VIETNAM NATIONAL UNIVERSITY, TANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADLATE STUDLES: NGUYEN THI HUONG FACTORS DEMOTIVATING STUDENTS TO PARTICIPATE IN ENGLISH SPEAKING LESSONS AT VIET-HUNG INDUSTRIAL UNIVERSITY (Những nhân tổ làm sinh viên giảm húng thú tham gia vào các giờ: học nói Tiếng Anh tại Trường Đại học Công nghiệp Việt - IIung) M. MINOR PROGRAMME THESIS Field of study: English Language Teaching Methodology Code: 601410 Hanoi - 2013 VIETNAM NATIONAL UNIVERSITY, HANOT UNTVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYEN TH] HƯƠNG FACTORS DEMOTIVATING STUDENTS TO PARTICIPATE IN ENGLISH SPEAKING LESSONS AT VIET-HUNG INDUSTRIAL UNIVERSITY (Những nhân tổ làm sinh viên giảm hứng thú tham gia vào các giờ' học nói Tiếng Anh tại Trường Đại học Công nghiệp Việt - Hung) M. MINGR PROGRAMME THESIS Ficld of study: English Language ‘caching Methodology Code: 60 1410 Supervisor: Phimg ‘Thi Kim Dung, M. Hanoi —- 2013 TABLE OF CONTENTS.
CANDIDATE'S STATEMENT i ACKNOWLEBDGEMENTS. ke ke ke "^ ABSTRACT.e ke ke ke —- LIST OF TABLES iv LIST OF CHARTS. ke ke ke see BF LIST OF ABBREVIATIONS Vi TABLE OF CONTENTS vil PART ONE — INTRODUCTION. Objectives of the study.
sesesntnee sesesntnee sesesntnee 3. Scope of the study w 4. Design of the study. PART TWO — DEVELOPMERT.
CHAPTER 1 — LITERATURE REVIEW. Theoretieal background of speaking sieilL. Characteristios of speaking skill 5 1. The roles of speaking in HLT.
Theoretical background of đemotivation. Conception of demotivation 7 1. The soneept of demotivation as idenufied in previous studies.1, Demotivating factors iđentiied by Dórnyei 8 1. Demotivating factors identified by Oxford u CHAPTER2— METHODOLOGY.
Data collection and analysis 13 vii PART ONE - INTRODUCTION ‘This chapter works as the guideline for readers to understand what will be discussed in the whole r eh. Tt icans that this part will give the sationales, the significance and purposes, the scope, the method and the design of the rest of the study. Rationales It cannot be denied that English has become more and more important in every part of the world. As a result, the need of having good ability of English also increases.
People want to communicate in English Quently, so they spend money and time attempting to leam it. In Vietnam, Unglish language's role has gotten bigger and become a compulsory subject at every level of education (school, college ancl imiversily) Realizing the necessity of Hnglish in the development of the society in general and of each individual in particular, every leamer wants to be competent in Rnglish and uses if to cornmunieate wilh (oreigners, That's why most schools ow focus on developing students’ ability of speaking English. Indeed, different skills (Speaking, Listening, Reading, and Writing) have cerlain roles in English language Icamning, but the final aim of leamers is to use spoken language to communicate with other people. Communication is a basic and necessary demand for everyone and people have to leam how to speak.
Moreover, speaking is considered having more important place than other skills. Mastering speaking skill can reinforce learners to gain better achievement in other skills such as Listening, Reading, and Writing Because of vital position of speaking, learners of English should have motivation and positive attitude to leaning English speaking. But contrary to popular belief, in the process of leaching and leaming 1o speak English, students have to deal with a number of difficultics including the factors demotivating students to speak. In Vict-Hung University, speaking skill is also a focus.
However, a lot of them confide that they are not willing to take part in speaking lessons. Obviously, there may exist, cerlain faclors thal. deler students [rom parlicipaling im speaking classes. In an attempt to find out the causes of the situation, the author had decided to attend some English speaking sessions.
She discovered that the students, most of the time, just like to listen and kept silent when being required to say something. Hven when the teachers tried to organize activities to stir up the atmosphere, no big changes ever happened Thus, il is a real chatlenge for them to gel. students lo be involved teaching. Ihe idea of working out the factors that demotivate students to learn speaking skills has urged the author to embark on the study entitled “Factors demotivating students to participate in English speaking lessons at Vict — Hung Industrial University”.
his study is valuable not only for teachers of English but also for the leamers who learn English. Being aware of the factors that make learners loss interested in speaking English, teachers can work oul the way lo encourage learners to enjoy learning, ‘Ihe author hopes that with the results of this sludy, Viel-Hung Universily students will find English speaking lessons exciting and are willing to take part m. Objectives of the study The study is conducted to achieve three main objectives: + to investigate Viet-Hung University students’ attitudes to learning English speaking skills. | to explore the factors that demotivate students of Viet-Hung University ta get involved in the Hnglish speaking lessons.
+ to recommend some solutions ta remove these demotivating factors from English speaking sessions 3. Scope of the study Speaking skill is a large topic that consists of many aspects. However, in this sludy, the author only focuses on the favtors Wal make students of Viel-Hung ba words arc being spoken as they are being decided and as thoy are being understood.” ‘he fact that the words are spoken and decided at the same time has big off on the speaker’s nồnhly to plan and orga © the mess ge and to control the language being used. Indeed, the length and complexity of spoken sentences cannot be the same as the ones in written ones because the speakers do not have as much time to plan and prepare as the writers.
Moreover, speakers often make more mistakes in their utterances than the writers in tenns of both the message and the words. We may forget what we intend to say and repeat whal we have already mentioned. The words are also heing spoken as they are being understood. When the sentences are uttered, they go immediately.
‘hey cannot be reread like in writing, which can lead to misunderstanding when the listoners miss some part of whal he speakers have said because of the noise, or a moment’s distraction. The last characteristic is that speaking is considered an undervalued skill in many ways (Bygale 1987). The reason is thal. almost all people can speak and try to speak.
He also states that speaking should get as much attention as literacy skills. Learmers offen need to be able to speak with confidence in order lo carry out the basic transactions. Morcover, in most speaking, the person toe whom we are speaking is in front of us and be able to put us right if we make mistakes. Ile is the speaker's listener who generally shows agreement and understanding, or incomprehension.
‘hus, speakers need to have patience and imagination, too. He has to take notice of the way the listeners feel and behave by giving them chance to speak. At the same time they can play the role of the listeners and the speaker By this way a listener can help the speaker be more improved and competent because a listener can give learners models to utilize when acting a speaker. In addition, being a hearer firsi.
helps the leaner appreciale the difficullies inherent in the task. It is clear that givmg a speaker experince in a hearer’s role is more helpful than simple practice in tasks in which a speaker is having real difficulties in appreciating what. a particular task requires 2. The research oontext.
¬— ¬— ¬— seo, TẾ CHAPTER 3— DATA ANALYSIS AND FINDIN' 3.1 Data analysis of students” response. TH se TH se sec TR 3. Data analysis of teachers’ responses 27 3. Findings and recornmendations 36 3.
Summary of the findings. TH se TH se ——- 3. Recommendations 38 PART THREE - CONCLUSION: _ 4 1. Summary of the study.
TH se TH se TH se eo 4l 2. Limitations of the study 41 3. Suggestions for further studies 42 REFERENCES. Appendix1 veescscssssiscenenissee ¬— ¬— ¬— sen T AAppendix 2u.
¬— ¬— ¬— seo VŨ Appendix 3 xu Appendix 4á. sete ¬— ¬— ¬— seo XVH PART ONE - INTRODUCTION ‘This chapter works as the guideline for readers to understand what will be discussed in the whole r eh. Tt icans that this part will give the sationales, the significance and purposes, the scope, the method and the design of the rest of the study. Rationales It cannot be denied that English has become more and more important in every part of the world.
As a result, the need of having good ability of English also increases. People want to communicate in English Quently, so they spend money and time attempting to leam it. In Vietnam, Unglish language's role has gotten bigger and become a compulsory subject at every level of education (school, college ancl imiversily) Realizing the necessity of Hnglish in the development of the society in general and of each individual in particular, every leamer wants to be competent in Rnglish and uses if to cornmunieate wilh (oreigners, That's why most schools ow focus on developing students’ ability of speaking English. Indeed, different skills (Speaking, Listening, Reading, and Writing) have cerlain roles in English language Icamning, but the final aim of leamers is to use spoken language to communicate with other people.
Communication is a basic and necessary demand for everyone and people have to leam how to speak. Moreover, speaking is considered having more important place than other skills. Mastering speaking skill can reinforce learners to gain better achievement in other skills such as Listening, Reading, and Writing Because of vital position of speaking, learners of English should have motivation and positive attitude to leaning English speaking. But contrary to popular belief, in the process of leaching and leaming 1o speak English, students have to deal with a number of difficultics including the factors demotivating students to speak.
PART ONE - INTRODUCTION ‘This chapter works as the guideline for readers to understand what will be discussed in the whole r eh. Tt icans that this part will give the sationales, the significance and purposes, the scope, the method and the design of the rest of the study. Rationales It cannot be denied that English has become more and more important in every part of the world. As a result, the need of having good ability of English also increases.
People want to communicate in English Quently, so they spend money and time attempting to leam it. In Vietnam, Unglish language's role has gotten bigger and become a compulsory subject at every level of education (school, college ancl imiversily) Realizing the necessity of Hnglish in the development of the society in general and of each individual in particular, every leamer wants to be competent in Rnglish and uses if to cornmunieate wilh (oreigners, That's why most schools ow focus on developing students’ ability of speaking English. Indeed, different skills (Speaking, Listening, Reading, and Writing) have cerlain roles in English language Icamning, but the final aim of leamers is to use spoken language to communicate with other people. Communication is a basic and necessary demand for everyone and people have to leam how to speak.
Moreover, speaking is considered having more important place than other skills. Mastering speaking skill can reinforce learners to gain better achievement in other skills such as Listening, Reading, and Writing Because of vital position of speaking, learners of English should have motivation and positive attitude to leaning English speaking. But contrary to popular belief, in the process of leaching and leaming 1o speak English, students have to deal with a number of difficultics including the factors demotivating students to speak.
