VIET NAM NATIONAL UNIVERSITY, HANOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES: TONG THI HOANG HANH A STUDY ON APPLYING GROUP DISCUSSION APPROACII TO ENHANCE SPEAKING SKILLS OF ENGLISH FOR THE FIRST YEAR STUDENTS AT AN DUONG VOCATIONAL MIDDLE SCIIOOL (Ấp dụng đường hướng thảo luận theo nhóm đề phát triển kỹ năng nói cho sinh viên năm thứ nhất tại Trường Trung cấp Nghề An Dương) MLA. Minor Thesis : English ‘caching Mcthodoiagy 2 60.10 HANOI- 2010 VIET NAM NATIONAL UNIVERSITY, HANOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES TÓNG THỊ HIOÄNG HẠNH A STUDY ON APPLYING GROUP DISCUSSION APPROACH TO ENTIANCE SPEAKING SKILLS OF ENGLISIT FOR THE FIRST YEAR STUDENTS AT AN DUONG VOCATIONAL MIDDLE SCHOOL (Áp dụng đường hướng thảo hiận theo nhém để phát triển kỹ năng nói cho sinh viên năm thú nhất tại Trưởng Trung cấp Nghề An Dương) M. Minor Thesis Field : English Teaching Methodology Code : 60.10 Supervisor : Duong Thi Thuc, M. - 1H TABLE OF CONTENT.
1V LIST OF ABBREVIATION. Aimm of the study. Scope of the siuly. Đà Hà Đà 4, Methods of the stndy 5.
Design of the study. Part I: Development Chapter 1, Literature review. What is speaking skill? 2. The Tequirsmenis for speaking skill 112.
Common problems during Speaking Activities. Cooperative Language Learning 1.The background of CL. Types of Cooperative Learning proup. The benefits of Cooperative Language Leaning.3, Group discussion in sposking class 13.
History of the group discussion 12 1. The coneopls 0Ÿ gronp đïscussionis/gToup WOIk. The formation of group discussion. Seating arrangernent in group discussion 15 1.
The role of Iearner in group discussion. The role of teacher in group discussion. 17 13 Tieatutsearl đưdettgrsoltarggionpđ5assoninesgxoldp cho: 18 1. Disadvantages 19 Chapter 2: Methodology study on applying group discussion approach to enhance speaking skills of English for the first year students at An Duong Vocational Middle School”.
{hope thal the rescarch will be a big contributionto ideal strategy approaches in teacking and leaming English to improve speaking skills for students 2, Aim of the study The purpose of this study is aumed at investigating the reality of the use of group discussion in the speaking- class of the first year students at An Duong Vocational School, To be specific, (he aims of the study ars * Investigating the current situations of English spewking teaching and learning al An Duong Vovational School. + huficalirg the difficulties that the students and teachers usually mee! during group discussions * Considering how group discussions snhance students to spoak Rmgtish in the class. Scape of the study To improve speaking skill of the first year students at An Duong Vocational School, the teachers can apply diversified methods and techniques. Tlowever, the study is limited to the applying group discussious to cnhanoc English spcaking skill for 1* year students at An Duong Vocational School.
4, Methods of the study By observing and raviswing 100 [*-ysar sludents and 7 toachsrs øf English in speaking-class at An Duong Vocational School, the researcher received necessary information to be able to create the framework of the questions from the interviews with 7 teachers arel the questionaire wilh 100 students in five s: Muchanies, Industrial Sewing, Vehicle Repair, Industrial Electuicity and Computer Science. To be able to receive as much valuable information as possible from the interview and the questionnaire, the researcher took moles of every conversation wilh zach teacher and some speuific students 5, Design of the study ‘The writer organizes this researeh paper in order to make the readers easily understand the paper. Aparl from INTRODUCTION that presents the rationale, aims, scope, methods and design of the study and CONCLUSION that reviews the main content and findings of the study, summarizes the limitations revealed during the process of PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW "This section will discuss theoretical background related to speaking skill and analyze the elements that. The following part will provide an overview of cooperative language leaning, inckading the types of cooperative Iarning, group.
Finally, group disenssion also will be dealt with by drawing upon the concepts and some essential fealures of one 1.1 What is speaking sii? Speakang is a natural people’s ability which was founded since they were born, and a lot of rescarches on il have been done to work out various definitions, One of the definitions is speaking considered as “the productive skill in the cral mode” (sil. In addition, according to Bygate (1997, p.3), speaking is oflcn (hough! of as @ popular form of expression which uses the unprestigious colloquial register”. It means that students must speak so as to carry out many transactions and speaking skill is a medium of communication which languages are learnt through. ‘To speak a language, especially a forsign language, learners need to know “not only the linguistic knowledge” but also “the culturally acceptable ways of interacting with others in different situations and relationship” (Hymes, 1971).
It is assumed that speaking a language requires mors than the Tanguage’s knowledge itself, spoakers mst Ica the way mative speakers use the language to speak fluently and accurately. Nowadays the goal of teaching, speaking is to improve learner’s conmmmication skill. “Speaking is an interactive process of consimeting meaning thal involves producing, reeciving and processing information” (Brown, 1994; Bum & Joyce, 1997). Speaking needs that lamers not only should know how to produce specific points of language such as grammar, pronunciation, ot vocabulary but also umderstand when, why and in what ways fo produce language commnnicativ To sum up, speaking is the most cfftetive way for people to communicate with cach other.
‘That is the reason why speaking skill is an important part of the second language learning and teaching, This is the working definition which the researcher will pnt into consideration during the whole research process, 2. Setting of ths study. Curent stuations of teaching and learning English peaking skis at An Duong Vocational Schock 2 2. Techniques for Col 24 Chapter 3: Findings and Recommendations 3.
The importance of English speaking skill 3. Students’ interest in Kinglish speaking skill 3. Students’ preference to how they like to practice speaking skill in class.4, Students’ opinion on speaking in group discussion. Students’ opinionon the advantages and disadvantages of group discussion.6, Students’ preference in group discussion.7, Factors cause difGioulties whou speaking in group discussion.
Students’ desi s in lenming spesking Ihrough group discussion 3. Teachers’ opinion on teaching speaking skill. Teachers’ cppmion onthe impertatroleof group dsousion in movi speaking dl 3. Teachers’ opinion on group discussion in teaching speaking skill.4, The ftequency of difficulties, ve 3.
Toachers’ cunent teaching methods inusing tropdiasdeninseddg dass 3. Reports on the students, teachers and the materials 3.1, Report on lhe students. Report on the teachers 3.3, Report on materials 3.1, Recommendations for students.2, Recommendations for teachers.3, Recommendations for materials.4, Recommendations for administrators, Part 1: Conclusion L. Summary of the study 4 2.
Limitation of the study. Suggestions for farther research. 4 APPENDIX 1 APPENDIX 2 study on applying group discussion approach to enhance speaking skills of English for the first year students at An Duong Vocational Middle School”. {hope thal the rescarch will be a big contributionto ideal strategy approaches in teacking and leaming English to improve speaking skills for students 2, Aim of the study The purpose of this study is aumed at investigating the reality of the use of group discussion in the speaking- class of the first year students at An Duong Vocational School, To be specific, (he aims of the study ars * Investigating the current situations of English spewking teaching and learning al An Duong Vovational School.
+ huficalirg the difficulties that the students and teachers usually mee! during group discussions * Considering how group discussions snhance students to spoak Rmgtish in the class. Scape of the study To improve speaking skill of the first year students at An Duong Vocational School, the teachers can apply diversified methods and techniques. Tlowever, the study is limited to the applying group discussious to cnhanoc English spcaking skill for 1* year students at An Duong Vocational School. 4, Methods of the study By observing and raviswing 100 [*-ysar sludents and 7 toachsrs øf English in speaking-class at An Duong Vocational School, the researcher received necessary information to be able to create the framework of the questions from the interviews with 7 teachers arel the questionaire wilh 100 students in five s: Muchanies, Industrial Sewing, Vehicle Repair, Industrial Electuicity and Computer Science.
To be able to receive as much valuable information as possible from the interview and the questionnaire, the researcher took moles of every conversation wilh zach teacher and some speuific students 5, Design of the study ‘The writer organizes this researeh paper in order to make the readers easily understand the paper. Aparl from INTRODUCTION that presents the rationale, aims, scope, methods and design of the study and CONCLUSION that reviews the main content and findings of the study, summarizes the limitations revealed during the process of PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW "This section will discuss theoretical background related to speaking skill and analyze the elements that. The following part will provide an overview of cooperative language leaning, inckading the types of cooperative Iarning, group. Finally, group disenssion also will be dealt with by drawing upon the concepts and some essential fealures of one 1.1 What is speaking sii? Speakang is a natural people’s ability which was founded since they were born, and a lot of rescarches on il have been done to work out various definitions, One of the definitions is speaking considered as “the productive skill in the cral mode” (sil.
In addition, according to Bygate (1997, p.3), speaking is oflcn (hough! of as @ popular form of expression which uses the unprestigious colloquial register”. It means that students must speak so as to carry out many transactions and speaking skill is a medium of communication which languages are learnt through. ‘To speak a language, especially a forsign language, learners need to know “not only the linguistic knowledge” but also “the culturally acceptable ways of interacting with others in different situations and relationship” (Hymes, 1971). It is assumed that speaking a language requires mors than the Tanguage’s knowledge itself, spoakers mst Ica the way mative speakers use the language to speak fluently and accurately.
Nowadays the goal of teaching, speaking is to improve learner’s conmmmication skill. “Speaking is an interactive process of consimeting meaning thal involves producing, reeciving and processing information” (Brown, 1994; Bum & Joyce, 1997). Speaking needs that lamers not only should know how to produce specific points of language such as grammar, pronunciation, ot vocabulary but also umderstand when, why and in what ways fo produce language commnnicativ To sum up, speaking is the most cfftetive way for people to communicate with cach other. ‘That is the reason why speaking skill is an important part of the second language learning and teaching, This is the working definition which the researcher will pnt into consideration during the whole research process, 2.
Setting of ths study. Curent stuations of teaching and learning English peaking skis at An Duong Vocational Schock 2 2. Techniques for Col 24 Chapter 3: Findings and Recommendations 3. The importance of English speaking skill 3.
Students’ interest in Kinglish speaking skill 3. Students’ preference to how they like to practice speaking skill in class.4, Students’ opinion on speaking in group discussion. Students’ opinionon the advantages and disadvantages of group discussion.6, Students’ preference in group discussion.7, Factors cause difGioulties whou speaking in group discussion. Students’ desi s in lenming spesking Ihrough group discussion 3.
Teachers’ opinion on teaching speaking skill. Teachers’ cppmion onthe impertatroleof group dsousion in movi speaking dl 3. Teachers’ opinion on group discussion in teaching speaking skill.4, The ftequency of difficulties, ve 3. Toachers’ cunent teaching methods inusing tropdiasdeninseddg dass 3.
Reports on the students, teachers and the materials 3.1, Report on lhe students. Report on the teachers 3.3, Report on materials 3.1, Recommendations for students.
