1 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES VIETNAM NATIONAL AND INTERNATIONAL UNIVERSITY, HANOISTUDIES FACULTY UNIVERSITY OF POST- AND OF LANGUAGES GRADUATE STUDIES STUDIES INTERNATIONAL FACULTY********************* OF POST- GRADUATE STUDIES ********************* PHÙNG THỊ HOA MƠ PHÙNG THỊ HOA MƠ ADAPTING SPEAKING ACTIVITIES IN TIENG ANH 11 ADAPTING SPEAKING TO IMPROVE ACTIVITIES STUDENTS’ IN TIENG ANH 11 TO PARTICIPATION IMPROVE AT DAN STUDENTS’ PHUONG PARTICIPATION UPPER- SECONDARY SCHOOL AT DAN PHUONG UPPER- SECONDARY SCHOOL (ĐIỀU CHỈNH MỘT SỐ HOẠT ĐỘNG NÓI TRONG SÁCH TIẾNG ANH 11 NHẰM (ĐIỀU TĂNGMỘT CHỈNH CƯỜNG SỰ THAM SỐ HOẠT GIA ĐỘNG CỦA NÓI HỌC SINH TRONG SÁCHTẠI TRƯỜNG TIẾNG ANH 11 NHẰM TĂNG CƯỜNG SỰTHPTTHAMĐAN GIAPHƯỢNG) CỦA HỌC SINH TẠI TRƯỜNG THPT ĐAN PHƯỢNG) M.MINOR PROGRAMME THESIS M.MINOR PROGRAMME THESIS FIELD : ENGLISH TEACHING METHODOLOGY CODE: ENGLISH FIELD : 601410 TEACHING METHODOLOGY CODE : 601410 SUPERVISOR : VŨ MAI TRANG, M.A HANOI - 2010 HANOI - 2010 TIEU LUAN MOI download : skknchat@gmail.com 2 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES VIETNAM NATIONALAND INTERNATIONAL UNIVERSITY, HANOI STUDIES FACULTY UNIVERSITY OF POST-AND OF LANGUAGES GRADUATE STUDIES STUDIES INTERNATIONAL FACULTY********************* OF POST- GRADUATE STUDIES ********************* PHÙNG THỊ HOA MƠ PHÙNG THỊ HOA MƠ ADAPTING SPEAKING ACTIVITIES IN TIENG ANH 11 ADAPTING SPEAKING TO IMPROVE ACTIVITIES STUDENTS’ IN TIENG ANH 11 TO PARTICIPATION IMPROVE AT DAN STUDENTS’ PHUONG PARTICIPATION UPPER- SECONDARY SCHOOL AT DAN PHUONG UPPER- SECONDARY SCHOOL (ĐIỀU CHỈNH MỘT SỐ HOẠT ĐỘNG NÓI TRONG SÁCH TIẾNG ANH 11 NHẰM (ĐIỀU TĂNGMỘT CHỈNH CƯỜNG SỰ THAM SỐ HOẠT ĐỘNG GIA NÓICỦA HỌC SÁCH TRONG SINH TẠI TRƯỜNG TIẾNG ANH 11 THPT ĐAN NHẰM TĂNG CƯỜNG SỰ THAM GIA PHƯỢNG) CỦA HỌC SINH TẠI TRƯỜNG THPT ĐAN PHƯỢNG) M.MINOR PROGRAMME THESIS M.MINOR PROGRAMME THESIS FIELD : ENGLISH TEACHING METHODOLOGY CODE FIELD : 601410 TEACHING METHODOLOGY : ENGLISH SUPERVISOR CODE : 601410 : VŨ MAI TRANG, M.A SUPERVISOR : VŨ MAI TRANG, M.A HANOI - 2010 TIEU LUAN MOI download : skknchat@gmail.com 6 TABLE OF CONTENTS ACKNOWLEDGEMENTS………………………………………………………… i DECLARATION ii ABSTRACT…………………………………………………………………. iii TABLE OF CONTENTS……………………………………………………. iv LIST OF ABBREVIATIONS AND TABLES………………………. vii PART I: INTRODUCTION……………………………………………….Statement of the problem and rationale for the study………………… 1 1.Aims of the study………………………………………………………… 2 1.
Scope of the study………………………………………………………… 2 1. Methods of the study……………………………………………………. 2 PART II: DEVELOPMENT…………………………………………………… 3 CHAPTER 1: LITERATURE REVIEW……………………………………… 3 1. An overview of students’ participation………………………………… 3 1.
Factors affecting students’participation………………………… 4 1. Students’learning styles…………………………… 4 1. Students’ attitudes and motivation……………… 4 1. Students’ language levels………………………… 5 1.
Adaptation is a necessary task in lessons……………………………. What is adaptation?. The purpose of adaptation………………………………………… 7 1. Techniques for adaptation………………………………………… 8 TIEU LUAN MOI download : skknchat@gmail.
Levels of adaptation……………………………………………… 9 CHAPTER 2: THE STUDY…………………………………………………… 10 2. The setting of the study…………………………………………… 10 2. Data collection instruments……………………………………………… 14 2. The teacher interview……………………………………………… 15 2.
Follow-up student interview……………………………………… 15 2. Data collection procedure………………………………………………. 15 CHAPTER 3: DATA ANALYSIS AND FINDINGS…………………………. Results from before-experiment-observations………………………… 16 3.Results from students’ questionaire…………………………………….Results from teacher interview………………………………………… 24 3.
Results from the end of experiment observations……………………. Observations in control group…………………………………… 28 3. Observations in experimental group…………………………… 29 3. Students’participation in experimental and control group in three lessons at the end of the intervention…………………………………….
Comparison of students’particpation before and at the end of the experiment. Follow-up student interview…………………………………………. 38 PART III: CONCLUSION 39 1. Summary of the study 39 1.
Limitations of the study: 40 1. Suggestions for further study 40 1. Implications: 40 REFERENCES TIEU LUAN MOI download : skknchat@gmail.com 8 APPENDIX 1 I APPENDIX 2 IV APPENDIX 3 V TIEU LUAN MOI download : skknchat@gmail.com 9 LIST OF ABBREVIATIONS CLT: Communicative Language Teaching MOET: The Ministry of Education and Training TTT: Teacher Talking Time STT: Student Talking Time LIST OF TABLES Table 1: Topics in Tieng Anh 11. Table 2: Distribution of speaking activities in Tieng Anh 11.
Table 3: Student talking time and teacher talking time in control and experimental groups. Table 4: The reasons why students want to learn English. Table 5: Students’ learning styles in both groups Table 6: Students’ participation in speaking lessons. Table 7: Factors prevent students from participating in speaking in the class.
Table 8: Students’opinions towards English speaking skills in the textbook Tieng Anh 11 Table 9: Students’ opinion about the way their teachers teach speaking. Table 10: Students’evaluation on their teacher’s adaptation. Table 11: Students’evaluation towards their current speaking lessons Table 12: Results of observations in control group at the end of the experiment. Table 13: Result of observation of adaptation 1 in experimental group at the end of the experiment.
Table 14 : Results of experimental group’s participation Table 15: Comparison of Teacher Talking Time and Student Talking Time in the two classes before and at the end of experiment TIEU LUAN MOI download : skknchat@gmail.com 10 PART I: INTRODUCTION 1.Statement of the problem and rationale for the study: Over the past century, English has grown into one of the most popular languages with more than five hundred millions speakers all over the world. In Vietnam, it has become the most popular foreign language in the country and a compulsory subject at school and colleges. In order to improve Vietnamese learners‟ competence to meet the demand of globalization the Ministry of Education and Training (MOET) has also conducted several projects on the reform of teaching methodology at upper- secondary schools. Especially, in 2006, 2007 and 2008 the introduction of new English 10,11,12 textbook to school curriculum marks a dramatic change in the way English is taught.
Four skills, namely, speaking, listening, reading, and writing have been put in priority and intergrated in the textbook alongside with linguistic elements such as grammar,vocabulary and pronunciation. At the same time, the adoption of learner-centered approach, communicative approach, and task-based teaching are emphasized and extensively employed. Although the books have shown a great deal of improvement as compared with the old series of grammar-based it seems that not all activities or tasks in the books are suitable to the different teaching and learning contexts of different localities within Vietnam. After 2 school years teaching new Tieng Anh 11 at Dan Phuong high school, I find that there are some problems with some activities in the textbook.
Some are too difficult for students, some are not real communicative, some are too long …….All these reasons greatly contribute to the demotivation of students from participating in the lessons at Dan Phuong school. In this case, it is necessary for teachers to adapt the content of the core books to make each activity and unit suitable and interesting for learners. In order to do this, teachers need to evaluate every unit to see what the problems are, and then, try to think about ways to adapt it. There are many things that teachers can do to improve the unit such as looking for interesting extra materials from different sources, changing the procedure of the unit, designing activities which can motivate learners, etc.
TIEU LUAN MOI download : skknchat@gmail.com 11 The above mentioned reasons have inspired the writer to conduct a research titled “Adapting speaking activities in Tieng Anh 11 to improve students’ participation at Dan Phuong Upper-secondary school.Aims of the study: Firstly, the present study aims at investigating the reasons why teachers at Dan Phuong upper-secondary should adapt speaking activities in Tieng Anh 11 from both teachers and students viewpoints. Secondly, it determines the effect of the adapted activites in inducing students‟participation in speaking lessons at Dan Phuong upper-secondary school. Basing on the findings, some implications and suggestions will finally be proposed by the researcher. Why should teachers adapt speaking activities in Tieng Anh 11? 2.
Do the adapted activites increase student students’participation in speaking class at Dan Phuong upper-secondary school? 1. Scope of the study: There is a variety of aspects affecting students‟ participation in class activities so there exists a numerous methods to improve students‟involvement. However, it is not my attention to cover all of them because of time and length constraint of the study, Adaptation of speaking activities in Tieng Anh 11 is focused on and tested in classes at Dan Phuong upper-secondary school. As the result, the samples of the study were restricted to 6 teachers and 88 students at 11 form at Dan Phuong upper-secondary school.
Methods of the study: This study adopts both quantitative and qualitative approaches to identify the reasons why teachers should adapt activities in Tieng Anh 11 to increase students‟ participation at Dan Phuong upper-secondary school. The study attempts to find out whether the adapted activities can improve students participation or not. Data were collected by means of textbook analysis, interviews, questionnaires, and observations and experiment. Concerning interviews, 6 teachers who have ever taught Tieng Anh 11 were involved in the study.
Survey questionaires were conducted among 88 students from two classes at the target school. In order to raise the reliability of the data collected class observations were employed before and after experiment. TIEU LUAN MOI download : skknchat@gmail.com 12 PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1. An overview of students’ participation: 1.
Students’ participation: There are several views on student participation. Howard, Short, & Clark stated that participation is the student‟s active engagement in the classroom to promote effective learning (Howard, Short, & Clark, 1996). The student‟s activities may include reciting in class, having conversations with the instructor or their classmates, doing written outputs, and sharing ideas with others (Howard, Short, & Clark, 1996; Howard & Henney, 1998). It means a participative learner is one that is not passive.
As Fraser (1982) defines student participation as the extent to which students are encouraged to participate rather than be passive listeners. Similarly, Sylvelyn, Judith & Paulin (2009) define participation as students who actively engage in classroom discussions, rather than be passive learners who simply take in knowledge. They affirm that in a classroom-based learning, participation can be a positive feedback given by students to either the lesson or the teacher which can lead to possible ways in the development of an improved classroom learning experience. Teachers of large classes have found that students‟participation can be identified in terms of three kinds of interaction: students to their teacher, students to students and students to material.
The interaction between students themselves is established when they are working in groups. The kind of interaction between students and material can be understood as students‟ success in completing assigned reading activities. In term of the interaction between students to their teacher, students who maintain good interaction with their teacher always participate in the class discussion. They become involved in what is happening in the classroom by asking more question, share personal ideas, opinion and experience with their classmates.
Thus, participation can be understood in more ways than just come to class on time, take notes what teachers say and write down on the blackboard, and stay in the class all the time and get to know the teacher. Students who are active and attentive that means they work on the problem with the teacher during the class, laugh at jokes, respond to the teacher‟s questions, often show great desire to learn and become good students. TIEU LUAN MOI download : skknchat@gmail. Factors affecting students’participation: Students‟participation in classroom speaking activities can be affected by a variety of factors originating from students, teachers and classroom activities and other classroom- related factors.
In the following sections, some of the major factors will be discussed. Students’ learning style: Willing (1985, cited in Nunan 1988:93) classified learners‟ styles into four groups: Concrete learners: They preferred learning by games, films and videos talking in pairs and learning though the use of cassettles. Analytical learners: These learners liked studying grammar, studying English book, finding their own mistakes and learning through reading newspapers. Communicative learners: They liked to learn by observing and listening to native speakers, talking to friends in English and learning English whenever possible.
Authority-oriented learners: They liked the teacher to explain everything, writing everything in their notebooks, having their own textbooks, learning to read, studying grammar, and learning English words by seeing them.