VIETNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- CRADUATE STUDIES CAO THI HỒNG PHƯƠNG TEACHERS’ USE OF ELICITING TECHNIQUES IN ENGLISH SPEAKING LESSONS AT SON TAY UPPER SECONDARY SCHOOL, HANOI (Sử dụng thử thuật gợi mở trong giờ đạy nói Tiếng Anh của giáo viên THIPT Sơn Tây, Hà Nội) M.A MINOR THESIS FIELD: ENGLISH FEACHING METHODOLOGY Code: 601410 Cohort: MA 18 HANOI, 2011 VIETNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES CAO TIT HỒNG PHƯƠNG TEACHERS? USE OF ELEHCTTING TECTINIQLIES EIN ENGLISIL SPEAKING LESSONS AT SON TAY UPPER SECONDARY SCHOOL, HANOI (Sử dụng thủ thuật gợi mỡ trong giờ dạy nói Tiếng Ảnh của giáo viên tại THPT Son Tây, Hả Nội) M.A MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY Cods: 60.1410 Supervisor : Luong Quynh Trang( M. A) THANOI, 2011 TABLE OF CONTENTS ACKNOWLEDGEMENTS, ABSTRACT TABLE OF CONTENTS LITS OF TABLES AND FIGURES LISTS OF ABBRIVIATIONS PART A: INTRODUCTION 1. Statement af the Problem and the Rationale of the Sindy 2. Research Aims and Research Questions 3.
Scope of the Study 4. Significance of the Sturly 5. Methodology of the Study 6. Organization of the Study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.
Definitions of Eliciting 1. Types of Eliciting Techniques 1. Asking Questions Combined with ising Pictures 1. Asking Questions Combined with Using Games or Activities 1.
Asking Questions Combined with Using 'lexts and Dialogues 1. Asking Questions Combined with Tsing Non-verbal Langnage 1. Advantages and Disadvantages of Using Pliciling Techniques 2. Definition of Speaking 2.2, Characteristics ofa Successful Speaking Activity 2.
Approaches to Speaking 3. Eliciting Tcchniques and Speaking in Sccond Language Teaching 4, Phases to Teach Speaking 5. Summary CHAPTER 2: METHODOLOGY 2. An Overview of Son Tay Upper Secondary School, Hanoi.
Semi — structured Interviews 2. Procedure of Data Collection 2. Data Analysis Procedure 2. Conclusive Remark CHAPTER 3: FINDINGS AND DISCUSSIONS 3.
The Teachers’ Frequency of Using Elicitation 3. Sages in which Pliciling Teelmiques are Enployed in Speaking Lessons 3. The Constraints of Using Eliciting Techniques as Reported by the Teachers foundation for the improvement of teaching and leaming speaking situation. ‘this assumption has led me lo undertake the study cntilled “teachers’ use of eliciting techniques in English speaking lessons at Son Tay Upper Secondary School, Hanoi” with the hope of better understanding about the reality, thus some recommendations may be proposed in order to improve the quality of teaching speaking in my school 2.
Research Aims and Research Questions ‘The purpose of this study was lo investigate the use of sliciting techniques hy leachers of English in Son Tay uppar secondary school in speaking lessons, Specifically, it addressed the following research questions Question 1. What eliciting teckniques are used in English speaking lessons for Grade 10, 2 and 12 students at Son Tay Upper Secondary School, Hanoi? Question 2. How are these tecluniques used to elicit student talk? 3. Scope of the Stuily The study is limited to the search for teachers’ use of eliciting techniques in speaking Jessons at Son ‘Tay upper secondary school.
‘The work involves firstly in the investigation into the reality of which cliciting teelmiques are used in English speaking lessons of Son Tay upper secondary school. Then it identifies the fiequency of employing these techniques. It finally offers some implications to improve the quatity of teaching and 1earning speaking skill in Son Tay upper secondary school. 4, Significance of the Study Conducting this research, the researcher expected to identify the teachers’ use of elicitation in teaching speaking skill and the most common cliciting techniques teachers tended to employ during their speaking lessons of all three grades of Son Tay upper secondary school, evaluation of how these lschniques applied by both the teachers and students as well as mentioning the difficulties the teachers encountered when using these techniques.
Once completed, the research would serve as a reference for those who want to have a clearar view of Ihe use of cliciting Lockniques. Morcover, the findings could help toachs improve their eliciting techniques as well as classroom management during leaching speaking in order to improve students’ communicative skill. In addition, the findings of the paper could be considered a source of reference for administrators in order to make viii LISTS OF ABBRIVIATIONS ELT: English Language Teaching EPL; English Forcign Language. UHEIS: University of Languages and International Studies.
PART A: INTRODUCTION 1, Statement of the Problem and the Rationale of the Study Scoond Language Acquisition thcorics acknowledge that the importance of the abilily to speak is a Key to success in the process of second language leaming. Pattison (1992) confirms that when people know a language, they mean being able to speak a language The csscntial role of spcaking skill in language leaming is undeniable, Similaly, most learners of English, sspecially those who are upper secondary school students, agree that the abitily to express themselves freely in English in communication is of greal value for their future careers. For upper secondary students, the ability (a commumicale Tuently and effectively in English has bean of primary significance, However, the tact shows that only a small proportion of students can perform communication well in forsign language. ‘The majority of them still remain embarrassed when they have a conversation in a foreign language.
In some particular cases. students fait lo spoak a single word in English Nevertheless, foreign language teaching, especially KL in Vietnamese upper secondary schools, has been strongly influenced by the traditional granmmar-iranslation method with its major focus on grammar, reading, and writing. A number of English teachers in Son Tay upper secondary school are also profoundly influenced on this method. A little or no attention is given to developing students’ spcaking skill.
As a result, students have little opportunity to develop their communicative competence in English in their classrooms (Nunan, 1991,p. Actually, eliciting is of great significance in speaking lessons as a tool of creating and stimmudating a communicative language leaning environment. TL s implied that teacher can clicit idoas, factings, meanings, siluations, associalions, memorios or anything thal help provide the key information about a topic, encouraging, students to get involved in the communicative process. ‘That confirms the reasons why eliciting techniques play a vital role in helping students develop speaking ability Whether or not teachers apply any kinds of eliciting techniqnes to encourage students to take part im speaking activilics is of great concern for all (cachers of English in Son Tay upper secondary school, Therefore, a thorough understanding of the fact may lay the LITS OF TABLES AND FIGURES Figure I: The use of eliciting techniques in English speaking lessons of grade 10- from the student questionnaire Figure 2: The use of eliciting techniques in English speaking lessons of grade 11- from the student questionnaire Figure 3: The use of eliciting techniques in English speaking lessons of grade 12- from the student questionnaire Figure 4: The frequency of using eliciting techniques in speaking lessons of grante 10 Nigure 5: The frequency of using eliciting techniques in speaking lessons of grade LI Figure 6: The frequency of using eliciting techniques in speaking lessons of grade 12 Table 1: Stages in which eliciting techniques ure employed in speaking lessons of grade 18, 11, and 12.
viii LISTS OF ABBRIVIATIONS ELT: English Language Teaching EPL; English Forcign Language. UHEIS: University of Languages and International Studies. adjusiment to the testing and assessment process. ‘Thus it ean be of great benefits for both icachots and students in their teuching and learning speaking skills al high school level 5.
Methodology of the Study The research instruments, namcly questionnaires, ebscrvations and interviews were employed to collect data for the research. To be specific, a set of questionnaires was distributed to 120 students of 3 classes of all three grades 10, 11, 12 of Son Tay upper secondary school. In addition, three teachers were asked for the permission to be observed, and 6 teachers for interviews to get more in-depth information for the study. The information collected from questionnaires, observation checklists and interviews was transcribed ax dhs primary source of data for the research.
The general approach for dala analysis was content analysis (Grbich, 2007. The contents were to be sorted into categories based on the two research questions “The results fiom questionnaire, observations were summarized, evaluated and categorized by Microsoft Excel with the detailed checklists ftom the observation schemes. After that lenchers" inlsrvicws werz transcribed and calogorized inlo groups, The flow of information among the tcachers’ interviews was the basis to compare and draw the conclusions about the similarities and differences in applications of elicitations in speaking lessons among the three grades 10, 11, 12. Additionally, the analyses of observations and interviews also support for the results and discussions of the two rescarch questions.
Organization of the Study Part A (Introduction) provides a flow of information the rationales, the aims, the significance #s well as the incthods of the study. Part B (Development) Chapter 4 (Literature review) offers the theoretical background of the study, including discussions of key concepts and the related studies Chapter 2 (Methodology) describes the research setting, participants, instruments of data collection as well as the procedure employed to carry out data analysis. Chapter 3 (Data analysis and discussion) presents, analyses and discusses the findings that the researcher found ont from the data collected according to the two research questions. Chapter 4 (Conclusion) summarizes the answers to the two research questions, several pedagogical recommendations concerning the research topic, the limitations of the research viii LISTS OF ABBRIVIATIONS ELT: English Language Teaching EPL; English Forcign Language.
UHEIS: University of Languages and International Studies. adjusiment to the testing and assessment process. ‘Thus it ean be of great benefits for both icachots and students in their teuching and learning speaking skills al high school level 5. Methodology of the Study The research instruments, namcly questionnaires, ebscrvations and interviews were employed to collect data for the research.
To be specific, a set of questionnaires was distributed to 120 students of 3 classes of all three grades 10, 11, 12 of Son Tay upper secondary school. In addition, three teachers were asked for the permission to be observed, and 6 teachers for interviews to get more in-depth information for the study. The information collected from questionnaires, observation checklists and interviews was transcribed ax dhs primary source of data for the research. The general approach for dala analysis was content analysis (Grbich, 2007.
The contents were to be sorted into categories based on the two research questions “The results fiom questionnaire, observations were summarized, evaluated and categorized by Microsoft Excel with the detailed checklists ftom the observation schemes. After that lenchers" inlsrvicws werz transcribed and calogorized inlo groups, The flow of information among the tcachers’ interviews was the basis to compare and draw the conclusions about the similarities and differences in applications of elicitations in speaking lessons among the three grades 10, 11, 12. Additionally, the analyses of observations and interviews also support for the results and discussions of the two rescarch questions. Organization of the Study Part A (Introduction) provides a flow of information the rationales, the aims, the significance #s well as the incthods of the study.
Part B (Development) Chapter 4 (Literature review) offers the theoretical background of the study, including discussions of key concepts and the related studies Chapter 2 (Methodology) describes the research setting, participants, instruments of data collection as well as the procedure employed to carry out data analysis. Chapter 3 (Data analysis and discussion) presents, analyses and discusses the findings that the researcher found ont from the data collected according to the two research questions. Chapter 4 (Conclusion) summarizes the answers to the two research questions, several pedagogical recommendations concerning the research topic, the limitations of the research 4, Phases to Teach Speaking 5. Summary CHAPTER 2: METHODOLOGY 2.
An Overview of Son Tay Upper Secondary School, Hanoi. Semi — structured Interviews 2. Procedure of Data Collection 2. Data Analysis Procedure 2.
