VIET NAM NATIONAL UNTVERSITY - HA NOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPARTMENT OF POSTGRADUATE STUDIES NGUYÊN THỊ PHƯƠNG WAYS TO MOTIVATE THE FIRST YEAR NON-ENGLISH MAJORS AT HA NOI UNIVERSITY OF TECHNOLOGY IN LEARNING ENGLISII SPEAKING SKILL (CAC CACH GAY TING THT? CIO SINI LIÊN KHÔNG CHUVEN TIENG ANTI NAM THU NHAT TRUONG DAT HOC BACH KHOA HA NỘI HỌC KỸ NẴNG NÓI) M. MINOR THESIS Field: Methodulogy Code: 601410 TIA NOI- 2011 VIET NAM NATIONAL UNIVERSITY - HA NOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPARTMENT OF POSTGRADUATE STUDIES NGUYEN ‘THI PHUON! WAYS TO MOTIVATE TIIE FIRST YEAR NON-ENGLISII MAJORS AT HA NOI UNIVERSITY OF TECHNOLOGY IN LEARNING ENGLISH SPEAKING SKILL (CAC CÁCH GÂY HÙNG THỦ CHO SINH LIÊN KUÔNG CHUVỆN TLENG ANU NAM THỨ NHẤT TRƯỜNG ĐẠI HỌC BÁCH KHOA HÀ NỘI HỌC KỸ NẴNG NÓI. MINOR THESIS Field: Methodology Code: 601410 Supervisor: Nguyễn Huyễn Minh, M. HÀ NỘI-— 2011 iv TABLE OF CONTENTS ACKNOWLEDGEMENTS ii ABSTRACT il TABLE OF CONTENTS iv LISTS OF TABLES AND CHAK’ vii PART L INTRODLUUCTIO! 1 1.
Aims of the study 2 3. Scope of the study 2 5. Methods of the study 23 6. Design of the study 3 PART I: DEVELOPMENT.
4 CHAPTER 1: LITERATURE REVIEW. Theoretical background of motivation. 4 LIL Definitions of motivation và. cà cà ie ie ie ie tee te te eee 4 1.
Types of motivation AT 1. Intrinsic and extrinsic motivation 45 1. Instrumental and integrative orientations 5-6 1. Global, situational and task motivation 7 1.
The importance of motivation in second language learning 7-8 1. Factors affecting mativation in second language learning. The atmosphere In the c]ass. Theoretical background of speaking and the teaching of speaking skill.1 What is speaking?.2, Phasesof teaching spedÑÚNR cà «cào eeeeeeeieeeevereo- T-TŠ 1.
Key issues in teaching speaking. Reticence and dominance in speaking activities. Multi-level speaking classes students to speak in the target language - - - 16 1. Snenking maltvationall activities dd iecliqmes ta mtafivaie 16 1.
Speaking motivational aovities. Techrúques 19-21 CHAPTER 2: METHODOLOGY. The current situation of teaching and learning English at HUT.2, Subjects of the study. Questionnaire for shidents.
Questionnaire for WachErs. cà dc con sa nen 24 233 Interviews - - 24 2. Observation - - - 24-25 CHAPTER 3: DATA PRESENTATION AND ANALYSIS. Students’ opinions on learning English speaking skill 27-30 3.
Factors affecting students’ motivation in learning English speaking ¬. Students’ opinions on what motivates them ta speak English. Teachers’ opinions on students’ motivation in learning English speaking 36-37 3. Activities and techniques applied by teachers.
The teachers’ attitudes towards students who are unwilling fo speak 1. Key issues in teaching speaking. Reticence and dominance in speaking activities. Multi-level speaking classes students to speak in the target language - - - 16 1.
Snenking maltvationall activities dd iecliqmes ta mtafivaie 16 1. Speaking motivational aovities. Techrúques 19-21 CHAPTER 2: METHODOLOGY. The current situation of teaching and learning English at HUT.2, Subjects of the study.
Questionnaire for shidents. Questionnaire for WachErs. cà dc con sa nen 24 233 Interviews - - 24 2. Observation - - - 24-25 CHAPTER 3: DATA PRESENTATION AND ANALYSIS.
Students’ opinions on learning English speaking skill 27-30 3. Factors affecting students’ motivation in learning English speaking ¬. Students’ opinions on what motivates them ta speak English. Teachers’ opinions on students’ motivation in learning English speaking 36-37 3.
Activities and techniques applied by teachers. The teachers’ attitudes towards students who are unwilling fo speak 4 conclude that the snecess in second language learning depends on many factors such as Jeamners’ factors (attitude, aptitude, intelligence, personality, etc), teachers’ factors, teaching and leaming condition, and motivation. Among those factors, motivation is considered as a ‘key favtor deciding the success or failure ofa forsign language learning * Factors affecting motivation in second language learning A variety of factors may influence motivation in second language leaming, including teaching, materials, syllabus, teaching means and methods, teachers, learners themselves and so on. Bes wus¢ the purpose of my study is to find pal ways lo mofivals students ta speak English, in this section, I will only focus on the main fhetors such as teachers, fearners and teaching und learning conditions.
- Learners’ factors: ‘There are various factors affecting foreign language leaming such as aptitude, intelligence, personality, learners” preferences, leamers’ beliefs and age, however, in his study, only aptitude (Grass & Selinker, 2008 and Skehan, 1989), attitude (Verma cited from website: fatty: //wwew 0 blu hk/clear/conference08/doc/handouts/VERMIA% 20Meenakshi% 2011 handout. pif, and Kras , 1985) , personality and learning style (Lightbown & Spada, 1999, Cornett, 1983, and Grass & Selinker, 2008) will be discussed because the researcher think that these factors have the greatest impact on second language learning In summary, sceond language learning in general and motivation in cond langnage learning in particular are both iniluenced by many factors; therefore, when teaching a foreign language, teachers must study deeply factors affecting langnage learning in order to find aut appropriate teaching methods, effective motivational strategies as well as avtivities inspiring learners, and soon - Teachers’ factors According to Domyei (2001), teachers play a significant role in socializing and shaping the motivation of their students through their personal characteristics, verbal and non-verbal 2 The third point is about research questions. In my study, T used two main research questions: the first question is what are the activities and techniques used by the teachers to motivate students in learning English speaking skill? The second question is what activities and iechniques are considarad as offs vo lools in motivating students to spesk English? The next point I would like to mention is the scope of the study. The study focuses on ways to motivate students in leaming Engfish speaking skill.
‘he subjects of the study are 99 first year non-Faglish majors and TA toachers at Ha Noi University of Technology, Next, 1 will talk about the methodology of the study. This part is composed of participants, research methods and instruments, The participants of the study are 99 firsL year non-Fnglish majors at Ha Noi University of Technology who have TOEIC scores below 250, have leamt English for 7 to 9 years, but some have taken when attending the course and 14 teachers who are currently teaching Unglish for non-Linglish majors at [la Noi University of ‘Technology. In this study, I used two rescarch methods: quantitative method (questionnaires for students and teachers) and qualitative method (interviews with students and class observations). The instruments of the study are survey questionnaires wilh 99 sludants and 14 leachers, serni- structured interviews with § students and observations of 2 classes.
Finally, I would like to give a brief description of the design of the study. This point has auontioned in the beginning of this summary. DEVELOPMENT consists of four following chapters: CHAPTER ONF: Literature review presents the conecpls relevant Lo the sludy: motivation, speaking, and the teaching of speaking skill, When talking about motivation, I focused on the following aspects: definitions of motivation, kinds of motivation, the importance of motivation in second language Icaming, and faclors affecting motivation in sccond language learning, As for speaking and the teaching of speaking, I gave definitions of speaking, the importance of speaking, phases to teaching speaking, key issues in teaching speaking, speaking motivational activities and techniques lo cneourage sludents to spoak Engtish, * Definitions of motivatian 3 There has been a variety of theories of motivation over the cours2 of đeoađes of rosoarch; however, in my study, I only mentioned the outlooks of Harmer (1991), Brown (1994), and Domyei and Otto (1998). Harmer said that “Motivation is some kind of internal drive that cncotuages sarmcbodiy lo pussus a course of action, If we rocuive 2.
goal and if that goal is sufticiently attractive, we will be strongly motivated to do whatever is necessary to reach that goal.” Brown states: “Motivation is the extent to which you make choice about (a) goals to pursue and (b) the effort you will devote to that pursuit”. Domyei and Otto claim: “Motivation can be defined as the dynamically changing cumulative arousal in a person that initiates, directs, coordinates, amptifies, terminates, and evaluates the cognitive and motor processes whereby initial wishos and desires are soloclod, prioritized, operationatised and soled oul.” « Types of motivation There have been many ways to classify motivation; however, in this paper, only Brown's and Gardner’s classification is mentioned. Pirsy, Brown classifies totivation inlo three kinds such as global, situational and task motivation. Then Gardner (1985) distinguished intexrafive and ingtriomental as two types of motivation’ orientations.
However, according to Brown (1994: 170), motivation is categorized into mminsic and extrinsic amolivation. In general, there are several types of motivation. in fact, there are three main types of inolivation: intrinsic, extrinsic and global motivation, Harmer’s view led me to such conclusion. Harmer (1983) indicates the relationship between two kinds of motivation such as intrinsic, extrinsic, and other kinds of motivation.
Harmer states that extrinsic motivation consists of two sub-componenls: instrumental and integrafive molivation. Te also claims thal intrinsic motivationis primarily made up of parts: situational and task motivation. « The importance of motivation in second Janguage learning There have been many theorists mentioning the role of motivation in foreign language Jearning and teaching; however, in this paper, I only mention the views of Brown (2007), Reece & Walker (1997), Li (2009), and Wang (2009). Basing on their viewpoints, we can SUMMARY OF MINOR THES ‘This study is an effort to investigate ways to motivate the first year non-English majors in learning English speaking skill al Ifa Noi University of Technology.
The main purposes of the study are to explore types of motivation possessed by the first year non-English majors at Ha Noi University of Technology, factors affecting students’ motivation in leaming English spcaking skitl, spcaking motivational activitics and (celmiques applicd by teachers and students’ attitudes towards them and then give several recommendations for teachers to encourage students to speak English, ‘The study is composed of Use main parts, Part I, the introduction, reveals the rationale, aims, research questions, scope, design, methods of the research, Part Il is divided into three chapters. Chapter 1 reviews theoretical background of motivation and speaking, Chapter 2 gives the instrumentation, data collection and data analysis. Chapter 3 sums up some major findings and discussion, and then presents recommendations to the English teachers. Part LIL, the conclusian, points out what the researcher have done and what she have not done and give some suggestions for further study.
PART L INTRODUCTION presents the rationale, aints, research questions, scope, methods off the research und design of the study Firstly, | would like to give the rationale of the study. T'he first reason is that { realized that the tole of motivation in the success of second language leaming is of greal importance. Secondly, a large number of studsnis al this University cannol uso English to communicate in real life. Tn addition, there have been a limited number of studies into ways that should be used to motivate leamers.
The second point I would love to mention is the aim of the study. The study is aimed at investigating methods, activities and techniques used by the teachers to motivate the students in speaking skill and then recommending several ablivilics and techniques to motivale the students 0 speak English. English and error maker 4I-42 CHAPTER 4: FINGDINGS, DISCUSSIONS AND RECOMMENDATIONS .1, Findings and discussions. 45-48 PART IIE: CONCLUSION.
51-53 APPENDIXES: APPENDIX A: SURVEY QUESTIONNAIRE FOR THE STUDENTS 1-II APPENDIX B: SURVEY QUESTIONNAIRE FOR THE TEACHERS, VIL-IX APPENDIX C: QUESTIONS FOR THE INTERVIEW APPENDIXD: EXTRACT FROM THE MOTIVATION ORIENTATION OF LANGUAGE TEACIIING (MOLT) OBSERVATION SCLIEME XI English and error maker 4I-42 CHAPTER 4: FINGDINGS, DISCUSSIONS AND RECOMMENDATIONS .1, Findings and discussions. 45-48 PART IIE: CONCLUSION .
