HONG DUC UNIVERSITY FACULTY OF FOREIGN LANGUAGES GRADUATION THESIS A STUDY ON USING GAMES IN SPEAKING CLASSES FOR GRADE 11 STUDENTS AT LAM KINH HIGH SCHOOL Supervisor: Trinh Thi Hang, M.A Student: Dang Nguyen Thu Giang Class: K20A – FLD – HDU Course: 2017-2021 Thanh Hoa, May 2021 DECLARATION I hereby certify that the thesis entitled “A STUDY ON USING GAMES IN SPEAKING CLASSES FOR GRADE 11 STUDENTS AT LAM KINH HIGH SCHOOL” Is the result of my own research for the the graduation in Faculty of Foreign Languages at Hong Duc University and this thesis has not been submitted for any degree at any other universities of tertiary institution. I ACKNOWLEDGEMENTS In the process of completing of this graduation paper, I have received many necessary assistance previous ideas and timly encouragement from my teachers, my family and my friend. First and foremost, I would like to send my deep gratitude to M.A Trinh Thi Hang, the supervisor of this research paper. Her detailed comments and useful advice help me shape my ideas and realize my aims.
She has also provided me with many useful materials as well as encouraged and created favorable conditions for me to fulfill this research. Therefore, it is an undeniable fact that this paper would would have not been completed without her invaluable support. Secondly, I would like to show my sincere thanks to Dr. Nguyen Thi Quyet – the Dean of Faculty of Foreign Language for giving me a chance to the thesis.
Also, I would like to express my particular thanks to ask the lectures of the Faculty whose lectures have enriched my academic knowledge of English during the past four years. In addition, I warmly thank all my friends for their encouragment and precious assistance throughout the process of writing the thesis. Their materials and spritual support is a great driving-force for me. Especially, I wish to thank 45 students at Lam Kinh High School for their enthusiastic and effective cooperation in the process of completing survey questionaire.
Finally, I am greatly indebted to my parents, who have encouraged and supported me to fulfill this graduation paper. II ABSTRACT Speaking skill is one of four skills that any learners need to master when learning a foreign language. The aims of this paper is find out students‟ speaking levels and using games to develop speaking skill for students at Lam Kinh High School. In order to achieve this aim, a theoretical and practical research was carried out.
A review of literature related to speaking skill in speaing classes are summarized. Two questonaires, pre-test and post test were given for students to get clearly students‟ ability after and before the study. Findings showed that using some kinds of games in speaking lessons helped students to fluency aspects of communication skills such as pronunciation, vocabulary, grammar, coherence. In addition, it is also important to motivate students in their learning process.
III LIST OF ABREVIATIONS 1. FFL: Faculty of Foreign Languages 2. ESL: English as a Second Language 3. PPA: People‟s Police Academi IV LIST OF CHARTS AND TABLES Table 1: Games used in the study………………………………………………….23 Chart 1: Period of students‟ learning speaking…………………………………….30 Chart 2: The students‟ self-appreciate their level speaking……………………….31 Chart 3: The times students learn English at school……………………………….31 Chart 4: Students‟ opinion about learning speaking skill………………………….32 Chart 5: Difficulties students meet in learning speaking skill…………………….33 Chart 6: Students‟ ways to self-study speaking…………………………………….34 Chart 7: Students‟ opinion about using games in lessons………………………….35 Chart 8: Using games in teaching speaking currently………………………………36 Table 2: The games that students play when learning speaking skill …………….37 Chart 9: The students‟ opinion with new method in learning sepaking English….38 Chart 10: Students‟ opinion of new games…………………………………………40 Chart 11: Effection of using games to students‟ speaking skill…………………….41 Chart 12: Names of games affect to students‟ speaking skill………………………42 Chart 13: Names of games that difficult to students take part in………………….43 Chart 14: Students‟ opinion of using games for next lessons………………………44 Chart 15: The importance of using games for students…………………………….45 V TABLE OF CONTENT DECLARATION……………………………………………………………………………I ACKNOWLEDGEMENTS……………………………………………………………….III LIST OF ABREVIATIONS……………………………………………………………….IV LIST OF CHARTS AND TABLES……………………………………………………….
Rationale of the study………. Aim of the study…………………………………………………………. Methods of the study………………………………………………. Scope of the study…………………………………………………………………………2 5.
Design of the study……………………………………………………………………….4 Chapter 1: LITERATURE REVIEW………………………………………………. Definition of speaking skills………………………………………………………. The importance of speaking skills for learning English……………………………. Teaching speaking skills………………….
The importance of teaching speaking skills…. Difficulties in teaching speaking skills……………………. Using games to improve speaking skills………………………………………………. Advantages of using games in speaking classes…………………………………….
Disadvantages of using games in speaking classes…………………………………. Common games used in speaking classes……………………………. Fact-finding Games ………………………………………………………………. Considerations when using games………………………….
Context of the study……………………………………………………………………19 2. The teaching staff………………………………………………………………. Subject of the study………………………………………………. The data analysis……………………………………………………………………23 VIII 2.23 CHAPTER 3: FINDINGS AND DISCUSSION…………………….Findings from survey questionaire 1…………….
Findings from pre- test…………………………. Findings from post test…………………. Findings from survey questionare 2……………………………….F IX X PART A: INTRODUCTION 1. Rationale of the study Over the last three decades, English has become the most important foreign language in the world.
At present, English is the language for international communication; science; commerce; advertising; diplomacy and transmitting advanced technology. Furthermore, in the age of “globalism" we live nowadays, the interdependence of nations and countries creates a need for a global language and no language qualifies for this better than English. The status of English on the international level is a major factor that contributes to the increase in the importance of English in Vietnam. As a matter of fact, English has become an important asset for anyone seeking employment in business, industry or technology in Vietnam.
Speaking is one of the four language skills (reading, writing, listening and speaking). It is the means through which learners can communicate with others to achieve certain goals or to express their opinions, intentions, hopes and viewpoints. In addition, people who know a language are referred to as „speakers‟ of that language. Furthermore, in almost any setting, speaking is the most 14 frequently used language skill.
Speaking has usually been compared to writing, both being considered "productive skills", as opposed to the "receptive skills" of reading and listening. Speaking also is closely related to listening as two interrelated ways of accomplishing communication. Therefore, English is more and more important subject at most school, especially Lam Kinh High School. Also, the quality of learning English of the graders 10th is totally necessary.
Howerver, initial observation revealed that students T Lam Kinh High chool were not good at speaking and they were not willing to raise their voice in English classes. Even in speaking classes, they seemed to remain reticent. That was the reason why I decided to choose the research with the title “A study on using games in speaking classes for grade 10 students at Lam Kinh high school”. Aim of the study The main aims of the study are: 1 - To investigate the current situation of teaching students learning English speaking at Lam Kinh High School.
- To suggest and apply some games in speaking classes at Lam Kinh High School. - To find out the effects of games on students participation and improvement in speaking classes. Methods of the study At the beginning of the study, the pre-test and questionnaires were given to students to evaluate their level and find out the current situation of teaching and learning speaking skills. In each lesson, I used appropriate games to improve their speaking skills in general.
During two months of experiment, I observed the students‟ attitude, parcitipation and the improvement. At the end of experiment, I gave a post-test and a survey questionaire to find their evaluation of the intervention program and to check students‟ improvement and then analyzed all the data and concluded the effects of these games. I base on grammar, vocabulary, pronunciation, coherence and fluence to appreciate students‟ speaking skill. Scope of the study There are so many different resources and researchers that require a lot of time and effect while my personal experience is limited.
Therefore, this study can only focus on studying some effective techniquesin teaching English speaking skill, especially using games in speaking classes for the students at Lam Kinh High School. I hope that this study is a good reference material to teach students and help them to get higher speaking skills. Design of the study The study contains three parts: Part A: The introduction consists of the rationale, aims, methods and the design of the study. Part B: The development has three chapters: - The first chapter is the literature review - The second chapter is the main part that I provide the description of the participants, data collection instruments, procedures of data collections and the process of analyzing data.
- The third chapter is finding and discussion. Part C is the conclusion which summarized all the presented information. 3 PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1. Speaking skills Speaking is the productive skill in the oral mode.
It, like the other skills, is more complicated than it seems at first and involves more than just pronouncing words. There are three kinds of speaking situations in which we find ourselves: interactive, partially interactive, and non - interactive. Interactive speaking situations include face - to - face conversations and telephone calls, in which we are alternately listening and speaking, and in which we have a chance to ask for clarification, repetition, or slower speech from our partner. Some speaking situations are partially interactive, such as when giving a speech to a live audience, where the convention is that the audience does not interrupt the speech.
The speaker nevertheless can see the audience and judge from the expressions on their faces and body language whether or not he or she is being understood. Some few speaking situations may be totally non - interactive, such as when recording a speech for a radio broadcast. Here are some of the micro - skills involved in speaking. The speaker has to pronounce the distinctive sounds of a language clearly enough so that people can distinguish them.
This includes making tonal distinctions, use stress and rhythmic patterns, and intonation patterns of the language clearly enough so that people can what is said; use the correct forms of words. This may mean, for example, changes in the tense, case, or gender, put words together in correct word order; use appropriate vocabulary; use the register or language variety that is appropriate to the situation and the relationship to the conversation partner; make clear to the listener the main sentence components, such as subject, verb, object, by whatever means the language uses; make the main ideas stand out from supporting ideas or information; make the discourse hang so that people can follow what you are saying. 4 Besides, Nunan and Carter (2001) develop the idea that speaking in a second language involves the developments of a particular type of communication skill together. It has occupied a special position in the history of language teaching, and only in the last two decades has it begun to emerge as a branch of teaching, learning and testing in its own right, rarely focusing on the production of spoken discourse.
Moreover, Burn & Joyce (1997) define that speaking is an interactive process of meaning that involves producing and receiving and processing information. Its form and meaning are dependent on the context in which it occurs, including the participant themselves, their collective experiences, the physical environment and the purpose for speaking. In the field of action, speaking is the action of conveying information or expressing one's feelings in speech, the activity of delivering speeches, communicating in a specified language, conveying meaning as though in words. Furthermore, there is also another definition of speaking is that "Speaking and the art of communication are a productive skill ".
Good speaking is the act of generating words that can be understood by listeners.