GRADUATION THESIS Major English Language Topic How to make pupils at SIU interested in learning English speaking Instructor Nguyen Thanh Tuan, MA Student Dinh Thai Son ID: 97011501057 DECLARATION I hereby declare that the work entitled "THE THESIS PROPOSAL" submitted for the school governor of The Saigon International University (SIU) is my original work and I also confirm that, the report is only prepared for my academic requirement not for any other purpose. Student's name : Đinh Thái Sơn Course : SIUBFT0815 Student ID : 97011501057 Date : Place : Hochiminh city Signature of the Student: ABSTRACT The experience of English teaching, especially speaking class, comes from the actual classroom and that is not a good news for a new teacher, who does not have it but urgently needs to acquire the basic knowledge. This writing provides the reasons why the level of interesting acts as a crucial point in the succeeding of a class. Furthermore, some methods of teaching speaking are going to be viewed and discussed to strengthen the point of view that intrinsic motivation should be applied in the class.
Readers will find graphs and figures demonstrating the subject and result in finding them useful for further studies at the Saigon International University. ACKNOWLEDGEMENT I would like to show deep gratitude to all those who gave me a chance to complete this research and this Thesis. A special thanks I would like to give to my instructor, Mr. Nguyen Thanh Tuan, for helping me with the information needed for my Thesis.
Over the period of 10 weeks, he helped us to schedule the writing from step to step so that the writing could be handed in time. Professor also guided us the correct form of writing and corrected our paper works. Furthermore, I would like to thank the class 15DTA, who act as a helpful source of data on reflecting the state of our speaking class in the pass. The data was rapidly filled and the reply was so frank.
Without their participation, this writing was so much in trouble. Last but not least, I would like to thank the Saigon International University. The academic facility provides me a chance to be able to present the knowledge that I had learned here for the last four years and applied them to real life situation. TABLE OF CONTENT Content Chapter 1: Introduction.
Purposes of the Study. Significant of the Study. Scope of the Study. 3 Chapter 2: LITERATURE REVIEW.
Distinguish Types of Motivations. Advantages of Intrinsic Motivation. Some Elements of English Speaking. Communicative Language Teaching.
Task-based activities and Topic-based activities. Some Classroom Speaking Activities. Simulation and role-play. Reliability and Validity.
16 Chapter 4: ANALYSIS AND DICUSSION. Speaking class should be improve to be more enthusiastic for students. Methods of teaching English speaking fit into the class to make it more enthusiastic. Topic-based methods.
Which methods are considered to be the most suitable for the students at Saigon International University?. 37 LIST OF CHARTS Chart 1: The chart describing the level of interest the speaking class could get based on students’ grading .20 Chart 2: The chart describing the amount of activities were use.21 Chart 3: The chart describing the most common method used during class .22 Chart 4: Chart describing which methods students prefer .29 Chart 5: Chart describing which task-based activities students prefer .30 Chart 6: Chart describing which topic-based activities students prefer. 32 1 Student: Dinh Thai Son Student ID:97011501057 CONTENT Chapter 1: Introduction The research began when the class of speaking conducted at SIU had finished since the majority felt the same that the class either quite reluctant or not being able to distribute the enthusiastic activities. In the search for methods to better the class learning environment, the hope is that speaking class will be more communicative for students to enjoy.
Rationale English has always been unofficially considered to be the most used language of the modern time for it has proved it significant in global business and communication in the last decade. Yet, learning a second language is not as easy as it seems especially when it comes to speaking English. During speaking session, we found that some of the students lack the motivation to stand up in front the class and deliver a speech in English. This typical situation is often assigned to being shy, reserved and insecure of making mistake, some cases event engage with the negative attitude toward speaking in front of public.
Such matter has raised the attention of us as future teachers to find an appropriate solution. Purposes of the Study As stated before, we are aiming at creating an efficient English speaking period for students of Saigon International University. By attending the classes, we noticed that getting students to speak English in class is quite tricky especially to those who were reluctant to speak or express themselves in front of other people. Since then, we have been Instructor: Nguyen Thanh Tuan, MA.
2 Student: Dinh Thai Son Student ID:97011501057 scanning through methods of teaching Speaking English and obtaining more new modern practices to help students deal with speaking problems. Significance of the Study As the first to benefit from this research, we would say that through the process of making this writing possible, we have learned a quite amount of ways to conduct an effective speaking class. With a certain belief that the students at Saigon International University would be the next target to gain advantage since this research was aimed to better the class of speaking based on the interest of each individuals. Lastly, teachers’ role is quite important in the learning and progressing of pupils so we hope that this small research could act as a support to those seeking of such helps and shall gain benefit from it.
Research Questions When the target has been set, three main questions are going to be discussed in the later section of this research. Should we consider to improve the Speaking class so that it could be more enthusiastic? 2. What activities of English speaking teaching are going to fit into the class to make it more enthusiastic? 3. Which methods are considered to be the most suitable for the students at Saigon International University? Instructor: Nguyen Thanh Tuan, MA.
3 Student: Dinh Thai Son Student ID:97011501057 5. Limitation Since the research was only carrying on for ten weeks, there were a quite shortage of time. As a result, the amount of material we were able to collect still constrained. Further to that, the preparation for this thesis was interfered by the time using for completing internship report.
Two weeks were cut out to complete the tasks. The questionnaire period was yet too short, the answers collecting stopped after a week so that amount of responses was not enough as a whole class. Scope of the Study This topic focused on the student at Saigon International University: The Saigon International University (SIU) is an international university, founded in Vietnam to help Vietnamese and foreign students advance their education to the tertiary level. All our programs are taught either in English or in Vietnamese based on the standard of the American university curriculum.
The SIU degrees are valuable nationally and internationally.vn) The class of 15DTA of English Language faculty started in 2015 and will end in 2019. The curriculum consisted of Vietnamese program including subjects such as Introduction to Linguistics, Semantics, etc. and English program which were the skills of Reading, Writing, Speaking and Listening. The research targeted the students attended the class of 15DTA of the faculty of English Language at Saigon International University only.
The list of students we used is the LIST OF STUDENTS GRADUATION INTERNSHIP - 2019 sent to us by the school office on February 27th, 2019 which contained 25 members in total. Instructor: Nguyen Thanh Tuan, MA. 4 Student: Dinh Thai Son Student ID:97011501057 In conclusion, the main target for this research are students at SIU in general, for the students of class 15DTA in specific. Although, there some difficulties in reaching for the sample, we were managed to acquire the result needed for this thesis.
Instructor: Nguyen Thanh Tuan, MA. 5 Student: Dinh Thai Son Student ID:97011501057 Chapter 2: LITERATURE REVIEW According to Harmer (2007) in his fourth edition of “The Practice of English Language Teaching”, speaking can be quite easy to practice especially in a class where students are acquainted to each other and archive an appropriate level of English learning. On the other hand, Harmer also stated that it is a challenge job for teachers to handle a class with a variety of mixed level or students who are little exposed to English in their previous learning. These reluctant students are described as often being shy and refusing to express themselves in front of the crowd because of the fear of not speaking normal English.
In addition, a more common problem comes to Speaking class is “I cannot think of anything to say”. This issue is usually assigned to not being able to relate students themselves to the topics or activities happening during the class. Last but not least, speaking class should have a high number of individual participants because unlike other skills, speaking need great amount of time in order for learners to expose themselves to the language. To have a better view of some of the matter we were working on, the below terms and definitions are going to be discussed.
As we would all agree on, “To be motivated means to be moved to do something. A person who feels no impetus or inspiration to act is thus characterized as unmotivated, whereas someone who is energized or activated toward an end is considered motivated” as Richard, M, R. Therefore, we would like to classify two types of motivation that keep learner at their stage of studying. Instructor: Nguyen Thanh Tuan, MA.
6 Student: Dinh Thai Son Student ID:97011501057 1. Intrinsic motivation The writing of Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions stated: Intrinsic motivation is defined as the doing of an activity for its inherent satisfaction rather than for some separable consequence. When intrinsically motivated, a person is moved to act for the fun or challenge entailed rather than because of external products, pressures or reward. (Ryan & Deci, 2000, pp.
56) Furthermore Vanderbilt University in its article had suggested these intrinsic motivators could be describe as those who show interest at a specific subject with the thought of it somehow connect to the reality and when come to solving problems they can easily apply. More specific, when asked the question of how efficient you are when learning a subject or what archive do you earn when learning. The responses might sound like these, ““Literature interests me.”, “Learning math enables me to think clearly.”, “I feel good when I succeed in class. Distinguish Types of Motivations A much tougher task is how to tell the differences between intrinsic, extrinsic and internal, external motivation.
Being as briefly as possible, external motivation regards the outer forces that drive learners to their success while internal motivation is more likely to fulfill personal satisfaction. Let us have an example. A student completed his homework with the fear of being punished by his parents if the work had not been done. In this case, he is motivated by his parents’ sanctions so it is obvious external.
The same student Instructor: Nguyen Thanh Tuan, MA. 7 Student: Dinh Thai Son Student ID:97011501057 complete his work because he thinks that it will lead to his succeed at school, then he is internally motivated. As comparing to the other two, intrinsic and extrinsic motivation are much more of an instrumentally value. The boy could have finished his homework since his discovery that his homework contain knowledge that he needed to perform in other subject, then he is intrinsically motivated.