VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES ********* MAI THỊ LAN HOW TO MOTIVATE THE 10 GRADE STUDENTS IN SPEAKING SKILL: AT HOA LU A HIGH SCHOOL, NINH BÌNH CÁCH TẠO ĐỘNG LỰC CHO HỌC SINH LỚP 10 TRONG GIỜ HỌC NÓI TẠI TRƯỜNG THPT HOA LƯ A, NINH BÌNH. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60 14 10 Hanoi – 2013 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES ********* MAI THỊ LAN HOW TO MOTIVATE THE 10 GRADE STUDENTS IN SPEAKING SKILL: AT HOA LU A HIGH SCHOOL, NINH BÌNH CÁCH TẠO ĐỘNG LỰC CHO HỌC SINH LỚP 10 TRONG GIỜ HỌC NÓI TẠI TRƯỜNG THPT HOA LƯ A, NINH BÌNH. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60 14 10 Supervisor: Phan Thị Vân Quyên, M.A Hanoi – 2013 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com LIST OF ABBREVIATIONS L2: Second language EFL:English as a Foreign Language TEFL: Teaching English as a Foreign Language M.A: Master of Arts CLT: Communication Language Teaching S: Student iv LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com LIST OF TABLES Table 1: Students’attitude towards speaking skills Table 2: Types of motivation Table 3.2: Factors affecting motivation in learning speaking English Table 4.2: Current methods and techniques applied to teach speaking skill Table 5: Students’interest and desires for speaking activities Table 6: Teachers’opinion on students’motivation in speaking English Table 7.2: Teacher’attitude towards unwilling speakers and mistake makers Table 8: Teachers’difficulties in teaching speaking at Hoa Lu A high school Table 9.2: Activities and techniques used by teachers to motivate students to speak v LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com TABLE OF CONTENT Declaration.…………iii List of abbreviations…………………………………………………….………iv List of tables……………………………………………………………….v Table of content…………………………………………………….……………vi PART A: INTRODUCTION………………………………………. Aims of the study………………………………………………….
Methods of the study………………………………………………. Scope of the study………………………………………………………. Design of the study………………………………………………………3 PART B: DEVELOPMENT…………………………………………….4 CHAPTER I: Theoretical Background………………………. Motivation in second language learning………………………………………4 I.
Definition of motivation………………………………………………. Types of motivation……………………………………………………. Intergrative and Instrumental motivation…………………… 5 I. Intrinsic and Extrinsic motivation…………………………….
Factors affecting learners’motivation in language learning………….9 vi LUAN VAN CHAT LUONG download : add luanvanchat@agmail. Age of acquisition…………………………. Commitment to the students’progress……………. Good relationship with the students……………….
Teaching and learning conditions……………………………12 I. A pleasant and supportive atmosphere in the class. Speaking in second language learning……………………. Definition of speaking……………………………………………….
Importance of speaking in language teaching and learning…………. Approaches to the teaching and speaking……………………………14 II. The grammar – translation Method…………………………14 II. The Direct Method and Audio – lingual Method………….
Communicative Language Teaching………………………. Types of stimulating activities in teaching speaking skill………………. Role play……………………………………………………………15 III. Drama………………………………………………………………17 vii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.
Group work…………………………………………………………19 IV.20 CHAPTER II: Methodology……………………………………………………22 I. Overview of the research site……………………………………. Hoa Lu A high school……………………………………. Teaching and learning English in 10th Form…………….
The data collection instruments…………………………………. The questionnaire…………………………………………24 II. Data collection procedure and data analysis ………………………. Data collection procedure……………………………….
Data analysis………………………………………………26 III. Concluding remark…………………………………………………………26 CHAPTER III: Major findings and discussion………………………………. Questionnaires for students…………………………. Students’attitude towards speaking skill…………………….
Students’motivation in learning speaking English…………………. Factors affecting students’motivation in learning speaking English…30 I. Current methods and techniques applied to teach speaking skill……. Students’interest and desires for speaking activities…………………34 viii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.
Questionnaires for teachers…………………………………………………37 II. Teachers’opinion on students’motivation in speaking English……. Teachers’attitude towards unwilling speakers and mistake makers. Difficulties teachers have encountered in teaching speaking at Hoa Lu A high school……………………………………………….
Activities and techniques used by the teachers to motivate students to speak………………………………………………….………40 CHAPTER IV: Recommemdations for the teachers…………………………44 1. Identify students’types of motivation……………………. Help students to be confident…………………………………………. Help students to enrich students’vocabulary and improve their knowledge of grammar……………………………………………….
Help students to overcome pronunciation problems……. Help students to find ideas…………………………………. Limitation of the study and suggestion for further study………………49 REFERENCES:…………………………………….50 APPENDICES……………………………………………………………………I APPENDIX 1: QUESTIONNAIRE FOR STUDENTS………………………….I APPENDIX 2: QUESTIONNAIRE FOR TEACHERS………………………….v APPENDIX 3: INFORMAL INTERVIEW FOR STUDENTS…………….VIII ix LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com PART A: INTRODUCTION 1. Rationale After the historic upheaval, Vietnam’economy, politics and culture have been undergone extensive changes.
Thanks to the open - door policy, Vietnam has diplomatic relationship with all over the world. English becomes an indispensable means of communication with the rest of the world and it is the most important international language because it provides ready acces to the world scholarship and world trade. Since then English has become a compulsory subject in Vietnam curriculum, its teaching and learning have been paid much attention. In learning English at high schools, English speaking skill is one of the four skills that students must be taught as separately and equally as the others.
However, due to some differently objective and subjective reasons, teaching and learning this skill is often integrated with other skills such as listening skill, or is even neglected. It leads to the cause that students do not often enjoy speaking period as well as find it difficult to participate in speaking activities. Besides, at Hoa Lu A high school, like at many other high schools in Vietnam. English has been a compulsory subject in secondary curriculum for many years.
The fact is that, due to the demand of high school and university entrance examinations, the students’focus is on grammar and vocabulary, which means little attention has been paid to speaking skill. With 6 years of experience in teaching English at high school, I have realized that there are many factors affecting the success of language learners such as aptitude, age, personality, motivation and so on, among which motivation plays an important role. For teaching and learning speaking skill, the impact of motivation is not an exception. It is undeniable that if the students are motivated, especially from the warm - up stage, their speaking will be completed more successful and their difficulties in speaking will no longer exist.
1 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com All the above mentioned reasons have inspired the writer to conduct a research title “How to motivate the 10 grade students in the speaking skill at Hoa Lu A high school”. Aims of the study The aims of the study are: - To investigate the current situation of teaching and learning speaking skill in grade 10 at Hoa Lu A high school. - To identify types of the motivation and factors affecting students’ motivation in learning speaking skill. - To suggest speaking teaching techniques used to motivate students to take part in speaking activities.
The study intends to find out the answers to the following questions: 1. What are the types of motivation possessed by Grade 10 students in learning speaking English? 2. What have teachers done to motivate students in learning speaking English? 3. What are students’expectation of speaking teaching? 4.
Methods of the study. To conduct the study, I am going to use quantitative and qualitative methods. The data collected for the study will come from two sources: the 10th grade student respondents and the English teacher respondents at Hoa Lu A high school, Ninh Binh. Two questionnaires, one for students and the other for teachers, and informal interwiews of students are going to be used as data collection instruments.
All the comments, recommendations and conclusions provided in the study will be based on the data analysis. Scope of the study 2 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Studying motivation and its effects on the second language have been paid attention by many researchers so far. However, due to the limit of time and capacity, within the scope of an M. minor thesis, the researcher only focuses on the types of motivation possessed by Grade 10 students in learning speaking English; some activities used by the teachers to motivate them to speak English; and students’ expectation to activities and techniques applied by teachers in speaking teaching; then suggests some recommendations for teachers to motivate students to speak more.
Design of the study. The study is divided into three parts: the Introduction, the Development and the Conclusion. Part A: Introduction - deals with the rationale, aims, research questions, methods, scope, design of the study. Part B: Development - consists of four chapters Chapter I - Theoretical Background - is intended to give some theoretical background related to motivation and speaking.
Chapter II - Methodology - presents the Research site, Methodology (including the participants, instruments, data collection and analysis procedure). Chapter III - Major findings, discussions - shows major findings and discussions. Chapter IV – Recommendations - offers some recommendations for teachers to motivate students to speak more in speaking lesson. Part C: Conclusion - conclusion, limitations of the study, suggestions for further research.
3 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com PART B: DEVELOPMENT CHARTER I: Theoretical Background As a way of start, I will first provide the theoretical background about Motivation consisting of its definition, types and factors affecting learners’motivation. Then I will provide the theoretical background about Speaking including its definition, importance in language teaching and learning, and approaches to the teaching of speaking. The end of this chapter is to reexamine different types of stimulating activities that the English teacher often uses to teach a speaking class. Motivation in second language learning I.
Definition of motivation In almost all fields of learning and teaching, especially language education, motivation has always been considered an essential factor contributing to success. In L2 achievement, motivation is an important affectivity. It means that motivation of high levels often leads to high L2 achievement and proficiency. The motivated learners are usually more active in learning, while unmotivated learners are more likely to cause classroom disturbances.
Therefore, a thorough understanding of this concept is needed. According to Williams and Burden (1997:20), motivation is a “state of cognitive arouse” which provokes a “decision to act”; as a result of which, there is “sustained intellectual and/or physical effort” so that a person can achieve some “previously set goal”. Another linguist, Woolfolk (2001:366) defines motivation as “an internal state that arouses, directs, and maintains behavior” Additionally, Dornyei, (2001: 17) claims that “ motivation explains why people decide to do something, how hard they are going to pursue it and how long they are going to sustain their activities.” Similarly, Brown (2000:160) indicated that “motivation is some kind of internal drive which pushes someone to do things in order to achieve something”. 4 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com It can be seen that different researchers approach motivation definition in different ways.
However, this research will follow the definition of motivation proposed by Gardner (1982:132-147) that motivation perceived to be composed of three elements. These include effort, desire and affect. Effort refers to the time spent studying the language and the drive of the learner. Desire indicates how much the learner wants to become proficient in the language, and affect illustrates the learner’s emotional reactions with regard to language study.
He also remarks “motivation involves four aspects: a goal, effortful behavior, a desire to attain the goal, and favorable attitudes towards the activity in question”. He sees the important role of effort and desire to achieve the learning goal “Motivation in the present context refers to the combination of effort plus desire to achieve the goal of learning plus favourable attitudes towards learning the language”(1985:10). Types of motivation I. Integrative and instrumental motivation Gardner and Lambert (1972: 10) distinguished integrative and instrumental as two types of motivation.
Integrative motivation: Motivation has been identified as the learner's orientation with regard to the goal of learning a second language (Crookes and Schmidt 1991). It is thought that students who are most successful when learning a target language are those who like the people that speak the language, admire the culture and have a desire to become familiar with or even integrate into the society in which the language is used (Falk 1978). This form of motivation is known as integrative motivation.