VIETNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATLONAL STUDIES FACULTY OF POST-GRADUATE STUDIES, et Hos ĐỖ HỮU TRƯỜNG TOW TO MOTIVATE TIE FIRST YEAR STUDENTS AT HALPHONG POLYTECHNICS COLLEGE IN SPEAKING ACTIVITIES (Phương pháp khuyến khích sinh viên năm thứ nhất tại trường. Cao đẳng nghề Bách Nghệ Hải Phòng trong các hoạt động noi) M. MINOR PROGAMME THESIS: Field: English ‘caching Mcthodology Code: 60.11 Hanoi — 2014 VIETNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATLONAL STUDIES FACULTY OF POST-GRADUATE STUDIES, +t Ello 'ĐỖ HỮU TRƯỜNG TIOW TO MOTIVATE THE FIRST YEAR STUDENTS AT HAIPHONG POLYTECHNICS COLLEGE IN SPEAKING ACTIVITIES (Phương pháp khuyến khích sinh viên năm thứ nhất tại trường cao ding nghề Bách Nghệ Hái Phòng trong các hoạt dộng nói) M. MINOR PROGAMME THESIS Field: English Teaching Methodology Codc: 6(.
Tran Thi Thu Hiên Tlanoi— 2014 DECLARATION To the best of my knowledge and belief, this minor thesis contains no malerial which has previously beer submitied and aceepled for any other degree in any university. ‘Ihe thesis is my own work and based on my own research, It involves no material previously published or written by any other person, except where due reference is acknowledged in he paper Hanoi, 2014 Dễ Hữu Trường, ACKNOWLEDGEMENTS First of all, I wish lo send my sincere thanks lo my supervisor, Dr. Tran Thi Thu Hien for her valuable guidance, helpful suggestions and critical feedback throughout the research. I would ike to acknowledge my gratitude to all the lecturers in the Faculty of Postgraduate Studies, University of Languages and Intemational Studies, VNU for their useful lessons from whichI have benefited a lot for the accomplishment of this study, I am greatly indebted to my students at marine engine and navigation departments and my colleagues al HPC for their participation and assistance without which this study could not have been successful.
but not teasl, T would like lo express my special thanks to my (amily and my close friends who offered me their love, care, support and encouragement so that I could accomplish my study CHAPTER2: METHODOLOGY. Context of the study. The research approach 1, Questionnaire for the students. Questionnaire for the teachers.
Data collection procedures. CHAPTER 3: DATA ANALYSIS AND DISCUSSIONS 3.1, Results from students’ questionnaire 3.1, Students’ personal information. Types of motivation. Demotivating [actors ina spoaking lesson 3.4, Activities used by teachers and students’ preferences.5, Students’ expectation on teachers’ teaching 3.
Results from teachers’ questionnaire. Teachers’ personal information. Teacher’s opinions towards teaching English speaking and students’ motivalion in speaking English 3.3, Current teaching method .4, Difficulties in teaching English speaking. Techmiques and activities applied by teachers 3.
Findings and discussions. The current situation of Isarning speaking of first-year students at Haiphong Polytechnics College.2, ‘The curent situation of teaching speaking for first-year studerits at Haiphong Polytechnics College 31 vi PART A: INTRODUCTION 1. Rationale It can not be denied that English is very important nowadays. It is considered lo be a very significant and necessary tool used in many fields such as seienee, technology, diplomacy and so on.
It is seen as a means to bridge the gap and promote mutual understanding and cooperation among, countries in the world In Vietnam, at present, the role of Linglish has been more and more increasingly crucial because of the fact that Vietnam has succeeded in becoming an official member of WTO since 2006. Being aware of the greal significance of English, more and more people desire to master it in hope of making English an useful moans to serve their own purposes. Llowever, how to teach and lea Linglish in general and Linglish speaking skill irr particular effectively is a mailer of controversy. Speaking skill should be kept in mind to be the most popular and effective way of communication.
At Haiphong Polytechnics College (HPC), English is considered to be an important factor for students’ success in future career. ‘'herefore, leaning English, especially leaming speaking is necessary for students when they finish their study and work on international ships. However, there is a fact that during, speaking Icssons, students arc often inactive and passive in participating speaking activities. The interaction between teachers and students is ineffective and restricted As a result, afler the English come, sludsnis’ compelonce of English 1s not much improved for working on board slisps.
For this reason, I would like to make a study on “How to motivate the first-year students at Llaiphong Polytechnics College in speaking activities”. Llopefully, this minar thesis will help motivate first-years students in English speaking lessons at CHAPTER2: METHODOLOGY. Context of the study. The research approach 1, Questionnaire for the students.
Questionnaire for the teachers. Data collection procedures. CHAPTER 3: DATA ANALYSIS AND DISCUSSIONS 3.1, Results from students’ questionnaire 3.1, Students’ personal information. Types of motivation.
Demotivating [actors ina spoaking lesson 3.4, Activities used by teachers and students’ preferences.5, Students’ expectation on teachers’ teaching 3. Results from teachers’ questionnaire. Teachers’ personal information. Teacher’s opinions towards teaching English speaking and students’ motivalion in speaking English 3.3, Current teaching method .4, Difficulties in teaching English speaking.
Techmiques and activities applied by teachers 3. Findings and discussions. The current situation of Isarning speaking of first-year students at Haiphong Polytechnics College.2, ‘The curent situation of teaching speaking for first-year studerits at Haiphong Polytechnics College 31 vi 3. Suggested techniques for motivating students in speaking activities.1, Suggestions for the teachers.
Suggestions [or the students 3.3, Suggestions for the college rector and academic department. Limitations of the study 3. Suggestions for further sludy REFERENCES APPENDICES, APPENDIX 1 APPENDIX 2. APPENDIX 3 vii ACKNOWLEDGEMENTS First of all, I wish lo send my sincere thanks lo my supervisor, Dr.
Tran Thi Thu Hien for her valuable guidance, helpful suggestions and critical feedback throughout the research. I would ike to acknowledge my gratitude to all the lecturers in the Faculty of Postgraduate Studies, University of Languages and Intemational Studies, VNU for their useful lessons from whichI have benefited a lot for the accomplishment of this study, I am greatly indebted to my students at marine engine and navigation departments and my colleagues al HPC for their participation and assistance without which this study could not have been successful. but not teasl, T would like lo express my special thanks to my (amily and my close friends who offered me their love, care, support and encouragement so that I could accomplish my study 3. Suggested techniques for motivating students in speaking activities.1, Suggestions for the teachers.
Suggestions [or the students 3.3, Suggestions for the college rector and academic department. Limitations of the study 3. Suggestions for further sludy REFERENCES APPENDICES, APPENDIX 1 APPENDIX 2. APPENDIX 3 vii LIST OF ABBREVIATIONS HPC: Haiphong Polytechnics College ESP: English for Specific Purposes CLT: Communicative Language Teaching 1.2: Seeond Language LIST OF THE TABLES Table 1: Types of motivation Table 2: Students’ main demotivating factors in a speaking lesson Table 3: Teachers’ activities and students’ preferences.
Table 4: Students’ expectation on teachers’ teaching Table 5: Teacher's opinions on teaching Fnglish speaking and students’ motivation in speaking Hnglish. Table 6: Teachers’ current teaching method Table 7: Difficulties teachers often faced in teaching English speaking. ‘Table 8: Techniques applied by teachers in motivating studemts.0 0 TABLE OF CONTENTS DECLARATION | ACKNOWTENGEMENTS. ABSTRACT LIST OF ABBREVIATIONS LIST OF TABLER.
TABLE OF CONTENTS PART A: INTRODUCTION. oo Aims of the study W Wow 3. Research questions 4, Scope of the study. Methods of the study.
Significance of the study. 7, Design of the study. PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW. Motivation in foreign language learning.
Definitions of motivation. Types of motivation m foreign language learning an 1. Some conditions for effective motivation in speaking. Demotivation in foreign language learning 1.1, Definitions of demotivation.
Demotivating factors in foreign language learning. Teaching speaking skill in foreign language 1.1, Definitions of speaking. Approaches to the teaching of speaking. The roles of the leacher in different stages of teaching speaking PART A: INTRODUCTION 1.
Rationale It can not be denied that English is very important nowadays. It is considered lo be a very significant and necessary tool used in many fields such as seienee, technology, diplomacy and so on. It is seen as a means to bridge the gap and promote mutual understanding and cooperation among, countries in the world In Vietnam, at present, the role of Linglish has been more and more increasingly crucial because of the fact that Vietnam has succeeded in becoming an official member of WTO since 2006. Being aware of the greal significance of English, more and more people desire to master it in hope of making English an useful moans to serve their own purposes.
Llowever, how to teach and lea Linglish in general and Linglish speaking skill irr particular effectively is a mailer of controversy. Speaking skill should be kept in mind to be the most popular and effective way of communication. At Haiphong Polytechnics College (HPC), English is considered to be an important factor for students’ success in future career. ‘'herefore, leaning English, especially leaming speaking is necessary for students when they finish their study and work on international ships.
However, there is a fact that during, speaking Icssons, students arc often inactive and passive in participating speaking activities. The interaction between teachers and students is ineffective and restricted As a result, afler the English come, sludsnis’ compelonce of English 1s not much improved for working on board slisps. For this reason, I would like to make a study on “How to motivate the first-year students at Llaiphong Polytechnics College in speaking activities”. Llopefully, this minar thesis will help motivate first-years students in English speaking lessons at LIST OF ABBREVIATIONS HPC: Haiphong Polytechnics College ESP: English for Specific Purposes CLT: Communicative Language Teaching 1.2: Seeond Language LIST OF THE TABLES Table 1: Types of motivation Table 2: Students’ main demotivating factors in a speaking lesson Table 3: Teachers’ activities and students’ preferences.
Table 4: Students’ expectation on teachers’ teaching Table 5: Teacher's opinions on teaching Fnglish speaking and students’ motivation in speaking Hnglish. Table 6: Teachers’ current teaching method Table 7: Difficulties teachers often faced in teaching English speaking. ‘Table 8: Techniques applied by teachers in motivating studemts.0 0 TABLE OF CONTENTS DECLARATION | ACKNOWTENGEMENTS. ABSTRACT LIST OF ABBREVIATIONS LIST OF TABLER.
TABLE OF CONTENTS PART A: INTRODUCTION. oo Aims of the study W Wow 3. Research questions 4, Scope of the study. Methods of the study.
Significance of the study. 7, Design of the study. PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW. Motivation in foreign language learning.
Definitions of motivation. Types of motivation m foreign language learning an 1. Some conditions for effective motivation in speaking. Demotivation in foreign language learning 1.1, Definitions of demotivation.
Demotivating factors in foreign language learning. Teaching speaking skill in foreign language 1.1, Definitions of speaking. Approaches to the teaching of speaking. The roles of the leacher in different stages of teaching speaking ACKNOWLEDGEMENTS First of all, I wish lo send my sincere thanks lo my supervisor, Dr.
Tran Thi Thu Hien for her valuable guidance, helpful suggestions and critical feedback throughout the research. I would ike to acknowledge my gratitude to all the lecturers in the Faculty of Postgraduate Studies, University of Languages and Intemational Studies, VNU for their useful lessons from whichI have benefited a lot for the accomplishment of this study, I am greatly indebted to my students at marine engine and navigation departments and my colleagues al HPC for their participation and assistance without which this study could not have been successful. but not teasl, T would like lo express my special thanks to my (amily and my close friends who offered me their love, care, support and encouragement so that I could accomplish my study ACKNOWLEDGEMENTS First of all, I wish lo send my sincere thanks lo my supervisor, Dr. Tran Thi Thu Hien for her valuable guidance, helpful suggestions and critical feedback throughout the research.
