Vũ Thị Kim Loan Using visual aids to motivate non- major English first year students in speaking English at Hanoi Tourism College. (Sử dụng giáo cụ trực quan nhằm gây hứng thú cho sinh viên năm thứ nhât không chuyên học nói tiêng Anh ở trường Cao đăng Du lịch Hà Nội.A Thesis Linguistics CODE: 60 1410 HA NOI - 2009 Vũ Thị Kim Loan Using visual aids to motivate non- major English first year students in speaking English at Hanoi Tourism College. (Sử dụng giáo cụ trực quan nhằm gây hứng thú cho sinh viên năm thứ nhât không chuyên học nói tiêng Anh ở trường Cao đăng Du lịch Hà Nội.A Thesis Linguistics CODE: 60 14 10 Supervisor : M. Lê Văn Canh HA NOI - 2009 Vv TABLE OF CONTENTS ACKNOWLEDGEMENT.
TABLE OF CONTENT.2 Aims af the study.3 The significance of the study.4 The outline of the thesis. CUAPTER2; LITERATURE REVIEW 2.1 Visual aids asa supporting device in language learning.1 Definition of visual aids 2.2 Visual aids as a supporting device.2 Visual aids as a motivating device in language learndn; 2,3 Visual aids used teaching speaking.2 Using visual aids in teaching speaking. CHAPTER 3: THE METHODOLOGY .1 Rationales for the use pf action research.1 What is action research’ 3. Rationales for the use of action research.
The research questions. Description of the data collection instruments. Informal talks with the students. Questionnair 2 Most of the activities in the book are recommended to be organized in pairs and groups.
AL any stage of a unil, warm-up, presentation, controlled practice or free practice, there are always pair and or group activities. Take the first unit as an example, in the very begining vf the unit, sludenis are given a chance to communicate with their partnersIn Vocabulary and Reading, there are a lot of exercises that students have to oxchange their opinions. Especially, in Listoning and Speaking, there are a lot of interesting speaking activities that go from easy level to more difficult ones. In the last part of the unit, there is an exercise that students have to work in pairs to role play a conversation.
As can be seen, there are a lot of activities for practicing speaking in each unit, and if the activities were well designed and organized, teachers would gain students’ interest and motivation ta speaking English. Despite the interesting and well designed speaking activities, what is experienced at Hanoi Tourism College is that the students do not like speaking Faglish anymore. The problems are various. Sore of them will be mentioned as follows.
First it seems that most of the students find it difficult to make a conversation to practice English. As a result, it often takes them a lot of time to get started. Tn addition, many of the students are nol palient enough lo overcome this obstacle, and the easiest thing for them to do is to stop trying and turn to do other things, Second, it is noticed that the students don't often try their best to finish the tasks by a certain time. This leads to the fact that they often waste a lot of time to complete one simple exercise.
his may be because teachers do not have a proper time limit for each activity. It is argued that the students will have chance ta chat or to do something else, when they have plenty of time Since T started leaching al my college, have laugh this textbook for many times, By tradition and my own sense, I always try my best to handle my students’ English language production in speaking lessons. However, during the first few 3 times teaching the course, I had frustrations because I often found many of my students were not motivated in class. From my personal observation in the classroom, students seem to be unwilling to practice speaking English.
‘They appear to be reluctant in participating in classroom activities that require them to practice orally. The reasons for this students’ poor participation could be that they are not sufficiently motivated to speak, which is resulted from their lack of ideas and stimuli to speak English in addition to their low English proficiency. To address this problem, T postulate that studenis need lo be provided wilh necessary cues and. stimuli that can help encourage them to speak To solve this problem I undertook this action research.
First, I talked with the students to find out the reasons why they did not want to speak Linglish in the class yoom. On the basis of the mformation 7 gamed from these chals with the studeris, T developed a questionnaire to identify the major factors that inhibited them from speaking English in the class room. It was found that students did not like speaking very imuch because they were riot stimulated and largely they did not have ideas to speak, and finally they did not have enough vocabulary. ‘The results of this questionaire encouraged me to undertake this action research in which I wanted to identify if visual aids help to involve students better in speaking lesson 1.2 Aims of the study The study was carried oul with the aim Lo inerease the students’ parlicipalion in speaking lessons.
With the hypothesis that a use of visual aids can increase the motivation of non- major English first year students at IIanoi Tourism College to participale in speaking lessons, this study aims al. investigating the reality of students’ poor participation in speaking activities and the possibility of visual aids to increase their participation in classroom speaking aclivilivs if necessary, 4 © Exploring the use of visual aids as pedagogical (ool to involve students in spcaking activitics 1.3 The significance of the study ‘The findings of the study will provide us plenty of useful information. First, the study will give us convincing information about the great value of using visual aids in mercasing students’ motivation in speaking English. Second, lhe pracheal aim of the study is to suggest some appropriate techniques to make the best use of the visual aids, so it is possible to have further improvement in making English speaking Jessons more molivaling.
Last, by domg this action research, the researcher can evaluate the actual use of visual aids in her classes.4 The outline of the thesis Chapter 1, INTRODUCTION, presents information about the rationale of the study, the aims and the research questions as well as the significance of the research and the outline of the thesis. Chapter 2, LITERATURE REVIEW, reviews the icrature in the issue of visual aids in language leaming. Chapter 3, METHODOLOGY, provides the reader with the detailed description of the subjects and the data collection instruments, and the procedure of the study. The data collection instruments include the questionnaire and informal talks.
The procedure of the sludy will be also mentioned. Chapter 4, RESULTS, Data analysis and Discussion, will be divided into five parts as follow: initial data, issucs emerging from pre- teatnent, the action plan, the data collected during the experimental period and the evaluation of the action rescarch Chapter 5, CONCLUSION, Major findings, Recommendations and Conclusion, will summarize the major findings of the study. The writer's recommendations for using visual aids in speaking lessons will follow. After thal, 5 there will be the conclusion of the thesis.
M‘inally, the writer will point out some limitations of the study and there will be some suggestions for further study. 6 CHAPTER 2: LITERATURE REVIEW This chapter, Lilsrature review, will discuss about visual aids im language Jearning There are three main issues in this: the discussion of visual aids as supporting device, visual aids as motivating one and visual aids in leaching speaking 2.1 Visual aids as a supporting device in language learning: 2.1 Definition of visual aids: According to Wingard (2000) the aids can help in teaching languages and thal can be seen are called “visual aids”-They provide practical solutions to the problems of a language teacher whose equipment, as a rule, consists of nothing more than books and classroom. They include black-board, pictures, actual objects (realias) that facilitate the process of leaching. Visual aids are anything visible to students, which the teacher uses for different purposes in the class.
They can be used in different slages of a lesson, and they are rich int forms , cheap 1o make, easy to find, convenicnt and cffective use in a language class.The function of cach off these in helping the teaching process is discussed below. * Black board: A big strong piece of wood, called black-board, is the oldest asgociaic of Ihe leacher bul an essential leaching aid Tt is used lo reading and writing to the pupil. Anything to which the teacher wants to draw the attention of the students, is written on it, e. difficult words, phrase pattems, structure patterns, grammar works, questions to test comprehension.
In this way the teacher finds his lessons more interesting, lively and effective. It is an important means of picture composition. *Pictures: Pictures comprise text pictures and class pictures. Text pictures are to be found in the lexts designed primarily for begimers.
The meaning of a single word can be shown in differont pictures. For oxample, the very first lesson of the beginner's text may have different patterns of heads of persons and animals ta teach the word head. Class pictures may be sub-divided into picture cards and wall pictures, Picture cards or post cards are extremely helpful in language teaching.1 The researcher- The teacher.5 The procedure of the action research. CHAPTER 4: TIE RES 4.
ALI Results from talks with the students. 412 Results from questionnaire 1.2 Issues emerging from pre-treatment data.3 Description of the action plan.1, Aims of the action plan.2 Modifications in the plan action to obtain the above objectives .4 Data collected during two cxperimental weeks. CHAPTER 5: RECOMMENDATION AND CONCLUSION.2 Recommendations on the basis of the findings. 5 there will be the conclusion of the thesis.
M‘inally, the writer will point out some limitations of the study and there will be some suggestions for further study. 4 © Exploring the use of visual aids as pedagogical (ool to involve students in spcaking activitics 1.3 The significance of the study ‘The findings of the study will provide us plenty of useful information. First, the study will give us convincing information about the great value of using visual aids in mercasing students’ motivation in speaking English. Second, lhe pracheal aim of the study is to suggest some appropriate techniques to make the best use of the visual aids, so it is possible to have further improvement in making English speaking Jessons more molivaling.
Last, by domg this action research, the researcher can evaluate the actual use of visual aids in her classes.4 The outline of the thesis Chapter 1, INTRODUCTION, presents information about the rationale of the study, the aims and the research questions as well as the significance of the research and the outline of the thesis. Chapter 2, LITERATURE REVIEW, reviews the icrature in the issue of visual aids in language leaming. Chapter 3, METHODOLOGY, provides the reader with the detailed description of the subjects and the data collection instruments, and the procedure of the study. The data collection instruments include the questionnaire and informal talks.
The procedure of the sludy will be also mentioned. Chapter 4, RESULTS, Data analysis and Discussion, will be divided into five parts as follow: initial data, issucs emerging from pre- teatnent, the action plan, the data collected during the experimental period and the evaluation of the action rescarch Chapter 5, CONCLUSION, Major findings, Recommendations and Conclusion, will summarize the major findings of the study. The writer's recommendations for using visual aids in speaking lessons will follow. After thal, 4 © Exploring the use of visual aids as pedagogical (ool to involve students in spcaking activitics 1.3 The significance of the study ‘The findings of the study will provide us plenty of useful information.
