Nghiên cứu những khó khăn giáo viên gặp phải trong dạy kĩ năng nói cho học sinh dân tộc mường tại

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES TRỊNH THỊ HOAN AN INVESTIGATION INTO THE DIFFICULTIES FACED BY T

Rationale

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2 themselves to the teacher Therefore, they usually keep quiet and lazy during speaking lessons It is very difficult to make them participate in speaking activities

Aims of the study

The study is aimed at:

- Investigating the current situation of teaching and learning of speaking skills at Bắc Sơn high school

- Identifying the difficulties and obstacles that the teachers at Bắc Sơn high school have faced when teaching speaking skills

- Making some suggestions for the teachers at Bắc S ơn high school with the hope of helping the students overcome their inhibition, and thereby improve students‟ speaking skills.

Research questions

My study aims at answering the following research questions:

- What are the current techniques of teaching speaking skills used at Bắc S ơn high school?

- What kinds of difficulties do the teachers at Bắc Sơn high school often meet in teaching English speaking skills to Mường ethnic students?

- What are the most effective ways that help the teachers at Bắc Sơn high school to overcome these difficulties?

Scope of the study

The researcher only intends to give a brief overview of current English speaking teaching and learning situations of grade 11 students at Bắc Sơn high school, and to focus

Methods of the study

All comments, remarks, recommendations, and conclusions provided in the study are based on the data analysis.

Design of the study

This study consists of three parts: Introduction, Development and Conclusion

The development comprises four chapters:

LITERATURE REVIEW

An overview of Communicative Language Teaching

1.1.1 Definitions of Communicative Language Teaching

So far, Communicative Language Teaching (CLT) has been viewed differently by different authors:

(From Wikipedia, the free encyclopedia)

Communicative language teaching (CLT), or the communicative approach, is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study

CLT emphasizes on learners-centered teaching According to Savignon (1983:263), "Communicative Language Teaching has become a term for methods and

According to Bock (2000) CLT is tailored to get at meaning and learners negotiate meaning in class Meaning is considered as what is communicated He also states:

“Authentic materials, functional tasks, and groups and pair work are significant aspects of CLT”

According to Nunan (1989: 194), Communicative Language Teaching means:

1.1.2 Characteristics of Communicative Language Teaching

In approaches and methods in language teaching

Richards and Rodgers (2001) summarized the communicative view of language as:

• Language is a system for the expression of meaning

• The primary function of language is to allow interaction and communication

• The structure of language reflects its functional and communicative uses

• The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning

1.1.3 Roles of the teachers in CLT

1.1.4 Roles of learners in CLT

Nature of Language skills and oral communication

It is known that language communication involves several language skills On the teaching points of views, language skills consist mainly of four- macro skills ( listening,

However, not all people are good communicators By becoming an effective communicator one will be able to conduct himself in a variety of personal, professional, and academic environments with confidence.

An overview of speaking in language teaching and learning

9 interaction skills, which involve using knowledge and basic motor- perception skills in deciding what to say and how to say it, while maintaining the intended relation with others

1.3.3 The role of speaking in language teaching and learning

Therefore, having dealt with the importance of oral skills in language teaching and learning, it is essential that language teachers should pay great attention to teaching speaking skills

1.3.4 Approaches to the teaching of speaking

According to Byrne (1991:23- 24), there are three phases to develop learners‟ oral ability:

Byrne, D (1991) summaries ten different steps to present a dialogue as follows:

1 Establish setting by using pictures At this step, English is used as much as possible

2 Draw out learners‟ experience related to situation

4 Set the listening task by asking key information of the dialogue

5 Ask learners to listen without looking at the dialogue

6 Allow learners to have a look at their book when necessary

7 Ask learners to listen and repeat

8 Ask learners to pick up difficulties and explain them

9 Ask them to practice ( role- play)

10 Ask them to dramatize the dialogue

Byrne (1991:26) suggests that teachers should use the following nine steps to present a prose,

1 Introduce the topic by asking learners to look at the pictures or asking them about related things

2 Introduce the text New words and structures are given

4 Set the reading task: make questions

5 Ask the learners to read the passage in silence and find the answers

6 Ask learners to read again aloud and ask for the answer

7 Explain difficulties they still have

8 Do silent reading again because learners need to go on with step nine

9 Get the learners to talk about what they have to learn based on the previous answers

Summary

RESEARCH METHODOLOGY

Research setting

2.1.1 An overview of the research site

The teaching staff composes of 40 teachers (20 are females and the others are males) Most of them are young, enthusiastic and creative

2.1.2 Description of the teachers of English at BS high school

Most of the teachers are from different regions of Thanh Hóa province Therefore, in their teaching, they meet many difficulties and numerous culture shocks

2.1.3 Description of the students at BS high school

To sum up, teaching English in general and teaching English speaking in particular for ethnic minority students in the remote mountainous area has long been a difficult issue

2.1.4 The teaching and learning English speaking skills

BS high school may be considered to have more disadvantages of learning English speaking skills than at other schools

Methodology study

In order to get the data for the study, 140 students from three classes and four teachers of BS high school are the research objects

16 qualification and teaching experience is expected to provide reliability and validity for the study

• Teachers‟ ideas about teaching speaking skills to Mường ethnic minority students

• Teachers‟ attitude towards English speaking skills the textbook “Tiếng Anh 11”

• Teachers‟ difficulties in teaching English speaking skills

• Teachers‟ attitude towards learners keeping making mistakes and ways to correct them

• Teachers‟ techniques applied currently in teaching speaking to reduce the difficulties and to encourage students to speak English

• Students‟ opinions on the speaking topics presented in the textbook “ Tiếng Anh 11”

• Students‟ reasons for learning English

• Students‟ attitudes towards learning English speaking skills

• Factors that make students unwilling to speak in English

• Students‟ ideas about teachers‟ reactions to their mistakes

• Students‟ ideas about their teachers‟current techniques used for teaching English speaking skills

• Students‟ expectations toward their teachers

Data collection and analysis procedure

The questionnaire for teachers was easily carried out Four copies were given to four teachers, and a data was made for the questionnaire to be given back

140 students from three 11 th form classes were randomly selected Copies of the questionnaire were handed out to the students

Summary

DATA ANALYSIS

Data analysis of teachers‟ survey questionnaire

The findings from the teacher questionnaire are categorized into sub-sections as in Table 1 will be summarized in table 1, 2, 3, 4, 5, 6, and 7

• Participants’ age, gender and years of experience

The first part is about demographic information only These results are reported in Table 1 to describe the sample of participants that are surveyed

Table 1 Participants’ age, gender and years of experience

1-5 2 6-10 2 The questionnaire for teachers consisting of 14 questions is designed to find out the information concerning aspects The questions and respones to them are presented in the headings below:

3.1.1 Teachers' ideas about teaching speaking skills to Mươ ̀ng ethnic minority students

Question 1 How do you think about teaching speaking skills to Mườ ng ethnic students at Bắc Sơn high school?

3.1.2 Teachers’ attitude towards teaching English speaking skills in the textbook

Question 2 What are your opinions on the textbook “ Tiếng Anh 11”?

A Good book (various topics, real situations, various activities, appropriate vocabulary)

B Normal book (various topics, but some of them aren‟t appropriate, real situations, few interesting activities)

C Bad book (Wide vocabulary, complex grammar) 0%

Question 3 What do you think of the time for speaking practice in the text book?

As presented in table 3, three of four teachers (75%) suppose that the textbook

Question 4 Have you ever been trained in Communicative Language Teaching?

A Yes, in English Language Teaching workshops 0%

B Yes, in English Teaching- Training courses 50%

C No, I have never been trained in CLT 25%

Question 5 As for you, CLT: (You may circle more than one)

C Involves teaching speaking only, not other skills 25%

D Always emphasizes fluency over accuracy 50%

E Is an effective approach for your students 50%

Question 6 What is the average number of students in your English class?

Question 7 What are the difficulties you have faced in teaching speaking skills to

Mường ethnic students in grade 11 at Bắc Sơn high school? (You may circle more than one)

A Students‟ low level of English proficiency 100%

D Students‟ negative psychological factors (fear of mistake, shyness, anxiety, lack of confidence )

E Students‟ use of mother - tongue language and making noise during groupwork or pairwork

The table reveals some difficulties that teachers encounter in teaching speaking skills to the minority students Question 6 asks about the average number of students in

3.1.5 Teachers’ attitude towards learners keeping making mistakes and ways to correct them

Question 8 Do you correct your students’ errors when they are performing their tasks?

Question 9 What do you do when your students make mistakes in speaking activities?

A Silent until they have finished their task, smile and encourge them to go on

B Silent, but not willing enough to smile and supportive 25%

D Get angry when they keep making the same mistakes 0%

3.1.6 Teachers’ techniques applied currently in teaching speaking to reduce the difficulties and to encourage students to speak English

Question 10 What do you do to deal with students’ low-level English proficiency? (You may circle more than one)

A Give simple and clear instruction 75%

C Criticize them for their level 25%

D Give learners assistance or chances to obtain assistance from friends 50%

Question 11 What do you do when your students show low motivation in speaking lessons? (You may circle more than one)

A Use teaching aids to draw students‟ attention 25%

B Suggest interesting topics for discussion 75 %

C Create the comfortable and co-operative learning atmosphere 50%

Question 12 What do you do to deal with large - sized classes? (You may circle more than one)

A Get students to do as much interactive work as possible 75%

C Enhance the skills of class management and class organization 50%

Question 13 How often do you use pairwork or groupwork in your English lessons?

Question 14 What do you usually do to create interest for your students in speaking lessons? (You may circle more than one)

A Provide them some new words, structures and suggestions for doing the tasks

B Introduce interesting and familiar topics and several extra activities outside the textbook , then let them choose to discuss

Question 10 identifies the ways how to treat to students‟ low-level English proficiency who need more attention The majority of the teachers (75%) organize simple communicative activities and give simple and clear instruction Two teachers (50%) use techniques of giving their students assistance or chances to obtain assistance from friends However, there is one teacher (25%) who criticizes students‟ level

Question 11 deals with the ways teachers use to overcome difficulty of the students‟ low motivation in speaking lessons Three teachers (75%) frequently choose interesting topics for discussion while two others create the comfortable and co-operative learning atmosphere Some teachers know that if their class is usually full of stress, students will be afraid of speaking Learners feel more willing to speak in a stress-free environment where there is a friendly rapport between the teacher and the students There is only 25% of the respondents using teaching aids to draw students‟ attention due to lack of facilities in this school Remarkably, all of the teachers don‟t neglect students who show low motivation

Question 12 is designed to survey the ways that the teachers deal with large – sized classes Most of the teachers (75%) think that they should get students to do as much interactive work as possible 50% of teachers consider group work and pair work activities and students‟ co-operation to be necessary for teaching speaking at large class The same number (50%) suggest enhancing the skills of class management and class organization One teacher (25% ) does nothing

Data analysis of students‟ survey questionnaire

The findings from the students questionnaire are categorized into sub-sections as in Table 2 will be summarized in table 8, 9, 10, 11, 12 and 13

Question 1 Did you learn English before high school?

Question 1 is about students‟ time length of English learning The answers are different 21% of them have learned English for 7 years at junior and senior high schools Some have only studied English for two or three years (53%) while the rest have never known English before

3.2.1 Students’ opinions on the speaking topics presented in the textbook “ Tiếng Anh 11”

Question 2 How do you find speaking topics and activities introduced in the textbook “Tiếng Anh 11”?

Question 2 in the questionnaire is designed to explore students‟ opinions about speaking topics and activities introduced in the textbook “Tiếng Anh 11” From table 8 we can see that 37,9 % of students find that speaking topics and activities very difficult Sixty – two students (44,3%) identify that the topics and activities are difficult 13,6% find that the topics are Ok for them while few learners (4,2%) find that these tasks are easy to speak

3.2.2 Students’ reasons for learning English

Question 3 Why do you learn English? (You may circle more than one.)

A To be an obligatory subject in curriculum 70,8%

C To listen to music, play games, read books, magazines, newspapers… in English

D To be interested in English or enjoy learning English 6,66%

3.2.3 Students’ attitudes towards learning English speaking skills

Question 4 How is speaking skill important to you?

Question 5 How much do you feel interested in speaking English in class?

Question 6 Do you often speak English in class time?

D Never except when asked by the teacher 17,9 %

Question 5 asks about the students‟ interest in speaking English in class There is only 7,1% of students are very interested speaking English; 22,9% are rather interested while the highest percentage of the students (70 %) are not interested in speaking English

The response to question 6 shows that 15% of students often speak English in English class time while 40% of students are respondents sometimes Only 45% feel reluctant to speak English in class

3.2.4 Factors that make students unwilling to speak in English

Question 7 What factors make you unwilling to speak in English class? (You may circle more than one)

A Have low level of English language proficiency 70,7 %

B Being fearful of losing face 46,4 %

D Unable to find words, structures or ideas 64,3 %

E Too much teachers and students‟ talking time 45,8%

In short, from the results above, students‟ low level of proficiency is a big obstacle for the teaching process

3.2.5 Students’ ideas about teachers’ reactions to their mistakes

Question 8 How often does your teacher correct your mistakes while you are performing tasks?

Question 9 What does your teacher do if you make mistakes in speaking?

A Gets angry and interrupts you to correct 3,6 %

B Interrupts you, tells you that you are wrong (positive way/ feedback) and corrects mistakes

C Waits until you finish your presentation, collects the errors, then corrects them for you

D Waits until you finish your presentation, collects the errors, then 20 %

31 encourages you to correct them yourself

E Listens to you and does nothing with your mistakes 0%

Question 8 is designed to find out students‟ comments about the teachers‟ frequency of correcting mistakes The ideas are different 25 % of students answer their teachers seldom correct their mistakes while they are performing tasks More than half of students (41,4 %) state that their teachers sometimes do so while 33,6 % say that the teachers very often give feedback to their errors when they are speaking

3.2.6 Students’ ideas about their teachers’ current techniques used for teaching English speaking skills

Question 10 Which of the following activities are you often given speaking classes? (You may circle more than one)

Question 11 What does your teacher often do to stimulate you to practice speaking? (You may circle more than one)

A Chooses interesting and appropriate topics 78,6 %

B Applies some interesting activities such as: role - play, games, songs 70 %

D Lets you choose your own partner 23,6 %

Question 12 Are you given enough time for a discussion?

Question 10: As shown in the table, discussion is an activity mostly used by teachers because 89,3 % of the surveyed learners reveal the fact Other activities such as interviews hold 11,4%, games for speaking account for 21,4 % and role -play take up 31,4%

33 marks are 64,3 % Only a small number of learners (23,6 %) answer their teachers often let students choose their own partner

Summary

The second chapter has presented an overview of the research site, description of the teachers, students and the current situation of English teaching and learning at BS high school

The teachers‟ perceptions of CLT are limited Moreover, they also encounter a lot of difficulties in their teaching speaking Therefore, teaching techniques in reducing with these difficulties are suggested

The 11 th form students at Bắc Sơn high school find the topics and activities in the textbook “Tiếng Anh 11” difficult The majority of students admit that English speaking skills is very important to them However, they are not really interested in speaking English and unwilling to speak in class The reasons for this question are various, for example: students have low level of English language proficiency or they are afraid of losing face Although the teachers have taken stock in improving students‟ speaking skills by applying the techniques suggested by CLT such as: they organize many games and activities as well as group work and pair work, etc However, sometimes teachers‟ current techniques do not motivate students They do not give students enough time to prepare the topics

MAJOR FINDINGS AND RECOMMENDATIONS

Summary of the findings

4.1.1.1 Shortage of training in CLT

4.1.1.2 Misunderstanding of the teaching method

“tolerance of errors” This encourages students to speak confidently

The results also show that there still exist some teachers whose reaction to students‟ mistakes is in an unfriendly and unhelpful manner Students are often interrupted during

36 their presentation It can be understood that the ways of mistake correction applied by most of the teachers at BS high school prevent students from speaking in class

4.1.2.3 Use of Vietnamese during pairwork or groupwork

Language 1 is used to help the weaker during pair work or group work It is seen as supplementary aid to keep their communication going However, the students in grade 11 at BS high school usually use Vietnamese a lot during groupwork because they find that speaking in Vietnamese easier than in English Gradually, using Vietnamese become a habit even when many students are quite capable of expressing themselves in English and that is why many of them do not have the habit of speaking English in class This has been a big obstacle for the teaching of speaking skills

4.1.3.1 The large size of the class

4.1.3.2 Difficulties from the textbook “ Tiếng Anh 11”

Recommendations

4.2.1 Improving CLT knowledge for the teachers

Speaking activities need to be interesting to encourage students to speak Activities will be more attractive if teachers exploit from different sources like linguistic journals, magazines and internet

39 carefully Thus, teachers should pay attention to more kinds of activities such as communicative games, role - play, songs, dialogues

The most common types of communicative output activities are role - play and discussions:

There are certain tips teachers should bear in mind when applying role-play successfully into teaching speaking skills:

+ Prepare carefully: introduce the activity by describing the situation and making sure that all of the students understand it

+ Set a goal or outcome: be sure the students understand what the product of the role-play should be, whether a plan, a schedule, a group opinion, or some other product

+ Brainstorm: before starting the role-play, ask students to brainstorm as a class to predict what the language (including vocabulary, grammar, and idiomatic expressions) they might use

As it has been said in the findings section, discussion is used most in teaching speaking skills by the teachers at Bắc Sơn high school

However, teachers should carry out some procedures for discussion:

• Depend on the size of the class to divide learners into suitable groups

• Provide learners words or structures relating to the topic to help them widen vocabulary

• Suggest some main ideas about the topic

• Move around the class to keep an eye on learners and make sure that all of them are participating in the topic

• Encourage them to speak out their ideas

4.2.3 Building positive environment in class

When the students‟ answers are correct or almost correct, the teacher should praise them by saying “Excellent”, “Great”, “Fantastic”, “You are on the right track”,

“That‟s very close”, “Almost” If students give out a wrong answer, the positive praise as

“Good try”, “Try another time” are truly to stimulate students to speak

Summary

This part will deal with a conclusions, limitation and suggestions for further study

The difficulties from the teachers are defined as lack of knowledge on CLT and misunderstanding of teaching methodology

Based on these findings, the study provides some implications and activities for teaching and learning speaking skills in grade 11 th at Bắc Sơn high school

Limitations of the study

Although the study has been seriously and intensively carried out, like many other studies, there are still some limitations

Suggestions for further study

- A study on the problems in teaching Listening/ Reading or Writing to Mườ ng students at Bắc Sơn high school

- A study on techniques and activities for the minority students which help them improve their speaking skills

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Writer‟s guide (p 64- 78) Boston: Heinl and Heinl

11 Ellis, R (1990) Instructed second language acquisition Oxford: Basil Blackwell

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13 Hoang Van Van et all (2006) Tieng Anh 11 Education Publishing House

14 Hutchinson, Tom (1987) English for Specific Purposes: a learning-centered approach Cambridge University Press

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21 Pattison, P ( 1987) Developing Communication Skill Cambridge: CUP

22 Penny Cook, A (1989) The Concept of Method, Interested knowledge, and The Politics of Language Teaching TESOL Quaterly

23 Richards, J.C & Rodgers , T.S (1996) Approaches and methods in language teaching: Cambridge University Press

24 Richard, J C and Rodgers, T S ( 2001) Approaches and Methods in Language Teaching Cambridge: CUP

25 Sagvinon, S J (1983) Communicative Competence: Theory and Classroom Practice

Reading Addison- Wesley Publishing Company

26 Ur, P 1996 A Course in Language Teaching Cambridge University Press

This questionnaire is designed for my research into the problems in Teaching

Thank you very much for your cooperation

- Your years of teaching English: ………

Which grade are you teaching? 10 th 11 th 12 th

Please circle the letter A, B, C or D beside the option(s) appropriate to you

Question 1 How do you think about teaching speaking skills to Mươ ̀ng ethnic students at Bắc Sơn high school?

A Difficult B Not very difficult C Easy D Others

Question 2 What are your opinions on the textbook “Tiếng Anh 11”?

A Good book (various topics, real situations, various activities, appropriate vocabulary)

B Normal book (various topics, but some of them aren‟t appropriate, real situations, few interesting activities)

C Bad book (Wide vocabulary, complex grammar)

Question 3 What do you think of the time for speaking practice in the textbook?

A Long B Medium C Short D Too short

Question 4 Have you ever been trained in Communicative Language Teaching?

A Yes, in English Language Teaching workshops

B Yes, in English Teaching- Training courses

C No, I have never been trained in CLT

Question 5 As for you, CLT: (You may circle more than one)

C Involves teaching speaking only, not other skills

D Always emphasizes fluency over accuracy

E Is an effective approach for your students

Question 6 What is the average number of students in your English class ?

Question 7 What are the difficulties you have faced in teaching speaking skills to Muong ethnic students in grade 11 at Bắ c Sơn high school? (You may circle more than one)

A Students‟ low level of English proficiency

D Students‟ negative psychological factors (fear of mistake, shyness, anxiety, lack of confidence )

E Students‟ use of mother - tongue language and making noise during groupwork or pairwork

Question 8 Do you correct your students’ errors when they are performing their tasks?

A Very often B Often C Not very often D Never

Question 9 What do you do when your students make mistakes in speaking activities?

A Silent until they have finished their task, smile and encourge them to go on

B Silent, but not willing enough to smile and supportive

D Get angry when they keep making the same mistakes

Question 10 What do you do to deal with students’ low - level English proficiency? (You may circle more than one)

A Give simple and clear instruction

C Criticize them for their level

D Give learners assistance or chances to obtain assistance from friends

Question 11 What do you do when your students show low motivation in speaking lessons? (You may circle more than one)

A Use teaching aids to draw students‟ attention

B Suggest interesting topics for discussion

C Create the comfortable and co-operative learning atmosphere

Question 12 What do you do to deal with large - sized classes? (You may circle more than one)

A Get students to do as much interactive work as possible

B Use pair work and group work

C Enhance the skills of class management and class organization

Question 13 How often do you use pairwork or group work in your English lessons?

Question 14 What do you usually do to create interest for your students in speaking lessons? (You may circle more than one)

A Provide them some new words, structures and suggestions for doing the tasks

B Introduce interesting and familiar topics and several extra activities outside the textbook , then let them choose to disscuss

Question 15 Can you give some suggestions to improve the teaching English speaking skills to Mường ethnic students at Bắc Sơn high school?

Thank you for taking time to complete this questionnaire

C or D beside the option(s) appropriate to you The data collected are used in the research paper only, not for any other purpose

Thank you very much for your cooperation!

Question 1 Did you learn English before high school?

If yes : How long did you learn English before?

Question 2 How do you find speaking topics and activities introduced in the textbook

A Very difficult B Difficult C Ok D Easy

Question 3 Why do you learn English? (You may circle more than one)

A To be an obligatory subject in curriculum

C To listen to music, play games, read books, magazines, newspapers…in English

D To be interested in English or enjoy learning English

Question 4 How is speaking skill important to you?

C Not very important D not important at all

Question 5 How much do you feel interested in speaking English in class?

A Very much B Rather C Little D Not at all

Question 6 Do you often speak English in class time?

D Never except when asked by the teacher

Question 7 What factors make you unwilling to speak in English class? (You may circle more than one)

A Have low level of English language proficiency

B Being fearful of losing face

D Unable to find words, structures or ideas

E Too much teachers and students‟ talking time

Question 8 How often does your teacher correct students’ mistakes while you are performing tasks?

Question 9 What does your teacher do if you make mistakes in speaking?

A Gets angry and interrupts you to correct

B Interrupts you, tells you they are wrong (Positive way/ feedback) and corect mistakes

C Waits until you finish your presentation, collects the errors, then correct them for you

D Waits until you finish your presentation, collects the errors, then encourage you to correct them yourself

E Listens to you and does nothing with your mistakes

Question 10 Which of the following activities are you often given in English speaking classes? (You may circle more than one)

A Role play B Discussions C Games D Interviews

Question 11 What does your teacher often do to stimulate you to practice speaking? (You may circle more than one)

A.Chooses interesting and appropriate topics

B Applies some interesting activities such as: role- play, games, songs

D Lets you choose your own partner

Question 12 Are you given enough time for a discussion?

Question 13 What do you want your teacher to do to improve your speaking skills?

Thank you for taking time to complete this questionnaire

PHIẾU KHẢO SÁT (DÀNH CHO HỌC SINH)

Cảm ơn rất nhiều vì sự hợp tác của em!

Câu 1.Trươ ́ c khi vào THPT em đã học Tiếng Anh chưa?

Nếu học Tiếng Anh:: Em đã ho ̣c đươ ̣c mấy năm rồi?

Câu 2 Em thấy ca ́ c chủ đề và hoạt động nói được giới thiê ̣u trong sách giáo khoa Tiếng Anh lớp 11 thế nào?

A Hay B Tạm được C Nhàm chán D Khó

Câu 3 Em ha ̃y nêu lí do em học môn Tiếng Anh ?( Em có thể khoanh tròn hơn một đáp án)

A Là một môn học bắt buộc

B Để vượt qua các kì thi

C Để nghe nhạc, chơi trò chơi, đo ̣c sách, báo, tạp chí bằng Tiếng Anh

D Vì yêu thích môn Tiếng Anh

Câu 4 Kĩ năng nói quan trọng với em như thế nào?

A Rất quan trọng B Quan trọng

C Không quan trọng lắm D Không quan trọng tí nào

Câu 5 Em thi ́ch học nói Tiếng Anh nhiều như thế nào?

A Rất nhiều B Nhiều C Ít D Không thích tí nào

Câu 6 Em co ́ thường nói Tiếng Anh trong giờ học không?

A Thườ ng xuyên B Thỉnh thoảng

C Ít khi D Không bao giờ trừ khi bi ̣ giáo viên go ̣i

Câu 7 Như ̃ng yếu tố nào sau đây làm em ngại nói trong giờ học nói Tiếng Anh? (Em có thể khoanh tròn hơn một đáp án)

A Khả năng ngôn ngữ Tiếng Anh thấp

C Sự không nhiệt tình và thân thiện của giáo viên

D Thiếu từ , cấu trúc hoă ̣c ý tưởng

E Giáo viên hoặc các ho ̣c sinh khác nói quá nhiều

F Chủ đề nói nhàm chán hoặc khó

Câu 8 Giáo viên thường xuyên sửa lỗi cho em khi em đang nói như thế nào?

A Không bao giờ B Hiếm khi

C Thỉnh thoảng D Thườ ng xuyên

Câu 9 Giáo viên của em thươ ̀ng làm gì nếu em mắc lỗi trong khi đang nói trong giờ Tiếng Anh?

A Tức giận và ngắt lời em để sửa lỗi

B Ngắt lờ i em, nói rằng em sai ( theo cách tích cực) và sửa lỗi

C Đợi cho đến khi em nói xong, tổng hợp các lỗi, sau đó sau đó sửa chúng cho em

D Đợi cho đến khi em nói xong, tổng hợp các lỗi, khuyến khích em tự sửa lỗi

E Lắng nghe em nói và không sửa lỗi cho em

Câu 10 Như ̃ng hoạt động sau đây em thường được thực hiê ̣n trong giờ học nói Tiếng Anh ? ( Em co ́ thể khoanh tròn hơn một đáp án)

A Đóng ki ̣ch B Thảo luận C Chơi trò chơi D Phỏng vấn

Câu 11 Giáo viên của em thường làm gì để khuyến khích em nói (Em co ́ thể khoanh tròn hơn một đáp án)

A Chọn những chủ đề thú vị và phù hợp với em

B Tổ chức một số hoạt động như đóng ki ̣ch, trò chơi, bài hát

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