Luận văn factors affecting the participation in speaking activities of 10th grade students at doson high school and some possible solutions

Aims of the sturly The study aims to investigate the factors affecting the participation in speaking ss und activities applisd by teachers and investigaic some difficulties in leaching

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FACTORS AFFECTING THE PARTICIPATION IN SPEAKING

ACTIVITIES OF 10™ GRADE STUDENTS AT DOSON HIGH

SCIIOOL AND SOME POSSIBLE SOLUTIONS

NIIAN T6 ANITIIUGNG DEN SU TIIAM GIA VAO TIOAT DONG

NOI CUA HOC SINH LỚP 10 TRƯỜNG THPT ĐỒ SƠN

VÀ MỘT SỐ GIẢI PHIÁP KHẮC PHỤC

M.A MINOR THESIS

Ficld: English Teaching Methodology

Code: 601410

Hanoi, September 2010

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VIETNAM NATIONAL UNIVERSITY, HANOI]

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST — GRADUATE STUDIES

TRAN TH] THAO

FACTORS AFFECTING THE PARTICIPATION IN SPEAKING ACTIVITIES OF

10™ GRADE STUDENTS AT DOSON LUGU SCHOOL AND SOME POSSIBLE

SOLUTIONS

NHÂN TO ANILTUGNG DEN SU TILAM GIA VAG TIOAT DONG NOT CUA

HỌC SINH LỚP 10 TRƯỜNG THPT ĐÔ SƠN

VA MOT SỐ GIẢI PHÁP KHẮC PHỤC

M.A MINOR THESIS

Field: English Teaching Methodology Code: 601410

SUPERVISOR: PHAM MINH HIEN, M.A

Ilanoi, September 2010

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1.1 Theoretical background af speaking in second language learning and teaching

1.1.1 Delinitions oŸ speaking e«

1.1.2 Lmportance of speaking

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3.1.3 Students’ altitudes towards the applied teaching techniques

3.2.1.2 Personalizing speaking topics

3.2.1.3 Using group work to good effct

3.2.1.4 Managing speaking turns 3.2.1.5 Building cooperative almosphore 3.2.1.6 Establishing good rapport with students

3.2.1.7 Combining the textbook with other relevant materials

3.2.1.8 Managing speaking time approprialaly

3.2.2 For students

3.2.2.1 Cooperating wath students

3.2.2.2 Cooperating with teachers 2.2.3 Taking risks à co

PART C: CONCLUSION:

2 Limitations and suggestions for further study

REFERENCES

APPENDICES

APPENDIX 1: Questionnaire for students

APPENDIX 2: Quastionnaire for teaehars

APPENDIX 3: Pre — treatment interview questions

APPENDIX 4: Past — treatment interview questions

APPENDIX 5: Classroom observation checklist

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3.1.2 Students’ language levels - - - 28 1.3.1.3 Students’ altitude and motivation 9 1.3.1.4 Students’ anxiety

1.3.2 TeacheTs” ÍactOTS co ehiehrerererereeriee

2.2.5.3 Results from class abservations and interviews

SIONS AND RECOMMENDA

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* Tables

‘Table 1: Students’ learning styles

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LIST OF TABLES AND CHARTS

Table 2: Students’ motivation

Table 3: Students’ anndety .seccescseeeesessseneeeeeeians

‘Table 4: Students” language levels

Table

Table 6: Teachers’ techniques of encouraging students

5: Teachers” talking tine

‘Table 7: Students’ evaluation on speaking lessons

Table

Table 9: Students’ suggested techniques to increase their participation

Table 10: Teachers’ assessment and attitudes towards speaking skil

8: Faclors affecting siudonts’ participation

Table 11: Teachers’ opinions about teaching methods

'Table 13: Tcachers" problcms in teaching speaking skill

“Tabls 13: Teachers” current teaching techniquss and activities

Table 14: Factors affecting students’ participation

Table 15; Teachers’ suggested solutions to increase students’ involvement

‘Table 16: The level of students’ participation before and after the treatment

*, Charts

Pic — chart I: Students”

chart 2; Students’ level of participation in speaking activities

Pie

Pie — chart 3: Students’ attitudes towards speaking skill

Pic — chart 4: Students’ assessment of speaking activitics m the lass

Pie

Pie — chart 6:

chart 5; Students’ level of reluctance in speaking lessons

Students’ assessment of the topics in the textbook TIENG ANII 10

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LIST OF ABBREVIATIONS

CLT: Communicative Language Teaching

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The study is implemented to answer the following questions

1 How actively are the 10" grade students at Doson High School involved in oral

activities in the class?

2 What are the factors affecting the participation m speaking activities?

3 What are the possible solutions to increase students’ participation in speaking

aclivilics?

4 Methods of the study

To conduct the study, both quantitative and qualitative methods are used The data was collected by means of:

- Questionnaires

- Classroom observations

- Herviews

Survey questionnaires, one for students and the other for teachers were mainly used

to gather information and evidence for the study

To make the dala more reliable, interviews and classroom observations were conduetsd All the commons, rermazks, recommendations and conclusion provided in the thesis were based on the analysis of the study

5, Scope of the study

Concoming the scope of the study, sone of the following things should be taken into consideration First, the subject of the study are the 10 grade students who are full of energy, desire and time to do the study Second, the study only focuses on oral activities because speaking skill is the most important skill for commmnication Third, the study

concentrates to investigate factors affecting the participation in speaking activities

including teacher factors, student factors and classroom factors hindering students” involvernent, in oral activities and find oul same solutions Finally, both quantitative and

qualitative were used because of their convenience and high reliability

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PART A: INTRODUCTION

1 Rationales of the study

In recent years, teaching and leaming English is very popular in Vietnam English

has become a crucial means of communication and il is widely used in different fields of

the society such as international commerce, science & teclnolegy, education and so on

‘Therefore, the goal of leaming English has vetified: students study English not only to pass the exam but also to gel communication competence in order to fire a good job in the

future or to study abroad, It 1s obvious that learning speaking skills is very important

‘Together with new textbooks, new teaching approaches have been applied to inercase tho offectiveness of teaching Fnelish al high schools, Tn the Hight of

communicative language teaching (CLT), students’ participation in classroom activities plays 2 crucial role in the success of the lesson However, this is the concern of most

teachers as students’ reluctance to speak in the class is the biggest challenge they are

facing,

Having been teaching English at Doson High School for six years, I have realized that our students have the same problem, they are nol active to participate in the speaking

activities With the desire to identify the causes and solutions to this problem, I chose the

topic “Factors affecting the participation in speaking activities of 1" grade students at

Doson Tigh School and some possible solutions” as the tilts of my thasis

This study helps us have a decp undarslanding about the factors affscting students? participation in oral activities In general, it can be affected by a variety of factors coming from teachers’ side, students’ side and classroom condition It will also examine the lechniqn

speaking skills Through this study, the researcher expects to find out some appropriate

solutions to increase students” participation in speaking activities

2 Aims of the sturly

The study aims to investigate the factors affecting the participation in speaking

ss und activities applisd by teachers and investigaic some difficulties in leaching

activities of 10" grade students at Doson High School and find out same possible solutions

To be more specific, the major aims of the study are as follows

- Toidentify factors affecting the participation in speaking activities of 10" grade

students at Doson High School

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