VIETNAM NATIONAL UNIVERSITY, HANOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES Specie MAT THI LAN ILOW TO MOTIVATE TILE 10 GRADE STUDENTS IN SPEAKING SKILL: AT HOA LU A HIGH SCHOOL, NINH BINH CÁCH TẠO ĐỘNG LỰC CHO HỌC SINH LỚP 19 TRONG GIỜ TIỌC NOT TAI TRUONG TUPT IIOA LU A, NINIT BINIL M. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60 14 10 Hanoi — 2013 VIETNAM NATIONAL UNIVERSITY, HANOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES Specie MAT THI LAN ILOW TO MOTIVATE TILE 10 GRADE STUDENTS IN SPEAKING SKILL: AT HOA LU A HIGH SCHOOL, NINH BINH CACH TAO DONG LUC CHO HOC SINH LOP 10 TRONG GIO TIỌC NÓI TẠI TRƯỜNG TIIPT IIOA LU A, NINIT BINIL M. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60 14 10 Supervisor: Phan Thị Vân Quyên, M. Hanoi — 2013 LIST OF ABBREVIATIONS L2: Second language EFL:English as a Forcign Language THỊ : Teaching Linglish as a lfareiga Language M.A: Master of Arts CLI: Communication Language ‘Teaching 8: Student 13.
sen ni beeen 13.( Age of acquisition. b, Commitment to the students’ progress. đ Goodrelalionship with the sinderus 1 1. ‘Teaching and learning conditions.
A pleasant and supportive atmosphere in the class. Speaking in second language learning 13 111. Definition of speaking 13 1.2, Importance of speaking in language teaching and learning. Approaches to the teaching and speaking.
The grammar — translalion Method. The Direct Method and Audio lingual Method. Communicative Language Teaching 15 IL. Types of stimulating activities in teaching speaking skill.
sàn cà bọn Hee ereeooT8 TI. Role play 15 UL 3. Drama 7 vii TABLE OF CONTEN’ Declaration. wii List of abbreviations " " iv List of tables.
Table of content. + vi PART A; INTRODUCTION, 1 `. Aims of the study. Methods of the stady.
Scope of the study 4 6. Designof the study. CHAPTER I: Theoretical Background. Motivation in second language learning.
Definition of motivation. Types of motivation Š 1. Intergrative and Instrumental motivation sa 1. Tatrinsic and Extrinsic motivation.
Factors affecting learners’ motivation in language learning tO 1. io vi LIST OF TABLES Table 1: Students'attitude towards speaking skills Table 2: Types of motivation ‘Table 3.2: actors affecting motivation in leaming speaking Linglish Table 4.2 Current methods and techniques applied to teach speaking skill Table 5: Students’ interest and desires for speaking activities Table 6: Teachers’ opinion on students’ motivation in speaking English Table 7.2: Teacher’attitude towards unwilling speakers and mistake makers Table 8: Teachers’dilficullies in leaching speaking al Hoa Tau A high school ‘Table 9.2: Activities and techniques used by teachers to motivate students to speak J"ï". 20 CHAPTER II: Methodology.ộ cà css eee tes citeneane e ene 2 L Overview of the research site Ga) 11. Hoa La A high school + 12.
Textbook 23 L 4, Teaching, and learning English in 10 Fonn. The teachers 3⁄4 TL 3. The data collection instrumenls.3, Data collection procedure and data analysis. Data collection procedure 25 113.
Data analysis, 36 1II, Coneluding remark. 26 CHAPTER ITT: Major findings and discussion 27 I. Questionnaires for students. S&xdents'attitude towards speaking skill.
Students*molivation in leaming spesking English 28 1. 3, Factors affecting students’motivation in leaming speaking English. Current methods and techniques applied to teach speaking skill. and desires for speaking activities.
sen ni beeen 13.( Age of acquisition. b, Commitment to the students’ progress. đ Goodrelalionship with the sinderus 1 1. ‘Teaching and learning conditions.
A pleasant and supportive atmosphere in the class. Speaking in second language learning 13 111. Definition of speaking 13 1.2, Importance of speaking in language teaching and learning. Approaches to the teaching and speaking.
The grammar — translalion Method. The Direct Method and Audio lingual Method. Communicative Language Teaching 15 IL. Types of stimulating activities in teaching speaking skill.
sàn cà bọn Hee ereeooT8 TI. Role play 15 UL 3. sen ni beeen 13.( Age of acquisition. b, Commitment to the students’ progress.
đ Goodrelalionship with the sinderus 1 1. ‘Teaching and learning conditions. A pleasant and supportive atmosphere in the class. Speaking in second language learning 13 111.
Definition of speaking 13 1.2, Importance of speaking in language teaching and learning. Approaches to the teaching and speaking. The grammar — translalion Method. The Direct Method and Audio lingual Method.
Communicative Language Teaching 15 IL. Types of stimulating activities in teaching speaking skill. sàn cà bọn Hee ereeooT8 TI. Role play 15 UL 3.
Drama 7 vii All the above mentioned reasons have inspired the writer to conduct a research title “low to motivate the 10 grade students in the speaking skill at IIoa Lu A high school”. Aims of the study The aims of the study are: - To investigate the current situation of teaching and learning speaking slall in grade 10 at Iloa Lu A high school. - Te identify types of the motivation and factors affecting sludents’ motivation in leaming speaking skill. - To suggest speaking teaching techniques used to motivate students to take part in speaking aclivilies 3.
The study intends to find out the answers to the following, questions: 1. What are the types of motivation possessed by Grade 10 students in leammg speaking English? 2. What have teachers done to motivate students in leaming speaking English? 3. What are students’ expectation of speaking teaching’? 4.
Mcthods of the study. To conduct the study, T am going to use quanblalive and qualitative methods The data collected for the study will come from two sources: the 10 grade student respondents and the English teacher respondents at Hoa [1 A high school, Ninh Binh Two questionnaires, one for students and the other for teachers, and informal interwiews of students are going to be used as data collection instruments. All the commons, recommendalions and conclusions provided in the study will be based on the data analysis. Scope of the study tà PART A: TRODUCTION 1.
Rationale After the historic upheaval, Viewam’ economy, politics and culture have been undergone extensive changes. Thanks to the open - door policy, Vietnam has diplomatic relationship with all over the world. English becomes an indispensable means of communication with the rest of the world and it is the most important international language because it provides ready acces to the world scholarship and world trade. Since then Fnglish has become a compulsory subject in View curriculum, its teaching and leaming have been paid much attention In learning English al high schools, English speaking skill is one of the four skills that students must be taught as separately and equally as the others.
However, due to some differently objective and subjective reasons, teaching and learning this skill is often integrated with other skills such as listening skill, or is even negleeled. It leads to the cause that students do not often enjoy speaking period as well as find it difficult to participate in speaking activities Besides, at Hoa Lu A high school, like at many other high schools in Vietnam. English has been a compulsory subject in secondary curriculum for many years. The fact is that, due to the demand of high school and umiversity entrance examinations, the students’focus is on grammar and vocabulary, which means little attention has been paid to speaking skill Wilh 6 years of experience in teaching English at high school, T have realized that there are many factors affecting the success of language learners such as aptitude, age, personality, motivation and so on, among which motivation plays an important role.
For teaching and leaming speaking skill, the impact of motivation is not an exception. It is undeniable that if the students are motivated, especially from the warm - up stage, their speaking will be completed more successfiil and their difficulties in speaking will no longer exist. TABLE OF CONTEN’ Declaration. wii List of abbreviations " " iv List of tables.
Table of content. + vi PART A; INTRODUCTION, 1 `. Aims of the study. Methods of the stady.
Scope of the study 4 6. Designof the study. CHAPTER I: Theoretical Background. Motivation in second language learning.
Definition of motivation. Types of motivation Š 1. Intergrative and Instrumental motivation sa 1. Tatrinsic and Extrinsic motivation.
Factors affecting learners’ motivation in language learning tO 1. Questionmaircs for tcacliers. Teachers’ opinion on students'mnotivation in speaking English. Teachers’ attitude towards unwilling speakers and mistake makers.
Difficulties teachers have encountered in teaching speaking at Hoa Lu A high school. Activities and techniques usedby the teachers Lo motivate students to speak. 40 CHAPTER IV: Recommemdations for the teachers 44 1, Identify students types of motivation. Help students to be confident 44 3.
Help students to enrich sludents’ vocabulary and improve their knowledge of grammar. Ielp students to overcome pronuneiation problems -. Help students to tind ideas. Limitation of the study and suggestion for further study REFERENCES: - se.
T APPENDIX I: QUES1IONNAIRB FOR SLUDENTS. “ sex APPENDIX 2: QUESTIONNATRE FOR TEACHERS. v APPENDIX 3: INFORMAL INTERVIEW FOR STUDENTS VII 1I. Questionmaircs for tcacliers.
Teachers’ opinion on students'mnotivation in speaking English. Teachers’ attitude towards unwilling speakers and mistake makers. Difficulties teachers have encountered in teaching speaking at Hoa Lu A high school. Activities and techniques usedby the teachers Lo motivate students to speak.
40 CHAPTER IV: Recommemdations for the teachers 44 1, Identify students types of motivation. Help students to be confident 44 3. Help students to enrich sludents’ vocabulary and improve their knowledge of grammar. Ielp students to overcome pronuneiation problems -.
Help students to tind ideas. Limitation of the study and suggestion for further study REFERENCES: - se. T APPENDIX I: QUES1IONNAIRB FOR SLUDENTS. “ sex APPENDIX 2: QUESTIONNATRE FOR TEACHERS.
v APPENDIX 3: INFORMAL INTERVIEW FOR STUDENTS VII J"ï". 20 CHAPTER II: Methodology.ộ cà css eee tes citeneane e ene 2 L Overview of the research site Ga) 11. Hoa La A high school + 12. Textbook 23 L 4, Teaching, and learning English in 10 Fonn.
The teachers 3⁄4 TL 3. The data collection instrumenls.3, Data collection procedure and data analysis. Data collection procedure 25 113. Data analysis, 36 1II, Coneluding remark.
26 CHAPTER ITT: Major findings and discussion 27 I. Questionnaires for students. S&xdents'attitude towards speaking skill. Students*molivation in leaming spesking English 28 1.
3, Factors affecting students’motivation in leaming speaking English. Current methods and techniques applied to teach speaking skill. and desires for speaking activities. 34 viii LIST OF TABLES Table 1: Students'attitude towards speaking skills Table 2: Types of motivation ‘Table 3.2: actors affecting motivation in leaming speaking Linglish Table 4.2 Current methods and techniques applied to teach speaking skill Table 5: Students’ interest and desires for speaking activities Table 6: Teachers’ opinion on students’ motivation in speaking English Table 7.2: Teacher’attitude towards unwilling speakers and mistake makers Table 8: Teachers’dilficullies in leaching speaking al Hoa Tau A high school ‘Table 9.2: Activities and techniques used by teachers to motivate students to speak PART A: TRODUCTION 1.
Rationale After the historic upheaval, Viewam’ economy, politics and culture have been undergone extensive changes. Thanks to the open - door policy, Vietnam has diplomatic relationship with all over the world. English becomes an indispensable means of communication with the rest of the world and it is the most important international language because it provides ready acces to the world scholarship and world trade. Since then Fnglish has become a compulsory subject in View curriculum, its teaching and leaming have been paid much attention In learning English al high schools, English speaking skill is one of the four skills that students must be taught as separately and equally as the others.
However, due to some differently objective and subjective reasons, teaching and learning this skill is often integrated with other skills such as listening skill, or is even negleeled. It leads to the cause that students do not often enjoy speaking period as well as find it difficult to participate in speaking activities Besides, at Hoa Lu A high school, like at many other high schools in Vietnam.
