VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSLTY OF LANGUAGES AND ENTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES ——tzee42‡>——— LE PHUONG LAN THE APPLICATION OF COMMUNICATIVE ACTIVITIES TO DEVELOP SPEAKING SKILLS FOR 10" GRADERS IN SON TAY HIGH SCHOOL-HANOL (ONG DUNG CAC HOAT DONG GIAO TLEP DE PHAT TRLEN KY NANG NOI CHO HOC SINH LỚP 10 TRƯỜNG THPT SƠN TAY-HA NỘI) MLA MINOR THESIS Field : ENGLISH TEACHING METHODOLOGY Code : 601410 HANOL 2011 VIETNAM NATIONAL UNIVERSITY, HANOT UNIVERSLTY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES ———z+Kwe##>~——— LÊ PHƯƠNG LAN THE APPLICATION OF COMMUNICATIVE ACTIVITIES TO DEVELOP SPEAKING SKILLS FOR 10™ GRADERS IN SON TAY TIGHT SCTIOOL-TTANOT (UNG DUNG CAC HOAT DONG GIAO TIEP DE PHAT TRLEN KỸ NĂNG NÓI CHO HOC SINH LGP 10 TRUGING THPT SON TAY-HA NỘI) M.A MINOR THESIS Vield : ENGLISH TEACHING METHODOLOGY Code : 601410 Supervisor: Prot. Hoang Van Vân HANOTL 2011 TABLE OF CONTENTS ACCEPTANCE PAGE ACKNOWLEDGEMENTS ABSTRACT TABLE OF CONTENTS LIST OF TABLES ABBREVIATIONS viii INTRODUCTION 1. Rationale of the study ẽna 2. Aims of the sturly 3.
Scope of the study ẽ 5. Design of the study eR DEVELOPMENT Chapter 1: LITERATURE REVIEW ee LL UNDERSTANDING SPEAKING 1. Spoken language versus written language 1.2, Lmplications tor teaching eas ae 1. The speaking needs and goals of language students 1.2, Approaches to teaching speaking 1.
Principles for teaching speaking 1.1, What are communicative activities? 1.2, Purposes of communicative activities 1. Types of oral communicative activities 1. Dixcussion information about the subjects, data collection instruments and procedures. the micthods of data analysis are mention Chapter 3 presents major findings and discussion.
Chapter 4 gives recommendations for more effective application of Communicative Activities in developing students’ speaking skills. ‘The third part is the conclusions of the study.5, Simulation and role-play 17 Chapter 2: METHODOLOGY 18 2.4, An overview of Sen Tay ITigh School T8 2.2, The teachers of English in Son Tay High School 18 2. The students in Son Lay High School 18 2.4, The current situation of English teaching and learning in Son Tay 19 High Schoal 2. Description of the subjects 20 2.
Data colfection instruments 20 2.4, Methods of data analysis 21 Chapter 3: FINDINGS AND DISCUSSION 22 3. Results of teachers’ survey questionnaire 22 3.2, Resultsof students’ survey questionnaire 16 3. FINDINGS AND DISCUSSION 29 3.1, Findings from classroom observation 2 3.2, Findings from survey questionnaire 29 3. SUMMARY 30 Chapter 4: IMPLICATIONS AND RECOMMENDATIONS 3% 4.1 Some kinds of effective communicative activities n 4.2 Some considerations and suggestions on using + communicative activities CONCLUSTON +7 REFERENCES + APPENDIX 1 APPENDIX 2 TH APPENDIX 3 INTRODUCTION 1.
Rationale of the study ‘The introduction of the new textbook “English 10” into teaching at Son ‘Tay High Schoo! in 2006 has marked real renovation in language teaching and leaning fram the traditional approach-grarmar translation method, which only concentrates on the ability of using grammar mules precisely, to communicative approach, which focuses on communivation abilily. Nonetheless, the toachers of English at Son Tay High School find ib difficult to teach speaking successfully because of the class size, the students’ language devel, and additionally, students are not acquainted with CLI. Moreover, the majority of the (cachers were trained under the strong influence of the Grarmuar-Translafion thethod, which impedes them from teaching speaking successfully even the new textbook follows the communicative approach, Asa teacher of English at Son Tay Iigh School in [anci, | often receive similar questions fiom many students. For cxample, “I can understand grammar and sentence structures well, but | feel embarrassed to talk in English” or “What should I do to speak English well?” In my reality of teaching, there are a Tol of students who have perfect knowledge of grammar that works wonderfully for reading and writing but cannot express themselves to the teachers.
On the other hand, I often hear a lot of complaints from the colleagues: “Students seem so quiel and lavy during speaking lessons. ILis very difficult to amake them participate in spouking activitics”. Thereforg, the idea af doing something +useft for my colleagues and students has wped me to conduet the research. Another reason why the study was carried out lies in my love for teaching speaking.
By doing the study, T can know more abont the challenges m teaching and learning speaking skills so that I can find relevant techniques along with activities to improve my teaching speaking at Son Tay Iligh Schoal. The above reasons have inspired me to conduct a study on “The application of communicative activities to develop speaking skills for 10° graders at Son Tay High School-Hanoi” with the hope to make a little contribution to the quality of teaching and learning speaking skills far Grado 10th at, Son Tay High School 1.5, Simulation and role-play 17 Chapter 2: METHODOLOGY 18 2.4, An overview of Sen Tay ITigh School T8 2.2, The teachers of English in Son Tay High School 18 2. The students in Son Lay High School 18 2.4, The current situation of English teaching and learning in Son Tay 19 High Schoal 2. Description of the subjects 20 2.
Data colfection instruments 20 2.4, Methods of data analysis 21 Chapter 3: FINDINGS AND DISCUSSION 22 3. Results of teachers’ survey questionnaire 22 3.2, Resultsof students’ survey questionnaire 16 3. FINDINGS AND DISCUSSION 29 3.1, Findings from classroom observation 2 3.2, Findings from survey questionnaire 29 3. SUMMARY 30 Chapter 4: IMPLICATIONS AND RECOMMENDATIONS 3% 4.1 Some kinds of effective communicative activities n 4.2 Some considerations and suggestions on using + communicative activities CONCLUSTON +7 REFERENCES + APPENDIX 1 APPENDIX 2 TH APPENDIX 3 INTRODUCTION 1.
Rationale of the study ‘The introduction of the new textbook “English 10” into teaching at Son ‘Tay High Schoo! in 2006 has marked real renovation in language teaching and leaning fram the traditional approach-grarmar translation method, which only concentrates on the ability of using grammar mules precisely, to communicative approach, which focuses on communivation abilily. Nonetheless, the toachers of English at Son Tay High School find ib difficult to teach speaking successfully because of the class size, the students’ language devel, and additionally, students are not acquainted with CLI. Moreover, the majority of the (cachers were trained under the strong influence of the Grarmuar-Translafion thethod, which impedes them from teaching speaking successfully even the new textbook follows the communicative approach, Asa teacher of English at Son Tay Iigh School in [anci, | often receive similar questions fiom many students. For cxample, “I can understand grammar and sentence structures well, but | feel embarrassed to talk in English” or “What should I do to speak English well?” In my reality of teaching, there are a Tol of students who have perfect knowledge of grammar that works wonderfully for reading and writing but cannot express themselves to the teachers.
On the other hand, I often hear a lot of complaints from the colleagues: “Students seem so quiel and lavy during speaking lessons. ILis very difficult to amake them participate in spouking activitics”. Thereforg, the idea af doing something +useft for my colleagues and students has wped me to conduet the research. Another reason why the study was carried out lies in my love for teaching speaking.
By doing the study, T can know more abont the challenges m teaching and learning speaking skills so that I can find relevant techniques along with activities to improve my teaching speaking at Son Tay Iligh Schoal. The above reasons have inspired me to conduct a study on “The application of communicative activities to develop speaking skills for 10° graders at Son Tay High School-Hanoi” with the hope to make a little contribution to the quality of teaching and learning speaking skills far Grado 10th at, Son Tay High School 2, Aims of the study The aims oft udy arc to addbess the following issues: © The difficulties that teachers and students face in the process of leaching and learning speaking skills, » The application of some uscfil communicative activities to improvz English speaking ability for 10“ graders. Research questions To achieve these aims, the following Iwo Tesearch questions are addressed: 1. What communicutive activities can make the speaking lessons more effective? 2.
What obstacles have the teachers and students faced in their speaking lessans? 4, Scape of the study This study is concemed with the application of comnrunicative activities to develop speaking skills to the students in grade 10" at Son Tay High School. ‘Ihe researcher is not planning on studying a larger population of the whole students at Son Tay High School, just on the students in grade 10“ in order to tind out what communicative activities are applied and the obstacles experienced by these students and teachers of English then offer some recommendations with the hope that teaching and learning speaking skills will be improved. Design of the study Apart from acknowledgement, abstract, table of contents and appendices, this thesis is structured in three main parts narncly: Introduction, Development, and Conclusion. ‘The first part “introduction” presents the rationale, aims, research questions, scope of the study and its design The second part “Development” includes four chapters Chapter 1, Theoretical Background, begins with the literature on understanding speaking, including the comparison of spoken language with written language and implication for leaching, Then comes the lileraim: on teaching speaking wilh the speaking needs and goals of language students, some approaches to teaching speaking and principles for teaching speaking.
The rest of the chapter is on communicative activities, its purposes and its different types Chapter 2 is composed of two sections. The first section presents the local situation in Son ‘Tay High School. The second section provides the research methods that involve information about the subjects, data collection instruments and procedures. the micthods of data analysis are mention Chapter 3 presents major findings and discussion.
Chapter 4 gives recommendations for more effective application of Communicative Activities in developing students’ speaking skills. ‘The third part is the conclusions of the study. vi LIST OF TABLES Tabie 1 Information about Teachers’ CLT training Table2 ‘The teachers’ time of using communicative activities. Table 3 Kinds of cormmmicative activities teachsrs usually use in their English teaching process.
Table 4 Major obstacles teachers encounter when they apply 24 cornmunicative activitios in thair English toaching Table 5 Some strategies the teachers have applied to overcome these 25 obstacles Table 6 The reasons for spoaking of studsnts in classroom 26 Table 7 Kinds of communicative activities that students were fond of 26 participating in. Table $ Reasons discourage students from speaking English in class Table 9 Some stratcgics the teachers have applicd in order to 28 overcome these obstacles. vi LIST OF TABLES Tabie 1 Information about Teachers’ CLT training Table2 ‘The teachers’ time of using communicative activities. Table 3 Kinds of cormmmicative activities teachsrs usually use in their English teaching process.
Table 4 Major obstacles teachers encounter when they apply 24 cornmunicative activitios in thair English toaching Table 5 Some strategies the teachers have applied to overcome these 25 obstacles Table 6 The reasons for spoaking of studsnts in classroom 26 Table 7 Kinds of communicative activities that students were fond of 26 participating in. Table $ Reasons discourage students from speaking English in class Table 9 Some stratcgics the teachers have applicd in order to 28 overcome these obstacles. vi LIST OF TABLES Tabie 1 Information about Teachers’ CLT training Table2 ‘The teachers’ time of using communicative activities. Table 3 Kinds of cormmmicative activities teachsrs usually use in their English teaching process.
Table 4 Major obstacles teachers encounter when they apply 24 cornmunicative activitios in thair English toaching Table 5 Some strategies the teachers have applied to overcome these 25 obstacles Table 6 The reasons for spoaking of studsnts in classroom 26 Table 7 Kinds of communicative activities that students were fond of 26 participating in. Table $ Reasons discourage students from speaking English in class Table 9 Some stratcgics the teachers have applicd in order to 28 overcome these obstacles.
