1 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES PHẠM THỊ HẰNG NGA USING ROLE PLAY TECHINIQUES TO MOTIVATE 2ND YEAR ACCOUNTING- MAJORED STUDENTS AT DAINAM UNIVERSITY TO IMPROVE THEIR SPEAKING SKILL ( Sử dụng thủ thuật đóng vai nhằm gây hứng thú trong các giờ học nói cho sinh viên năm thứ 2 chuyên ngành kế toán tại trường ĐH Đại Nam) M. MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 60 14 10 Hanoi, 2012 TIEU LUAN MOI download : skknchat@gmail.com 2 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES PHẠM THỊ HẰNG NGA USING ROLE PLAY TECHINIQUES TO MOTIVATE 2ND YEAR ACCOUNTING- MAJORED STUDENTS AT DAINAM UNIVERSITY TO IMPROVE THEIR SPEAKING SKILL ( Sử dụng thủ thuật đóng vai nhằm gây hứng thú trong các giờ học nói cho sinh viên năm thứ 2 chuyên ngành kế toán tại trường ĐH Đại Nam) M. MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 60 14 10 Supervisor: Hoàng Thị Hồng Hải, M. Hanoi, 2012 TIEU LUAN MOI download : skknchat@gmail.com 6 TABLE OF CONTENTS Page Declaration i Acknowledgements ii Abstract iii Table of contents iv Lists of tables and figures vi CHAPTER I: INTRODUCTION 1.1 Rationale of the study 1 1.
Aims of the study 2 1. Method of the study 3 1. Scope of the study 3 1. Significance of the study 3 1.
Organization of the study 3 CHAPTER 2: LITERATURE REVIEW 2. Conceptualization of motivation 4 2. Definition of motivation in Second Language Learning 4 2. Different kinds of motivation in language learning 6 2.
Role-play technique as a motivating factor in speaking lesson 8 2. Definition of role-play 8 2. Classification of role-play 10 3. Advantages of role-play 14 CHAPTER 3: METHODOLOGY 3.
Background to the study 16 TIEU LUAN MOI download : skknchat@gmail. Setting of the study 16 3. Subjects of the study 16 3. Method of data collection 18 3.
The data collection instruments 18 3. Observation 19 CHAPTER 4: DATA ANALYIS & FINDINGS 4. Data analysis of teachers‟ survey questionnaire and direct interview 21 4. Data analysis of students‟ questionnaire and direct interview 30 4.
Data analysis from Class Observation 36 4. Findings 37 CHAPTER 5: COMCLUSION AND RECOMMENDATION 5. Limitations and suggestions for further study 40 5. Pedagogical Implication 41 REFERENCES 43 APPENDICES Appendix 1: I Appendix 2: IV Appendix 3: VII TIEU LUAN MOI download : skknchat@gmail.com 8 LISTS OF TABLES AND FIGURES Table 1: Data collected from the survey questionnaire for teachers 20 Table 2: Data collected from the survey questionnaire for students 29 Figures illustrates data collected from the survey questionnaire for teachers Figure 1: The frequency of using role play activities 21 Figure 2: Teachers‟ opinion on role play 22 Figure 3: Students‟ attitude towards role play activities exploited by teachers 23 Figure 4: Students‟ participation in role play activities 23 Figure 5: The effectiveness of role play in enhangcing students‟ participation 24 Figure 6: Benefits of using role play 25 Figure 7: Frequency of difficulties faced by teachers 26 Figure 8: Factors causing difficulties 26 Figure 9: Suggestions to make role play more effective 27 Figures illustrates data collected from the survey questionnaire for students Figure 10: Frequency of applying role play 30 Figure 11: Students‟ opinion on role play 30 31 Figure 12: Students‟ participation in role play 32 Figure 13: Benefits of role play 33 Figure 14: Frequency of difficulties faced by students 34 Figure 15: Factors causing difficulties 34 Figure 16: Suggestions to make role play more effective 35 TIEU LUAN MOI download : skknchat@gmail.com 9 CHAPTER 1: INTRODUCTION.
Rationale The past few decades have witnessed a radical methodological change in English language teaching. Since its appearance in 1960s, the Communicative Approach has been widely applied in language teaching. In the light of this approach, English is looked on as an international means of communication. The context of international integration and development has attached increasing importance to communication in general and oral communication in particular.
That fact accounts for the need to educate communicatively competent students who after graduating from universities are able to take part in jobs concerning the use of English as an effective tool of communication. Oral communication skills, therefore, have become the focus of language teaching as far as the objectives of English courses of the English Department at Dainam University are concerned. Being put in a simple way, developing speaking skill among students is the focus of language teaching. However, like many other universities in Vietnam, the teachers at Dainam University are facing the problem of their students‟ low level of participation in speaking activities in their classrooms.
While there may be a variety of reasons for students‟ poor participations such as students‟ shyness when speaking in front of a crowd or their unwillingness to show weakness in speaking English, I believe one such reason has been their lack of motivation. In my opinion, it is the teachers‟ role to recognize the importance of motivation in English language learning and thereby try to seek ways to enhance their students‟ motivation in improving their speaking skills. If motivated, even unmotivated learners will be likely to participate more in speaking activities in the classroom as well as practice it more outside the classroom. Of all the methods used to motivate students‟ participation in speaking lessons, Role Play method is very effective in inducing students‟ motivation.
As Doff (1988) points out, Role Play increases motivation. Always talking about real life can become very dull, but the chance to imagine different situations adds interest to a lesson. In addition, Role Play gives a chance to use language in new contexts and for new topics. Role Play is also a technique that can TIEU LUAN MOI download : skknchat@gmail.com 10 make the students work in pairs, support one another, make the class more interesting and reduce students‟ boredom.
Moreover, Role Play is fun and motivated, the students get the chance to speak more and it is useful to extend knowledge. So Role Play can be seen as a bridge to join the theory inside the classroom to the reality outside the classroom. Role Play has a lot of advantages. It can increase learners‟ motivation, it gives chance to use language in new contexts and for new topics and it encourages learners to use natural expressions, intonation as well as gestures.
As a result, learners‟ ability communicate in the target language will be improved. The idea of applying role play techniques in order to motivate students to speak English is not a recent practice; however, in Vietnam this technique has not been fully exploited by teachers in English classes due to some limitations in English Teaching. This assumption has led me to undertake a research titled “Using Role Play technique to motivate Second year Accounting- majored students at Dainam University to improve their speaking skill.” I am interested in analyzing the use of role play in teaching speaking for the students. I also want to know the advantages and the problems encountered by learners and teachers in using it.
Aims of the study This study is aimed at investigating the use of Role Play technique in communicative English classes at Dainam University. To be specific, the aims of the study are: - To explore the frequency of employing Role Play and difficulties that students and teachers encounter when applying this technique in Speaking lesson at Dainam University - To prove the hypothesis Role Play technique will help teachers motivate students to speak more in English Speaking lessons. Research Questions With the purposes mentioned above, the research questions will be: 1. How often is Role Play applied in speaking lessons at Dainam University? 2.
Does using Role Play motivate students to participate more in speaking class? 3. What difficulties do teachers and students encounter when Role Play is used in speaking lesson? TIEU LUAN MOI download : skknchat@gmail. Method of the study Both quantitative and qualitative methods were employed to carry out the study. The data were collected by means of questionnaires, interviews and observation.Scope of the study The study focuses specifically on using Role Play in teaching speaking to the second year students at Accounting Department, Dainam University.
So the study limits itself to the teaching and learning Speaking only. Significance of the study - Theoretical significance of the study: The study supplies the English language teachers with the understanding of Role Play techniques in terms of types, advantages when employing them. - Practical significance of the study: The research provides the language teachers and learners recommendations or suggestions for the successful exploitation of this technique.Organization of the thesis This thesis consists of five chapters: - Chapter 1, The Introduction, presents the rationale, the aims, the research questions, the method of the study, the scope, the significance of the study - Chapter 2, The Literature Review, deals with some theoretical background that is relevant to the purpose of the study: Motivation and Role Play - Chapter 3, The Methodology, reports the design of the study, the participants of the study, the instruments used in the research and the statistical method to analyze the data. - Chapter 4, The Data Analysis and Findings, provides an analysis of the data as well as the interpretation of the results.
- Chapter 5: The Conclusion and Recommendation draws pedagogical implications including a number of recommendations for teachers of English to apply Role Play as method to motivate students to participate in classroom speaking activities. Limitations of the study and suggestions for further possible research are also given in this part. - The Appendices are the last part of the thesis, following the References. TIEU LUAN MOI download : skknchat@gmail.com 12 CHAPTER 2: LITERATURE REVIEW This chapter will explore some theoretical background to the study.
Specifically, it firstly discusses the concept of motivation and later discusses how this concept relates to learning and teaching in several contexts. In addition, the chapter will also review the concept of Role Play and its role in motivating students to speak English in class. Conceptualization of Motivation There have been so far many researches on the theory of motivation which have generally come to a conclusion that motivation is an abstract concept used to describe the willingness of a person to expand effort to reach a particular goal. Some scholars and psychologists of the first half of the 20th century determined two interior factors of motivation, instincts and drives, which are of great importance in our lives.
However, in the second half of the 20th century, researchers found that self- actualizing tendencies are the central force in motivation in people. Maslow(1970) analyses two groupings of seven levels of basic needs. They are deficiency needs including physiological, safety, belongingness and love, and being needs consisting of cognitive, aesthetic and self- actualization. Williams and Burden (1997) point out "Motivation is concerned with such issues as why people decide to act in certain ways and what factors influence the choices they make.
It also involves decision as to the amount of effort people are prepared to expand in attempting to achieve their goals" (p. According to Dornyei (2001), the concept of motivation has been seen differently. That is how individual‟s conscious attitudes, beliefs, and interpretation of events influence their behavior. He also adds that motivation explains the reason why people decide to do something, how hard they are going to pursue it and how long they are willing to sustain the activities.
Definition of Motivation in Second Language Learning TIEU LUAN MOI download : skknchat@gmail.com 13 Motivation is not only a vital but also a highly complex factor determining success or failure in L2 learning. Therefore, the concept of motivation in L2 learning has been studied by a number of authors. Keller (1984) defines "interest" as one of the major components of motivation in foreign and second language learning.