Cải thiện động lực học sinh lớp 11 trong giờ nói tiếng Anh tại trường THPT Việt Nam - Ba Lan

Luận văn thạc sĩ VNU ULIS nghiên cứu cải thiện động lực học sinh lớp 11 trong giờ nói tiếng Anh tại trường THPT Việt Ba Lan qua hoạt động giao tiếp.

• Tác giả: Đinh Thùy Linh
• Trường học: Hanoi University Of Languages And International Studies
• Chuyên ngành: English Teaching Methodology
• Đề tài: Improving 11th Grade Students’ Motivation In English Speaking Lessons At Vietnam – Poland High School By Using Communicative Activities
• Loại tài liệu: Thesis
• Năm xuất bản: 2011
• Địa điểm: Hanoi

Mục lục chi tiết

• ACKNOWLEDGEMENTS
• TABLE OF CONTENTS
• LIST OF TABLES AND CHARTS
• 1. PART I: INTRODUCTION
• 1.1. Statement of the problem and rationale of the study
• 1.2. Aims and objectives of the study
• 1.3. Significance of the study
• 1.4. Scope of the study
• 1.5. Method of the study
• 1.6. Design of the study
• 2. PART II: DEVELOPMENT
• 2.1. CHAPTER I: LITERATURE REVIEW
• 2.1.1. Theoretical background of motivation
• 2.1.1.1. What is meant by motivation?
• 2.1.1.2. Types of motivation in foreign language learning
• 2.1.1.3. The importance of motivation in foreign language learning
• 2.1.1.4. Factors affecting motivation in foreign language learning
• 2.1.1.5. Techniques for improving students’ motivation in speaking lessons
• 2.1.2. Overview of speaking
• 2.1.2.1. Conceptions of speaking
• 2.1.2.2. Characteristics of a successful speaking activity
• 2.1.2.3. Stages in a speaking lesson
• 2.1.3. Motivation and English speaking learning
• 2.1.4. Previous studies in motivation in foreign language learning and speaking skill
• 2.2. CHAPTER II: METHODOLOGY
• 2.2.1. Key elements of an action research
• 2.2.2. Subjects of the study
• 2.2.3. Data collection instruments
• 2.2.4. Data collection procedures
• 2.2.5. Brief description of the three lessons
• 2.3. CHAPTER III: RESULTS AND DISCUSSION
• 2.3.1. Level of students’ motivation
• 2.3.2. Causes of students’ lack of motivation in English speaking lessons
• 2.3.3. Action Research procedure
• 2.3.4. Discussion of the lessons’ effectiveness
• 3. PART III: CONCLUSION
• 3.1. Limitations of the study
• 3.2. Suggestions for further researches
• 3.3. Recommendations and suggestions
• Appendix 2: Class observations
• Appendix 3: Lesson plans

Tóm tắt

I. Tổng quan về động lực học sinh lớp 11 trong giờ nói tiếng Anh

Động lực học sinh là yếu tố quan trọng trong việc nâng cao hiệu quả học tập, đặc biệt là trong giờ nói tiếng Anh. Tại trường THPT Việt Nam - Ba Lan, nhiều học sinh lớp 11 gặp khó khăn trong việc thể hiện khả năng nói tiếng Anh. Nghiên cứu này nhằm tìm hiểu và cải thiện động lực học sinh thông qua các hoạt động giao tiếp.

1.1. Định nghĩa động lực học sinh trong học tiếng Anh

Động lực học sinh được hiểu là sự kết hợp giữa nỗ lực và mong muốn đạt được mục tiêu trong việc học tiếng Anh. Theo Gardner (1985), động lực là yếu tố quyết định sự chuẩn bị của người học để giao tiếp.

1.2. Tầm quan trọng của động lực trong việc học tiếng Anh

Động lực có vai trò quan trọng trong việc học ngoại ngữ. Nghiên cứu cho thấy rằng thái độ tích cực có mối quan hệ chặt chẽ với động lực trong việc thành thạo tiếng Anh. Học sinh có động lực cao thường sử dụng nhiều chiến lược học tập hơn.

II. Vấn đề và thách thức trong việc cải thiện động lực học sinh

Mặc dù có nhiều nỗ lực từ giáo viên, nhưng động lực học sinh lớp 11 trong giờ nói tiếng Anh vẫn còn thấp. Các yếu tố như thiếu tự tin, thiếu từ vựng và môi trường học tập không khuyến khích là những thách thức lớn.

2.1. Nguyên nhân thiếu động lực trong giờ nói tiếng Anh

Nhiều học sinh cảm thấy thiếu tự tin khi nói tiếng Anh do lo ngại về việc bị chê bai. Ngoài ra, việc thiếu từ vựng và kỹ năng giao tiếp cũng là nguyên nhân chính dẫn đến sự thiếu động lực.

2.2. Tác động của môi trường học tập đến động lực

Môi trường học tập có ảnh hưởng lớn đến động lực học sinh. Một môi trường không khuyến khích sự tham gia và giao tiếp sẽ làm giảm động lực học sinh trong việc học tiếng Anh.

III. Phương pháp cải thiện động lực học sinh trong giờ nói tiếng Anh

Để cải thiện động lực học sinh, việc áp dụng các phương pháp giảng dạy tích cực là rất cần thiết. Các hoạt động giao tiếp có thể giúp học sinh cảm thấy hứng thú hơn trong việc học.

3.1. Sử dụng hoạt động giao tiếp trong giảng dạy

Hoạt động giao tiếp giúp học sinh thực hành nói tiếng Anh trong môi trường thực tế. Các hoạt động như thảo luận nhóm, trò chơi ngôn ngữ có thể tạo ra sự hứng thú và khuyến khích học sinh tham gia.

3.2. Kỹ thuật giảng dạy tương tác

Giáo viên có thể áp dụng các kỹ thuật giảng dạy tương tác để khuyến khích học sinh tham gia. Việc tạo ra các tình huống giao tiếp thực tế sẽ giúp học sinh cảm thấy tự tin hơn khi nói tiếng Anh.

IV. Ứng dụng thực tiễn và kết quả nghiên cứu

Nghiên cứu đã chỉ ra rằng việc áp dụng các hoạt động giao tiếp có thể nâng cao động lực học sinh trong giờ nói tiếng Anh. Kết quả cho thấy học sinh tham gia tích cực hơn và cải thiện kỹ năng nói.

4.1. Kết quả từ các hoạt động giao tiếp

Các hoạt động giao tiếp đã giúp học sinh cải thiện đáng kể kỹ năng nói. Học sinh cảm thấy tự tin hơn và sẵn sàng tham gia vào các hoạt động trong lớp.

4.2. Đánh giá hiệu quả của phương pháp

Đánh giá từ học sinh cho thấy rằng các hoạt động giao tiếp không chỉ nâng cao động lực mà còn giúp họ cải thiện khả năng giao tiếp tiếng Anh một cách rõ rệt.

V. Kết luận và tương lai của động lực học sinh trong giờ nói tiếng Anh

Cải thiện động lực học sinh trong giờ nói tiếng Anh là một quá trình liên tục. Việc áp dụng các phương pháp giảng dạy mới và sáng tạo sẽ giúp học sinh phát triển kỹ năng giao tiếp hiệu quả hơn.

5.1. Tương lai của việc giảng dạy tiếng Anh

Trong tương lai, việc áp dụng công nghệ và các phương pháp giảng dạy hiện đại sẽ tiếp tục đóng vai trò quan trọng trong việc nâng cao động lực học sinh.

5.2. Khuyến nghị cho giáo viên

Giáo viên nên thường xuyên cập nhật các phương pháp giảng dạy mới và tạo ra môi trường học tập tích cực để khuyến khích học sinh tham gia vào các hoạt động nói tiếng Anh.

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VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES ĐINH THÙY LINH IMPROVING 11TH GRADE STUDENTS’ MOTIVATION IN ENGLISH SPEAKING LESSONS AT VIETNAM – POLAND HIGH SCHOOL BY USING COMMUNICATIVE ACTIVITIES (Cải thiện động cơ học trong giờ nói Tiếng Anh của học sinh lớp 11 Trường THPT Việt Nam – Ba Lan thông qua việc sử dụng các hoạt động giao tiếp) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60.10 HANOI - 2011 LUAN VAN CHAT LUONG download : add [e-mail] ii TABLE OF CONTENTS ACKNOWLEDGEMENTS . i TABLE OF CONTENTS . iv LIST OF TABLES AND CHARTS . Statement of the problem and rationale of the study . Aims and objectives of the study . Significance of the study . Scope of the study . Method of the study . Design of the study . 3 PART II: DEVELOPMENT . 5 CHAPTER I: LITERATURE REVIEW . Theoretical background of motivation . What is meant by motivation? . Types of motivation in foreign language learning . The importance of motivation in foreign language learning . Factors affecting motivation in foreign language learning . Techniques for improving students’ motivation in speaking lessons . Overview of speaking . Conceptions of speaking . Characteristics of a successful speaking activity . Stages in a speaking lesson . Motivation and English speaking learning . Previous studies in motivation in foreign language learning and speaking skill . 17 CHAPTER II: METHODOLOGY . Key elements of an action research . 20 LUAN VAN CHAT LUONG download : add luanvanchat@agmail. Subjects of the study . Data collection instruments . Data collection procedures . Brief description of the three lessons . 24 CHAPTER III: RESULTS AND DISCUSSION. Level of students’ motivation . Causes of students’ lack of motivation in English speaking lessons . Action Research procedure . Discussion of the lessons’ effectiveness . 37 PART III: CONCLUSION . Limitations of the study. Suggestions for further researches . Recommendations and suggestions . I Appendix 2: Class observations . XIII Appendix 3: Lesson plans. XVII LUAN VAN CHAT LUONG download : add [e-mail] v LIST OF TABLES AND CHARTS Table Table 1: Students’ time of speaking 27 Table 2: Students’ comment on teachers’ communicative activities 35 Chart Chart 1: Students’ appreciation of English speaking skill 26 Chart 2: Factors de–motivating students’ motivation 29 Chart 3: Affecting factors of students’ interest in speaking class 29 Chart 4: Students’ level of motivation 32 Chart 5: Students’ feeling when participating speaking activities 33 Chart 6: Students’ evaluation of the effectiveness of communicative activities 34 Chart 7: Class observation results before and after intervention 36 LUAN VAN CHAT LUONG download : add [e-mail] 1 PART I: INTRODUCTION This initial part states the problem and the rationale of the study, together with the aims, objectives, the scope of the study, and the design of the rest of the paper. Above all, it is in this part that the research questions are identified to work as clear guidelines for the whole research. Statement of the problem and rationale of the study In the era of global integration, when the ability to use English as means of communication has become so important, a really big concern of scholars, researchers, educators and learners all over the world is how to improve the quality of English teaching and learning. In this context, Vietnam – Poland high school (Viet Ba high school) is putting the focus on enhancing the effectiveness of speaking lessons. The reason is many students have voiced their worries about the slow improvements in their speaking ability. Although they really like English, speaking skill is one of their most difficult ones to learn. They face with so many obstacles (lack of motivation, vocabulary, activeness, enjoyment, etc.,) when making presentation or expressing their ideas. Therefore, “What should they do to speak English accurately and fluently?” is the question that all students would like to answer. Besides, most of teachers have been frustrated at their failure in helping the students communicate better in English. As a teacher of Vietnam – Poland high school, from my observation and my own teaching experience, the researcher realizes that during speaking lesson classroom interaction is restricted. Only some students get involve in the activities conducted by the teacher while others keep silence or do other things. Thus, one of the challenges to the teacher is to find out the answer to the question “Why don’t many students of English get involved actively in speaking lesson?”. There is a saying: “You can bring a horse to water, but you can not make him drink” refers to the reality that the effectiveness of a lesson depends at least as much as on the learners as on the teachers. This is confirmed by the statement: “In language teaching, teachers can provide all the necessary circumstances and input, but learning can only happens if learners are willing to contribute” (Scharle, A and Szabo, A, 2000: 7). Hence, motivation is considered to be one of the key factors to success on the way of mastering LUAN VAN CHAT LUONG download : add [e-mail] 2 the foreign language. Without sufficient motivation, even individuals with the most remarkable abilities cannot accomplish long – term goals, and there are no appropriate curriculum and good teaching to ensure student achievements. All these conditions, henceforth, offered the researcher a chance to conduct a study on “Improving 11th grade students’ motivation in English speaking lessons at Vietnam – Poland high school by using communicative activities”. This study was an attempt to investigate the 11th grade students’ motivation levels in speaking lesson at Vietnam- Poland high school to find out the causes of students’ low motivation and passiveness when speaking English. In addition, through discovering the reasons why existing students’ laziness in speaking period, this paper also aimed at seeking better orientation for students at Vietnam- Poland high school to learn speaking skill more effectively. We do hope that this study will help the teachers of speaking in some ways to find appropriate methods to motivate students more and more in oral periods. Aims and objectives of the study This research was aimed to increase 11th grade students’ motivation in English speaking lessons at Vietnam – Poland high school by using communicative activities. To be more specific, the research was carried out to find out 11th grade students’ level of motivation at Vietnam – Poland high school in the English speaking lessons. The factors de-motivating 11th grade students in English speaking activities were also taken into investigation. Then the study was expected to work out motivational techniques to increase students’ motivation level and test the effectiveness of the communicative activities in the form of an action research. In brief, these objectives could be summarized into three research questions as follow: 1. How motivated are the 11th grade students in speaking lessons at Vietnam – Poland high school? 2. What are major causes leading to these students’ lack of motivation in learning speaking? 3. How effective are communicative activities in motivating students to learn the speaking skill? LUAN VAN CHAT LUONG download : add luanvanchat@agmail. Significance of the study Once having been completed, the research would serve as one of the initial studies on students’ motivation at Viet – Ba high school in speaking skill. It is expected to have several contributions to not only research but also teaching and learning in speaking English as a foreign language. Firstly, the research gives 11th grade students’ level of motivation in English speaking lesson at Vietnam – Poland high school. As a result, the study enables students to raise students’ awareness in improving their speaking skill. Secondly, it also proves the students’ difficulties and teachers’ drawbacks in teaching spoken periods. In other words, the research pointed out students’ de - motivating factors in speaking class. Then the research provides teachers with some techniques for raising the students’ motivation level in speaking lesson. Scope of the study First, as could be seen from the title of the study, this paper placed strong emphasis on the 11th grade students’ motivation at Vietnam – Poland high school and the techniques to improve students’ motivation in speaking class. In addition, it is noteworthy that students’ motivation is easily affected by the content of lesson, textbooks, materials, teachers and teaching method. In this study, the researcher focused on teaching method influence on motivation. Finally, speaking skill is another matter of the researcher’s concern but not reading, writing and listening. Method of the study As mentioned above, this research adopts an action research in an attempt to improve the current situation of teaching speaking in the teacher – researcher’s own class. In so doing, the method including questionnaires and class observation sheets were employed during the process of data collection. Design of the study Part I: Introduction provides a general introduction, introducing the background for the research topic and its aims, significance, research questions and the design of the thesis. Part II: Development is the main part of the thesis. It consists of three chapters LUAN VAN CHAT LUONG download : add [e-mail] 4 namely Literature Review, Methodology and Results and discussion. Chapter 1: Literature Review mentions to critically examine the theoretical background for the thesis with the focus on the main points: different psychological views on motivation in language learning; Types of motivation in foreign language learning; The importance of motivation in foreign language learning; Factors affecting motivation in foreign language learning; Techniques for improving students’ motivation in speaking lessons; Motivation and English speaking learning; Previous studies of motivation in foreign language learning and speaking skill and communicative activities. Chapter 2: Methodology presents the methodology performed in the study, including the background information of the subjects of the study; the instruments used to collect data, and the procedures of data collection. Along with this, the teaching and learning English at Vietnam – Poland high school is described. Also, the study – its setting and methodology are displayed in this chapter. Chapter 3: Results and discussion presents analyses and discusses the findings that the researcher found out from the data collected according to the three research questions. The chapter also reflects a detailed description of data analysis which is shown based on the survey questionaires and class observation. Some explanations, interpretations and discussion of the findings of the study are explored in this. In addition, action research procedure was presented in the chapter. Part III: Conclusion is the conclusion of the study, summarizing the findings; providing some implications, the limitation of the research, recommendations how to motivate students in English speaking lessons. Some suggestions for further research are also discussed in this chapter. LUAN VAN CHAT LUONG download : add [e-mail] 5 PART II: DEVELOPMENT CHAPTER I: LITERATURE REVIEW This chapter reviews the theories related to motivation in speaking lessons. It also reviews current researches on motivations in foreign language in general and in speaking skill in particular that have been conducted so far. All of these serve as a basis for an investigation into students’ motivation in English speaking lessons and solutions for their troubles. Theoretical background of motivation 1. What is meant by motivation? Motivation in Gardner’s point of view (1985) is a key factor in determining the preparation of learners to communicate. Motivation refers to the combination of effort and desire to achieve the goal, the connection of learning the language and favorable attitudes toward learning foreign language. That is, motivation to learn a foreign language is considered in the extent to which the individual works or strives to learn the language because of a desire to do so and the satisfaction experienced in this activity. Rod Ellis defines motivation as referring to "the efforts which learners put into learning an L2 as a result of their need or desire to learn" (1994:715). He proved that learners’ performance resulted from their own need or desire when studying the language.