BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG ------------------------------- KHÓA LUẬN TỐT NGHIỆP NGÀNH : NGÔN NGỮ ANH- NHẬT Sinh viên : Nguyễn Thị Thu Giảng viên hướng dẫn: ThS. Phạm Thị Thúy HẢI PHÒNG 01– 2021 Luan van BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG ----------------------------------- A STUDY ON THE EXTRA- ACTIVITIES ON IMPROVING THE FIRST YEAR ENGLISH MAJORED STUDENTS’ ORAL PRESENTATION SKILL AT HAI PHONG MANAGEMENT AND TECHNOLOGY UNIVERSITY KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC HỆ CHÍNH QUY NGÀNH: NGÔN NGỮ ANH- NHẬT Sinh viên : Nguyễn Thị Thu Giảng viên hướng dẫn: ThS. Phạm Thị Thúy HẢI PHÒNG 01 – 2021 Luan van BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG -------------------------------------- NHIỆM VỤ ĐỀ TÀI TỐT NGHIỆP Sinh viên : Nguyễn Thị Thu Mã SV: 1512753026 Lớp : NA1901N Ngành : Ngôn ngữ Anh- Nhật Tên đề tài: A study on the extra- activities on improving the first year English majored students’ oral presentation skill at Hai Phong Management and Technology University. Luan van NHIỆM VỤ ĐỀ TÀI 1.
Nội dung và các yêu cầu cần giải quyết trong nhiệm vụ đề tài tốt nghiệp ( về lý luận, thực tiễn, các số liệu cần tính toán và các bản vẽ). Các số liệu cần thiết để thiết kế, tính toán. Địa điểm thực tập tốt nghiệp. Luan van CÁN BỘ HƯỚNG DẪN ĐỀ TÀI TỐT NGHIỆP Người hướng dẫn thứ nhất: Họ và tên: Phạm Thị Thúy Học hàm, học vị: Thạc sĩ Cơ quan công tác: Trường Đại học Quản lý và Công nghệ Hải Phòng.
Nội dung hướng dẫn: A study on the extra- activities on improving the first year English majored students’ oral presentation skill at Hai Phong Management and Technology University. Người hướng dẫn thứ hai: Họ và tên:. Học hàm, học vị:. Nội dung hướng dẫn:.
Đề tài tốt nghiệp được giao ngày……. tháng…… năm 2020 Yêu cầu phải hoàn thành xong trước ngày ……. năm 2021 Đã nhận nhiệm vụ ĐTTN Đã giao nhiệm vụ ĐTTN Người hướng dẫn Hải Phòng, ngày. TRƯỞNG KHOA Luan van CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự do - Hạnh phúc PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN HƯỚNG DẪN TỐT NGHIỆP Họ và tên giảng viên: Phạm Thị Thúy Đơn vị công tác: Trường Đại học Quản lý và Công nghệ Hải Phòng.
Họ và tên sinh viên: Nguyễn Thị Thu Chuyên ngành: Anh- Nhật Nội dung hướng dẫn: A study on the extra- activities on improving the first year English majored students’ oral presentation skill at Hai Phong Management and Technology University. Tinh thần thái độ của sinh viên trong quá trình làm đề tài tốt nghiệp. Đánh giá chất lượng của đồ án/khóa luận (so với nội dung yêu cầu đã đề ra trong nhiệm vụ Đ.N trên các mặt lý luận, thực tiễn, tính toán số liệu…). Ý kiến của giảng viên hướng dẫn tốt nghiệp Được bảo vệ Không được bảo vệ Điểm hướng dẫn Hải Phòng, ngày … tháng … năm.
Giảng viên hướng dẫn (Ký và ghi rõ họ tên) QC20-B18 Luan van CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự do - Hạnh phúc PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN CHẤM PHẢN BIỆN Họ và tên giảng viên:. Đơn vị công tác: Trường Đại học Quản lý và Công nghệ Hải Phòng. Họ và tên sinh viên: Nguyễn Thị Thu Chuyên ngành: Anh- Nhật Đề tài tốt nghiệp: A study on the extra- activities on improving the first year English majored students’ oral presentation skill at Hai Phong Management and Technology University. Phần nhận xét của giáo viên chấm phản biện.
Những mặt còn hạn chế. Ý kiến của giảng viênchấm phản biện Được bảo vệ Không được bảo vệ Điểm phản biện Hải Phòng, ngày … tháng … năm. Giảng viênchấm phản biện (Ký và ghi rõ họ tên) QC20-B19 Luan van TABLE OF CONTENTS ACKNOWLEDGEMENTS PART I: INTRODUCTION. Aims of the study.
Scope of the study. Method of the study. Design of the study. 3 PART II: THE STUDY.
5 Chapter 1: Literature review. What is speaking, speaking skill? .1 What is speaking?.2 What is speaking skill? .1 What is a presentation? .2 What are some skills students need to learn in order to deliver a presentation?.3 How to plan a presentation? .4 Some problems people may have in delivering presentations .1 Dealing with Stage Fright. The importance of using extra activities .1 Using extra activities to improve the personal development .2 Extra activities influence the social behaviour. Main factors affecting students’ English oral presentation.1 Fear of Mistake.3 Lack of Confidence .5 Organization of Ideas .6 The Rooted Habit of "Inert".
16 Chapter 2: The study on learning and teaching English oral presentation skill at Hai Phong Management and Technology University. The reality of learning and teaching English oral presentation skill at Hai Phong Management and Technology University. The teaching staff. English teaching and learning condition at Hai Phong Management and Technology University.
The survey questionnaires. The design of the survey questionnaires. The data analysis .1 The result from the students’ English learning time .2 The result from students’ attitude with oral presentation skill.3 The result from students’ difficulties in making oral presentation skill .4 The result from students’ perceived importance of English oral presentation skill .5 The result about activities which students prefer when talking part in English oral presentation skill.6 The result from students’ advantages.7 The result from students’ opinions on the current teaching method .8 The result from students’ ideas on the necessity of the extra activities .Findings and discussions of findings. 29 Chapter 3: Some suggested extra-activities to improve oral presentation skill for the first year English majored students at Hai Phong Management and Technology University.Tell stories and tell stories.Practice and practice.
Measures to improve student group learning knowledge and skills. Converting nerve energy into Enthusiasm:. Participate in other presentations:. Participate in public speaking and speaking training programs:.
Practice presenting in front of a mirror.Practice with audiovisual content (if any). Making public speech. Give your listeners an opportunity to interact with you (ask questions and encourage them to ask so you can cover points you missed) before leaving the podium at the end of the presentation. 38 PART III: CONCLUSION.
Limitations and suggestions for further study. 40 LIST OF REFERENCES .1: QUESTIONNAIRE FOR STUDENTS (ENGLISH VERSION) .2 : QUESTIONNAIRE FOR STUDENTS (VIETNAMESE VERSION). 45 APPENDIX 2: PRESENTATION FORMAT GUIDELINES. 47 Luan van ACKNOWLEDGEMENTS I am very grateful to Dr.
Tran Thi Ngoc Lien, the Dean of Foreign Languages Department and all of my beloved teachers whose helpful lectures on the field of valuable knowledge have enlightened the arguments in this study. I would like to express my deepest gratitude to my supervisor, Pham Thi Thuy, M.A for her invaluable guidance and encouragement she gave me throughout my study. I used to have an idea to give up my research but my supervisor always stood by me and supported me. I would like to thank my friends at Hai Phong Management and Technology University for their kind assistance during the time I collected data for the study, especially the students from class NA1901N for their participation and assistance without which this study could not have been successful.
I take this opportunity to express my indebtedness to my parents, my siblings who have constantly inspired and encouraged me to complete this research. Finally, I wish to thank my readers for their interest and comments on this study. Hai Phong, January, 2021. Nguyễn Thị Thu Luan van PART I: INTRODUCTION I.
Rationale Nowadays, English is the most popular language in the world. As an effective means of international communication, it is used as the official language in many fields of life such as economics, politics, science, technology, sports and many others. This leads to an increasing demand of learning English. There are more and more people who learn English and consider it as an inevitable factor in their work and life.
In Vietnam, English has been brought into the school curriculum as a compulsory subject, and the teaching and learning of that international language has been recently paid great attention to. When teaching English, the teacher teaches his students not only the English language but also its usage. And under the right guidance, right help of the teacher, the students have to try their best to master four language skills: reading, writing, listening and speaking in order to communicate in English successfully. Thanks to it, learners can master and use this foreign language well.
In all of four skills, speaking can be considered to be a skill which requires learners to spend very much time learning and practicing and most students have difficulties in making oral presentation. In fact, learning how to make a good oral presentation is one of the key which helps learners discover this interesting language step by step. Students' oral presentation accounts for a major part of many lessons in universities because they are one of the communicative goals. The potential benefits of developing students’ oral presentations include greater class interaction and participation, increase interest in learning, new perspectives, and improvement in communication and presentation skill.
Students can gain knowledge not only from the work they and other students perform, but also by observing other presenters' strengths and weaknesses to develop better communication and presentation skills. Despite the positive aspects of using student presentations in the classroom, some students may show resistance to do extra work, having fear in public speaking, or displaying boredom while sitting 1 Luan van through others' oral presentations. Therefore, there are still some problems today about the teaching and learning English oral presentation, particularly at Hai Phong Management and Technology University, there is a fact that the first year English majors at Hai Phong Management and Technology University have a poor oral presentation skill. The majority of the first year English majors are really passive in making oral presentation.
Therefore, their oral presentation skill is often low and very few of them can make oral presentation well. Deriving form the above mentioned reasons, “A study on the extra- activities on improving the first year English majored students’ oral presentation skill at Hai Phong Management and Technology University. Aims of the study My study is about to help the first year English majored students at Hai Phong Management and Technology University with extra- activities to improve their oral presentation skill and to prepare for them to the basic knowledge of oral presentation skill. To summarize the above, my study is aimed at: - Cover background knowledge of oral presentation skill.
- Find out reality of teaching and learning oral presentation skill at Hai Phong Management and Technology University. - Find out extra- activities for improving students’ oral presentation skill, which help students feel interested, enjoyable and more motivated when they come into the oral presentation lesson or when they make oral presentation. In fact, the fundamental concepts and result of this paper can be a reference to most English learners. Scope of the study There are so many different material resources and researchers that require a lot of time and efforts while my personal experience is limited.
Therefore, this study can only focus on studying some extra- activities in studying English oral presentation skill for the first year English majored students at Hai Phong Management and Technology University. I hope that this study is a good 2 Luan van reference material for the English majored as well as all students who wish to get better oral presentation skill.