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TABLE OF CONTENTS
ABSTRACT i
ACKNOWLEDGEMENTS ii
ABBREVIATIONS iii
INTRODUCTION 1
1. RATIONALE 1
2. OBJECTS OF STUDY 2
3. AIMS OF STUDY 2
4. SCOPE OF STUDY 2
5. METHODOLOGY OF STUDY 3
6. RESEARCH HYPOTHESES 3
7. DESIGN OF THE STUDY 3
PART II: DEVELOPMENT 5
CHAPTER I: LITERATURE REVIEW 5
1.1. SOME DEFINITIONS 5
1.2. FACTORS PREVENT STUDENTS FROM PRESENTING A TOPIC 5
1.2.1. Factors of Foreign Language Anxiety 5
1.2.2. Factors associated with Learner’s own sense of ‘self’ and ‘language classroom environment’ 8
1.2.3. Classroom procedure 10
1.3. Socio-cultural factors 11
1.3.1. Social environment for L2/FL acquisition 11
1.3.2. Errors in social setting 12
1.4. COMMUNICATIVE CLASSROOM ACTIVITIES 12
1.4.1. Purpose 12
1.4.2. Requirements 13
1.4.3. Types of communicative classroom activities 14
1.5. INTEGRATING SKILLS AND PRESENTATION 16
1.5.1. Important of integrating skills 16
1.5.2. Presentation through reading activities 17
1.5.3. Presentation through writing activities 17
1.5.4. Presentation through listening activities 17
CHAPTER II 19
THE STUDY 19
2.1. Aims 19
2.2. Informants 19
2.3. Hypotheses: Remarks on some problems of English learning and teaching at Marie Curie High school, Hai Phong city. 19
2. 3.1. Materials 19
2.3.2. Teachers’ method 20
2.3.3. Students’ motivation 20
2.4. Methods 21
2.5. Data collection 22
2.6. Data analysis 23
2.6.1. Survey questionnaire for teachers 23
2.6.2. Survey questionnaire for students 25
2.7. Discussion of the findings 27
CHAPTER III: 29
3.1. Information sources 29
3.2. Activities in class 30
Simulations 38
3.3. Practical tips for teachers 40
Personalization 40
Suitable Level of Difficulty 40
Pair work and group-work 40
Mistake correction 41
PART III 42
CONCLUSION 42
1. Summary of the study 42
2. Limitations of the study 43
3. Suggestions for further study 43
REFERENCES 44
APPENDIX 1 I
APPENDIX 2 III
APPENDIX 3 V
Social interaction activities
Social interaction activities are those which place emphasis on social as well as functional aspects of communication. Learners must still aim to convey meanings effectively, but must also pay greater attention to the social context in which the interaction takes place. Success is now measured not only in terms of functional effectiveness of the language but also in terms of the acceptability of the forms that are used. In the early stages of learning, acceptability may mean little more than a reasonable degree of accuracy in pronunciation and grammar. Later, it will increasingly come to include producing language which is appropriate to specific kinds of social situation. Examples of these activities are pair/group-work activities such as simulations, role-plays, and discussions.
1.5. INTEGRATING SKILLS AND PRESENTATION
1.5.1. Important of integrating skills
The term “integrated skills” is frequently used as if it was almost synonymous with reinforcement. Viewed in this way, the process of integrating language skills involves linking them together in such a way that what has been learnt and practices through the tasks of one skill is reinforced and perhaps extended through further language activities which bring one or more of the other skills into use.
Therefore, typically, a piece of spoken language, in the form of a dialogue, will be followed by relating writing activities. Indeed, this pattern-oral work leading to reading and writing- has almost become the classical model for the organization of learning materials into “lesson” or “units”. The extent to which this is done and the way in which it is implemented, in the form of teaching materials will be influenced by such factors as the level of the course, the relative importance of skills for the learners, and the view taken of the optimum ordering of the skills, but overall, this kind of skill linking is regarded as pedagogically sound.
This consumption can be supported by the importance of integrated skills activities as follows (Donn Bryne, 1987)
They provide opportunities for using language naturally, not just practicing it.
Many pair- and group work activities call for a variety of skills, sometimes simultaneously in order to involve all the learners.
Learners seem to learn better when they are engaged in activities which involve more than one skill.
We are not of course suggesting that single-skill activities are not effective: there will in fact be many occasions when we shall ask the learners just to talk or read or write, because this is appropriate. Equally, however, we should be looking for opportunities to knit together, because this is what happens in real life.
1.5.2. Presentation through reading activities
It is clear that, integrating skills is useful to create or to prepare contexts for practicing and using the intended language item or skill. In additions, the use of one skill leads quite naturally to the use of another. As a result, reading is likely to lead to speaking. To give simple example, if we read an advertisement for a job in the newspaper, we may discuss it with someone else or ring up and enquire the advertising company about the job.
More specifically, in the classroom, if we are looking for sources of talk, whether guided or free, it is apparent that many of these come from reading activities. Learners will, of course, need dialogues as conversational models but these are not necessarily the best stimuli for talk. A reading text on an interesting or relevant topic may be much more productive, often because the ideas are presented more directly. Through reading the learners can also greatly expand their receptive knowledge of the language, especially in the often area of vocabulary.
1.5.3. Presentation through writing activities
Similarly, writing activities are sources of talk. A writing activity, done collaboratively in pairs or small groups, will be accompanied by a good deal of talk-talk that is needed to “get something done”. For example, to prepare for a discussion, learners in pairs or groups take notes of their ideas and arguments. It is the same in problem- solving activities, learners prefer to note down solutions to speak fluently and logically. There are many other speaking activities necessarily prepared by writing activities in advance. Generally, the writing activities before presenting a topic are very beneficial, especially for language students at elementary level. They can write to arrange ideas and memorize words and expressions as well, which will Giúp them to speak more easily and confidently.
1.5.4. Presentation through listening activities
Like reading and writing activities, listening activities do create a stimulus for speaking activities. For example, students hear a short conversation (or an extract from a long conversation), which provides very few clues as to what the speakers are talking about. The learners themselves have to decide who the speakers are, where they are, what they are talking about and possibly what will happen next. This type of listening then, leads on naturally to discussion. In another listening activity, learners are given some information, for example about a town (places of interest, facilities, etc.) in the form of a talk or conversation, on the basis of which they have to plan a visit. The planning involves discussion and decision-making activities; making choices between places, events; activities for which the background information is made available in the recorded form.
However, oral communicative activities through listening comprehension require learners to have a comparatively good listening ability so that learners can catch information and ideas for speaking activities afterwards. Therefore, it is necessary for learners to do simple listening activities right from the beginning of the course and then they can gradually do oral communicative activities effectively based on listening comprehension.
CHAPTER II
THE STUDY
2.1. Aims
The survey is aimed to investigate the current situation of teaching and learning the speaking skill in general and learning how to make presentation in English in particular. First, the specific objectives are to search for the attitudes of students and teachers towards the speaking skill and to find out how presentation is taught. Second, the survey is to study both teachers’ and students’ views of the important factors that effect students’ ability of presentation, and their preference to those given by the teachers. Besides, the survey will Giúp to see what the difficulties of both teachers and students are when they deal with presentation task in an English speaking class. Finally, it will recommend some implications for applying classroom activities to motivate students to present their ideas.
2.2. Informants
The informants participating in the survey are 100 grade 10th students of two English classes at Marie Curie High school. They almost come from Hai Phong city. Most of them have been learning English for four years at lower secondary school. However, only few students could express intelligibly in English. This means that they were beginners in speaking English when they entered high school. Few of them can talk about topics required in the English text book.
2.3. Hypotheses: Remarks on some problems of English learning and teaching at Marie Curie High school, Hai Phong city.
2. 3.1. Materials
The English materials used in Marie Curie High school language classes are very limited. They are almost only the textbooks compiled by Vietnamese teachers. It is hard for students to have authentic materials such as English newspapers and magazines, visual and audio aids. Therefore, their English lessons are less exciting. The learners also find it hard to get access to the real “language”.
2.3.2. Teachers’ method
Most teachers of English, not only at Marie Curie High school, but also in other high schools, tend to focus on teaching grammatical structures, vocabulary, reading and writing skills to Giúp their students get good scores in examinations. Besides, they tend to apply traditional techniques of the traditional method, for example, repeating dialogues in the textbooks, giving questions for students to answers. Due to this method, the students have little interest in English lessons and their learning is passive and unsuccessful. Moreover, their speaking ability is not practiced and improved.
2.3.3. Students’ motivation
So far, the major aim of Marie Curie High school students in learning English is still aimed at passing school written examinations. In fact, these examinations are mostly based on grammatical structures, vocabulary, reading comprehension, and writing skill. Consequently, despite their interest in developing ...
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TABLE OF CONTENTS
ABSTRACT i
ACKNOWLEDGEMENTS ii
ABBREVIATIONS iii
INTRODUCTION 1
1. RATIONALE 1
2. OBJECTS OF STUDY 2
3. AIMS OF STUDY 2
4. SCOPE OF STUDY 2
5. METHODOLOGY OF STUDY 3
6. RESEARCH HYPOTHESES 3
7. DESIGN OF THE STUDY 3
PART II: DEVELOPMENT 5
CHAPTER I: LITERATURE REVIEW 5
1.1. SOME DEFINITIONS 5
1.2. FACTORS PREVENT STUDENTS FROM PRESENTING A TOPIC 5
1.2.1. Factors of Foreign Language Anxiety 5
1.2.2. Factors associated with Learner’s own sense of ‘self’ and ‘language classroom environment’ 8
1.2.3. Classroom procedure 10
1.3. Socio-cultural factors 11
1.3.1. Social environment for L2/FL acquisition 11
1.3.2. Errors in social setting 12
1.4. COMMUNICATIVE CLASSROOM ACTIVITIES 12
1.4.1. Purpose 12
1.4.2. Requirements 13
1.4.3. Types of communicative classroom activities 14
1.5. INTEGRATING SKILLS AND PRESENTATION 16
1.5.1. Important of integrating skills 16
1.5.2. Presentation through reading activities 17
1.5.3. Presentation through writing activities 17
1.5.4. Presentation through listening activities 17
CHAPTER II 19
THE STUDY 19
2.1. Aims 19
2.2. Informants 19
2.3. Hypotheses: Remarks on some problems of English learning and teaching at Marie Curie High school, Hai Phong city. 19
2. 3.1. Materials 19
2.3.2. Teachers’ method 20
2.3.3. Students’ motivation 20
2.4. Methods 21
2.5. Data collection 22
2.6. Data analysis 23
2.6.1. Survey questionnaire for teachers 23
2.6.2. Survey questionnaire for students 25
2.7. Discussion of the findings 27
CHAPTER III: 29
3.1. Information sources 29
3.2. Activities in class 30
Simulations 38
3.3. Practical tips for teachers 40
Personalization 40
Suitable Level of Difficulty 40
Pair work and group-work 40
Mistake correction 41
PART III 42
CONCLUSION 42
1. Summary of the study 42
2. Limitations of the study 43
3. Suggestions for further study 43
REFERENCES 44
APPENDIX 1 I
APPENDIX 2 III
APPENDIX 3 V
Social interaction activities
Social interaction activities are those which place emphasis on social as well as functional aspects of communication. Learners must still aim to convey meanings effectively, but must also pay greater attention to the social context in which the interaction takes place. Success is now measured not only in terms of functional effectiveness of the language but also in terms of the acceptability of the forms that are used. In the early stages of learning, acceptability may mean little more than a reasonable degree of accuracy in pronunciation and grammar. Later, it will increasingly come to include producing language which is appropriate to specific kinds of social situation. Examples of these activities are pair/group-work activities such as simulations, role-plays, and discussions.
1.5. INTEGRATING SKILLS AND PRESENTATION
1.5.1. Important of integrating skills
The term “integrated skills” is frequently used as if it was almost synonymous with reinforcement. Viewed in this way, the process of integrating language skills involves linking them together in such a way that what has been learnt and practices through the tasks of one skill is reinforced and perhaps extended through further language activities which bring one or more of the other skills into use.
Therefore, typically, a piece of spoken language, in the form of a dialogue, will be followed by relating writing activities. Indeed, this pattern-oral work leading to reading and writing- has almost become the classical model for the organization of learning materials into “lesson” or “units”. The extent to which this is done and the way in which it is implemented, in the form of teaching materials will be influenced by such factors as the level of the course, the relative importance of skills for the learners, and the view taken of the optimum ordering of the skills, but overall, this kind of skill linking is regarded as pedagogically sound.
This consumption can be supported by the importance of integrated skills activities as follows (Donn Bryne, 1987)
They provide opportunities for using language naturally, not just practicing it.
Many pair- and group work activities call for a variety of skills, sometimes simultaneously in order to involve all the learners.
Learners seem to learn better when they are engaged in activities which involve more than one skill.
We are not of course suggesting that single-skill activities are not effective: there will in fact be many occasions when we shall ask the learners just to talk or read or write, because this is appropriate. Equally, however, we should be looking for opportunities to knit together, because this is what happens in real life.
1.5.2. Presentation through reading activities
It is clear that, integrating skills is useful to create or to prepare contexts for practicing and using the intended language item or skill. In additions, the use of one skill leads quite naturally to the use of another. As a result, reading is likely to lead to speaking. To give simple example, if we read an advertisement for a job in the newspaper, we may discuss it with someone else or ring up and enquire the advertising company about the job.
More specifically, in the classroom, if we are looking for sources of talk, whether guided or free, it is apparent that many of these come from reading activities. Learners will, of course, need dialogues as conversational models but these are not necessarily the best stimuli for talk. A reading text on an interesting or relevant topic may be much more productive, often because the ideas are presented more directly. Through reading the learners can also greatly expand their receptive knowledge of the language, especially in the often area of vocabulary.
1.5.3. Presentation through writing activities
Similarly, writing activities are sources of talk. A writing activity, done collaboratively in pairs or small groups, will be accompanied by a good deal of talk-talk that is needed to “get something done”. For example, to prepare for a discussion, learners in pairs or groups take notes of their ideas and arguments. It is the same in problem- solving activities, learners prefer to note down solutions to speak fluently and logically. There are many other speaking activities necessarily prepared by writing activities in advance. Generally, the writing activities before presenting a topic are very beneficial, especially for language students at elementary level. They can write to arrange ideas and memorize words and expressions as well, which will Giúp them to speak more easily and confidently.
1.5.4. Presentation through listening activities
Like reading and writing activities, listening activities do create a stimulus for speaking activities. For example, students hear a short conversation (or an extract from a long conversation), which provides very few clues as to what the speakers are talking about. The learners themselves have to decide who the speakers are, where they are, what they are talking about and possibly what will happen next. This type of listening then, leads on naturally to discussion. In another listening activity, learners are given some information, for example about a town (places of interest, facilities, etc.) in the form of a talk or conversation, on the basis of which they have to plan a visit. The planning involves discussion and decision-making activities; making choices between places, events; activities for which the background information is made available in the recorded form.
However, oral communicative activities through listening comprehension require learners to have a comparatively good listening ability so that learners can catch information and ideas for speaking activities afterwards. Therefore, it is necessary for learners to do simple listening activities right from the beginning of the course and then they can gradually do oral communicative activities effectively based on listening comprehension.
CHAPTER II
THE STUDY
2.1. Aims
The survey is aimed to investigate the current situation of teaching and learning the speaking skill in general and learning how to make presentation in English in particular. First, the specific objectives are to search for the attitudes of students and teachers towards the speaking skill and to find out how presentation is taught. Second, the survey is to study both teachers’ and students’ views of the important factors that effect students’ ability of presentation, and their preference to those given by the teachers. Besides, the survey will Giúp to see what the difficulties of both teachers and students are when they deal with presentation task in an English speaking class. Finally, it will recommend some implications for applying classroom activities to motivate students to present their ideas.
2.2. Informants
The informants participating in the survey are 100 grade 10th students of two English classes at Marie Curie High school. They almost come from Hai Phong city. Most of them have been learning English for four years at lower secondary school. However, only few students could express intelligibly in English. This means that they were beginners in speaking English when they entered high school. Few of them can talk about topics required in the English text book.
2.3. Hypotheses: Remarks on some problems of English learning and teaching at Marie Curie High school, Hai Phong city.
2. 3.1. Materials
The English materials used in Marie Curie High school language classes are very limited. They are almost only the textbooks compiled by Vietnamese teachers. It is hard for students to have authentic materials such as English newspapers and magazines, visual and audio aids. Therefore, their English lessons are less exciting. The learners also find it hard to get access to the real “language”.
2.3.2. Teachers’ method
Most teachers of English, not only at Marie Curie High school, but also in other high schools, tend to focus on teaching grammatical structures, vocabulary, reading and writing skills to Giúp their students get good scores in examinations. Besides, they tend to apply traditional techniques of the traditional method, for example, repeating dialogues in the textbooks, giving questions for students to answers. Due to this method, the students have little interest in English lessons and their learning is passive and unsuccessful. Moreover, their speaking ability is not practiced and improved.
2.3.3. Students’ motivation
So far, the major aim of Marie Curie High school students in learning English is still aimed at passing school written examinations. In fact, these examinations are mostly based on grammatical structures, vocabulary, reading comprehension, and writing skill. Consequently, despite their interest in developing ...
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