BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG ------------------------------- ISO 9001 : 2008 KHÓA LUẬN TỐT NGHIỆP NGÀNH: NGOẠI NGỮ HẢI PHÒNG - 2010 HAIPHONG PRIVATE UNIVESITY FOREIGN LANGUAGES DEPARTMENT ----------------------------------- GRADUATION PAPER HOW TO PROMOTE SPEAKING SKILLS FOR 7TH GRADERS AT BACH DANG SECONDARY SCHOOL IN HAIPHONG By: Lê Thị Thu Hằng Class: Na1001 Supervisor: Nguyễn Thị Huyền, M.A HAI PHONG - 2010 1 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG -------------------------------------- Nhiệm vụ đề tài tốt nghiệp Sinh viên:. 2 Nhiệm vụ đề tài 1. Nội dung và các yêu cầu cần giải quyết trong nhiệm vụ đề tài tốt nghiệp ( về lý luận, thực tiễn, các số liệu cần tình toán và các bản vẽ). Các số liệu cần thiết để thiết kế, tình toán.
Địa điểm thực tập tốt nghiệp. 3 CÁN BỘ HƯỚNG DẪN ĐỀ TÀI Người hướng dẫn thứ nhất: Họ và tên:. Học hàm, học vị:. Nội dung hướng dẫn:.
Người hướng dẫn thứ hai: Họ và tên:. Học hàm, học vị:. Nội dung hướng dẫn:. Đề tài tốt nghiệp được giao ngày 12 tháng 04 năm 2010 Yêu cầu phải hoàn thành xong trước ngày 10 tháng 07 năm 2010 Đã nhận nhiệm vụ ĐTTN Đã giao nhiệm vụ ĐTTN Sinh viên Người hướng dẫn Hải Phòng, ngày tháng năm 2010 HIỆU TRƯỞNG GS.NGƯT Trần Hữu Nghị 4 PHẦN NHẬN XÉT TÓM TẮT CỦA CÁN BỘ HƯỚNG DẪN 1.
Tinh thần thái độ của sinh viên trong quá trình làm đề tài tốt nghiệp: ……………………………………………………………………………. Đánh giá chất lượng của khóa luận (so với nội dung yêu cầu đã đề ra trong nhiệm vụ Đ.N trên các mặt lý luận, thực tiễn, tính toán số liệu…): ……………………………………………………………………………. Cho điểm của cán bộ hướng dẫn (ghi bằng cả số và chữ): ……………………………………………………………………………. Hải Phòng, ngày ….… năm 2010 Cán bộ hướng dẫn (họ tên và chữ ký) 5 NHẬN XÉT ĐÁNH GIÁ CỦA NGƯỜI CHẤM PHẢN BIỆN ĐỀ TÀI TỐT NGHIỆP 1.
Đánh giá chất lượng đề tài tốt nghiệp về các mặt thu thập và phân tìch tài liệu, số liệu ban đầu, giá trị lì luận và thực tiễn của đề tài. Cho điểm của người chấm phản biện : (Điểm ghi bằng số và chữ) Ngày. năm 2010 Người chấm phản biện 6 ACKNOWLEDGEMENTS First of all, I would like to express my deepest gratitude to my lecturer Nguyen Thi Huyen - M.A who directly instructs me. Thank to her tireless and helpful support in the preparation as well as the correction.
In addition, I would like to give my sincere thanks to Mrs. Tran Thi Lien – the dean of the department of Foreign languages of HPU as well as my teachers at the Department for the enormous help and their various lectures on the main points related areas during the time I study at the university. Also, I would always acknowledge the encouragement and support of my family, especially my dear mother. Besides, my special thanks send to all teachers and students in Bach Dang secondary school for their enthusiasm in finishing the survey questionnaires.
Finally, I would like to send my thanks to my friends for their directly help and encouragement with source materials in my writing process. Hai Phong, June,2010. Student Le Thi Thu Hang 7 TABLE OF CONTENTS ACKNOWLEDGEMENT TABLE OF CONTENTS PART I: INTRODUCTION. Aims of the study.
Scope of the study. Method of the study. Design of the study. 3 PART II: DEVELOPMENT.
4 Chapter 1: Literature review. Speaking skill: an over view. What is speaking?. Types of speaking.
Form-focused speaking. Meaning-focused speaking. Fluency focused speaking. The purpose of speaking activities.
Characteristics of a successful speaking activity. The importance of speaking skill. The Techniques for Teaching Speaking. Activities to promote students’ speaking.
Why teachers should give students a variety of speaking activities?. Activities to promote speaking. Information- gap activities. Discussions and role plays.
Activities using pictures. 16 Chapter 2: Study on learning and teaching speaking skill for the 7 th classes at Bach Dang secondary school in Hai Phong. English teaching staff. English teaching and learning condition.
Purposes of the survey questionnaires. Design of the survey questionnaires. Data and analysis. Students’ English learning time.
Students’ interest in learning English. Studying on students’ attitude toward speaking skill as well as kinds of working in speaking activities. Students’ difficulties encounter when speaking in class. Advantages which students have when speaking in class.
Students’ expectation while taking part in speaking lessons. Students’ opinions on current used techniques and their effectiveness in teaching speaking. The way of learning and teaching a speaking skill. Findings and discussion of findings.
32 Chapter III: Some suggested techniques to promote speaking skill for 7 th graders at Bach Dang secondary school in Hai Phong. Hang man game. Opposite Adjective Crossword. “Jumbled words” game .Find the difference.
The word order game .“ Jumble words” game. 67 PART III: CONCLUSION. 69 Appendix 1: The survey questionnaires for students. 70 References 2 PART I: INTRODUCTION 1.
Rationale In the 21 st century, the countries all over the world are tending to develop basing on international cooperation. The English language has become crucial to the way we interact with the different people in the world; not being able to communicate in English imposes what seem to be formidable limitations on us. With English we are able to bridge cultural, economic, and even social gaps, in turn we are able to better understand and tolerate each other. Therefore, it is not just important but in fact crucial that the English language be learnt by all individuals.
However, this also raised an issue that foreign language education should be taken seriously in which English is the most popular language in use. Teaching and learning English, thus, are very important and necessary because mastering English seem to be one of the best and the shortest ways for us to have a great deal of opportunities to reach the success of life. English learners, from elementary pupils to students, from workers to government employers study English with the interest and enthusiasm. As for Viet Namese students, especially the 7th graders have many difficulties in learning and practising English speaking skill.
They also fall into confusion when speaking English because of their lack of professional knowledge, confidence, and surely good learning methods. The goal of teaching speaking, surely, is to improve the oral production of the students. Viet Nam has officially become a member of WTO, students should improve and promote their communication skill so that they can express themselves and learn to follow the social and cultural rules appropriating in each communicative circumstances. Speaking for schools has not apparently been paid much attention.
Teachers’ role is not only to create a warm and friendly classroom but also to provide students with effective and plentiful activities. These factors mentioned have aroused my ambition to carry out the study of “How to promote speaking skills for 7th graders at BACH DANG secondary school in HAI PHONG “.Aims of the study My study is about to help the 7th graders at Bach Dang secondary school improve their speaking skill through extra-activities and to prepare for them to the basic knowledge of speaking skill with higher requirement for the next graders. My study is aimed at: Firstly, the study focus on the different aspects of speaking skill that serves as overview, the features and characteristics of teaching speaking skill. Secondly, the study explores the real situation of teaching English-speaking skill in 7th graders at Bach Dang secondary school in Hai Phong.
Thirdly, the study investigates the students and teachers’ attitude toward speaking skill. Finally, the study suggests some effective activities that can be applied in Bach Dang secondary to promote students’ speaking skill.Scope of the study There are so many different material resources and researchers that require a lot of time and effect while my personal experience is limited. Therefore, this study can only focus on study some effective techniques in studying English speaking skill, especially for the 7th graders at Bach Dang secondary school. I hope that this study helps the 7th graders to improve speaking skill at Bach Dang secondary school as well as in others.
Methods of study To finish this study, I myself carry out some following methods: 1 Firstly, websites and reference books related to speaking, methodology are reviewed to get background knowledge of what speaking is, successful and interesting techniques in teaching speaking. Secondly, a survey is conducted for five 7th classes at Bach Dang secondary school with a point of view to find out their recognition, attitudes, evaluation of the matter and the difficulties they encounter as well as what activities they like doing in speaking lessons. Design of the study The study consists of three main parts: Introduction, Development, and Conclusion. Part I: Introduction shows reasons to choose the study, the aims, scope, methods, and design of the study.
Part II: Development includes chapters: Chapter 1: Literature review aims to answer the questions related to speaking that introduces the speaking skill and its features. Chapter 2: “How to promote speaking skills for 7th graders at Bach Dang secondary school in Hai Phong” referred to the analysis and findings obtain from the survey questionnaires made to 7th form students and interview for teachers of Bach Dang secondary school. This helps examine the real situation of teaching speaking and the need of using various activities in speaking lessons. Chapter 3: “Suggested the techniques to attract students’ interests and involvement in speaking skill for 7th graders at Bach Dang secondary school”.
Part III: Conclusion which summarize all the presented information. 2 PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW I. Speaking skill: An overview Speaking in a second language involves the developments of a particular type of communication skill. It has occupied a peculiar position throughout much of the history of language teaching, and only in the last two decades has it begun to emerge as a branch of teaching, learning and testing in its owns right, rarely focusing on the production of spoken discourse (Nunan and Carter,2001).
What is speaking? Different people use the term “speaking” in different ways, which can cause much confusion. Speaking a foreign language usually seems much harder than learning to write and read it, especially to the 7 th graders. Often the most important problems people have with foreign language are that they cannot speak their thinking and their ideas as well. In fact, it is like a vicious circle: they make mistakes, they become afraid of speaking and thus they never get the practice which would able to correct their mistakes.
Most of the beginning learners do not understand exactly “what is speaking?” We only regard speaking as a simple, easy process that involves speaking the words, the ideas…by speaking out what they think without the correct. Chaney (1998:13) indicates that speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety context. According to the website Lingua Link Library Version 3.5, published on CD ROM by SIL International 1998, speaking is also understood is the productive 3 skill in the oral mode. It, like the oral skills, is more complicated than it seems at first and involves more than just pronouncing words.
Moreover, the book “ Collins Cobuild English for advanced learner 4 th edition”, published in 2007 by Tomaz P.Szynalshi definites that “Speaking is the activity of giving speeches and talks, to indicate the opinion you are giving”. Furthermore, Brown (1994) also believes that speaking ability is integrated closely to writing, reading, and listening. So, in language teaching, it is of great importance to emphasize the interrelationship of skill.