Luận văn strategies for increasing students' participation in oral activities a case of dong do high school hanoi

Aims of the study ‘This research is designed to break a new ground in looking for nsw strategies to enhance the participation of the students at DDHS in speaking activities In order to

ĐẠI HỌC NGOẠI NGỮ

NGUYEN THUY DUONG

STRATEGIES FOR INCREASING STUDENTS’

PARTICIPATION IN ORAL ACTIVITIES: A CASE OF

DONG DO HIGH SCHOOL, HA NOI

((Vhững chiến lược tăng cường sự tham gia của học sinh trong các giờ

học kỹ năng nói: trường hợp Trường THPT Đông Đô, Hà Nội)

M.A Minor Programme Thesis

Field: English Methodology

Code: 601410

Hanoi — 2010

VIET NAM NATIONAL UNIVERSITY-HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES

FACULTY OF POST —- GRADUATE STUDIES

ARRRRARE RARER ERE

NGUYEN THUY DUONG

STRATEGIES FOR INCREASING STUDENTS’

PARTICIPATION IN ORAL ACTIVITIES: A CASE OF

DONG DO HIGH SCHOOL, HA NOI

(Vhững chiến lược tăng cường sự tham gia của học sinh trong các giờ

học kỹ năng nói: trường hợp Trường THPT Đông Đô, Hà Nội)

M.A Minor Programme Thesis

Field: English Methodology Code: 601410

Supervisor: NGUYEN THI VUQNG, M.A

Hanoi — 2010

6 Methods of the study 3

Chapter I- LITERATURE REVIEW .cecscccsssesissistinineietieteentnne need 1.1 Teaching Stafegles 5

1.3.2.2.Internediate level

TV.1.2.4 Passive learning style 31 IV.1.3 Teachers’ difficulliss in teaching speaking in speaking 3 TV.1.4 Current methods "—— 232 1V.2, Recommendations for teachers to improve students’ talking time 33 TV.2.1 Recommendation for the Izarners 33 IV.2.2 Recommendation for the teachers ccc ee esterase

1V.2.2.1 Suggested teaching speaking strategies - 34

1V.2.2.2 Suggested activities lo morcase sludents’ participation in oral

TĨL.1 Concltsio in nhe eeeeeeoeeooeo 3Ô ILL.2 Limitations and suggestions for further study 40

APPENDIX 2 Là nhìn nho Hee,

structures or vocabnlary, etc, Whatever reasons they may be, il is the first target of the

isachers to help their learners gel oul of the always silent moment in class, and thercby,

improve their speaking skills

For such reasons | choose “Strategies for Increasing Students’ Participation in Oral

Activities: A case of Dong Do High School, Hanoi” as there fort ry th

LU Aims of the study

‘This research is designed to break a new ground in looking for nsw strategies to enhance the participation of the students at DDHS in speaking activities

In order to obtain this aim, some purposes are as follows:

+ To investigate theories conecrning loaching and learning English as a forcign language

in general and English oral communication skill in particular

+ To review some teal situations about teaching and learning English and English speaking skill al DDHS

= To search for some factors that affeel Ure sluderts’ participation in oval uetivitics at

DDHS,

- To suggest some realistic and appropriate class teaching strategies with the hope they can thaximize their Icarnar’s involvament in oral avlivitivs

LLL Research questions

‘To reach the aims of the study, the three research question addressed

| What is the reality of teaching and leaming Tnglish speaking skill at DDHS?

2 What atz reasons for students’ hesitation of taking part in speaking activities at Dong

Do high school?

3 What should teachers do to increase students’ participation in oral activities at Dong Do high sthool?

TV.1.2.4 Passive learning style 31 IV.1.3 Teachers’ difficulliss in teaching speaking in speaking 3 TV.1.4 Current methods "—— 232 1V.2, Recommendations for teachers to improve students’ talking time 33 TV.2.1 Recommendation for the Izarners 33 IV.2.2 Recommendation for the teachers ccc ee esterase

1V.2.2.1 Suggested teaching speaking strategies - 34

1V.2.2.2 Suggested activities lo morcase sludents’ participation in oral

TĨL.1 Concltsio in nhe eeeeeeoeeooeo 3Ô ILL.2 Limitations and suggestions for further study 40

APPENDIX 2 Là nhìn nho Hee,

LIST OF FIGURES AND TABLES

Lists of Figures

Figure 1: Degrees of students' participation in oral activities

Figure 2; Current methods applied to teaching speaking

Figure 3; students' expectant activities tiom teachers

Figure 4: Teaching methods currently used in teaching speaking

Figure 5; Difficulties that teacher have encountered when teaching speaking,

List of Tables

Table]: Students’ attitde towards speaking skill

Table 2: Factors thal make students hesitant to participate in orl aetivitics

Table 3: Students’ desires for speaking activities

Table 4: Teachers’ opinion of CLT

Table 5: Teacher’s attitude towards unwilling speakers and mistake makers Table 6: Techniques to make students iors interested im speaking lessons

‘Table 7: Activities to motivate students to participate more in oral activities

‘Table 8: ‘Time on-task, off-task for students in speaking activities

TTỊ.1.3 Reasons that make students hesitant Lo participale in oral activities, 20

11.2.2 Teachers’ attitude towards unwilling speakers and mustake makers

11.2.4 Techniques and activities applicd in teaching English speaking eis 26 JIL3 Classroom Observations

1V.L.2 Learners’ reasons affecting participation in oral activities 30

LIST OF FIGURES AND TABLES

Lists of Figures

Figure 1: Degrees of students' participation in oral activities

Figure 2; Current methods applied to teaching speaking

Figure 3; students' expectant activities tiom teachers

Figure 4: Teaching methods currently used in teaching speaking

Figure 5; Difficulties that teacher have encountered when teaching speaking,

List of Tables

Table]: Students’ attitde towards speaking skill

Table 2: Factors thal make students hesitant to participate in orl aetivitics

Table 3: Students’ desires for speaking activities

Table 4: Teachers’ opinion of CLT

Table 5: Teacher’s attitude towards unwilling speakers and mistake makers Table 6: Techniques to make students iors interested im speaking lessons

‘Table 7: Activities to motivate students to participate more in oral activities

‘Table 8: ‘Time on-task, off-task for students in speaking activities

LIST OF ABBREVIATIONS

cLY refers to Commmnicative Language ‘Teaching

DDIIS refers to Dong Do Ligh School

DDIIS refers to Dong Do Ligh School

~

LIST OF FIGURES AND TABLES

Lists of Figures

Figure 1: Degrees of students' participation in oral activities

Figure 2; Current methods applied to teaching speaking

Figure 3; students' expectant activities tiom teachers

Figure 4: Teaching methods currently used in teaching speaking

Figure 5; Difficulties that teacher have encountered when teaching speaking,

List of Tables

Table]: Students’ attitde towards speaking skill

Table 2: Factors thal make students hesitant to participate in orl aetivitics

Table 3: Students’ desires for speaking activities

Table 4: Teachers’ opinion of CLT

Table 5: Teacher’s attitude towards unwilling speakers and mistake makers Table 6: Techniques to make students iors interested im speaking lessons

‘Table 7: Activities to motivate students to participate more in oral activities

‘Table 8: ‘Time on-task, off-task for students in speaking activities

structures or vocabnlary, etc, Whatever reasons they may be, il is the first target of the

isachers to help their learners gel oul of the always silent moment in class, and thercby,

improve their speaking skills

For such reasons | choose “Strategies for Increasing Students’ Participation in Oral

Activities: A case of Dong Do High School, Hanoi” as there fort ry th

LU Aims of the study

‘This research is designed to break a new ground in looking for nsw strategies to enhance the participation of the students at DDHS in speaking activities

In order to obtain this aim, some purposes are as follows:

+ To investigate theories conecrning loaching and learning English as a forcign language

in general and English oral communication skill in particular

+ To review some teal situations about teaching and learning English and English speaking skill al DDHS

= To search for some factors that affeel Ure sluderts’ participation in oval uetivitics at

DDHS,

- To suggest some realistic and appropriate class teaching strategies with the hope they can thaximize their Icarnar’s involvament in oral avlivitivs

LLL Research questions

‘To reach the aims of the study, the three research question addressed

| What is the reality of teaching and leaming Tnglish speaking skill at DDHS?

2 What atz reasons for students’ hesitation of taking part in speaking activities at Dong

Do high school?

3 What should teachers do to increase students’ participation in oral activities at Dong Do high sthool?

the Fnglish language is so popular; i

is spoken in more than a hundred comntries and has more than a tnillion words English is considered as the medium of communication in the fields of science, teclmology diplomacy, and business, and so on English has an inherent simplicity and flexibility allowing it to be learnt quickly, cementing English as a global language

Since 1971, the teaching and learning of English has become of a great concern in

Vietnam It is because that English is also seen as a means to promote mutual

understanding and cooperation between Vietnam and other countries As a result, there are more and more people desizing to know and master English with the hope of keeping, up to date with the latest development in tecmology in the world, Therefore, English in Vietnam has become part of the general education It is a compulsory subject not only in tertiary institutions but also in most secondary schools,

Tn learning Trgtish al high schools, Dnglish speaking skill is one of the four skills thal sluclenis must be taught as scparatcty and equally as the others However, dus to some differently objective and subjective reasons, tsaching and learning of this skill is ofton

It Icads to the cause

integrated with other skills such as listening skill, or is even negle

that students do nol aflen cnjoy speaking period as welt as find il difficult to participate in speaking activities

Furthermore, there are a lot of elements of speaking affecting the ability to speak fluently such as language feattwes (connected speech, expressive device, lexis and grammar, negotiation language) and the ability to process information and language “on the spot” such as language processing, interacting with others However, in a period of 4Smimutes,

it scems to be impossitle for both teachers and students to control them Therefore, if teaching and learning oral communication skill takes place within 45 minutes every week and only in classroom settings, its effect is limited

In terms of my experiences of tcaching English and teaching speaking skill at Dong Do high school (DDHS) ! found that most of my students are unwilling $0 participate in oral

TV Scope of the study

A study on the ways to enhance the involvement of all students in learning oral skill is quite broad, therefore the author would like to pay much attention to a brief of current situation of teaching and learning speaking at DDIIS and to identify the reasons why the

students are not ready to speak and suggest some possible strategies to increase them to

speak more This is also the limitation of the thesis

V Significance of the study

Inthe past time, the students feared English with the main focus on grammatical issues: however, four English skills in general and English speaking skill in particular are concenlraled as much as grammar Despile thal, most of Ihe leachers al high schoots do not realize the importance of oral communication skill in the full development of the four English skills, Tn the textbouk, English spoaking skill is dasigned scparatcly, and cach oral skill lesson is taught within 45 minutes every week Towever, practicing Finglish activities does not still end after speaking lessons, It is because that both reading lessons and listening anes offen conlain some post-eading and post-listening activities relating to speaking skill Therefore, the enhancement of students’ contribution in English oral activities is very important ‘There is much hope that this would be usefial and practical for both the teachers and learners of Rgtish

‘VL Methods of the study

To obtain the aims of the study both quantitative and qualitative methods are used

‘The data serving the research analysis and discussion were collected by means of

+ Questionnaires for students

| Questionmaires for teachers + Classroom observation

VIL Design of the study

This minor thesis is divided into three main parts

Part one, INTRODUCTION, presents the rationale, the aims, scape, significance, methods, design of the study, The research questions are also mentioned in this part

Parl bvo, DEVELOPMENT, consists of three following chapters:

~

LIST OF FIGURES AND TABLES

Lists of Figures

Figure 1: Degrees of students' participation in oral activities

Figure 2; Current methods applied to teaching speaking

Figure 3; students' expectant activities tiom teachers

Figure 4: Teaching methods currently used in teaching speaking

Figure 5; Difficulties that teacher have encountered when teaching speaking,

List of Tables

Table]: Students’ attitde towards speaking skill

Table 2: Factors thal make students hesitant to participate in orl aetivitics

Table 3: Students’ desires for speaking activities

Table 4: Teachers’ opinion of CLT

Table 5: Teacher’s attitude towards unwilling speakers and mistake makers Table 6: Techniques to make students iors interested im speaking lessons

‘Table 7: Activities to motivate students to participate more in oral activities

‘Table 8: ‘Time on-task, off-task for students in speaking activities

structures or vocabnlary, etc, Whatever reasons they may be, il is the first target of the

isachers to help their learners gel oul of the always silent moment in class, and thercby,

improve their speaking skills

For such reasons | choose “Strategies for Increasing Students’ Participation in Oral

Activities: A case of Dong Do High School, Hanoi” as there fort ry th

LU Aims of the study

‘This research is designed to break a new ground in looking for nsw strategies to enhance the participation of the students at DDHS in speaking activities

In order to obtain this aim, some purposes are as follows:

+ To investigate theories conecrning loaching and learning English as a forcign language

in general and English oral communication skill in particular

+ To review some teal situations about teaching and learning English and English speaking skill al DDHS

= To search for some factors that affeel Ure sluderts’ participation in oval uetivitics at

DDHS,

- To suggest some realistic and appropriate class teaching strategies with the hope they can thaximize their Icarnar’s involvament in oral avlivitivs

LLL Research questions

‘To reach the aims of the study, the three research question addressed

| What is the reality of teaching and leaming Tnglish speaking skill at DDHS?

2 What atz reasons for students’ hesitation of taking part in speaking activities at Dong

Do high school?

3 What should teachers do to increase students’ participation in oral activities at Dong Do high sthool?

TV.1.2.4 Passive learning style 31 IV.1.3 Teachers’ difficulliss in teaching speaking in speaking 3 TV.1.4 Current methods "—— 232 1V.2, Recommendations for teachers to improve students’ talking time 33 TV.2.1 Recommendation for the Izarners 33 IV.2.2 Recommendation for the teachers ccc ee esterase

1V.2.2.1 Suggested teaching speaking strategies - 34

1V.2.2.2 Suggested activities lo morcase sludents’ participation in oral

TĨL.1 Concltsio in nhe eeeeeeoeeooeo 3Ô ILL.2 Limitations and suggestions for further study 40

APPENDIX 2 Là nhìn nho Hee,

LIST OF FIGURES AND TABLES

Lists of Figures

Figure 1: Degrees of students' participation in oral activities

Figure 2; Current methods applied to teaching speaking

Figure 3; students' expectant activities tiom teachers

Figure 4: Teaching methods currently used in teaching speaking

Figure 5; Difficulties that teacher have encountered when teaching speaking,

List of Tables

Table]: Students’ attitde towards speaking skill

Table 2: Factors thal make students hesitant to participate in orl aetivitics

Table 3: Students’ desires for speaking activities

Table 4: Teachers’ opinion of CLT

Table 5: Teacher’s attitude towards unwilling speakers and mistake makers Table 6: Techniques to make students iors interested im speaking lessons

‘Table 7: Activities to motivate students to participate more in oral activities

‘Table 8: ‘Time on-task, off-task for students in speaking activities

13

TV Scope of the study

A study on the ways to enhance the involvement of all students in learning oral skill is quite broad, therefore the author would like to pay much attention to a brief of current situation of teaching and learning speaking at DDIIS and to identify the reasons why the

students are not ready to speak and suggest some possible strategies to increase them to

speak more This is also the limitation of the thesis

V Significance of the study

Inthe past time, the students feared English with the main focus on grammatical issues: however, four English skills in general and English speaking skill in particular are concenlraled as much as grammar Despile thal, most of Ihe leachers al high schoots do not realize the importance of oral communication skill in the full development of the four English skills, Tn the textbouk, English spoaking skill is dasigned scparatcly, and cach oral skill lesson is taught within 45 minutes every week Towever, practicing Finglish activities does not still end after speaking lessons, It is because that both reading lessons and listening anes offen conlain some post-eading and post-listening activities relating to speaking skill Therefore, the enhancement of students’ contribution in English oral activities is very important ‘There is much hope that this would be usefial and practical for both the teachers and learners of Rgtish

‘VL Methods of the study

To obtain the aims of the study both quantitative and qualitative methods are used

‘The data serving the research analysis and discussion were collected by means of

+ Questionnaires for students

| Questionmaires for teachers + Classroom observation

VIL Design of the study

This minor thesis is divided into three main parts

Part one, INTRODUCTION, presents the rationale, the aims, scape, significance, methods, design of the study, The research questions are also mentioned in this part

Parl bvo, DEVELOPMENT, consists of three following chapters:

TV Scope of the study

A study on the ways to enhance the involvement of all students in learning oral skill is quite broad, therefore the author would like to pay much attention to a brief of current situation of teaching and learning speaking at DDIIS and to identify the reasons why the

students are not ready to speak and suggest some possible strategies to increase them to

speak more This is also the limitation of the thesis

V Significance of the study

Inthe past time, the students feared English with the main focus on grammatical issues: however, four English skills in general and English speaking skill in particular are concenlraled as much as grammar Despile thal, most of Ihe leachers al high schoots do not realize the importance of oral communication skill in the full development of the four English skills, Tn the textbouk, English spoaking skill is dasigned scparatcly, and cach oral skill lesson is taught within 45 minutes every week Towever, practicing Finglish activities does not still end after speaking lessons, It is because that both reading lessons and listening anes offen conlain some post-eading and post-listening activities relating to speaking skill Therefore, the enhancement of students’ contribution in English oral activities is very important ‘There is much hope that this would be usefial and practical for both the teachers and learners of Rgtish

‘VL Methods of the study

To obtain the aims of the study both quantitative and qualitative methods are used

‘The data serving the research analysis and discussion were collected by means of

+ Questionnaires for students

| Questionmaires for teachers + Classroom observation

VIL Design of the study

This minor thesis is divided into three main parts

Part one, INTRODUCTION, presents the rationale, the aims, scape, significance, methods, design of the study, The research questions are also mentioned in this part

Parl bvo, DEVELOPMENT, consists of three following chapters:

activities Most of them arly passively sit and lake notes, rarely contribute the lesson und even do not ask for the teacher’s help when they have any problems, Reasons or this are

isachers to help their learners gel oul of the always silent moment in class, and thercby,

improve their speaking skills

For such reasons | choose “Strategies for Increasing Students’ Participation in Oral

Activities: A case of Dong Do High School, Hanoi” as there fort ry th

LU Aims of the study

‘This research is designed to break a new ground in looking for nsw strategies to enhance the participation of the students at DDHS in speaking activities

In order to obtain this aim, some purposes are as follows:

+ To investigate theories conecrning loaching and learning English as a forcign language

in general and English oral communication skill in particular

+ To review some teal situations about teaching and learning English and English speaking skill al DDHS

= To search for some factors that affeel Ure sluderts’ participation in oval uetivitics at

DDHS,

- To suggest some realistic and appropriate class teaching strategies with the hope they can thaximize their Icarnar’s involvament in oral avlivitivs

LLL Research questions

‘To reach the aims of the study, the three research question addressed

| What is the reality of teaching and leaming Tnglish speaking skill at DDHS?

2 What atz reasons for students’ hesitation of taking part in speaking activities at Dong

Do high school?

3 What should teachers do to increase students’ participation in oral activities at Dong Do high sthool?

1V.1.2.1 Poor background knowledge 30 IV122

IV.1.2.3 Lack of motivation

k of confidenec - - ¬ 30

TV.1.2.4 Passive learning style 31 IV.1.3 Teachers’ difficulliss in teaching speaking in speaking 3 TV.1.4 Current methods "—— 232 1V.2, Recommendations for teachers to improve students’ talking time 33 TV.2.1 Recommendation for the Izarners 33 IV.2.2 Recommendation for the teachers ccc ee esterase

1V.2.2.1 Suggested teaching speaking strategies - 34

1V.2.2.2 Suggested activities lo morcase sludents’ participation in oral

TĨL.1 Concltsio in nhe eeeeeeoeeooeo 3Ô ILL.2 Limitations and suggestions for further study 40

APPENDIX 2 Là nhìn nho Hee,

13

TV Scope of the study

A study on the ways to enhance the involvement of all students in learning oral skill is quite broad, therefore the author would like to pay much attention to a brief of current situation of teaching and learning speaking at DDIIS and to identify the reasons why the

students are not ready to speak and suggest some possible strategies to increase them to

speak more This is also the limitation of the thesis

V Significance of the study

Inthe past time, the students feared English with the main focus on grammatical issues: however, four English skills in general and English speaking skill in particular are concenlraled as much as grammar Despile thal, most of Ihe leachers al high schoots do not realize the importance of oral communication skill in the full development of the four English skills, Tn the textbouk, English spoaking skill is dasigned scparatcly, and cach oral skill lesson is taught within 45 minutes every week Towever, practicing Finglish activities does not still end after speaking lessons, It is because that both reading lessons and listening anes offen conlain some post-eading and post-listening activities relating to speaking skill Therefore, the enhancement of students’ contribution in English oral activities is very important ‘There is much hope that this would be usefial and practical for both the teachers and learners of Rgtish

‘VL Methods of the study

To obtain the aims of the study both quantitative and qualitative methods are used

‘The data serving the research analysis and discussion were collected by means of

+ Questionnaires for students

| Questionmaires for teachers + Classroom observation

VIL Design of the study

This minor thesis is divided into three main parts

Part one, INTRODUCTION, presents the rationale, the aims, scape, significance, methods, design of the study, The research questions are also mentioned in this part

Parl bvo, DEVELOPMENT, consists of three following chapters:

TV Scope of the study

A study on the ways to enhance the involvement of all students in learning oral skill is quite broad, therefore the author would like to pay much attention to a brief of current situation of teaching and learning speaking at DDIIS and to identify the reasons why the

students are not ready to speak and suggest some possible strategies to increase them to

speak more This is also the limitation of the thesis

V Significance of the study

Inthe past time, the students feared English with the main focus on grammatical issues: however, four English skills in general and English speaking skill in particular are concenlraled as much as grammar Despile thal, most of Ihe leachers al high schoots do not realize the importance of oral communication skill in the full development of the four English skills, Tn the textbouk, English spoaking skill is dasigned scparatcly, and cach oral skill lesson is taught within 45 minutes every week Towever, practicing Finglish activities does not still end after speaking lessons, It is because that both reading lessons and listening anes offen conlain some post-eading and post-listening activities relating to speaking skill Therefore, the enhancement of students’ contribution in English oral activities is very important ‘There is much hope that this would be usefial and practical for both the teachers and learners of Rgtish

‘VL Methods of the study

To obtain the aims of the study both quantitative and qualitative methods are used

‘The data serving the research analysis and discussion were collected by means of

+ Questionnaires for students

| Questionmaires for teachers + Classroom observation

VIL Design of the study

This minor thesis is divided into three main parts

Part one, INTRODUCTION, presents the rationale, the aims, scape, significance, methods, design of the study, The research questions are also mentioned in this part

Parl bvo, DEVELOPMENT, consists of three following chapters:

~

LIST OF FIGURES AND TABLES

Lists of Figures

Figure 1: Degrees of students' participation in oral activities

Figure 2; Current methods applied to teaching speaking

Figure 3; students' expectant activities tiom teachers

Figure 4: Teaching methods currently used in teaching speaking

Figure 5; Difficulties that teacher have encountered when teaching speaking,

List of Tables

Table]: Students’ attitde towards speaking skill

Table 2: Factors thal make students hesitant to participate in orl aetivitics

Table 3: Students’ desires for speaking activities

Table 4: Teachers’ opinion of CLT

Table 5: Teacher’s attitude towards unwilling speakers and mistake makers Table 6: Techniques to make students iors interested im speaking lessons

‘Table 7: Activities to motivate students to participate more in oral activities

‘Table 8: ‘Time on-task, off-task for students in speaking activities

TNTRODUCTION

1 Rationalc

the Fnglish language is so popular; i

is spoken in more than a hundred comntries and has more than a tnillion words English is considered as the medium of communication in the fields of science, teclmology diplomacy, and business, and so on English has an inherent simplicity and flexibility allowing it to be learnt quickly, cementing English as a global language

Since 1971, the teaching and learning of English has become of a great concern in

Vietnam It is because that English is also seen as a means to promote mutual

understanding and cooperation between Vietnam and other countries As a result, there are more and more people desizing to know and master English with the hope of keeping, up to date with the latest development in tecmology in the world, Therefore, English in Vietnam has become part of the general education It is a compulsory subject not only in tertiary institutions but also in most secondary schools,

Tn learning Trgtish al high schools, Dnglish speaking skill is one of the four skills thal sluclenis must be taught as scparatcty and equally as the others However, dus to some differently objective and subjective reasons, tsaching and learning of this skill is ofton

It Icads to the cause

integrated with other skills such as listening skill, or is even negle

that students do nol aflen cnjoy speaking period as welt as find il difficult to participate in speaking activities

Furthermore, there are a lot of elements of speaking affecting the ability to speak fluently such as language feattwes (connected speech, expressive device, lexis and grammar, negotiation language) and the ability to process information and language “on the spot” such as language processing, interacting with others However, in a period of 4Smimutes,

it scems to be impossitle for both teachers and students to control them Therefore, if teaching and learning oral communication skill takes place within 45 minutes every week and only in classroom settings, its effect is limited

In terms of my experiences of tcaching English and teaching speaking skill at Dong Do high school (DDHS) ! found that most of my students are unwilling $0 participate in oral

TV.1.2.4 Passive learning style 31 IV.1.3 Teachers’ difficulliss in teaching speaking in speaking 3 TV.1.4 Current methods "—— 232 1V.2, Recommendations for teachers to improve students’ talking time 33 TV.2.1 Recommendation for the Izarners 33 IV.2.2 Recommendation for the teachers ccc ee esterase

1V.2.2.1 Suggested teaching speaking strategies - 34

1V.2.2.2 Suggested activities lo morcase sludents’ participation in oral

TĨL.1 Concltsio in nhe eeeeeeoeeooeo 3Ô ILL.2 Limitations and suggestions for further study 40

APPENDIX 2 Là nhìn nho Hee,

DDIIS refers to Dong Do Ligh School

LIST OF ABBREVIATIONS

cLY refers to Commmnicative Language ‘Teaching

DDIIS refers to Dong Do Ligh School

structures or vocabnlary, etc, Whatever reasons they may be, il is the first target of the

isachers to help their learners gel oul of the always silent moment in class, and thercby,

improve their speaking skills

For such reasons | choose “Strategies for Increasing Students’ Participation in Oral

Activities: A case of Dong Do High School, Hanoi” as there fort ry th

LU Aims of the study

‘This research is designed to break a new ground in looking for nsw strategies to enhance the participation of the students at DDHS in speaking activities

In order to obtain this aim, some purposes are as follows:

+ To investigate theories conecrning loaching and learning English as a forcign language

in general and English oral communication skill in particular

+ To review some teal situations about teaching and learning English and English speaking skill al DDHS

= To search for some factors that affeel Ure sluderts’ participation in oval uetivitics at

DDHS,

- To suggest some realistic and appropriate class teaching strategies with the hope they can thaximize their Icarnar’s involvament in oral avlivitivs

LLL Research questions

‘To reach the aims of the study, the three research question addressed

| What is the reality of teaching and leaming Tnglish speaking skill at DDHS?

2 What atz reasons for students’ hesitation of taking part in speaking activities at Dong

Do high school?

3 What should teachers do to increase students’ participation in oral activities at Dong Do high sthool?

the Fnglish language is so popular; i

is spoken in more than a hundred comntries and has more than a tnillion words English is considered as the medium of communication in the fields of science, teclmology diplomacy, and business, and so on English has an inherent simplicity and flexibility allowing it to be learnt quickly, cementing English as a global language

Since 1971, the teaching and learning of English has become of a great concern in

Vietnam It is because that English is also seen as a means to promote mutual

understanding and cooperation between Vietnam and other countries As a result, there are more and more people desizing to know and master English with the hope of keeping, up to date with the latest development in tecmology in the world, Therefore, English in Vietnam has become part of the general education It is a compulsory subject not only in tertiary institutions but also in most secondary schools,

Tn learning Trgtish al high schools, Dnglish speaking skill is one of the four skills thal sluclenis must be taught as scparatcty and equally as the others However, dus to some differently objective and subjective reasons, tsaching and learning of this skill is ofton

It Icads to the cause

integrated with other skills such as listening skill, or is even negle

that students do nol aflen cnjoy speaking period as welt as find il difficult to participate in speaking activities

Furthermore, there are a lot of elements of speaking affecting the ability to speak fluently such as language feattwes (connected speech, expressive device, lexis and grammar, negotiation language) and the ability to process information and language “on the spot” such as language processing, interacting with others However, in a period of 4Smimutes,

it scems to be impossitle for both teachers and students to control them Therefore, if teaching and learning oral communication skill takes place within 45 minutes every week and only in classroom settings, its effect is limited

In terms of my experiences of tcaching English and teaching speaking skill at Dong Do high school (DDHS) ! found that most of my students are unwilling $0 participate in oral

TTỊ.1.3 Reasons that make students hesitant Lo participale in oral activities, 20

11.2.2 Teachers’ attitude towards unwilling speakers and mustake makers

11.2.4 Techniques and activities applicd in teaching English speaking eis 26 JIL3 Classroom Observations

1V.L.2 Learners’ reasons affecting participation in oral activities 30

the Fnglish language is so popular; i

is spoken in more than a hundred comntries and has more than a tnillion words English is considered as the medium of communication in the fields of science, teclmology diplomacy, and business, and so on English has an inherent simplicity and flexibility allowing it to be learnt quickly, cementing English as a global language

Since 1971, the teaching and learning of English has become of a great concern in

Vietnam It is because that English is also seen as a means to promote mutual

understanding and cooperation between Vietnam and other countries As a result, there are more and more people desizing to know and master English with the hope of keeping, up to date with the latest development in tecmology in the world, Therefore, English in Vietnam has become part of the general education It is a compulsory subject not only in tertiary institutions but also in most secondary schools,

Tn learning Trgtish al high schools, Dnglish speaking skill is one of the four skills thal sluclenis must be taught as scparatcty and equally as the others However, dus to some differently objective and subjective reasons, tsaching and learning of this skill is ofton

It Icads to the cause

integrated with other skills such as listening skill, or is even negle

that students do nol aflen cnjoy speaking period as welt as find il difficult to participate in speaking activities

Furthermore, there are a lot of elements of speaking affecting the ability to speak fluently such as language feattwes (connected speech, expressive device, lexis and grammar, negotiation language) and the ability to process information and language “on the spot” such as language processing, interacting with others However, in a period of 4Smimutes,

it scems to be impossitle for both teachers and students to control them Therefore, if teaching and learning oral communication skill takes place within 45 minutes every week and only in classroom settings, its effect is limited

In terms of my experiences of tcaching English and teaching speaking skill at Dong Do high school (DDHS) ! found that most of my students are unwilling $0 participate in oral

DDIIS refers to Dong Do Ligh School

TV.1.2.4 Passive learning style 31 IV.1.3 Teachers’ difficulliss in teaching speaking in speaking 3 TV.1.4 Current methods "—— 232 1V.2, Recommendations for teachers to improve students’ talking time 33 TV.2.1 Recommendation for the Izarners 33 IV.2.2 Recommendation for the teachers ccc ee esterase

1V.2.2.1 Suggested teaching speaking strategies - 34

1V.2.2.2 Suggested activities lo morcase sludents’ participation in oral

TĨL.1 Concltsio in nhe eeeeeeoeeooeo 3Ô ILL.2 Limitations and suggestions for further study 40

APPENDIX 2 Là nhìn nho Hee,

1V.1.2.1 Poor background knowledge 30 IV122

IV.1.2.3 Lack of motivation

k of confidenec - - ¬ 30

TV.1.2.4 Passive learning style 31 IV.1.3 Teachers’ difficulliss in teaching speaking in speaking 3 TV.1.4 Current methods "—— 232 1V.2, Recommendations for teachers to improve students’ talking time 33 TV.2.1 Recommendation for the Izarners 33 IV.2.2 Recommendation for the teachers ccc ee esterase

1V.2.2.1 Suggested teaching speaking strategies - 34

1V.2.2.2 Suggested activities lo morcase sludents’ participation in oral

TĨL.1 Concltsio in nhe eeeeeeoeeooeo 3Ô ILL.2 Limitations and suggestions for further study 40

APPENDIX 2 Là nhìn nho Hee,