VIETNAM NATIONAL UNIVERSITY-HANOI UNIVERSITY OF LANGUAGES AND ENTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES, -~ & on -- BUI THE NGQC HUE A STUDY ON MOTIVATIONAL STRATEGIES IN TEACHING SPEAKING SKILLS TO THE FIRST-YEAR ENGLISIT MAJOR STUDENTS AT HANAM TEACHERS’ TRAINING COLLEGE (Nghiên cứu vê các chién thuật thúc đấy dạy kỹ năng nói cho sinh viên năm nhất chuyên ngành tỗng Ảnh tại trường Cao đẳng Sư phạm Hà Na) MIROR M.A THESIS English Teaching Methodology 60.10 Hanoi, 2013 VIETNAM NATIONAL UNIVERSITY-HANOI UNIVERSITY OF LANGUAGES AND ENTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES, -~ & on -- BUI TH] NGQC HUE A STUDY ON MOTIVATIONAL STRATEGIES IN TEACHING SPEAKING SKILLS TO THE FIRST-YEAR ENGLISIT MAJOR STUDENTS AT HANAM TEACHERS’ TRAINING COLLEGE (Nghiên cứu về các chiến thuật thúc đấy dạy kỹ năng nói cho sinh viên năm nhất chuyên ngành tiếng Anh tại trường Cao đẳng Sư phạm Hà Na) MINOR MLA THESIS Field: English Teaching Methailology Code: 60. Neuyén Van D6 Hanoi, 2013 DECLARATION T cerlify that this mimor thesis submitted im partial fulfitlmer of the requirements for the degree of the Master of Arts is the result of my own work. ‘The data and findings in the thesis are true and have not been published elsewhere. Signature Biti Thi Ngoc (ud 1.6 Motivational strategies in teaching and learning L2 1.2 Theoretical background of teaching speaking skills .21D nitions of speaking 1.2 The importanee of speaking skills .3 Communicative language teaching approach .4 Approaches to eaching speaking skills 1.1 Teaching interactional skills .2 Integrating pronunciation teaching 1.43 Accuracy and fluney 1.5 Principles of teaching speaking .1 Context of the study 2.2 Participants of the study .3 Instruments of the study 2.4 Data collection procedures cece eens CHAPTER 3: DATA ANALYSIS AND FINDINGS .1 Kinds of motivation in learning speaking skills 3.2 Strategies and techniques applied by the teachers to motivate their students.3 Main factors de-motivating students in Inglish speaking .4 Motivational strategies and techniques can be applied to motivate students.
PART TT: CONCLUSION. Summary of the findings 2. Limitations of the slady 3. Suggestions for further researches.
APPENDICES TABLE OF CONTENTS DECLARATION ACKNOWLEDGEM ABSTRACT LIST OF ABREVIATIO! LIST OF TABLES TABLE OF CONTENTS PART L: INTRODUCTION. Rationale of the study Aus of the study Ww Wow Research questions ew Melhiods of the study - kở Scope of the study wD Dw Significance of the study. Design of the study Rw PART TI: DEVELOPMENT. CHAPTER 1: LITERATURE REVIEW .1 Theoretical background of motivation 1.1 Definitions of motivation sk 1.2 Motivation in L2 learning 1.3 Type of motivation in 1.4 The importance of motivation in L2 learning .5 Main de-motivating factors affecting motivation in L2 learning 10 1.51 Definitions of de-motivalion 10 1.2 Main de-motivating factors affecting motivation in L2 learning .3 ‘Teaching and leaming conditions.
14 TABLE OF CONTENTS DECLARATION ACKNOWLEDGEM ABSTRACT LIST OF ABREVIATIO! LIST OF TABLES TABLE OF CONTENTS PART L: INTRODUCTION. Rationale of the study Aus of the study Ww Wow Research questions ew Melhiods of the study - kở Scope of the study wD Dw Significance of the study. Design of the study Rw PART TI: DEVELOPMENT. CHAPTER 1: LITERATURE REVIEW .1 Theoretical background of motivation 1.1 Definitions of motivation sk 1.2 Motivation in L2 learning 1.3 Type of motivation in 1.4 The importance of motivation in L2 learning .5 Main de-motivating factors affecting motivation in L2 learning 10 1.51 Definitions of de-motivalion 10 1.2 Main de-motivating factors affecting motivation in L2 learning .3 ‘Teaching and leaming conditions .6 Motivational strategies in teaching and learning L2 1.2 Theoretical background of teaching speaking skills .21D nitions of speaking 1.2 The importanee of speaking skills .3 Communicative language teaching approach .4 Approaches to eaching speaking skills 1.1 Teaching interactional skills .2 Integrating pronunciation teaching 1.43 Accuracy and fluney 1.5 Principles of teaching speaking .1 Context of the study 2.2 Participants of the study .3 Instruments of the study 2.4 Data collection procedures cece eens CHAPTER 3: DATA ANALYSIS AND FINDINGS .1 Kinds of motivation in learning speaking skills 3.2 Strategies and techniques applied by the teachers to motivate their students.3 Main factors de-motivating students in Inglish speaking .4 Motivational strategies and techniques can be applied to motivate students.
PART TT: CONCLUSION. Summary of the findings 2. Limitations of the slady 3. Suggestions for further researches.
APPENDICES ABSTRACT Motivalion is considered one of the most important faclors in helping teaching and leaming gain success. The majority of the first-year English major students al. Hanam Teachers’ Traming College need motivating to gel effective communication in English speaking skills because of the fact that at high school they almost only focus on other skills such as reading, writing, grammatical competence fo pass the cnlrance exam. Therefore, this study aims al, investigating kinds of motivation the first-vear English major students are having, strategies and techniques teachers of speaking are applying to motivate their students, as well as secking difficulties the students are facing.
Then, some suggestions on molivatioral strategies and techniques are provided for teachers and students to help them to succeed in speaking lessons. The instruments employed in this study were surveyed questionnaires for teachers and first-year English major students, direct mterviews and classroom observation. The data collected were calculated, analyzed and the results were also drawn out. ii ABSTRACT Motivalion is considered one of the most important faclors in helping teaching and leaming gain success.
The majority of the first-year English major students al. Hanam Teachers’ Traming College need motivating to gel effective communication in English speaking skills because of the fact that at high school they almost only focus on other skills such as reading, writing, grammatical competence fo pass the cnlrance exam. Therefore, this study aims al, investigating kinds of motivation the first-vear English major students are having, strategies and techniques teachers of speaking are applying to motivate their students, as well as secking difficulties the students are facing. Then, some suggestions on molivatioral strategies and techniques are provided for teachers and students to help them to succeed in speaking lessons.
The instruments employed in this study were surveyed questionnaires for teachers and first-year English major students, direct mterviews and classroom observation. The data collected were calculated, analyzed and the results were also drawn out.6 Motivational strategies in teaching and learning L2 1.2 Theoretical background of teaching speaking skills .21D nitions of speaking 1.2 The importanee of speaking skills .3 Communicative language teaching approach .4 Approaches to eaching speaking skills 1.1 Teaching interactional skills .2 Integrating pronunciation teaching 1.43 Accuracy and fluney 1.5 Principles of teaching speaking .1 Context of the study 2.2 Participants of the study .3 Instruments of the study 2.4 Data collection procedures cece eens CHAPTER 3: DATA ANALYSIS AND FINDINGS .1 Kinds of motivation in learning speaking skills 3.2 Strategies and techniques applied by the teachers to motivate their students.3 Main factors de-motivating students in Inglish speaking .4 Motivational strategies and techniques can be applied to motivate students. PART TT: CONCLUSION. Summary of the findings 2.
Limitations of the slady 3. Suggestions for further researches. APPENDICES APPENDIX 1 APPLINDIX 2 .6 Motivational strategies in teaching and learning L2 1.2 Theoretical background of teaching speaking skills .21D nitions of speaking 1.2 The importanee of speaking skills .3 Communicative language teaching approach .4 Approaches to eaching speaking skills 1.1 Teaching interactional skills .2 Integrating pronunciation teaching 1.43 Accuracy and fluney 1.5 Principles of teaching speaking .1 Context of the study 2.2 Participants of the study .3 Instruments of the study 2.4 Data collection procedures cece eens CHAPTER 3: DATA ANALYSIS AND FINDINGS .1 Kinds of motivation in learning speaking skills 3.2 Strategies and techniques applied by the teachers to motivate their students.3 Main factors de-motivating students in Inglish speaking .4 Motivational strategies and techniques can be applied to motivate students. PART TT: CONCLUSION.
Summary of the findings 2. Limitations of the slady 3. Suggestions for further researches. APPENDICES ACKNOWLEDGEMENTS ‘Yo accomplish this study, 1 am indebted to many people for their meaningful help.
First of all, T would like to express my deepest gratitude to my supervisor, Assoc. Nguyen Van Do for his valuable guidance, enthusiastic support, critical feedback, and especially, his enormous encouragement for the completion of the study I am also grateful to all the lecturers of Post-graduate Department, Ianci, University of Languages and Intemational Studies, Vietnam National University for their cnthusiaslic guidance and valuable lectures during Ihe course. 1 would like to express my sincere thanks to all my colleagues and my students al Haren Teachers’ Trainings College for their helpful participation in my questionnaires and my interviews, without which my thesis could not have been accomplished. Finally, T am indebted to my friends and my lamily, especially my husband for his love, his care, his help and his enormous encouragement during the process of writing this thesis, and my little baby, who gave me great inspiration and spiritual support for the completion of this study.
APPENDIX 3 vii ACKNOWLEDGEMENTS ‘Yo accomplish this study, 1 am indebted to many people for their meaningful help. First of all, T would like to express my deepest gratitude to my supervisor, Assoc. Nguyen Van Do for his valuable guidance, enthusiastic support, critical feedback, and especially, his enormous encouragement for the completion of the study I am also grateful to all the lecturers of Post-graduate Department, Ianci, University of Languages and Intemational Studies, Vietnam National University for their cnthusiaslic guidance and valuable lectures during Ihe course. 1 would like to express my sincere thanks to all my colleagues and my students al Haren Teachers’ Trainings College for their helpful participation in my questionnaires and my interviews, without which my thesis could not have been accomplished.
Finally, T am indebted to my friends and my lamily, especially my husband for his love, his care, his help and his enormous encouragement during the process of writing this thesis, and my little baby, who gave me great inspiration and spiritual support for the completion of this study.6 Motivational strategies in teaching and learning L2 1.2 Theoretical background of teaching speaking skills .21D nitions of speaking 1.2 The importanee of speaking skills .3 Communicative language teaching approach .4 Approaches to eaching speaking skills 1.1 Teaching interactional skills .2 Integrating pronunciation teaching 1.43 Accuracy and fluney 1.5 Principles of teaching speaking .1 Context of the study 2.2 Participants of the study .3 Instruments of the study 2.4 Data collection procedures cece eens CHAPTER 3: DATA ANALYSIS AND FINDINGS .1 Kinds of motivation in learning speaking skills 3.2 Strategies and techniques applied by the teachers to motivate their students.3 Main factors de-motivating students in Inglish speaking .4 Motivational strategies and techniques can be applied to motivate students. PART TT: CONCLUSION. Summary of the findings 2. Limitations of the slady 3.
Suggestions for further researches. APPENDICES ACKNOWLEDGEMENTS ‘Yo accomplish this study, 1 am indebted to many people for their meaningful help. First of all, T would like to express my deepest gratitude to my supervisor, Assoc. Nguyen Van Do for his valuable guidance, enthusiastic support, critical feedback, and especially, his enormous encouragement for the completion of the study I am also grateful to all the lecturers of Post-graduate Department, Ianci, University of Languages and Intemational Studies, Vietnam National University for their cnthusiaslic guidance and valuable lectures during Ihe course.
1 would like to express my sincere thanks to all my colleagues and my students al Haren Teachers’ Trainings College for their helpful participation in my questionnaires and my interviews, without which my thesis could not have been accomplished. Finally, T am indebted to my friends and my lamily, especially my husband for his love, his care, his help and his enormous encouragement during the process of writing this thesis, and my little baby, who gave me great inspiration and spiritual support for the completion of this study.
