VIETNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES ——&-.+_—— TRẤN THỊ THÁO TEACHING SPEAKING SKILLS FOR THE FIRST-YEAR STUDENTS AT THAI NGUYEN COLLEGE OF ECONOMICS AND TECHNOLOGY : PROBLEMS AND RECOMMENDATIONS (DẠY KỸ NẴNG NÓI CHO SINH VIÊN NĂM THỦ NHẬT TRƯỜNG CAO RANG KINH TR KỸ THUẬT THÁI NGUYÊN : CÁC VĂN ĐỀ VÀ GỚI Ý GIẢI QUYẾT) M.A MINOR THESES: FIELD: ENGLISH TEACHING METHODOLOGY CODE: 601410 Thai Nguyen- 2012 CONTENTS PART A: INTRODUCTION. Rationales of the study. Scope of the stuủy. 5, Organization of the study.
Chapter 1: THEORETICAL BACKGROUND.1, ‘The nature of speaking, 1.1, Defmition of speaking, 1. Characteristies of speaking 5 1. Development approach in teaching speaking skills 5 1.2, Difficultics in teaching aud learning speaking skills. Difficultios from teachers’ ViCW.
see cscses cee ceececcne testes ves ees en 1. Difficulties from non-native students in studying speaking skill.3, Difficulties from external factors u 1. The roles of speaking skills.1, Teaching speaking skills on Vietmamese teachers’ view. Learning speaking skills in Vietnam - 13 Chapter 2: RESEARCH METHODS 2.
The reality of teaching and learning English speaking skills al ‘Thai Nguyen College of Economics and ‘Technology.1, Overview of the English course and iis objectives. Tescription of the students - 15 2. Description of the teachers. The research methods.
Procedure of ihe survey 18 2. Presentation of the statistical resutts - .19 Chapter 3: FINDINGS AND RECOMMENDATIONS. Problems from the teachers. Problems from the students 29 3.
Problems from other factors - 32 3. Overview veces coset tis cie ces 34 3. Suggested solutions for the situation at the college 35 3. Some teaching strategies for the teaohes.4, Some suggested activities in speaking loss0ns 38 PART C: CONCLUSION.
PART B: DEVELOPMENT Chapter 1: TIEORETICAL BACKGROUND 1. The nature of speaking 1. Definition of speaking According to Brown, 1994; Bums & Joyce, 1997, speaking is “an interactive process of constructing meanitys hat involves producing and receiving and processing information”. {ts form and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experiences, the physical environment, and the purposes for speaking.
It is often spontaneous, open-ended, and evolving, According to Bum & Joyce, 1997, "speaking" is the delivery of language through the mouth. To speak, we create sounds using many parts of our body, including the lungs, vocal tract, vocal chords, tongue, teeth and lips. In the framework of how we leam our first language. language has been divided into dilfercul shall areas.
A child first leans to practice language through the skill of listening. Later, a child uses language by speaking combined with listening. ‘hen, wher scoot begins, children learn the skills of reading and wriling. Se speaking is usually the second of the four language skills that we learn.
This vocalized form of, language usually requires at least one listener. When two or more people speak or talk to each other, the conversation is called a "dialogue". Speech can flow naturally from one person te another in the form of dialogue. it can also be planned and rehearsed, as in the delivery of a speech or presentation.
Speaking can be formal or informal + Informal speaking is typically used with family and friends, or people you know well » Formal speaking occws in business or academic situations, or when meeting people for the first time. attempt real communication, despite limited proficiency in English. Therefore, it is essential that language teachers pay great attention to teaching speaking. Rather than leading students to pure memorization, providing a rich environment where meaningful counnunication lakes place is desired.
Wilh Uhis aim, the following part will search the three main phases for an effective speaking lesson: Presentation phase, Produce phase and Production phase. In the Presentation phase, the teacher is a model, when students are aiming, for accuracy. The teacher says new language and asks students to repeat until they are correel and conlident wilh their pronungiation of the new language ‘The teacher is a prompt during the Practice phase, encouraging students to think about how to use the new language they are learning During the Production phase, the teacher is organizer, oncourager and monitor as students work in pairs or groups to practice fluency. He needs to organize the groups, encourages students who may be afraid of making mistakes or may not know what to say, and be a mountor to keep the noise at an acceptable level and to make sure that everyone is doing what they are supposed to do Baker and Westrup (2003) denote some important features of the Presentation phase ofa PPP lessor - This phase should only last about 5 or 10 minutes - The information the teacher gives is for students to use later in the lesson.
- The teacher should try to involve sladents in (his slage as much as possible When presenting new language, it is important to inolude four things: © What the new language means, * When the new language is normally used: + ‘the grammatical form; «The pronungialion of the new language, that is, the sounds and stress and the intonation pattern; Teacher can present language directly, present through situations, present through pichires and real objee!s, present through studonis* own knowledge. TAST OF ABBREVIATIONS, TNC-ET: Thai Nguyen College of Economies and Technology GE: General English PPP: Proseniation, Practice and Production ESP; English for Specific Purposes TTT: Teacher talking time STT: Student talking time LT: English language teaching No of students: Number of students No of teachers: Number of teachers MA: Master of Arts LIST OF TABLES Table 1: Speaking activities and topics designed for New Headway Elementary. ‘Table 2: Students’ opinion on learning English. Table 3: The reasons that make students unwilling to speak in English class Table 4: Students’ assessment of speaking activities given by teachers.
Table 5: Teachers’ English communicative competence. Table 6: Teachers’ difficulties in teaching speaking at TNC-ET Table 7: What teachers do to motivale sinderds Lo speak in Frglish class attempt real communication, despite limited proficiency in English. Therefore, it is essential that language teachers pay great attention to teaching speaking. Rather than leading students to pure memorization, providing a rich environment where meaningful counnunication lakes place is desired.
Wilh Uhis aim, the following part will search the three main phases for an effective speaking lesson: Presentation phase, Produce phase and Production phase. In the Presentation phase, the teacher is a model, when students are aiming, for accuracy. The teacher says new language and asks students to repeat until they are correel and conlident wilh their pronungiation of the new language ‘The teacher is a prompt during the Practice phase, encouraging students to think about how to use the new language they are learning During the Production phase, the teacher is organizer, oncourager and monitor as students work in pairs or groups to practice fluency. He needs to organize the groups, encourages students who may be afraid of making mistakes or may not know what to say, and be a mountor to keep the noise at an acceptable level and to make sure that everyone is doing what they are supposed to do Baker and Westrup (2003) denote some important features of the Presentation phase ofa PPP lessor - This phase should only last about 5 or 10 minutes - The information the teacher gives is for students to use later in the lesson.
- The teacher should try to involve sladents in (his slage as much as possible When presenting new language, it is important to inolude four things: © What the new language means, * When the new language is normally used: + ‘the grammatical form; «The pronungialion of the new language, that is, the sounds and stress and the intonation pattern; Teacher can present language directly, present through situations, present through pichires and real objee!s, present through studonis* own knowledge. PART B: DEVELOPMENT Chapter 1: TIEORETICAL BACKGROUND 1. The nature of speaking 1. Definition of speaking According to Brown, 1994; Bums & Joyce, 1997, speaking is “an interactive process of constructing meanitys hat involves producing and receiving and processing information”.
{ts form and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experiences, the physical environment, and the purposes for speaking. It is often spontaneous, open-ended, and evolving, According to Bum & Joyce, 1997, "speaking" is the delivery of language through the mouth. To speak, we create sounds using many parts of our body, including the lungs, vocal tract, vocal chords, tongue, teeth and lips. In the framework of how we leam our first language.
language has been divided into dilfercul shall areas. A child first leans to practice language through the skill of listening. Later, a child uses language by speaking combined with listening. ‘hen, wher scoot begins, children learn the skills of reading and wriling.
Se speaking is usually the second of the four language skills that we learn. This vocalized form of, language usually requires at least one listener. When two or more people speak or talk to each other, the conversation is called a "dialogue". Speech can flow naturally from one person te another in the form of dialogue.
it can also be planned and rehearsed, as in the delivery of a speech or presentation. Speaking can be formal or informal + Informal speaking is typically used with family and friends, or people you know well » Formal speaking occws in business or academic situations, or when meeting people for the first time. is is surprising to learn that many of the students are incapable of using their English to talk, even in class. We now mainly spend time talking with students about a particular topic and making sure they know vocabulary words connected wilh thal Lopic as a preview to reading a passage or a slory.
We consider thal is all about teaching oral English We have had numerous studies on this situation and various solutions, recommendations and suggestions, including changing teaching methods, changing syllabus or textbooks, upgrading teachers’ qualifications, changing formats of speaking tests and sa on. But what is the main difficulty and where we can find suitable solutions for the silualion we cncourilcr everyday are the questions that urge me to make my writing about this matter. My research is conducted on Teaching speaking skills to first- year students at Thai Nguyen College of Economivs and Technology. problems and recommendations.
Aims of the study The study is aimed at: Investigating the current Linglish speaking teaching and leaming situations of the first-year students at TNC-ET on the basis of finding out rolevanl difficul experienced by the teachers of Fglish and some other external reasons Identifying the factors which make the students inhibited or unwilling to speak English in class. ¢ Making some suggestions for the teachers at TNC-ET with the hope of helping the students overcome their inhibition and unwillingness, and thereby, improve their speaking skills © Suggesting some realistic and appropriate class leaching techniques wilh the hope that they can enhance the leamers in speaking skills. Research questions ‘The above aims can be realized through the following, research questions Speaking is probably the language skill that most language learners wish to perfect as soon as possible 1. Characteri: cs of speaking According to Bygale (1987), speakimg has the following characicristies: Firstly, its form and meaning are dependent on the context in which it ocours, including the participants themselves, their collective experiences, the physical environment, and the purposes for speaking.
It is often spontaneous, open-ended, and evolving Secondly, the leamers must know how to produce specific points of language such as grammar, pronunciation, or vocabulary, bul also they understannl when, why, and in what ways to produce language. Thirdly, speech has its own features, structures, and conventions different from written language Lastly, Bygate (1987) considers speaking as an undervalued skill in many ways. The reason is that almast all people can speak, and so take speaking skill too tmuch for granted.
