Luận văn a comparative analysis among several types of communicative activities to reduce pre intermediate level learners’ anxiety in speaking english at ha noi foreign language teaching center

VIETNAM NATIONAL UNLVERSITY, HA NOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE DUONG THI NHAN A Comparative Analysis among Several Types of Communicative

VIETNAM NATIONAL UNLVERSITY, HA NOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE

DUONG THI NHAN

A Comparative Analysis among Several Types of Communicative Activities to Reduce Pre-Intermediate Level Learners' Anxiety in Speaking English at HaNoi Foreign Language Teaching Center

Phân tích so sánh một số hoạt động giao tiếp nhằm làm giảm sự

lo lắng của người học khi nói tiếng Anh tại trung tâm Ánh ngữ

sư phạm IIà Nội

M.A MINOR THESIS

HÀ NỘI— 2011

VIETNAM NATIONAL UNLVERSITY, HA NOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE

A Comparative Analysis among Several Types of Communicative Activities to Reduce Pre-Intermediate Level Learners' Anxiety in Speaking English at HaNoi Foreign Language Teaching Center

Phân tích so sánh một số hoạt động giao tiếp nhằm làm giảm sự

lo lắng của người học khi nói tiếng Anh tại trung tâm Ảnh ngữ

sư phạm TIIà Nội

M.A MINOR THESIS

HÀ NỘI-— 2011

List of Abbreviations

PART ONE: INTRODUCTION

1.1 Rationale of the Study

1.2 Aims of the study

1.3 Scope of the study

1.6 Design of the study

1.7 Definitions of ‘terms

PAT TWO: DEVELOPMENT

Chapter I: LITERATURE REVIEW

L.1 Overview of Communicative Language Teaching

131 Definitions of Communicative Activities 11

13.2, Benells of Conuuuricstvc Activitics in Teaching Spcaking English 11

13.3 Some Types of Communicative Aclivities cceeceeseeeoee L2 1.3.3.1 Role — Play - - 13

1.3.3.2 Information Gap csusesesreerrnsreoeeroo.14

1.3.3.3 Diseussion

PART ONE: INTRODUCTION

1.1 Rationale of the Study

Nowadays, with the development of technology and information together with the spread of globalization, English becomes a global language because it is broadly used in various fields of our life such as in technology, business commerce, communication and

so on, As a result, learning English for communication skills as created a huge demand for teaching and Jearning English around the world The fact shows that communicative approach of teaching English is preferred in learning English Teaching English is not only

on linguistic competence of the language learners but also on the development of their communicative ability, Therefore, in order to develop the learners’ communicative ability, leachers need to creaie a good classroom environment which motivates their speaking

activities

In recent years in Vietnam, English has been playing a very important role in the development of the country firstly because it is an international language and secondly it is also scen as » tnean Ip promote tietial understanding and cooperation between Vizhiam and other countries, Consequently, more and mote people desire to know and focus on English to keep pace with the update development in technology in the world ‘Therefore,

of other pape, This is truc even when their language abilitics are rather good tn fact,

there is an excessive amount of anxiety negatively influencing many Ianguage learners” behaviors and educational outcomes Campbell and Ortiz (1991: 159) show that language anxiety among university students to be ‘alarming’ and estimate that up to one half of all Janguage students experience debilitating levels of language anxicty

activities and a number of teohmiques should be đone Liowovsr, within the framework of this M.A Minor Th

Jeamers’ anxiety in speaking English Therefore, this research only focuses on three

Lis Loo ambitious to list all communicative activities to reduce

communicative activities (that is, role-play, discussion, and information gap) and then

compares their effects on reducing learners’ anxiety in speaking classss

Moreover, due to the limit of tine, only a foreign language center in Hanoi is chosen for the research, All of 20 learners chosen are studying in a Pre-intermediate level class

1.4 Methods of the study

In arder to complete this research, qualitative method will be used The participants

of the study are the leamers at [la Noi Koreign Language ‘Teaching Center More

specifically, the rescarcher planned classroom abscrvations and did questionnaires consisting of pre-questionnaire and post-questionnaire to gather in-depth information about the real situation of teaching and learning speaking skills and which cormmuicative activities uscd in their speaking lessons It is belicved this method will bring about a complete look into this research

1⁄5 Research questions

The study is to apply some communicative activitics and compare them with the aim

of finding out the most effective one to reduce leamers’ speaking anxiety at Ha Noi Foreign Language ‘leaching Center To achieve this aim, answers to the following questions arc songht

+ Which speaking activities have been used in teaching speaking skill at this center?

1 Which will be the most effective ane, among three communicative activities- role-

play, discussion, and information gap- to reduce Pre-intermadiate lavel learners

anxiety in speaking English?

1.6 Design of the study

This minor thesis consists of tree main parts

Part One, INTRODUCTION, presents the rationale, the aims, scope, methods, design of the study, and definitions of terms

Part Two, DEVELOPMENT, is composed of four chapters as follows:

- Chapter One, Literature review, is concemed with a brief review of knowledge about overview of communicative langnage teaching, foreign language

As a teacher of English in Ila Nei Foreign Language ‘Teaching Center for nearly two

, Ï have found thal leamers would tike lo speak English a Tol but they lack confidence

Tn fact, the alternpt lo creale a negotiating and sludents-contered learning atmosphere in

English by teachers is usually unsuccessful The achievement of ettective communicative teaching becomes a daily headache to all English teachers here Inevitably, the lack of learners? participation in spa

đúng selivides leads to the teacher-cenlored learning in English lessons and leamers’ anxiety in learning a second language, especially in speaking English These reasons actually drive the researcher to the study “A comparative analysis

among several types of communicative activities to reduce Pre- intermediate level

learners’ anxiety in speaking English at HaNoi Foreign Language Teaching Center” with the aim of suggesting some communicative activities to reduce these leamers’ anxiety

in speaking Finglish

1.7 Aims of the study

‘This study aims at suggesting some communicative activities to reduce leamers’

In order to achieve these aims, the following objectives are established:

- Birstly, to review the real situation of teaching and learning speaking skills at Ha

Noi Foreign Language Teaching Center

+ Sccondly, lo investigals the current activities used in teaching speaking English at this center

- Thirdly, to suggest some communicative activities to reduce pre-intermediate level Icamers’ anxicty in speaking English at this contor

- Fourthly, to make @ comparison about which activities have effects on reducing leamers’ anxiely in spaaking Tglish,

1.3 Scope of the study

‘To reduce leamers” anxiety in speaking English, teachers can make use of various

As a teacher of English in Ila Nei Foreign Language ‘Teaching Center for nearly two

, Ï have found thal leamers would tike lo speak English a Tol but they lack confidence

Tn fact, the alternpt lo creale a negotiating and sludents-contered learning atmosphere in

English by teachers is usually unsuccessful The achievement of ettective communicative teaching becomes a daily headache to all English teachers here Inevitably, the lack of learners? participation in spa

đúng selivides leads to the teacher-cenlored learning in English lessons and leamers’ anxiety in learning a second language, especially in speaking English These reasons actually drive the researcher to the study “A comparative analysis

among several types of communicative activities to reduce Pre- intermediate level

learners’ anxiety in speaking English at HaNoi Foreign Language Teaching Center” with the aim of suggesting some communicative activities to reduce these leamers’ anxiety

in speaking Finglish

1.7 Aims of the study

‘This study aims at suggesting some communicative activities to reduce leamers’

In order to achieve these aims, the following objectives are established:

- Birstly, to review the real situation of teaching and learning speaking skills at Ha

Noi Foreign Language Teaching Center

+ Sccondly, lo investigals the current activities used in teaching speaking English at this center

- Thirdly, to suggest some communicative activities to reduce pre-intermediate level Icamers’ anxicty in speaking English at this contor

- Fourthly, to make @ comparison about which activities have effects on reducing leamers’ anxiely in spaaking Tglish,

1.3 Scope of the study

‘To reduce leamers” anxiety in speaking English, teachers can make use of various

anxiety, communicative activities and benefits of using commumicative activities to

reduce learners? arvxicly in speaking English

- Chapter Two, Methodology, is about the research method, research design, data analysis and the rationale for using five activities

+ Chapler Three, Dala Presentation and Analysis, is the part relating Lo pre- action research suvey, action plan implementation, observation results, post-action research survey, and a comparative analysis of communicative activities to reduce

Jeamners? anxiety in spanking Engtish

Pat Three, CONCLUSION, consists of four sub-parts: Summary of the study, Lizaitations of the study, and Suggestions for further studies

- Foreign language anxiety: This is considered as “a distinct complex of self-perceptions,

beliefs, feelings, and behaviors related lo

sroom fangnage leaming arising from the

‘uniqueness of the language learning process”

- Communicative activities (CA): melude any activities that encourage and require a learner

to spoak with and Tisten to olher learners, as well as with people in the communtity These

commmnicative activities contain a communicative purpose in any situations and a

concentration on language content not language form and communication without ivachcrs” interference

- Action research (ARj: is the first and foremost siluational, being conecmed wilh the identification and solution of problems in a specific context The aim of action research is

to improve the current state of affairs within the educational context in which the research

is being carried out

- Comparative analysis: ‘This term refers to comparing two or more things to get some cerlain results.

3.2.3.2 Procedure ofa điscussion activify - _.36 3.2.3.3 Reflection on implementing the activity cease seeeeseieoeuee.3ỔI

3.5 A Comparative Analysis of Some Communicative Activities to Reduce

3.6 ÄUNHALY, -

PART THREE: CONCLUSION

13.4, Using Commumicative Activities to Reduce Learners’ Anxiety in Speaking

3.2.1.2 Procedure of a role-play 8GtiVHEV cueeerieirrrearereoeeeu3T

3.2.2 Infonnatliongapaetivilies esseeererrrreeeooeoo.38)

3.2.2.3, Reflection on implementing the aotivifY series

PART ONE: INTRODUCTION

1.1 Rationale of the Study

Nowadays, with the development of technology and information together with the spread of globalization, English becomes a global language because it is broadly used in various fields of our life such as in technology, business commerce, communication and

so on, As a result, learning English for communication skills as created a huge demand for teaching and Jearning English around the world The fact shows that communicative approach of teaching English is preferred in learning English Teaching English is not only

on linguistic competence of the language learners but also on the development of their communicative ability, Therefore, in order to develop the learners’ communicative ability, leachers need to creaie a good classroom environment which motivates their speaking

activities

In recent years in Vietnam, English has been playing a very important role in the development of the country firstly because it is an international language and secondly it is also scen as » tnean Ip promote tietial understanding and cooperation between Vizhiam and other countries, Consequently, more and mote people desire to know and focus on English to keep pace with the update development in technology in the world ‘Therefore,

of other pape, This is truc even when their language abilitics are rather good tn fact,

there is an excessive amount of anxiety negatively influencing many Ianguage learners” behaviors and educational outcomes Campbell and Ortiz (1991: 159) show that language anxiety among university students to be ‘alarming’ and estimate that up to one half of all Janguage students experience debilitating levels of language anxicty

PART ONE: INTRODUCTION

1.1 Rationale of the Study

Nowadays, with the development of technology and information together with the spread of globalization, English becomes a global language because it is broadly used in various fields of our life such as in technology, business commerce, communication and

so on, As a result, learning English for communication skills as created a huge demand for teaching and Jearning English around the world The fact shows that communicative approach of teaching English is preferred in learning English Teaching English is not only

on linguistic competence of the language learners but also on the development of their communicative ability, Therefore, in order to develop the learners’ communicative ability, leachers need to creaie a good classroom environment which motivates their speaking

activities

In recent years in Vietnam, English has been playing a very important role in the development of the country firstly because it is an international language and secondly it is also scen as » tnean Ip promote tietial understanding and cooperation between Vizhiam and other countries, Consequently, more and mote people desire to know and focus on English to keep pace with the update development in technology in the world ‘Therefore,

of other pape, This is truc even when their language abilitics are rather good tn fact,

there is an excessive amount of anxiety negatively influencing many Ianguage learners” behaviors and educational outcomes Campbell and Ortiz (1991: 159) show that language anxiety among university students to be ‘alarming’ and estimate that up to one half of all Janguage students experience debilitating levels of language anxicty

PART ONE: INTRODUCTION

1.1 Rationale of the Study

Nowadays, with the development of technology and information together with the spread of globalization, English becomes a global language because it is broadly used in various fields of our life such as in technology, business commerce, communication and

so on, As a result, learning English for communication skills as created a huge demand for teaching and Jearning English around the world The fact shows that communicative approach of teaching English is preferred in learning English Teaching English is not only

on linguistic competence of the language learners but also on the development of their communicative ability, Therefore, in order to develop the learners’ communicative ability, leachers need to creaie a good classroom environment which motivates their speaking

activities

In recent years in Vietnam, English has been playing a very important role in the development of the country firstly because it is an international language and secondly it is also scen as » tnean Ip promote tietial understanding and cooperation between Vizhiam and other countries, Consequently, more and mote people desire to know and focus on English to keep pace with the update development in technology in the world ‘Therefore,

of other pape, This is truc even when their language abilitics are rather good tn fact,

there is an excessive amount of anxiety negatively influencing many Ianguage learners” behaviors and educational outcomes Campbell and Ortiz (1991: 159) show that language anxiety among university students to be ‘alarming’ and estimate that up to one half of all Janguage students experience debilitating levels of language anxicty

As a teacher of English in Ila Nei Foreign Language ‘Teaching Center for nearly two

, Ï have found thal leamers would tike lo speak English a Tol but they lack confidence

Tn fact, the alternpt lo creale a negotiating and sludents-contered learning atmosphere in

English by teachers is usually unsuccessful The achievement of ettective communicative teaching becomes a daily headache to all English teachers here Inevitably, the lack of learners? participation in spa

đúng selivides leads to the teacher-cenlored learning in English lessons and leamers’ anxiety in learning a second language, especially in speaking English These reasons actually drive the researcher to the study “A comparative analysis

among several types of communicative activities to reduce Pre- intermediate level

learners’ anxiety in speaking English at HaNoi Foreign Language Teaching Center” with the aim of suggesting some communicative activities to reduce these leamers’ anxiety

in speaking Finglish

1.7 Aims of the study

‘This study aims at suggesting some communicative activities to reduce leamers’

In order to achieve these aims, the following objectives are established:

- Birstly, to review the real situation of teaching and learning speaking skills at Ha

Noi Foreign Language Teaching Center

+ Sccondly, lo investigals the current activities used in teaching speaking English at this center

- Thirdly, to suggest some communicative activities to reduce pre-intermediate level Icamers’ anxicty in speaking English at this contor

- Fourthly, to make @ comparison about which activities have effects on reducing leamers’ anxiely in spaaking Tglish,

1.3 Scope of the study

‘To reduce leamers” anxiety in speaking English, teachers can make use of various

activities and a number of teohmiques should be đone Liowovsr, within the framework of this M.A Minor Th

Jeamers’ anxiety in speaking English Therefore, this research only focuses on three

Lis Loo ambitious to list all communicative activities to reduce

communicative activities (that is, role-play, discussion, and information gap) and then

compares their effects on reducing learners’ anxiety in speaking classss

Moreover, due to the limit of tine, only a foreign language center in Hanoi is chosen for the research, All of 20 learners chosen are studying in a Pre-intermediate level class

1.4 Methods of the study

In arder to complete this research, qualitative method will be used The participants

of the study are the leamers at [la Noi Koreign Language ‘Teaching Center More

specifically, the rescarcher planned classroom abscrvations and did questionnaires consisting of pre-questionnaire and post-questionnaire to gather in-depth information about the real situation of teaching and learning speaking skills and which cormmuicative activities uscd in their speaking lessons It is belicved this method will bring about a complete look into this research

1⁄5 Research questions

The study is to apply some communicative activitics and compare them with the aim

of finding out the most effective one to reduce leamers’ speaking anxiety at Ha Noi Foreign Language ‘leaching Center To achieve this aim, answers to the following questions arc songht

+ Which speaking activities have been used in teaching speaking skill at this center?

1 Which will be the most effective ane, among three communicative activities- role-

play, discussion, and information gap- to reduce Pre-intermadiate lavel learners

anxiety in speaking English?

1.6 Design of the study

This minor thesis consists of tree main parts

Part One, INTRODUCTION, presents the rationale, the aims, scope, methods, design of the study, and definitions of terms

Part Two, DEVELOPMENT, is composed of four chapters as follows:

- Chapter One, Literature review, is concemed with a brief review of knowledge about overview of communicative langnage teaching, foreign language

PART ONE: INTRODUCTION

1.1 Rationale of the Study

Nowadays, with the development of technology and information together with the spread of globalization, English becomes a global language because it is broadly used in various fields of our life such as in technology, business commerce, communication and

so on, As a result, learning English for communication skills as created a huge demand for teaching and Jearning English around the world The fact shows that communicative approach of teaching English is preferred in learning English Teaching English is not only

on linguistic competence of the language learners but also on the development of their communicative ability, Therefore, in order to develop the learners’ communicative ability, leachers need to creaie a good classroom environment which motivates their speaking

activities

In recent years in Vietnam, English has been playing a very important role in the development of the country firstly because it is an international language and secondly it is also scen as » tnean Ip promote tietial understanding and cooperation between Vizhiam and other countries, Consequently, more and mote people desire to know and focus on English to keep pace with the update development in technology in the world ‘Therefore,

of other pape, This is truc even when their language abilitics are rather good tn fact,

there is an excessive amount of anxiety negatively influencing many Ianguage learners” behaviors and educational outcomes Campbell and Ortiz (1991: 159) show that language anxiety among university students to be ‘alarming’ and estimate that up to one half of all Janguage students experience debilitating levels of language anxicty

As a teacher of English in Ila Nei Foreign Language ‘Teaching Center for nearly two

, Ï have found thal leamers would tike lo speak English a Tol but they lack confidence

Tn fact, the alternpt lo creale a negotiating and sludents-contered learning atmosphere in

English by teachers is usually unsuccessful The achievement of ettective communicative teaching becomes a daily headache to all English teachers here Inevitably, the lack of learners? participation in spa

đúng selivides leads to the teacher-cenlored learning in English lessons and leamers’ anxiety in learning a second language, especially in speaking English These reasons actually drive the researcher to the study “A comparative analysis

among several types of communicative activities to reduce Pre- intermediate level

learners’ anxiety in speaking English at HaNoi Foreign Language Teaching Center” with the aim of suggesting some communicative activities to reduce these leamers’ anxiety

in speaking Finglish

1.7 Aims of the study

‘This study aims at suggesting some communicative activities to reduce leamers’

In order to achieve these aims, the following objectives are established:

- Birstly, to review the real situation of teaching and learning speaking skills at Ha

Noi Foreign Language Teaching Center

+ Sccondly, lo investigals the current activities used in teaching speaking English at this center

- Thirdly, to suggest some communicative activities to reduce pre-intermediate level Icamers’ anxicty in speaking English at this contor

- Fourthly, to make @ comparison about which activities have effects on reducing leamers’ anxiely in spaaking Tglish,

1.3 Scope of the study

‘To reduce leamers” anxiety in speaking English, teachers can make use of various

As a teacher of English in Ila Nei Foreign Language ‘Teaching Center for nearly two

, Ï have found thal leamers would tike lo speak English a Tol but they lack confidence

Tn fact, the alternpt lo creale a negotiating and sludents-contered learning atmosphere in

English by teachers is usually unsuccessful The achievement of ettective communicative teaching becomes a daily headache to all English teachers here Inevitably, the lack of learners? participation in spa

đúng selivides leads to the teacher-cenlored learning in English lessons and leamers’ anxiety in learning a second language, especially in speaking English These reasons actually drive the researcher to the study “A comparative analysis

among several types of communicative activities to reduce Pre- intermediate level

learners’ anxiety in speaking English at HaNoi Foreign Language Teaching Center” with the aim of suggesting some communicative activities to reduce these leamers’ anxiety

in speaking Finglish

1.7 Aims of the study

‘This study aims at suggesting some communicative activities to reduce leamers’

In order to achieve these aims, the following objectives are established:

- Birstly, to review the real situation of teaching and learning speaking skills at Ha

Noi Foreign Language Teaching Center

+ Sccondly, lo investigals the current activities used in teaching speaking English at this center

- Thirdly, to suggest some communicative activities to reduce pre-intermediate level Icamers’ anxicty in speaking English at this contor

- Fourthly, to make @ comparison about which activities have effects on reducing leamers’ anxiely in spaaking Tglish,

1.3 Scope of the study

‘To reduce leamers” anxiety in speaking English, teachers can make use of various

vii

List of Tables Table 1: The causes of the leamers’ anxicty in speaking English

‘Table 2: Some communicative activities used in speaking lessons

Table 3: The learners’ feeling about CA used in speaking lessons

Table 4: The learners’ feelings after participating in communicative activities in speaking

lessons Table S: Effeotives of reducing the learners” anxiety in speaking Frgtish through

communicative activitics

List of Charts Chart 1: J feel anxious when speaking English in class

Chart 2: The leamexs' participation extreme int commumicalive activities used in speaking

lessons

Chart 3: The learners’ interests in communicative activities

List of Abbreviations CAs: Communicative Activities

CLT: Communicative Language Teaching

PART ONE: INTRODUCTION

1.1 Rationale of the Study

Nowadays, with the development of technology and information together with the spread of globalization, English becomes a global language because it is broadly used in various fields of our life such as in technology, business commerce, communication and

so on, As a result, learning English for communication skills as created a huge demand for teaching and Jearning English around the world The fact shows that communicative approach of teaching English is preferred in learning English Teaching English is not only

on linguistic competence of the language learners but also on the development of their communicative ability, Therefore, in order to develop the learners’ communicative ability, leachers need to creaie a good classroom environment which motivates their speaking

activities

In recent years in Vietnam, English has been playing a very important role in the development of the country firstly because it is an international language and secondly it is also scen as » tnean Ip promote tietial understanding and cooperation between Vizhiam and other countries, Consequently, more and mote people desire to know and focus on English to keep pace with the update development in technology in the world ‘Therefore,

of other pape, This is truc even when their language abilitics are rather good tn fact,

there is an excessive amount of anxiety negatively influencing many Ianguage learners” behaviors and educational outcomes Campbell and Ortiz (1991: 159) show that language anxiety among university students to be ‘alarming’ and estimate that up to one half of all Janguage students experience debilitating levels of language anxicty

PART ONE: INTRODUCTION

1.1 Rationale of the Study

Nowadays, with the development of technology and information together with the spread of globalization, English becomes a global language because it is broadly used in various fields of our life such as in technology, business commerce, communication and

so on, As a result, learning English for communication skills as created a huge demand for teaching and Jearning English around the world The fact shows that communicative approach of teaching English is preferred in learning English Teaching English is not only

on linguistic competence of the language learners but also on the development of their communicative ability, Therefore, in order to develop the learners’ communicative ability, leachers need to creaie a good classroom environment which motivates their speaking

activities

In recent years in Vietnam, English has been playing a very important role in the development of the country firstly because it is an international language and secondly it is also scen as » tnean Ip promote tietial understanding and cooperation between Vizhiam and other countries, Consequently, more and mote people desire to know and focus on English to keep pace with the update development in technology in the world ‘Therefore,

of other pape, This is truc even when their language abilitics are rather good tn fact,

there is an excessive amount of anxiety negatively influencing many Ianguage learners” behaviors and educational outcomes Campbell and Ortiz (1991: 159) show that language anxiety among university students to be ‘alarming’ and estimate that up to one half of all Janguage students experience debilitating levels of language anxicty

3.2.3.2 Procedure ofa điscussion activify - _.36 3.2.3.3 Reflection on implementing the activity cease seeeeseieoeuee.3ỔI

3.5 A Comparative Analysis of Some Communicative Activities to Reduce

3.6 ÄUNHALY, -

PART THREE: CONCLUSION

PART ONE: INTRODUCTION

1.1 Rationale of the Study

Nowadays, with the development of technology and information together with the spread of globalization, English becomes a global language because it is broadly used in various fields of our life such as in technology, business commerce, communication and

so on, As a result, learning English for communication skills as created a huge demand for teaching and Jearning English around the world The fact shows that communicative approach of teaching English is preferred in learning English Teaching English is not only

on linguistic competence of the language learners but also on the development of their communicative ability, Therefore, in order to develop the learners’ communicative ability, leachers need to creaie a good classroom environment which motivates their speaking

activities

In recent years in Vietnam, English has been playing a very important role in the development of the country firstly because it is an international language and secondly it is also scen as » tnean Ip promote tietial understanding and cooperation between Vizhiam and other countries, Consequently, more and mote people desire to know and focus on English to keep pace with the update development in technology in the world ‘Therefore,

of other pape, This is truc even when their language abilitics are rather good tn fact,

there is an excessive amount of anxiety negatively influencing many Ianguage learners” behaviors and educational outcomes Campbell and Ortiz (1991: 159) show that language anxiety among university students to be ‘alarming’ and estimate that up to one half of all Janguage students experience debilitating levels of language anxicty

anxiety, communicative activities and benefits of using commumicative activities to

reduce learners? arvxicly in speaking English

- Chapter Two, Methodology, is about the research method, research design, data analysis and the rationale for using five activities

+ Chapler Three, Dala Presentation and Analysis, is the part relating Lo pre- action research suvey, action plan implementation, observation results, post-action research survey, and a comparative analysis of communicative activities to reduce

Jeamners? anxiety in spanking Engtish

Pat Three, CONCLUSION, consists of four sub-parts: Summary of the study, Lizaitations of the study, and Suggestions for further studies

- Foreign language anxiety: This is considered as “a distinct complex of self-perceptions,

beliefs, feelings, and behaviors related lo

sroom fangnage leaming arising from the

‘uniqueness of the language learning process”

- Communicative activities (CA): melude any activities that encourage and require a learner

to spoak with and Tisten to olher learners, as well as with people in the communtity These

commmnicative activities contain a communicative purpose in any situations and a

concentration on language content not language form and communication without ivachcrs” interference

- Action research (ARj: is the first and foremost siluational, being conecmed wilh the identification and solution of problems in a specific context The aim of action research is

to improve the current state of affairs within the educational context in which the research

is being carried out

- Comparative analysis: ‘This term refers to comparing two or more things to get some cerlain results.

3.2.3.2 Procedure ofa điscussion activify - _.36 3.2.3.3 Reflection on implementing the activity cease seeeeseieoeuee.3ỔI

3.5 A Comparative Analysis of Some Communicative Activities to Reduce

3.6 ÄUNHALY, -

PART THREE: CONCLUSION

anxiety, communicative activities and benefits of using commumicative activities to

reduce learners? arvxicly in speaking English

- Chapter Two, Methodology, is about the research method, research design, data analysis and the rationale for using five activities

+ Chapler Three, Dala Presentation and Analysis, is the part relating Lo pre- action research suvey, action plan implementation, observation results, post-action research survey, and a comparative analysis of communicative activities to reduce

Jeamners? anxiety in spanking Engtish

Pat Three, CONCLUSION, consists of four sub-parts: Summary of the study, Lizaitations of the study, and Suggestions for further studies

- Foreign language anxiety: This is considered as “a distinct complex of self-perceptions,

beliefs, feelings, and behaviors related lo

sroom fangnage leaming arising from the

‘uniqueness of the language learning process”

- Communicative activities (CA): melude any activities that encourage and require a learner

to spoak with and Tisten to olher learners, as well as with people in the communtity These

commmnicative activities contain a communicative purpose in any situations and a

concentration on language content not language form and communication without ivachcrs” interference

- Action research (ARj: is the first and foremost siluational, being conecmed wilh the identification and solution of problems in a specific context The aim of action research is

to improve the current state of affairs within the educational context in which the research

is being carried out

- Comparative analysis: ‘This term refers to comparing two or more things to get some cerlain results.

anxiety, communicative activities and benefits of using commumicative activities to

reduce learners? arvxicly in speaking English

- Chapter Two, Methodology, is about the research method, research design, data analysis and the rationale for using five activities

+ Chapler Three, Dala Presentation and Analysis, is the part relating Lo pre- action research suvey, action plan implementation, observation results, post-action research survey, and a comparative analysis of communicative activities to reduce

Jeamners? anxiety in spanking Engtish

Pat Three, CONCLUSION, consists of four sub-parts: Summary of the study, Lizaitations of the study, and Suggestions for further studies

- Foreign language anxiety: This is considered as “a distinct complex of self-perceptions,

beliefs, feelings, and behaviors related lo

sroom fangnage leaming arising from the

‘uniqueness of the language learning process”

- Communicative activities (CA): melude any activities that encourage and require a learner

to spoak with and Tisten to olher learners, as well as with people in the communtity These

commmnicative activities contain a communicative purpose in any situations and a

concentration on language content not language form and communication without ivachcrs” interference

- Action research (ARj: is the first and foremost siluational, being conecmed wilh the identification and solution of problems in a specific context The aim of action research is

to improve the current state of affairs within the educational context in which the research

is being carried out

- Comparative analysis: ‘This term refers to comparing two or more things to get some cerlain results.

anxiety, communicative activities and benefits of using commumicative activities to

reduce learners? arvxicly in speaking English

- Chapter Two, Methodology, is about the research method, research design, data analysis and the rationale for using five activities

+ Chapler Three, Dala Presentation and Analysis, is the part relating Lo pre- action research suvey, action plan implementation, observation results, post-action research survey, and a comparative analysis of communicative activities to reduce

Jeamners? anxiety in spanking Engtish

Pat Three, CONCLUSION, consists of four sub-parts: Summary of the study, Lizaitations of the study, and Suggestions for further studies

- Foreign language anxiety: This is considered as “a distinct complex of self-perceptions,

beliefs, feelings, and behaviors related lo

sroom fangnage leaming arising from the

‘uniqueness of the language learning process”

- Communicative activities (CA): melude any activities that encourage and require a learner

to spoak with and Tisten to olher learners, as well as with people in the communtity These

commmnicative activities contain a communicative purpose in any situations and a

concentration on language content not language form and communication without ivachcrs” interference

- Action research (ARj: is the first and foremost siluational, being conecmed wilh the identification and solution of problems in a specific context The aim of action research is

to improve the current state of affairs within the educational context in which the research

is being carried out

- Comparative analysis: ‘This term refers to comparing two or more things to get some cerlain results.

13.4, Using Commumicative Activities to Reduce Learners’ Anxiety in Speaking

3.2.1.2 Procedure of a role-play 8GtiVHEV cueeerieirrrearereoeeeu3T

3.2.2 Infonnatliongapaetivilies esseeererrrreeeooeoo.38)

3.2.2.3, Reflection on implementing the aotivifY series

3.2.3.2 Procedure ofa điscussion activify - _.36 3.2.3.3 Reflection on implementing the activity cease seeeeseieoeuee.3ỔI

3.5 A Comparative Analysis of Some Communicative Activities to Reduce

3.6 ÄUNHALY, -

PART THREE: CONCLUSION

anxiety, communicative activities and benefits of using commumicative activities to

reduce learners? arvxicly in speaking English

- Chapter Two, Methodology, is about the research method, research design, data analysis and the rationale for using five activities

+ Chapler Three, Dala Presentation and Analysis, is the part relating Lo pre- action research suvey, action plan implementation, observation results, post-action research survey, and a comparative analysis of communicative activities to reduce

Jeamners? anxiety in spanking Engtish

Pat Three, CONCLUSION, consists of four sub-parts: Summary of the study, Lizaitations of the study, and Suggestions for further studies

- Foreign language anxiety: This is considered as “a distinct complex of self-perceptions,

beliefs, feelings, and behaviors related lo

sroom fangnage leaming arising from the

‘uniqueness of the language learning process”

- Communicative activities (CA): melude any activities that encourage and require a learner

to spoak with and Tisten to olher learners, as well as with people in the communtity These

commmnicative activities contain a communicative purpose in any situations and a

concentration on language content not language form and communication without ivachcrs” interference

- Action research (ARj: is the first and foremost siluational, being conecmed wilh the identification and solution of problems in a specific context The aim of action research is

to improve the current state of affairs within the educational context in which the research

is being carried out

- Comparative analysis: ‘This term refers to comparing two or more things to get some cerlain results.

anxiety, communicative activities and benefits of using commumicative activities to

reduce learners? arvxicly in speaking English

- Chapter Two, Methodology, is about the research method, research design, data analysis and the rationale for using five activities

+ Chapler Three, Dala Presentation and Analysis, is the part relating Lo pre- action research suvey, action plan implementation, observation results, post-action research survey, and a comparative analysis of communicative activities to reduce

Jeamners? anxiety in spanking Engtish

Pat Three, CONCLUSION, consists of four sub-parts: Summary of the study, Lizaitations of the study, and Suggestions for further studies

- Foreign language anxiety: This is considered as “a distinct complex of self-perceptions,

beliefs, feelings, and behaviors related lo

sroom fangnage leaming arising from the

‘uniqueness of the language learning process”

- Communicative activities (CA): melude any activities that encourage and require a learner

to spoak with and Tisten to olher learners, as well as with people in the communtity These

commmnicative activities contain a communicative purpose in any situations and a

concentration on language content not language form and communication without ivachcrs” interference

- Action research (ARj: is the first and foremost siluational, being conecmed wilh the identification and solution of problems in a specific context The aim of action research is

to improve the current state of affairs within the educational context in which the research

is being carried out

- Comparative analysis: ‘This term refers to comparing two or more things to get some cerlain results.

3.2.3.2 Procedure ofa điscussion activify - _.36 3.2.3.3 Reflection on implementing the activity cease seeeeseieoeuee.3ỔI

3.5 A Comparative Analysis of Some Communicative Activities to Reduce

3.6 ÄUNHALY, -

PART THREE: CONCLUSION

As a teacher of English in Ila Nei Foreign Language ‘Teaching Center for nearly two

, Ï have found thal leamers would tike lo speak English a Tol but they lack confidence

Tn fact, the alternpt lo creale a negotiating and sludents-contered learning atmosphere in

English by teachers is usually unsuccessful The achievement of ettective communicative teaching becomes a daily headache to all English teachers here Inevitably, the lack of learners? participation in spa

đúng selivides leads to the teacher-cenlored learning in English lessons and leamers’ anxiety in learning a second language, especially in speaking English These reasons actually drive the researcher to the study “A comparative analysis

among several types of communicative activities to reduce Pre- intermediate level

learners’ anxiety in speaking English at HaNoi Foreign Language Teaching Center” with the aim of suggesting some communicative activities to reduce these leamers’ anxiety

in speaking Finglish

1.7 Aims of the study

‘This study aims at suggesting some communicative activities to reduce leamers’

In order to achieve these aims, the following objectives are established:

- Birstly, to review the real situation of teaching and learning speaking skills at Ha

Noi Foreign Language Teaching Center

+ Sccondly, lo investigals the current activities used in teaching speaking English at this center

- Thirdly, to suggest some communicative activities to reduce pre-intermediate level Icamers’ anxicty in speaking English at this contor

- Fourthly, to make @ comparison about which activities have effects on reducing leamers’ anxiely in spaaking Tglish,

1.3 Scope of the study

‘To reduce leamers” anxiety in speaking English, teachers can make use of various

vii

List of Tables Table 1: The causes of the leamers’ anxicty in speaking English

‘Table 2: Some communicative activities used in speaking lessons

Table 3: The learners’ feeling about CA used in speaking lessons

Table 4: The learners’ feelings after participating in communicative activities in speaking

lessons Table S: Effeotives of reducing the learners” anxiety in speaking Frgtish through

communicative activitics

List of Charts Chart 1: J feel anxious when speaking English in class

Chart 2: The leamexs' participation extreme int commumicalive activities used in speaking

lessons

Chart 3: The learners’ interests in communicative activities

List of Abbreviations CAs: Communicative Activities

CLT: Communicative Language Teaching

As a teacher of English in Ila Nei Foreign Language ‘Teaching Center for nearly two

, Ï have found thal leamers would tike lo speak English a Tol but they lack confidence

Tn fact, the alternpt lo creale a negotiating and sludents-contered learning atmosphere in

English by teachers is usually unsuccessful The achievement of ettective communicative teaching becomes a daily headache to all English teachers here Inevitably, the lack of learners? participation in spa

đúng selivides leads to the teacher-cenlored learning in English lessons and leamers’ anxiety in learning a second language, especially in speaking English These reasons actually drive the researcher to the study “A comparative analysis

among several types of communicative activities to reduce Pre- intermediate level

learners’ anxiety in speaking English at HaNoi Foreign Language Teaching Center” with the aim of suggesting some communicative activities to reduce these leamers’ anxiety

in speaking Finglish

1.7 Aims of the study

‘This study aims at suggesting some communicative activities to reduce leamers’

In order to achieve these aims, the following objectives are established:

- Birstly, to review the real situation of teaching and learning speaking skills at Ha

Noi Foreign Language Teaching Center

+ Sccondly, lo investigals the current activities used in teaching speaking English at this center

- Thirdly, to suggest some communicative activities to reduce pre-intermediate level Icamers’ anxicty in speaking English at this contor

- Fourthly, to make @ comparison about which activities have effects on reducing leamers’ anxiely in spaaking Tglish,

1.3 Scope of the study

‘To reduce leamers” anxiety in speaking English, teachers can make use of various

vii

List of Tables Table 1: The causes of the leamers’ anxicty in speaking English

‘Table 2: Some communicative activities used in speaking lessons

Table 3: The learners’ feeling about CA used in speaking lessons

Table 4: The learners’ feelings after participating in communicative activities in speaking

lessons Table S: Effeotives of reducing the learners” anxiety in speaking Frgtish through

communicative activitics

List of Charts Chart 1: J feel anxious when speaking English in class

Chart 2: The leamexs' participation extreme int commumicalive activities used in speaking

lessons

Chart 3: The learners’ interests in communicative activities

List of Abbreviations CAs: Communicative Activities

CLT: Communicative Language Teaching