VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES AREA ARERR RR KH TRAN THI PHAN THE USE OF ROLE PLAY ACTIVITIES IN ENHANCING 107 GRADERS’ MOTIVATION AND SPEAKING PERFORMANCE AT NAM CAO HIGH SCHOOL (St dung các hoạt động đóng kịch để nâng cao đông lực học †ập và khả năng, nói tiếng Anh cho học sinh lớp 10 tại Trường THPT Nam Cao) M. MINOR THESIS Field: English Teaching Methodology Code: 60.10 Hanoi, 2013 VIETNAM NATIONAL UNIVERSITY, IIANOT UNIVERSITY QE LANGUAGKS AND INTERNATIONAL STUDIKS FACULTY OF POST-GRADUATE STUDIES AR AAR ARR ARR AR ARE TRAN TH] PHAN THE USE OF ROLE PLAY ACTIVITIES IN ENHANCING 10'" GRADERS’ MOTIVATION AND SPEAKING PERFORMANCE AT NAM CAO HIGH SCHOOL (Sử dụng các hoạt động dong kịch để nâng cao động lực học lập và khả năng nói liêng Anh cho học sinh lớp 10 lại Trường THPT Nam Cao) MLA. MINOR TIIESIS Ficld: English Teaching Mcthodology Code: 60. D6 Tuấn Minh Hanoi, 2013 CANDIDATE’S STATEMENT T certify my authority of the Study Project Reporl entitled “THE USE OF ROLE PLAY ACTIVITIES IN ENHANCING 10" GRADERS’? MOTIVATION AND SPEAKING PERFORMANCE.
A CASE STUDY AT NAM CAO HIGH SCHOOL” in partial fulliment. of the requirements for the Degree of Master of Art. Tran Thi Phan Tfanoi, 2013 CHAPTER 2: METHODOLOGY 2. Setting of the stud 2.
Participants of the study. General description of the cwriculum of lextbook Tiếng Anh l0. Ovarall đegÌgJL. ‘The curriculum and textbook 'Iiếng Anh 10.
Scetions for speaking skills in the Lextbonk Tiéng Anh 10 eee a9 2. Procedures of data collecion. Proceduras of data anlaysis. - - eee wD CHAPTER 3: DAFA ANALYSIS ANB DISCUSSION.
Data analysis and discussion from Phase 1 3. Data analysis from Phase 1 23 3. Discussion from Phase 1. essess essen seers DT 3.
Data analysis and discussion from Phase 2 _- 3. Data analysis from students’ survey questionnaires 28 3. Data analysis from teachers” quasfiottnaiTes. cào co oneececrecec30) 3.
Data analysis from classroam observation. Discussion from Phase 2 33 PART TI: CONCLUSION 1. Major findings of the sitdy,. Limitations and suggestions for further sludics.
- - - - - - cel ACKNOWLEDGEMENTS This research thesis would nol have beon completed without the support of my supervisor, iny lecturers, my colleagues, my students and my family members First of all, [would like to express my deepest thanks to my supervisor, Dr Do Tuan Minh whose expert guidance, vast knowledge of educational research and teaching experience greatly supported me during the time I carried out the thesis. I would like to take this opportunily to express my gratitude to all my Ievturers al the Department of Post-graduate Studies, University of Languages and Intemational Studies, Vietnam National Universily, Hanoi. Their sincere support and. considerations have enabled me to pursue and finish the course.
I would also like to thank all the teachers af Nam Cac high school who kindly helped me to answer the survey questionaire and give practical solutions. Appreciation is also extended to 90 10 prade students at Nam Cao high school for their patience and promp! responses (o the questionnaires Last but not least, I would like to thank, with all my heart, my family for encouraging me to Finish this thesis TABLE OF CONTENTS Certificate of originality of study project report Acknowledgements Table of contents. List of abbreviations Table of figure: PART I: INTRODUCTION 1. Aims and research questions.
Significance of the StdY. Scope of the study. Methods of the study 6. PART II: DEVELOPMENT.
CILAPTER 1: LITERATURE REVIEW. Overview of motivation in languasc †eaehing. Definition of motivation. The importance of motivationin language learning.
Definition of speaking skil. Teaching speaking skill in Communicative Language teaching. Pnnciplas of teaching speaking.'The componertts of speaking skill. A sueossftl speaking lesson in classroom 9 1.
Activitics to promote speaking. Overview of role play.1 Definition of role play. Types of roÏc play. Stages of a standard role play.
Significance of role play in teaching speaking. lS iv PART A: INTRODUCTION 1. Rationale of the study Nowadays, English has become one of the most imporlant languages in the world, Especially in the globalization trend, it is spoken as a second language and an official language in many countries, and as a foreign language in the global world as well. Almost all the people from anany different countries around the world use it to conununicate.
At high schools in the whole country, English is now a compulsory subject for all students. In traditional teaching, students were required to acquire English grammar; however, uowadays in the light of Communicative Language ‘Teaching (CLT), they are required to acquire various skills and language items. In the international relationship, English speaking ability is very important for peopl: to be able to integrate inlo the wide world. The speaking skill is measured in terms of the ability to cary out a conversation in the language Therefore, in some recent years, the focus of teaching has been promoting oral skills im order io respon to the students’ needs for ellective communication and the ability to communicate in it efficiently has been the goal of every leamer.
[lowever, how to teach and learn speaking effectively is still a challenging question to both teachers and students at many high schools in Vietnam. Evidence shows that too many school shudents are unwilling to take part in speaking activities in class despile teachers’ cfloris to provide students wilh opportunities to develop their communicative skills. ‘This may be caused by a variety of factors coming from teachers’ side, students’ side and others including classroom environment, types and contents of aclivitics, cic. Ammmg those factors, students’ lack of motivation has been considered as the important one.
Motivation is one of the key issues in language teaching and it has long been believed to have a good impact on success or failure of a language learner. Skills and techniques to motivate students to practice the four basic skills, especially speaking skill, are essential for language teachers. Thus, to motivate students ina speaking lesson, teachers often use a wide varicly of communicative activilics such as discussion, role-play, simulations, PART A: INTRODUCTION 1. Rationale of the study Nowadays, English has become one of the most imporlant languages in the world, Especially in the globalization trend, it is spoken as a second language and an official language in many countries, and as a foreign language in the global world as well.
Almost all the people from anany different countries around the world use it to conununicate. At high schools in the whole country, English is now a compulsory subject for all students. In traditional teaching, students were required to acquire English grammar; however, uowadays in the light of Communicative Language ‘Teaching (CLT), they are required to acquire various skills and language items. In the international relationship, English speaking ability is very important for peopl: to be able to integrate inlo the wide world.
The speaking skill is measured in terms of the ability to cary out a conversation in the language Therefore, in some recent years, the focus of teaching has been promoting oral skills im order io respon to the students’ needs for ellective communication and the ability to communicate in it efficiently has been the goal of every leamer. [lowever, how to teach and learn speaking effectively is still a challenging question to both teachers and students at many high schools in Vietnam. Evidence shows that too many school shudents are unwilling to take part in speaking activities in class despile teachers’ cfloris to provide students wilh opportunities to develop their communicative skills. ‘This may be caused by a variety of factors coming from teachers’ side, students’ side and others including classroom environment, types and contents of aclivitics, cic.
Ammmg those factors, students’ lack of motivation has been considered as the important one. Motivation is one of the key issues in language teaching and it has long been believed to have a good impact on success or failure of a language learner. Skills and techniques to motivate students to practice the four basic skills, especially speaking skill, are essential for language teachers. Thus, to motivate students ina speaking lesson, teachers often use a wide varicly of communicative activilics such as discussion, role-play, simulations, ABSTRACT In Teecrt.
year, mnasicring, sUudents” oral communication is one of the ultimate goals of foreign language teaching, However, in the reality, the teachers and students from Nam Cao high school have problems in teaching and learning English speaking. This research was carried oul ts examine how the speaking skill of 10" graders at Nam Cao high school can be improved through using role play activities, and investigating the students’ attitudes toward using role play activities in teaching and learning English and the use of role play by teachers in teaching speaking skill as well. The findings of study showed that role play activities are an effective teaching technique which should be widely exploited in teaching and learning Tnglish spenking lo enlemee TỐT graders” motivation and speaking performance. Tn short, it is hoped that this thesis will help to improve the teaching and studying of speaking skill at Nam Cao high school ii ACKNOWLEDGEMENTS This research thesis would nol have beon completed without the support of my supervisor, iny lecturers, my colleagues, my students and my family members First of all, [would like to express my deepest thanks to my supervisor, Dr Do Tuan Minh whose expert guidance, vast knowledge of educational research and teaching experience greatly supported me during the time I carried out the thesis.
I would like to take this opportunily to express my gratitude to all my Ievturers al the Department of Post-graduate Studies, University of Languages and Intemational Studies, Vietnam National Universily, Hanoi. Their sincere support and. considerations have enabled me to pursue and finish the course. I would also like to thank all the teachers af Nam Cac high school who kindly helped me to answer the survey questionaire and give practical solutions.
Appreciation is also extended to 90 10 prade students at Nam Cao high school for their patience and promp! responses (o the questionnaires Last but not least, I would like to thank, with all my heart, my family for encouraging me to Finish this thesis TABLE OF CONTENTS Certificate of originality of study project report Acknowledgements Table of contents. List of abbreviations Table of figure: PART I: INTRODUCTION 1. Aims and research questions. Significance of the StdY.
Scope of the study. Methods of the study 6. PART II: DEVELOPMENT. CILAPTER 1: LITERATURE REVIEW.
Overview of motivation in languasc †eaehing. Definition of motivation. The importance of motivationin language learning. Definition of speaking skil.
Teaching speaking skill in Communicative Language teaching. Pnnciplas of teaching speaking.'The componertts of speaking skill. A sueossftl speaking lesson in classroom 9 1. Activitics to promote speaking.
Overview of role play.1 Definition of role play. Types of roÏc play. Stages of a standard role play. Significance of role play in teaching speaking.
lS iv CHAPTER 2: METHODOLOGY 2. Setting of the stud 2. Participants of the study. General description of the cwriculum of lextbook Tiếng Anh l0.
Ovarall đegÌgJL. ‘The curriculum and textbook 'Iiếng Anh 10. Scetions for speaking skills in the Lextbonk Tiéng Anh 10 eee a9 2. Procedures of data collecion.
Proceduras of data anlaysis. - - eee wD CHAPTER 3: DAFA ANALYSIS ANB DISCUSSION. Data analysis and discussion from Phase 1 3. Data analysis from Phase 1 23 3.
Discussion from Phase 1. essess essen seers DT 3. Data analysis and discussion from Phase 2 _- 3. Data analysis from students’ survey questionnaires 28 3.
Data analysis from teachers” quasfiottnaiTes. cào co oneececrecec30) 3. Data analysis from classroam observation. Discussion from Phase 2 33 PART TI: CONCLUSION 1.
Major findings of the sitdy,. Limitations and suggestions for further sludics.
