Luận văn the exploitation of cooperative activities for teaching speaking skill to the 12th form non specialized english students at bac ninh specialized high school

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES NGUYEN THUY NHUNG TILK EXPLOITATION OF COOPERATIVE ACTIVITLES FOR

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST- GRADUATE STUDIES

NGUYEN THUY NHUNG

TILK EXPLOITATION OF COOPERATIVE ACTIVITLES FOR TEACHING SPEAKING SKILL TO THE 12™ FORM NON- SPECIALIZED ENGLISH STUDENTS AT BAC NINH

SPECIALIZED HIGH SCHOOL

( Sw dung hoạt động hợp tác trong việc dạ kỹ năng nói cho học sinh lớp 12 không chuyên tiếng Anh tại Trường Trung học Phố

thông Chuyên Bắc Ninh }

M.A Minor Programme Thesis Field: English Teaching Methodology

Code: 60 14 10

HANOT, 2016

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST- GRADUATE STUDIES

NGUYEN THUY NHUNG

THE EXPLOITATION OF COOPERATIVE ACTIVITIES FOR TEACHING SPEAKING SKILL TO THE 12™ FORM NON- SPECIALIZED ENGLISH STUDENTS AT BAC NINH

SPECIALIZED HIGH SCHOOL,

(Sit dung hoat dong hop tac trong viée dap kp nang nei cho hec sinh lớp 12 không chuyên tiếng Anh tại Trường Trung học Phẫ

thông Chuyên Bắc Ninh)

M.A Minor Programme Thesis

Supervisor : Tran Hién Lan, M.A

HANOI, 2010

6 Design of the study eeeneenennininnininenientantiniininenennsned PART 2: DEVELOPMENT

Chapter 1: LITERATURE REVIEW _ 1.1 The teaching and learning of the speaking skill an LLL Communicative Language Teaching (CLI) 4 L112 The nature of CLT 5 11.1.2 Features of CLI 6 1.1.2 The role of speaking in foreign language teaching 7

1.2 Cooperatixe learning and is activilies

1.2.1 What is cooperative leaming? HHHHheedesrrrorooB 1.2.2 Essential components of cooperative learning and activities 9 1.2.3 Cooperative learning celmiques und achvilics in a speaking lesson 11

13

1.3.4 The role of cooperative activities in teaching speaking skill

13

of teaching a foreign langnage, especialfy Tnglish CIT is emphasized as an appropriate

approach to language teaching for the 21" century

ULLAL The nate of CLT

For many years, language teaching was seen as helping learners develop linguistic competence — that is, helping students master the sounds, words and grammar pattems of English The idea was that by studying the bits and picces of a language, students could eventually put them all together and communicate

Tn the rid - 1970s the notion of linguistic campelencs came lo be viewod as a component of the broader idea of communicative competence According to Canale and Swain (1980), the second language leamers cannot be expected to achieve a satisfactory level of communicative competence if no knowledge of probability of occurrence of grammatical forms and communicative function is developed Their view of communicative competenes

consists of four areas of knowledge and skills

Grammatical competence Strategic competeace

13

of teaching a foreign langnage, especialfy Tnglish CIT is emphasized as an appropriate

approach to language teaching for the 21" century

ULLAL The nate of CLT

For many years, language teaching was seen as helping learners develop linguistic competence — that is, helping students master the sounds, words and grammar pattems of English The idea was that by studying the bits and picces of a language, students could eventually put them all together and communicate

Tn the rid - 1970s the notion of linguistic campelencs came lo be viewod as a component of the broader idea of communicative competence According to Canale and Swain (1980), the second language leamers cannot be expected to achieve a satisfactory level of communicative competence if no knowledge of probability of occurrence of grammatical forms and communicative function is developed Their view of communicative competenes

consists of four areas of knowledge and skills

Grammatical competence Strategic competeace

12

PARTY 2: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW

To begin with the study, in this chapter, the researcher will present some theoretical background based on which the study will be carticd out The first scction overviews the teaching and learning of the speaking skill ‘hen cooperative leaming and its activities are

discussed in the sccond scetion

4.1 The teaching and Iearning of the spcaking skill

A glance through the past century or so of language teaching will give an interesting picture of how varicd approaches and methods applicd in language teaching are David Nunan (1991b: 228, cited in Bang, N & Ngoc, N.B) remarks “It has been realized that there never yeas and probably never will be a method for all”, As a maller of facl, there is no porfeelly good language teaching method for all, instead we need to get on well with the approach to Janguage teaching we have chosen and design effective tasks and techniques informed by that approach, New telhods have appeared, developed and reptaeed the previous ones for the only purpose: to find out the best way to teach a foreign language

In recent years, there has been a preference for leaming foreign languages in general and English in particular as a incans of communication, Thus, Commumicative Tangnags Teaching becomes the most preferable method The following part will concer with the communicative approach and its implication for teaching and leaming the speaking skill

LL1 Communicative Language Teaching (CLT)

Being founded in the early 1960s “CLT” has recently become a fashionable term to cover a variety of developments in syilatrus design and to a lesser extent, in the methodology

13

of teaching a foreign langnage, especialfy Tnglish CIT is emphasized as an appropriate

approach to language teaching for the 21" century

ULLAL The nate of CLT

For many years, language teaching was seen as helping learners develop linguistic competence — that is, helping students master the sounds, words and grammar pattems of English The idea was that by studying the bits and picces of a language, students could eventually put them all together and communicate

Tn the rid - 1970s the notion of linguistic campelencs came lo be viewod as a component of the broader idea of communicative competence According to Canale and Swain (1980), the second language leamers cannot be expected to achieve a satisfactory level of communicative competence if no knowledge of probability of occurrence of grammatical forms and communicative function is developed Their view of communicative competenes

consists of four areas of knowledge and skills

Grammatical competence Strategic competeace

11

6 Design of the study

This study includes three main parts: the introduction, the development and the conclusion

‘The first part, “Imtroduction” provides the basic information such as rationale, aims, research question, methods, scope and design af the stndy,

The second part, “Development”, consists of the four chapters:

Chapter one, Literature review, deals with theoretical background about conumunicative language teaching, speaking skill and cooperative learning,

Chapter two, The study, is an overview of the reality of teaching and learning speaking skifl for the 12" form non - specialized English students at Bac Ninh Specialized High School in this part, the school, the subjects and instruments used in the research will be discussed

Chapter three, Data analysis and discussion, deals with analyzing the data

Chapter four, Recommendations, focuscs on some suggestions on using cooperative activities in speaking lessons

The last pari, “Conclusion”, prosznls the summary of the major findings, paints oul some shortcomings revealed during the process of completing this research paper and suggests

further studies.

11

6 Design of the study

This study includes three main parts: the introduction, the development and the conclusion

‘The first part, “Imtroduction” provides the basic information such as rationale, aims, research question, methods, scope and design af the stndy,

The second part, “Development”, consists of the four chapters:

Chapter one, Literature review, deals with theoretical background about conumunicative language teaching, speaking skill and cooperative learning,

Chapter two, The study, is an overview of the reality of teaching and learning speaking skifl for the 12" form non - specialized English students at Bac Ninh Specialized High School in this part, the school, the subjects and instruments used in the research will be discussed

Chapter three, Data analysis and discussion, deals with analyzing the data

Chapter four, Recommendations, focuscs on some suggestions on using cooperative activities in speaking lessons

The last pari, “Conclusion”, prosznls the summary of the major findings, paints oul some shortcomings revealed during the process of completing this research paper and suggests

further studies.

13

of teaching a foreign langnage, especialfy Tnglish CIT is emphasized as an appropriate

approach to language teaching for the 21" century

ULLAL The nate of CLT

For many years, language teaching was seen as helping learners develop linguistic competence — that is, helping students master the sounds, words and grammar pattems of English The idea was that by studying the bits and picces of a language, students could eventually put them all together and communicate

Tn the rid - 1970s the notion of linguistic campelencs came lo be viewod as a component of the broader idea of communicative competence According to Canale and Swain (1980), the second language leamers cannot be expected to achieve a satisfactory level of communicative competence if no knowledge of probability of occurrence of grammatical forms and communicative function is developed Their view of communicative competenes

consists of four areas of knowledge and skills

Grammatical competence Strategic competeace

12

PARTY 2: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW

To begin with the study, in this chapter, the researcher will present some theoretical background based on which the study will be carticd out The first scction overviews the teaching and learning of the speaking skill ‘hen cooperative leaming and its activities are

discussed in the sccond scetion

4.1 The teaching and Iearning of the spcaking skill

A glance through the past century or so of language teaching will give an interesting picture of how varicd approaches and methods applicd in language teaching are David Nunan (1991b: 228, cited in Bang, N & Ngoc, N.B) remarks “It has been realized that there never yeas and probably never will be a method for all”, As a maller of facl, there is no porfeelly good language teaching method for all, instead we need to get on well with the approach to Janguage teaching we have chosen and design effective tasks and techniques informed by that approach, New telhods have appeared, developed and reptaeed the previous ones for the only purpose: to find out the best way to teach a foreign language

In recent years, there has been a preference for leaming foreign languages in general and English in particular as a incans of communication, Thus, Commumicative Tangnags Teaching becomes the most preferable method The following part will concer with the communicative approach and its implication for teaching and leaming the speaking skill

LL1 Communicative Language Teaching (CLT)

Being founded in the early 1960s “CLT” has recently become a fashionable term to cover a variety of developments in syilatrus design and to a lesser extent, in the methodology

11

6 Design of the study

This study includes three main parts: the introduction, the development and the conclusion

‘The first part, “Imtroduction” provides the basic information such as rationale, aims, research question, methods, scope and design af the stndy,

The second part, “Development”, consists of the four chapters:

Chapter one, Literature review, deals with theoretical background about conumunicative language teaching, speaking skill and cooperative learning,

Chapter two, The study, is an overview of the reality of teaching and learning speaking skifl for the 12" form non - specialized English students at Bac Ninh Specialized High School in this part, the school, the subjects and instruments used in the research will be discussed

Chapter three, Data analysis and discussion, deals with analyzing the data

Chapter four, Recommendations, focuscs on some suggestions on using cooperative activities in speaking lessons

The last pari, “Conclusion”, prosznls the summary of the major findings, paints oul some shortcomings revealed during the process of completing this research paper and suggests

further studies.

Chapter 2: THE STUDY

2.1 Background of the study

2.1.1 The Jeaming and teaching situation 16

2.1.3, The teachers of English group ceerireisireieooe T7 2.1.4, The teaching material 18 2.2, Research methods

2.2.1 The participants 18 2.2.2 Data colloctior instruments 18 rẽ 2.2.4, Methods of data analysis 19

Chapter 3: BATA ANALYSIS AND DISCUSSION

3.1 Analysts of the questionnaires

3.1.2 Results of students’ survey questionnaire «0.0mm 2 3.2, Amalysts of the researcher’s class observation

References

Appendices

Appendix 2: Questionnaire for siuđcnis -IV

11

6 Design of the study

This study includes three main parts: the introduction, the development and the conclusion

‘The first part, “Imtroduction” provides the basic information such as rationale, aims, research question, methods, scope and design af the stndy,

The second part, “Development”, consists of the four chapters:

Chapter one, Literature review, deals with theoretical background about conumunicative language teaching, speaking skill and cooperative learning,

Chapter two, The study, is an overview of the reality of teaching and learning speaking skifl for the 12" form non - specialized English students at Bac Ninh Specialized High School in this part, the school, the subjects and instruments used in the research will be discussed

Chapter three, Data analysis and discussion, deals with analyzing the data

Chapter four, Recommendations, focuscs on some suggestions on using cooperative activities in speaking lessons

The last pari, “Conclusion”, prosznls the summary of the major findings, paints oul some shortcomings revealed during the process of completing this research paper and suggests

further studies.

T OF ABBREVIATIONS AND TABLES

Abbreviations

CLT: Communicative Language Teaching

BNSHS: Bac Ninh Specialized High School

BFL: English as a Forcign Language

Tables

Table 1: Data collected from Icachers

Table 2: Data collected from students

Table 3: Description of classes observed

13

of teaching a foreign langnage, especialfy Tnglish CIT is emphasized as an appropriate

approach to language teaching for the 21" century

ULLAL The nate of CLT

For many years, language teaching was seen as helping learners develop linguistic competence — that is, helping students master the sounds, words and grammar pattems of English The idea was that by studying the bits and picces of a language, students could eventually put them all together and communicate

Tn the rid - 1970s the notion of linguistic campelencs came lo be viewod as a component of the broader idea of communicative competence According to Canale and Swain (1980), the second language leamers cannot be expected to achieve a satisfactory level of communicative competence if no knowledge of probability of occurrence of grammatical forms and communicative function is developed Their view of communicative competenes

consists of four areas of knowledge and skills

Grammatical competence Strategic competeace

Chapter 2: THE STUDY

2.1 Background of the study

2.1.1 The Jeaming and teaching situation 16

2.1.3, The teachers of English group ceerireisireieooe T7 2.1.4, The teaching material 18 2.2, Research methods

2.2.1 The participants 18 2.2.2 Data colloctior instruments 18 rẽ 2.2.4, Methods of data analysis 19

Chapter 3: BATA ANALYSIS AND DISCUSSION

3.1 Analysts of the questionnaires

3.1.2 Results of students’ survey questionnaire «0.0mm 2 3.2, Amalysts of the researcher’s class observation

References

Appendices

Appendix 2: Questionnaire for siuđcnis -IV

11

6 Design of the study

This study includes three main parts: the introduction, the development and the conclusion

‘The first part, “Imtroduction” provides the basic information such as rationale, aims, research question, methods, scope and design af the stndy,

The second part, “Development”, consists of the four chapters:

Chapter one, Literature review, deals with theoretical background about conumunicative language teaching, speaking skill and cooperative learning,

Chapter two, The study, is an overview of the reality of teaching and learning speaking skifl for the 12" form non - specialized English students at Bac Ninh Specialized High School in this part, the school, the subjects and instruments used in the research will be discussed

Chapter three, Data analysis and discussion, deals with analyzing the data

Chapter four, Recommendations, focuscs on some suggestions on using cooperative activities in speaking lessons

The last pari, “Conclusion”, prosznls the summary of the major findings, paints oul some shortcomings revealed during the process of completing this research paper and suggests

further studies.

T OF ABBREVIATIONS AND TABLES

Abbreviations

CLT: Communicative Language Teaching

BNSHS: Bac Ninh Specialized High School

BFL: English as a Forcign Language

Tables

Table 1: Data collected from Icachers

Table 2: Data collected from students

Table 3: Description of classes observed

10

All the reasons mentioned above encouraged the researcher to carry ont the study " The

exploitation of cuaperalive uetivitien for teaching speaking skill lo the 12" form non-

Specialized English students at Bac Ninh Specialized High School.” with the hope to contribute her small part to improving the teaching and leaming of the speaking skill for the

12 form nou - specialized English students at her school

2, Aims of the study

The study aims at:

investigating the current situation of teaching and learning speaking skill

for the 12" form non - specialized English studonts at BNSHS

© evaluating the use of cooperative activities m speaking less

ng

© offering some suggestions on using cooperative activities in speaking

lessons to promote students* spcaking ability

3 Research question

For the purpose of investigating the current situation of using cooperative activities in speaking lessous, the researcher set up the following research question to guide her in doing this research’

“To what extent da the teachers at Rac Ninh Specialized High School exploit cooperative

activities in speaking lessons for the 12" form non - spacialized English students?”

4 Methods of the study

To conduct the study, quantitative and qualitative methods will be used The data collected will come from two sources: the 12" form non - specialized English students and teachers of English at Bac Ninh Specialized High School Questionnaires and classroom observation will be uscd ta collocl information and evidence for the study Alt the comments, recommendations and conclusions provided in the study will be based on the data analysis

5 Scope of the study

This study limits itself to the application of cooperative leaming for the 12" form non

- specialized English students’ speaking skill It is conccened with the context at Bac Ninh Specialized High School

11

6 Design of the study

This study includes three main parts: the introduction, the development and the conclusion

‘The first part, “Imtroduction” provides the basic information such as rationale, aims, research question, methods, scope and design af the stndy,

The second part, “Development”, consists of the four chapters:

Chapter one, Literature review, deals with theoretical background about conumunicative language teaching, speaking skill and cooperative learning,

Chapter two, The study, is an overview of the reality of teaching and learning speaking skifl for the 12" form non - specialized English students at Bac Ninh Specialized High School in this part, the school, the subjects and instruments used in the research will be discussed

Chapter three, Data analysis and discussion, deals with analyzing the data

Chapter four, Recommendations, focuscs on some suggestions on using cooperative activities in speaking lessons

The last pari, “Conclusion”, prosznls the summary of the major findings, paints oul some shortcomings revealed during the process of completing this research paper and suggests

further studies.

PART 1: INTRODUCTION

1 Rationale

Entering the 21% century, ander the impact of globalization Vietnam is facing a range

of political, social, economic, technological and educational changes It is widely accepted that the shift from a central economy to a mixed system with both socialist and market sectors since the Talc 1990s has required Ihe Vietnamese cducation system to carry oul remarkable changes Today, people insist that education and training must not only be able to equip students with new scientific and cultural knowledge but also develop their reasoning thought, crealive abilities and leam work skills

Language teaching is a complex process involving many interrelated factors Besides suitable and effective methods of teaching language, classroom interaction is considered as the most vilal clerncn in fanguage learning process The emphasis on individual achicvernent and transmission of information has become inadequate in supporting the development of students’ thinking and leaming skills The best way is to enable students to become actively

inwolved in their leaming processes, which will provide them with more opportunitics to

develop important knowledge and skills for today’s labour market

It is clear that one of the main goals of leaming English is to use it effectively in

communication Speaking skill, mors or fess, is an important, skill that stusdents msl acquire in the leaming process Since the application of the new textbooks, speaking skill has had a different position at upper secondary schools

‘As we know, learning a forcign language is a proccss in which leamers do not have a natural communication environment like native people ‘Thus, in order to help students master

a foreign language @s 4 means of commuication, the teach

er plays an important role in finding out the ways to make their speaking lessons more interesting and productive Accordingly, nowadays, instead of making use of activities that demand accurate repetition and memorization of sentences and grammar patterns, activities that ask learners to negotiate

ancaning and to interact meaningfully arz required.

T OF ABBREVIATIONS AND TABLES

Abbreviations

CLT: Communicative Language Teaching

BNSHS: Bac Ninh Specialized High School

BFL: English as a Forcign Language

Tables

Table 1: Data collected from Icachers

Table 2: Data collected from students

Table 3: Description of classes observed

T OF ABBREVIATIONS AND TABLES

Abbreviations

CLT: Communicative Language Teaching

BNSHS: Bac Ninh Specialized High School

BFL: English as a Forcign Language

Tables

Table 1: Data collected from Icachers

Table 2: Data collected from students

Table 3: Description of classes observed

PART 1: INTRODUCTION

1 Rationale

Entering the 21% century, ander the impact of globalization Vietnam is facing a range

of political, social, economic, technological and educational changes It is widely accepted that the shift from a central economy to a mixed system with both socialist and market sectors since the Talc 1990s has required Ihe Vietnamese cducation system to carry oul remarkable changes Today, people insist that education and training must not only be able to equip students with new scientific and cultural knowledge but also develop their reasoning thought, crealive abilities and leam work skills

Language teaching is a complex process involving many interrelated factors Besides suitable and effective methods of teaching language, classroom interaction is considered as the most vilal clerncn in fanguage learning process The emphasis on individual achicvernent and transmission of information has become inadequate in supporting the development of students’ thinking and leaming skills The best way is to enable students to become actively

inwolved in their leaming processes, which will provide them with more opportunitics to

develop important knowledge and skills for today’s labour market

It is clear that one of the main goals of leaming English is to use it effectively in

communication Speaking skill, mors or fess, is an important, skill that stusdents msl acquire in the leaming process Since the application of the new textbooks, speaking skill has had a different position at upper secondary schools

‘As we know, learning a forcign language is a proccss in which leamers do not have a natural communication environment like native people ‘Thus, in order to help students master

a foreign language @s 4 means of commuication, the teach

er plays an important role in finding out the ways to make their speaking lessons more interesting and productive Accordingly, nowadays, instead of making use of activities that demand accurate repetition and memorization of sentences and grammar patterns, activities that ask learners to negotiate

ancaning and to interact meaningfully arz required.

PART 1: INTRODUCTION

1 Rationale

Entering the 21% century, ander the impact of globalization Vietnam is facing a range

of political, social, economic, technological and educational changes It is widely accepted that the shift from a central economy to a mixed system with both socialist and market sectors since the Talc 1990s has required Ihe Vietnamese cducation system to carry oul remarkable changes Today, people insist that education and training must not only be able to equip students with new scientific and cultural knowledge but also develop their reasoning thought, crealive abilities and leam work skills

Language teaching is a complex process involving many interrelated factors Besides suitable and effective methods of teaching language, classroom interaction is considered as the most vilal clerncn in fanguage learning process The emphasis on individual achicvernent and transmission of information has become inadequate in supporting the development of students’ thinking and leaming skills The best way is to enable students to become actively

inwolved in their leaming processes, which will provide them with more opportunitics to

develop important knowledge and skills for today’s labour market

It is clear that one of the main goals of leaming English is to use it effectively in

communication Speaking skill, mors or fess, is an important, skill that stusdents msl acquire in the leaming process Since the application of the new textbooks, speaking skill has had a different position at upper secondary schools

‘As we know, learning a forcign language is a proccss in which leamers do not have a natural communication environment like native people ‘Thus, in order to help students master

a foreign language @s 4 means of commuication, the teach

er plays an important role in finding out the ways to make their speaking lessons more interesting and productive Accordingly, nowadays, instead of making use of activities that demand accurate repetition and memorization of sentences and grammar patterns, activities that ask learners to negotiate

ancaning and to interact meaningfully arz required.

PART 1: INTRODUCTION

1 Rationale

Entering the 21% century, ander the impact of globalization Vietnam is facing a range

of political, social, economic, technological and educational changes It is widely accepted that the shift from a central economy to a mixed system with both socialist and market sectors since the Talc 1990s has required Ihe Vietnamese cducation system to carry oul remarkable changes Today, people insist that education and training must not only be able to equip students with new scientific and cultural knowledge but also develop their reasoning thought, crealive abilities and leam work skills

Language teaching is a complex process involving many interrelated factors Besides suitable and effective methods of teaching language, classroom interaction is considered as the most vilal clerncn in fanguage learning process The emphasis on individual achicvernent and transmission of information has become inadequate in supporting the development of students’ thinking and leaming skills The best way is to enable students to become actively

inwolved in their leaming processes, which will provide them with more opportunitics to

develop important knowledge and skills for today’s labour market

It is clear that one of the main goals of leaming English is to use it effectively in

communication Speaking skill, mors or fess, is an important, skill that stusdents msl acquire in the leaming process Since the application of the new textbooks, speaking skill has had a different position at upper secondary schools

‘As we know, learning a forcign language is a proccss in which leamers do not have a natural communication environment like native people ‘Thus, in order to help students master

a foreign language @s 4 means of commuication, the teach

er plays an important role in finding out the ways to make their speaking lessons more interesting and productive Accordingly, nowadays, instead of making use of activities that demand accurate repetition and memorization of sentences and grammar patterns, activities that ask learners to negotiate

ancaning and to interact meaningfully arz required.

T OF ABBREVIATIONS AND TABLES

Abbreviations

CLT: Communicative Language Teaching

BNSHS: Bac Ninh Specialized High School

BFL: English as a Forcign Language

Tables

Table 1: Data collected from Icachers

Table 2: Data collected from students

Table 3: Description of classes observed

T OF ABBREVIATIONS AND TABLES

Abbreviations

CLT: Communicative Language Teaching

BNSHS: Bac Ninh Specialized High School

BFL: English as a Forcign Language

Tables

Table 1: Data collected from Icachers

Table 2: Data collected from students

Table 3: Description of classes observed

10

All the reasons mentioned above encouraged the researcher to carry ont the study " The

exploitation of cuaperalive uetivitien for teaching speaking skill lo the 12" form non-

Specialized English students at Bac Ninh Specialized High School.” with the hope to contribute her small part to improving the teaching and leaming of the speaking skill for the

12 form nou - specialized English students at her school

2, Aims of the study

The study aims at:

investigating the current situation of teaching and learning speaking skill

for the 12" form non - specialized English studonts at BNSHS

© evaluating the use of cooperative activities m speaking less

ng

© offering some suggestions on using cooperative activities in speaking

lessons to promote students* spcaking ability

3 Research question

For the purpose of investigating the current situation of using cooperative activities in speaking lessous, the researcher set up the following research question to guide her in doing this research’

“To what extent da the teachers at Rac Ninh Specialized High School exploit cooperative

activities in speaking lessons for the 12" form non - spacialized English students?”

4 Methods of the study

To conduct the study, quantitative and qualitative methods will be used The data collected will come from two sources: the 12" form non - specialized English students and teachers of English at Bac Ninh Specialized High School Questionnaires and classroom observation will be uscd ta collocl information and evidence for the study Alt the comments, recommendations and conclusions provided in the study will be based on the data analysis

5 Scope of the study

This study limits itself to the application of cooperative leaming for the 12" form non

- specialized English students’ speaking skill It is conccened with the context at Bac Ninh Specialized High School

Chapter 2: THE STUDY

2.1 Background of the study

2.1.1 The Jeaming and teaching situation 16

2.1.3, The teachers of English group ceerireisireieooe T7 2.1.4, The teaching material 18 2.2, Research methods

2.2.1 The participants 18 2.2.2 Data colloctior instruments 18 rẽ 2.2.4, Methods of data analysis 19

Chapter 3: BATA ANALYSIS AND DISCUSSION

3.1 Analysts of the questionnaires

3.1.2 Results of students’ survey questionnaire «0.0mm 2 3.2, Amalysts of the researcher’s class observation

References

Appendices

Appendix 2: Questionnaire for siuđcnis -IV

PART 1: INTRODUCTION

1 Rationale

Entering the 21% century, ander the impact of globalization Vietnam is facing a range

of political, social, economic, technological and educational changes It is widely accepted that the shift from a central economy to a mixed system with both socialist and market sectors since the Talc 1990s has required Ihe Vietnamese cducation system to carry oul remarkable changes Today, people insist that education and training must not only be able to equip students with new scientific and cultural knowledge but also develop their reasoning thought, crealive abilities and leam work skills

Language teaching is a complex process involving many interrelated factors Besides suitable and effective methods of teaching language, classroom interaction is considered as the most vilal clerncn in fanguage learning process The emphasis on individual achicvernent and transmission of information has become inadequate in supporting the development of students’ thinking and leaming skills The best way is to enable students to become actively

inwolved in their leaming processes, which will provide them with more opportunitics to

develop important knowledge and skills for today’s labour market

It is clear that one of the main goals of leaming English is to use it effectively in

communication Speaking skill, mors or fess, is an important, skill that stusdents msl acquire in the leaming process Since the application of the new textbooks, speaking skill has had a different position at upper secondary schools

‘As we know, learning a forcign language is a proccss in which leamers do not have a natural communication environment like native people ‘Thus, in order to help students master

a foreign language @s 4 means of commuication, the teach

er plays an important role in finding out the ways to make their speaking lessons more interesting and productive Accordingly, nowadays, instead of making use of activities that demand accurate repetition and memorization of sentences and grammar patterns, activities that ask learners to negotiate

ancaning and to interact meaningfully arz required.

13

of teaching a foreign langnage, especialfy Tnglish CIT is emphasized as an appropriate

approach to language teaching for the 21" century

ULLAL The nate of CLT

For many years, language teaching was seen as helping learners develop linguistic competence — that is, helping students master the sounds, words and grammar pattems of English The idea was that by studying the bits and picces of a language, students could eventually put them all together and communicate

Tn the rid - 1970s the notion of linguistic campelencs came lo be viewod as a component of the broader idea of communicative competence According to Canale and Swain (1980), the second language leamers cannot be expected to achieve a satisfactory level of communicative competence if no knowledge of probability of occurrence of grammatical forms and communicative function is developed Their view of communicative competenes

consists of four areas of knowledge and skills

Grammatical competence Strategic competeace

PART 1: INTRODUCTION

1 Rationale

Entering the 21% century, ander the impact of globalization Vietnam is facing a range

of political, social, economic, technological and educational changes It is widely accepted that the shift from a central economy to a mixed system with both socialist and market sectors since the Talc 1990s has required Ihe Vietnamese cducation system to carry oul remarkable changes Today, people insist that education and training must not only be able to equip students with new scientific and cultural knowledge but also develop their reasoning thought, crealive abilities and leam work skills

Language teaching is a complex process involving many interrelated factors Besides suitable and effective methods of teaching language, classroom interaction is considered as the most vilal clerncn in fanguage learning process The emphasis on individual achicvernent and transmission of information has become inadequate in supporting the development of students’ thinking and leaming skills The best way is to enable students to become actively

inwolved in their leaming processes, which will provide them with more opportunitics to

develop important knowledge and skills for today’s labour market

It is clear that one of the main goals of leaming English is to use it effectively in

communication Speaking skill, mors or fess, is an important, skill that stusdents msl acquire in the leaming process Since the application of the new textbooks, speaking skill has had a different position at upper secondary schools

‘As we know, learning a forcign language is a proccss in which leamers do not have a natural communication environment like native people ‘Thus, in order to help students master

a foreign language @s 4 means of commuication, the teach

er plays an important role in finding out the ways to make their speaking lessons more interesting and productive Accordingly, nowadays, instead of making use of activities that demand accurate repetition and memorization of sentences and grammar patterns, activities that ask learners to negotiate

ancaning and to interact meaningfully arz required.

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PARTY 2: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW

To begin with the study, in this chapter, the researcher will present some theoretical background based on which the study will be carticd out The first scction overviews the teaching and learning of the speaking skill ‘hen cooperative leaming and its activities are

discussed in the sccond scetion

4.1 The teaching and Iearning of the spcaking skill

A glance through the past century or so of language teaching will give an interesting picture of how varicd approaches and methods applicd in language teaching are David Nunan (1991b: 228, cited in Bang, N & Ngoc, N.B) remarks “It has been realized that there never yeas and probably never will be a method for all”, As a maller of facl, there is no porfeelly good language teaching method for all, instead we need to get on well with the approach to Janguage teaching we have chosen and design effective tasks and techniques informed by that approach, New telhods have appeared, developed and reptaeed the previous ones for the only purpose: to find out the best way to teach a foreign language

In recent years, there has been a preference for leaming foreign languages in general and English in particular as a incans of communication, Thus, Commumicative Tangnags Teaching becomes the most preferable method The following part will concer with the communicative approach and its implication for teaching and leaming the speaking skill

LL1 Communicative Language Teaching (CLT)

Being founded in the early 1960s “CLT” has recently become a fashionable term to cover a variety of developments in syilatrus design and to a lesser extent, in the methodology

Chapter 2: THE STUDY

2.1 Background of the study

2.1.1 The Jeaming and teaching situation 16

2.1.3, The teachers of English group ceerireisireieooe T7 2.1.4, The teaching material 18 2.2, Research methods

2.2.1 The participants 18 2.2.2 Data colloctior instruments 18 rẽ 2.2.4, Methods of data analysis 19

Chapter 3: BATA ANALYSIS AND DISCUSSION

3.1 Analysts of the questionnaires

3.1.2 Results of students’ survey questionnaire «0.0mm 2 3.2, Amalysts of the researcher’s class observation

References

Appendices

Appendix 2: Questionnaire for siuđcnis -IV

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PARTY 2: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW

To begin with the study, in this chapter, the researcher will present some theoretical background based on which the study will be carticd out The first scction overviews the teaching and learning of the speaking skill ‘hen cooperative leaming and its activities are

discussed in the sccond scetion

4.1 The teaching and Iearning of the spcaking skill

A glance through the past century or so of language teaching will give an interesting picture of how varicd approaches and methods applicd in language teaching are David Nunan (1991b: 228, cited in Bang, N & Ngoc, N.B) remarks “It has been realized that there never yeas and probably never will be a method for all”, As a maller of facl, there is no porfeelly good language teaching method for all, instead we need to get on well with the approach to Janguage teaching we have chosen and design effective tasks and techniques informed by that approach, New telhods have appeared, developed and reptaeed the previous ones for the only purpose: to find out the best way to teach a foreign language

In recent years, there has been a preference for leaming foreign languages in general and English in particular as a incans of communication, Thus, Commumicative Tangnags Teaching becomes the most preferable method The following part will concer with the communicative approach and its implication for teaching and leaming the speaking skill

LL1 Communicative Language Teaching (CLT)

Being founded in the early 1960s “CLT” has recently become a fashionable term to cover a variety of developments in syilatrus design and to a lesser extent, in the methodology