Luận văn tiếng Anh: The use role-play activities in improving speaking skills of first-year Chemistry-majors at Hanoi University of Industry = Sử dụng các hoạt động “đóng vai” trong việc cải thiện kỹ năng nói cho sinh viên năm thứ nhất khoa Công nghệ hóa- trường Đại học Công Nghiệp Hà Nội. M.A. Thesis Linguistics: 60 14 10
Nhà xuất bản: University of Languages and International Studies
Ngày: 2011
Chủ đề: Tiếng Anh
Phương pháp giảng dạy
Kỹ năng nói
Miêu tả: 51 p. + CD-ROM
M.A. Thesis. English Teaching Methodology -- University of Languages and International studies. Vietnam National University, Hanoi, 2010
The context of international integration and development has attached increasing importance to communication in general and oral communication in particular. Oral communication skills or speaking skills therefore have become the focus of language teaching as far as the objectives of English course of the Faculty of Chemistry, Hanoi University of Industry (HaUI) are concerned. With a lot of advantages, role-play is considered one of the most potential activities to Giúp students promote their speaking skills. As one of the first attempts to explore the application of using role-play in speaking classroom for a specific group of learners, namely first-year chemistry-majors, this paper sheds light on both the students and teachers’ attitude towards using role-play, the difficulties they encounter as well as suggestions for utilizing this kind of activity effectively. To achieve the aims of the study, a survey was conducted with 120 first-year chemistry-majors and twenty teachers being involved. To enhance the quality of information collected from the questionnaire and Giúp the researcher provide more details to the findings, interviews were employed. The results of this research show many positive signs in students and teachers’ attitude towards using role-play in improving speaking skills. By identifying the difficulties they face, the paper suggests some changes in the students’ participation, the teachers’ roles during role-play activities as well as alteration of the management board. The study is of great use to those who want to find an effective way of using role-play to teach speaking skills and thanks to it, students will be more interested in learning speaking to gain a better result
Declaration
Acknowledgements
Abstract
Table of contents
List of tables
List of charts
List of abbreviations
CHAPTER I: INTRODUCTION
1.1. Rationale
1.2. Aims of the study
1.3. Scope of the study
1.4. Significance of the study
1.5. Method of the study
1.6. Design of the study
CHAPTER II: LITERATURE REVIEW
2.1. Communicative Language Teaching & Cooperative Learning
2.1.1. Characteristics of Communicative Language Teaching
2.1.2. Cooperative Learning
2.2. Role-play in developing speaking skills
2.2.1. What is role-play?
2.2.2. Types of Role Play and Procedures in Using Role Play
2.2.3. Roles of Teachers and Students in role-play activities
2.2.4. Significance of Role Play in Developing Speaking Skills
CHAPTER III: THE STUDY
3.1. Setting of the study
3.2. The study
3.2.1 Type of research
3.2.2. Participants
3.2.3. Data collection instruments
3.2.4. Data collection procedure
3.2.5. Data analysis procedure
3.3. Results
3.3.1. Research question 1 and 2
3.3.2. Research question 3
3.3.3. Research question 4
3.4. Discussion
CHAPTER IV: CONCLUSION
4.1. Major findings of the study
4.2. Implications
4.3. Limitations of the study
4.4. Suggestions for further research
REFERENCES
APPENDICES
Appendix 1: Questionnaire for students
Appendix 2: Questionnaire for teachers
Appendix 3: Interview questions for students
Appendix 4: Interview questions for teachers
CHAPTER 1: INTRODUCTION
This initial chapter presents the rationale, purpose, scope, significance, research methods and
design of the study. Above all, it is in this chapter that the research questions are identified to
work as clear guidelines for the whole research.
1.1. Rationale
Nowadays, when Vietnam is on the way to regional and global integration, a demand for
training students as competent communicators has been generated for Vietnamese education in
general and foreign language education in particular. A high proficiency of spoken English
becomes not only an academic goal but one of the crucial keys to a guarantee of a successful
career.
However, there exists one problem that teachers and students of English in Vietnam cope
with: the target language is mainly used in the classroom and learners have few opportunities
to use English in authentic contexts outside the classroom. This problem sets a challenging
task for teachers of English in Vietnam, that is to design communicative activities which can
provide students with “real” contexts for negotiating meaning so that they can develop
communicative competence.
This requires some changes in teaching approach from traditional ones which put emphasis on
the production of accurate grammatical sentences into CLT approach which focuses on
developing learners‟ communicative competence, i.e. the ability to communicate through
language. In CLT, learner-learner interaction is paid more attention with such classroom tasks
as problem solving, decision – making, opinion exchange, picture dictation and jig saw tasks,
etc. However, if teachers want to make these tasks beneficial and motivating to students, they
should take into consideration the following questions raised by Hedge (2002: 263, cited in
Rong, R & Lanying, X. 2008):
1. Which activities encourage participation from all students and so ensure that they
all get practice opportunities?
2. Which activities oblige negotiation of meaning?
In order to determine the effectiveness of classroom activities, a search for teachers and
students‟ perception of these activities is necessary otherwise students may undervalue the
tasks assigned by teachers if there are any differences between their beliefs and teachers‟ ones,
which may cause students‟ inactive participation and gradual loss of motivation in learning.
Considered an integral part of English learning, “communicative task” has been introduced at
HaUI but implementing it is not a simple work. Proper pedagogical tasks are of significance to
the effectiveness of English course here. However, little research has been carried out on this
topic. Hence, there exists a gap which the current study will be aimed at bridging.
The above reasons have urged the author to conduct a study to gain more insight into the
current situation of using classroom activities with a focus on role-play tasks and try to draw
some implications for using role-play to improve speaking skills for 1st-year students at the
Faculty of Chemistry – Hanoi University of Industry (FC - HaUI). It is hoped that this study
will lay a foundation on which subsequent research into this matter is based and developed.
1.2. Aims of the study
Firstly, this research is carried out in order to investigate the reality of applying role-play
activities in teaching speaking skills to 1st-year students at the Faculty of Chemistry – Hanoi
University of Industry. Additionally, it is planned to explore students and teachers‟ attitude
towards role-play activities as well as the difficulties in using these activities in improving
speaking skills.
In brief, the research paper seeks the answers to the following questions:
a. What is the current situation of using role-play activities to teach speaking to 1st-year
students at the Faculty of Chemistry – Hanoi University of Industry?
b. What are teachers and students’ attitude towards using role-play activities in speaking
lessons?
c. What are the difficulties in using role-play activities to teach speaking skills to 1st-year
chemistry majors at HaUI?
d. What are implications of making role-play activities successful in speaking class of 1styear FC students?
1.3. Scope of the study
g
Teachers’ giving feedback
11. What difficulties do you face in role-play activities? (You can choose more than one
option)
a. Your limited linguistic competence
b. Your partner’s limited linguistic competence
c. Lack of motivation
d. Insufficient Giúp from teachers
e. Others (please specify):…………………………………………………………………
12. What do you expect your teacher to do for more effective role-play activities? (You
can choose more than one option)
a. Prepare you with necessary vocabularies and background knowledge about the topic
b. Give clearer instructions
c. Choose more suitable topics
d. Offer Giúp during the activity
e. Others (please specify):…………………………………………………………………..
END OF QUESTIONNAIRE
If you are interested in the report of this research, and would like to receive it, would you please leave
me your address so I can contact you later:
Your name:…………………Your address:……………….Your email:…………………………………….
And if you have any questions, do not hesitate to contact me on 0904832009 or through my email
address: [email protected]
THANKS FOR YOUR COOPERATION!
Appendix 2
Questionnaire for teachers
My name is Nguyen Thi Thuy Nga and I am doing my master thesis paper on the topic
“Using role-play activities in improving speaking skills of first-year chemistry-majored
students at Hanoi University of Industry”. This questionnaire is aimed at seeking your
responses on your attitude towards using role-play to improve speaking skills. Your answer
Do Drive thay đổi chính sách, nên một số link cũ yêu cầu duyệt download. các bạn chỉ cần làm theo hướng dẫn.
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Nhà xuất bản: University of Languages and International Studies
Ngày: 2011
Chủ đề: Tiếng Anh
Phương pháp giảng dạy
Kỹ năng nói
Miêu tả: 51 p. + CD-ROM
M.A. Thesis. English Teaching Methodology -- University of Languages and International studies. Vietnam National University, Hanoi, 2010
The context of international integration and development has attached increasing importance to communication in general and oral communication in particular. Oral communication skills or speaking skills therefore have become the focus of language teaching as far as the objectives of English course of the Faculty of Chemistry, Hanoi University of Industry (HaUI) are concerned. With a lot of advantages, role-play is considered one of the most potential activities to Giúp students promote their speaking skills. As one of the first attempts to explore the application of using role-play in speaking classroom for a specific group of learners, namely first-year chemistry-majors, this paper sheds light on both the students and teachers’ attitude towards using role-play, the difficulties they encounter as well as suggestions for utilizing this kind of activity effectively. To achieve the aims of the study, a survey was conducted with 120 first-year chemistry-majors and twenty teachers being involved. To enhance the quality of information collected from the questionnaire and Giúp the researcher provide more details to the findings, interviews were employed. The results of this research show many positive signs in students and teachers’ attitude towards using role-play in improving speaking skills. By identifying the difficulties they face, the paper suggests some changes in the students’ participation, the teachers’ roles during role-play activities as well as alteration of the management board. The study is of great use to those who want to find an effective way of using role-play to teach speaking skills and thanks to it, students will be more interested in learning speaking to gain a better result
Declaration
Acknowledgements
Abstract
Table of contents
List of tables
List of charts
List of abbreviations
CHAPTER I: INTRODUCTION
1.1. Rationale
1.2. Aims of the study
1.3. Scope of the study
1.4. Significance of the study
1.5. Method of the study
1.6. Design of the study
CHAPTER II: LITERATURE REVIEW
2.1. Communicative Language Teaching & Cooperative Learning
2.1.1. Characteristics of Communicative Language Teaching
2.1.2. Cooperative Learning
2.2. Role-play in developing speaking skills
2.2.1. What is role-play?
2.2.2. Types of Role Play and Procedures in Using Role Play
2.2.3. Roles of Teachers and Students in role-play activities
2.2.4. Significance of Role Play in Developing Speaking Skills
CHAPTER III: THE STUDY
3.1. Setting of the study
3.2. The study
3.2.1 Type of research
3.2.2. Participants
3.2.3. Data collection instruments
3.2.4. Data collection procedure
3.2.5. Data analysis procedure
3.3. Results
3.3.1. Research question 1 and 2
3.3.2. Research question 3
3.3.3. Research question 4
3.4. Discussion
CHAPTER IV: CONCLUSION
4.1. Major findings of the study
4.2. Implications
4.3. Limitations of the study
4.4. Suggestions for further research
REFERENCES
APPENDICES
Appendix 1: Questionnaire for students
Appendix 2: Questionnaire for teachers
Appendix 3: Interview questions for students
Appendix 4: Interview questions for teachers
CHAPTER 1: INTRODUCTION
This initial chapter presents the rationale, purpose, scope, significance, research methods and
design of the study. Above all, it is in this chapter that the research questions are identified to
work as clear guidelines for the whole research.
1.1. Rationale
Nowadays, when Vietnam is on the way to regional and global integration, a demand for
training students as competent communicators has been generated for Vietnamese education in
general and foreign language education in particular. A high proficiency of spoken English
becomes not only an academic goal but one of the crucial keys to a guarantee of a successful
career.
However, there exists one problem that teachers and students of English in Vietnam cope
with: the target language is mainly used in the classroom and learners have few opportunities
to use English in authentic contexts outside the classroom. This problem sets a challenging
task for teachers of English in Vietnam, that is to design communicative activities which can
provide students with “real” contexts for negotiating meaning so that they can develop
communicative competence.
This requires some changes in teaching approach from traditional ones which put emphasis on
the production of accurate grammatical sentences into CLT approach which focuses on
developing learners‟ communicative competence, i.e. the ability to communicate through
language. In CLT, learner-learner interaction is paid more attention with such classroom tasks
as problem solving, decision – making, opinion exchange, picture dictation and jig saw tasks,
etc. However, if teachers want to make these tasks beneficial and motivating to students, they
should take into consideration the following questions raised by Hedge (2002: 263, cited in
Rong, R & Lanying, X. 2008):
1. Which activities encourage participation from all students and so ensure that they
all get practice opportunities?
2. Which activities oblige negotiation of meaning?
In order to determine the effectiveness of classroom activities, a search for teachers and
students‟ perception of these activities is necessary otherwise students may undervalue the
tasks assigned by teachers if there are any differences between their beliefs and teachers‟ ones,
which may cause students‟ inactive participation and gradual loss of motivation in learning.
Considered an integral part of English learning, “communicative task” has been introduced at
HaUI but implementing it is not a simple work. Proper pedagogical tasks are of significance to
the effectiveness of English course here. However, little research has been carried out on this
topic. Hence, there exists a gap which the current study will be aimed at bridging.
The above reasons have urged the author to conduct a study to gain more insight into the
current situation of using classroom activities with a focus on role-play tasks and try to draw
some implications for using role-play to improve speaking skills for 1st-year students at the
Faculty of Chemistry – Hanoi University of Industry (FC - HaUI). It is hoped that this study
will lay a foundation on which subsequent research into this matter is based and developed.
1.2. Aims of the study
Firstly, this research is carried out in order to investigate the reality of applying role-play
activities in teaching speaking skills to 1st-year students at the Faculty of Chemistry – Hanoi
University of Industry. Additionally, it is planned to explore students and teachers‟ attitude
towards role-play activities as well as the difficulties in using these activities in improving
speaking skills.
In brief, the research paper seeks the answers to the following questions:
a. What is the current situation of using role-play activities to teach speaking to 1st-year
students at the Faculty of Chemistry – Hanoi University of Industry?
b. What are teachers and students’ attitude towards using role-play activities in speaking
lessons?
c. What are the difficulties in using role-play activities to teach speaking skills to 1st-year
chemistry majors at HaUI?
d. What are implications of making role-play activities successful in speaking class of 1styear FC students?
1.3. Scope of the study
g
Teachers’ giving feedback
11. What difficulties do you face in role-play activities? (You can choose more than one
option)
a. Your limited linguistic competence
b. Your partner’s limited linguistic competence
c. Lack of motivation
d. Insufficient Giúp from teachers
e. Others (please specify):…………………………………………………………………
12. What do you expect your teacher to do for more effective role-play activities? (You
can choose more than one option)
a. Prepare you with necessary vocabularies and background knowledge about the topic
b. Give clearer instructions
c. Choose more suitable topics
d. Offer Giúp during the activity
e. Others (please specify):…………………………………………………………………..
END OF QUESTIONNAIRE
If you are interested in the report of this research, and would like to receive it, would you please leave
me your address so I can contact you later:
Your name:…………………Your address:……………….Your email:…………………………………….
And if you have any questions, do not hesitate to contact me on 0904832009 or through my email
address: [email protected]
THANKS FOR YOUR COOPERATION!
Appendix 2
Questionnaire for teachers
My name is Nguyen Thi Thuy Nga and I am doing my master thesis paper on the topic
“Using role-play activities in improving speaking skills of first-year chemistry-majored
students at Hanoi University of Industry”. This questionnaire is aimed at seeking your
responses on your attitude towards using role-play to improve speaking skills. Your answer
Do Drive thay đổi chính sách, nên một số link cũ yêu cầu duyệt download. các bạn chỉ cần làm theo hướng dẫn.
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