VIFTNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES BÙI THỊ PHƯƠNG THẢO. USING AUDIO-VISUAL MATERTALS TO IMPROVE. LOWER SECONDARY STUDENTS’ SPEAKING SKILLS (Sử dụng tư liệu nghe-nhìn để nâng cno kỹ năng Nói cho học sinh Trung Lọc Cơ Sở} MLA. Minor ‘Thesis Eield : English teaching methodology Code : 601410 Hanoi - 2010 VIETNAM NATIONAL UNIVERSITY, IANO! UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES: BÙI THỊ PHƯƠNG THẢO USING AUDIO-VISUAL MATERIALS TO IMPROVE TOWER SECONDARY STUDENTS’ SPEAKING SKILLS (Sử dụng tư liện nghe nhìn để nâng cao kỹ năng Nói cho học sinh Trung Học Cơ Sở) M.
Minor Thesis Field _: English teaching methodology Cade :601410 Supervisor: Nguyen Thi Thom Thom, M. Hanoi - 2010 VIFTNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES BÙI THỊ PHƯƠNG THẢO. USING AUDIO-VISUAL MATERTALS TO IMPROVE. LOWER SECONDARY STUDENTS’ SPEAKING SKILLS (Sử dụng tư liệu nghe-nhìn để nâng cno kỹ năng Nói cho học sinh Trung Lọc Cơ Sở} MLA.
Minor ‘Thesis Eield : English teaching methodology Code : 601410 Hanoi - 2010 TABLE OF CONTENTS DECLARATION AKNOWLEDGEMENTS ABSTRACT LIST OF TABLES AND CHARTS TABLE OF CONTENTS. Rationale of the study PA 2. Aims of the study P2 3. Scope of the study P2 4.
Method of the study P3 5. Design of the study Pa PART B. DEVELOPMENT CHAPTER L LITERATURE REVIEW 1. Speaking and speaking skills PS LLL Speaking P.
Speaking skills PS 1.3, Audio-visual Materials P.4, The effect of audi sual materials on learning English and PS learning speaking skills 1. Review of previous studies PAZ CHAPTER IE.15 VIETNAM NATIONAL UNIVERSITY, IANO! UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES: BÙI THỊ PHƯƠNG THẢO USING AUDIO-VISUAL MATERIALS TO IMPROVE TOWER SECONDARY STUDENTS’ SPEAKING SKILLS (Sử dụng tư liện nghe nhìn để nâng cao kỹ năng Nói cho học sinh Trung Học Cơ Sở) M. Minor Thesis Field _: English teaching methodology Cade :601410 Supervisor: Nguyen Thi Thom Thom, M. Hanoi - 2010 writing I would ike to conduct a research on the effect of using audio-visual materials to irmprove lower ondary stndonls* speaking skills, There two b fils expected from this study.
Theoretically, it gives out useful referances for further research on using audio ‘visual materials to develop lower secondary students’ speaking skills. Practically, the result of this Tesearch will suggest new directions for exploiting the effecis of audiovisual materials to improve the quality of teaching English, especially the quality of teaching speaking The offecl of using audio-visual malarials on improving lower secondary students” speaking, skills is investigated in this writing. Although this is only the personal wziter’s study for limited time on certain participants, not all students of ali lower secondary school, the findings and results still assure the objectivity of roscarch procass or al loast, they are also beneficial to the writer’s applying audio-visual materials in teaching speaking skills for lower secondary students. Aims of the study The aims of this study are as follows + Review the implementation of audio-visual materials to improve lower secondary sludents’ speaking skills ~ investigate the effective ways to exploit audio-visual materials to improve lower secondary students’ speaking skills ‘To obiain the above aims, three research questions are addressed + What arc the benefits of using audio-visual materials to improve fewer sccondary students’ speaking skills? - What are the limitations of using audio-visual materials to improve lower secondary sludents’ speaking skills? - Is it effective to use audio-visual materials to improve lower secondary students” speaking skills? 3.
Scope of the Stuily Materials are very important with the existence in the form of textbooks, video and audio tapes, computer software, and visual aids, ete. As the Allwright's point of view, textbooks are too inflexible 1o be used diroct or Swales (1980) comands hat ay given caursc-book will be incapable of catering for the diversity of needs which exists in most language classrooms while the effect of audio-visual materials are confirmed by many researchers. writing I would ike to conduct a research on the effect of using audio-visual materials to irmprove lower ondary stndonls* speaking skills, There two b fils expected from this study. Theoretically, it gives out useful referances for further research on using audio ‘visual materials to develop lower secondary students’ speaking skills.
Practically, the result of this Tesearch will suggest new directions for exploiting the effecis of audiovisual materials to improve the quality of teaching English, especially the quality of teaching speaking The offecl of using audio-visual malarials on improving lower secondary students” speaking, skills is investigated in this writing. Although this is only the personal wziter’s study for limited time on certain participants, not all students of ali lower secondary school, the findings and results still assure the objectivity of roscarch procass or al loast, they are also beneficial to the writer’s applying audio-visual materials in teaching speaking skills for lower secondary students. Aims of the study The aims of this study are as follows + Review the implementation of audio-visual materials to improve lower secondary sludents’ speaking skills ~ investigate the effective ways to exploit audio-visual materials to improve lower secondary students’ speaking skills ‘To obiain the above aims, three research questions are addressed + What arc the benefits of using audio-visual materials to improve fewer sccondary students’ speaking skills? - What are the limitations of using audio-visual materials to improve lower secondary sludents’ speaking skills? - Is it effective to use audio-visual materials to improve lower secondary students” speaking skills? 3. Scope of the Stuily Materials are very important with the existence in the form of textbooks, video and audio tapes, computer software, and visual aids, ete.
As the Allwright's point of view, textbooks are too inflexible 1o be used diroct or Swales (1980) comands hat ay given caursc-book will be incapable of catering for the diversity of needs which exists in most language classrooms while the effect of audio-visual materials are confirmed by many researchers. INTRODUCTION 1, Rationale of the study English has become a world language. It is the world’s most widely spoken language and the common means of communication between the people of different nations. ‘I no doubl thal the process of teaching and learning language bas recently exp great changes by the continuous efforts of teaching forces and the support of new teaching methodology.
Nowadays, only “talk and chalk” is not enough for teaching and leaning ro Skilled crafls-man usually chooses his lools wilh care in order lo accomplish certa tasks, Á teacher of English lke a skilled cratts-man needs a teaching medium: especially when the process of teaching and leaming English happens between non-native icachers and non-native Iserners, Both wilt widely gol benefits from the application of good materials, Such materials will make the teacher teaches less and the leamer learns more, They will also enable students to listen, speak, read and write the foreign language well The role of materials in Enslish-teaching process is indispensable, cspecially the implementation of audio-visual materials. As a teacher of English at a lower secondary school, T realize thai audio-visual materials are usefid for teaching speaking-skill, an important productive skill in oral mode. A leamer cannot master language if there is a lack of creating communication in that language as Nunan (1991) wrote, "success is measured in terms of the abilily to carry oul a conversation in the (larget) language”. In olher words, Temning the fanguage is as Teaming haw lo spoak the language — thơ Rmdimenl 1o hunian communication, Because of the importance of speaking skills, teaching speaking must reach the aim to make students dominate the process of leaming speaking with personal activencss and crcativeness.
However, the real speaking periads al tay school show the students’ hesitance to communicate in English for their shyness or the shortcoming in prommnciation, vocabulary, grammar, ete. The speaking periods cannot stir the students” Jeaning inspiration. Both toacher and students fect tired of such boring periods. Consequently, my students’ speaking results are not good.
Facing such a worrying situation, 1 use audio-visual materials in teaching speaking to expect a change. Fortunately, the speaking porieds become more enjoyable with studons” active and self-confident patticipation, ln my point of view, Audio-visual materials are lively illustrations and a diverse source of information supporting the students’ speaking-praotice, Therefore, in this PART A. INTRODUCTION 1, Rationale of the study English has become a world language. It is the world’s most widely spoken language and the common means of communication between the people of different nations.
‘I no doubl thal the process of teaching and learning language bas recently exp great changes by the continuous efforts of teaching forces and the support of new teaching methodology. Nowadays, only “talk and chalk” is not enough for teaching and leaning ro Skilled crafls-man usually chooses his lools wilh care in order lo accomplish certa tasks, Á teacher of English lke a skilled cratts-man needs a teaching medium: especially when the process of teaching and leaming English happens between non-native icachers and non-native Iserners, Both wilt widely gol benefits from the application of good materials, Such materials will make the teacher teaches less and the leamer learns more, They will also enable students to listen, speak, read and write the foreign language well The role of materials in Enslish-teaching process is indispensable, cspecially the implementation of audio-visual materials. As a teacher of English at a lower secondary school, T realize thai audio-visual materials are usefid for teaching speaking-skill, an important productive skill in oral mode. A leamer cannot master language if there is a lack of creating communication in that language as Nunan (1991) wrote, "success is measured in terms of the abilily to carry oul a conversation in the (larget) language”.
In olher words, Temning the fanguage is as Teaming haw lo spoak the language — thơ Rmdimenl 1o hunian communication, Because of the importance of speaking skills, teaching speaking must reach the aim to make students dominate the process of leaming speaking with personal activencss and crcativeness. However, the real speaking periads al tay school show the students’ hesitance to communicate in English for their shyness or the shortcoming in prommnciation, vocabulary, grammar, ete. The speaking periods cannot stir the students” Jeaning inspiration. Both toacher and students fect tired of such boring periods.
Consequently, my students’ speaking results are not good. Facing such a worrying situation, 1 use audio-visual materials in teaching speaking to expect a change. Fortunately, the speaking porieds become more enjoyable with studons” active and self-confident patticipation, ln my point of view, Audio-visual materials are lively illustrations and a diverse source of information supporting the students’ speaking-praotice, Therefore, in this VIETNAM NATIONAL UNIVERSITY, IANO! UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES: BÙI THỊ PHƯƠNG THẢO USING AUDIO-VISUAL MATERIALS TO IMPROVE TOWER SECONDARY STUDENTS’ SPEAKING SKILLS (Sử dụng tư liện nghe nhìn để nâng cao kỹ năng Nói cho học sinh Trung Học Cơ Sở) M. Minor Thesis Field _: English teaching methodology Cade :601410 Supervisor: Nguyen Thi Thom Thom, M.
INTRODUCTION 1, Rationale of the study English has become a world language. It is the world’s most widely spoken language and the common means of communication between the people of different nations. ‘I no doubl thal the process of teaching and learning language bas recently exp great changes by the continuous efforts of teaching forces and the support of new teaching methodology.
