak a language is learning the fanguage and their improvement in the language competence is the progress in speaking competence, That results fiom the fact thet listcning and speaking skills is uscd much more than reading and wiiting skills in daily life Speaking and listening skills are used in daily commuriications andl loaning thesc skills is learning ta communicats

1.2 Teaching speaking skill-methadolagical objectives

The development of different approaches asserts a diffrent perspective on the importance of

speaking and teaching speaking skill or many years, language teaching aims at helping learners achieve linguistic competence, which is the ability to master the sounds, words, and grammar pattems, in the mid-1970s, the notion of linguistic competence is extended to the communicative competence-the ability to interact with other speakers, to make meaning, as distinct from the

ability lo perforin on disorete- point lasts of grammatical knowlodgs Therefore, teachers should study what objectives materials and methods aim at when they teach speaking skills

1.2 Conversations

1.2.1 Concepts of conversation

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There are varied datinitions of conversation regarding its nature and fimetions, In daily

life, conversation is understood as a communicative activity in which two ar more people talk

about certain topics in classes, conversation is understood by some students as a list of continual

questions and answers However, in some well-known books, the following aulhors give

different views on conversation,

Tirsl, M Bailey (2005: 42) claims thal “conversafion is one of the most basic

and pervasive forms of human interaction.”

1.2.2 Functions of conversation

There are f2w authors stating the functions of conversation However, the most comunon ideas

about that come fom two authors: Brown and Yule when they assert "two different kinds of

conversational interaction van be distinguished-thoss in which the primary facus is on the

exchange of information (the transactional function of conversation), and thosc in which the

primary purpose is to establish and maintain social relations (the interactional function of

conversation)” (Brown and Yule, 1983) In transactional uses of conversation Ihe primary focus

is on the message, whereas interactional uses of conversation focus primarily on the social nzeds

of the participants,

1.23 Unity of conversation

[Solicit: call] [Solicit: request] [Acknowledge: thank]

Turn 2 Tum 4

[Sive: available] [Give: comply]

“Yes” ‘Sure, it's im the

arane."

Exchange 3

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1.2.4, Native speukers' conversation

‘Yo lean how to make conversations successfully in English, it is best to find out the way native speakers form a conversation A normal conversation could follow these rules:

9 the speakers change

y there are techniques for allowing the other party or parties to speak,

(Cited from (Nolasco and Artiur, 2000: 7) 13.2 Principles of teaching conversational skill

Teaching conversational skills should be teaching “how”, not teaching ‘what’ That means teachers should teach students the way to make 2 normal conversation and the way to overcome obstacles in conversing Tasks and strategies they use to teach should prepare students for the following principles of conversation ( by Richard (1990: 79-80), cited from Brown(2001, p.277))

13.3 Activities used for conversation classes

Nolasco and Arthur (2000) claim the significance of using different types of eonversation activities to students of other languages as follows:

CHAPTER 2: METHODOLOGY

2.1, The research context

2.1.1 Description of the English course for non-English major students and its objectives at

the faculty of foreign languages, Phuong Dong Univer:

The study is conducted at the faculty of forcign Emguage, Phuong Dong University whore

students learning English are divided into two groups One group majoring in English spend four years leaming Unglish skills such as listening, speaking, reading writing, translating, etc

Tiêu đề	A Study on the Reality of Teaching Conversational Skills to Non-English Major Students at Phuong Dong University
Tác giả	Hoang Le Hanh
Người hướng dẫn	Nguyen Vici Hing, MA.
Trường học	Vietnam National University, Hanoi University of Languages and International Studies
Chuyên ngành	English Teaching Methodology
Thể loại	Thesis
Năm xuất bản	2011
Thành phố	Hanoi

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