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DEVELOPING SPEAKING SKILLS THROUGH BUILDING VOCABULARY COMPETENCE,IMPROVING STRUCTURES , ENCOURAGING STUDENTS CONFIDENCE
Abstract
During the time of teaching English for the first year non-major and major
students at Binh Thuan Community College (BTCC), a researcher tested, and interviewed
98 students who were learning English in her classes. She found that her students had
difficulties in speaking English in a school environments. These difficulties resuled from
their weak speaking skills at secondary and high schools, Most students were found to
suffer from anxiety, had limited linguistic difficulties such poor knowledge of vocabulary
and basic structures.
Ninety-eight students took part in this action research with the help and
encouragement of the researcher and the two teachers who were asked to join the
research.
The results were analyzed through the twenty- three questionnaires for teachers
and students, and class observation records done by the researcher. This proceduce would
be considered as a bottom-up process. The research was limited to in class activities.
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Introduction
To keep pace with the development of our countrys economy and the cultural
interaction between Vietnam and other countries, learning languages, specially learning
English, has become a constant need. In secondary and high schools, English is taught as
a compulsory subject with the orientation to train the four skills: listening, speaking,
reading and writing. Speaking is one of the four language skills which requires teachers
and students to invest more time. In reality, however, most effort and time are spent on
teaching grammar, writing and translation and less attention is paid to teaching speaking.
The teacher staff depended on the textbooks. The students were very respecful of their
teachers in classes and students were passive receivers and teachers were talking most of
the time. On the other hand, competent teachers did not spend the time to investigate their
lessons to create a lot of active learning which depends on each subject and after a lesson
what they have learned about their lessons in teaching.
Speaking is also a great challenge for foreign language learners, and students
must master several difficult microskills, including the pronunciation of unfamiliar
phonemes, the correct placement of stress and intonation, and the approriate use of
formal and informal expressions. To complicate matters, students in an English as a
foreign language (EFL) environment have few opportunities to speak English inside or
outside of the classroom. Researchers and teachers now agree that there is no solution but
reform. Even speaking classes do not provide chances for oral interaction, as most of the
teachers talk on and on throughout the lesson without giving students any opportunity to
speak. This problem has lasted for many years, and we, teachers of English at Binh
Thuan Community College have done a lot to change the situation.
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Research Questions
1. Why cant students learn speaking skills?
2. What does the researcher do to improve students speaking skills at Binh Thuan
Community College (BTCC)?
Literature Review
1. Why cant students learn speaking skills?
English has become widely popular in Vietnam and also in Binh Thuan Province
and everyone has been eager to learn to speak it since the beginning of the developing
tourism at Binh Thuan. English is taught in all schools and centers of Foreign Languages
with the accelerating growth of our country, the increased frequency of interchanges with
other nations, and the growing complexity of international relations, the importance of
communication by means of English is becoming greater and greater in every field of our
lives. The need to learn English will undoubtedly continue to become more widespread.
Even if English is taught in all schools, give less attention to spoken English. In these
schools, students learn the four language skills. In reality, the primary focus is on
students learning translation of texts from the target language to the native language by
learning only grammatical rules and list of vocabulary. Communication is carried out
through two forms: written and oral form. Which one is more essential? Which came first
in human history? Many students equate being able to speak a language as knowing the
language and therefore view learning the language as learning how to speak the language,
or as Nunan (19910 wrote, success is measured in terms of the ability to carry out a
conversation in the language. Therefore, if students do not learn how to speak or do not
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get any opportunity to speak in the language classroom they may soon get de-motivated
and lose interest in learning. Moreover, the teacher directs and controls the language
behavior and corrects studentserrors. Furthermore, efforts to teach students to listen,
speak, read and write simply go down the drain becauce the learning of these skills do
not connect to real life, the content of lessons was being unrelated to studentsreality, the
teacher teaches traditional methods, uses rigid programs from The Vietnamese Ministry
of Education and Training, there are many students in the same classes (large classes) at
least forty students, and students level is mixed ability. In classes, students conduct oral
presentation, listen to taped passages, but these activities were not related to what they
really wanted to do. It can be said that speaking is fundamental to human communication.
Just think of all the different conversations the teachers and students do in a day and
compare that to written communication. Which do we do more of? In our daily lives, we
speak more than we write. In fact, many teachers of English still spend the majority of
class time on reading and writing practice almost ignoring speaking and listening skills.
However, many students can not use their English to communicate after seven years of
learning schools.When they enter college, they learn many different fields as
Accounting, Information Technology, Electricity and Electronics, Business
Administration, Tourism Culture and English. All of the first year students have to learn
Basic English because English is also one of the compulsory subject that students have to
study in three years at BTCC. Their speaking skills in the class is worth thirty percent of
the final marks, and the final written seventy percent. Furthermore, most of the students
at BTCC come from different districts with a wide range of English knowledge. Town
students have better conditions to learn English than students from the countryside. Also
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in a sentence. Vocabulary is acquired incidentally through indirect exposure to words and
intentionally through explicit instruction in specific words and word-learning strategies.
According to Michael Graves (2000), there are four components of an effective
vocabulary program:
Wide or extensive independent reading to expand word knowledge.
Instruction in specific words to enhance comprehension of texts containing those
words.
Word consciousness and word-play activitives to motivate and enhance learning.
There are many ways to develop vocabulary for students as the teacher can use a
dictionary to teach their students about a words meaning, the root words, prefixes, and
suffixes and through repetition. A more general way to help students develop vocabulary
is fostering word consciousness, an awareness of and interest in words.
2.1. Developing speaking skills through building vocabulary.
There are many ways to improve students vocabulary. Students can learn new words in
different situations and contexts. For example, students can study vocabulay through
skills such as reading, speaking, listening and writing.
To improve studentsspeaking skills, they have to learn vocabulary trees because these
help them discover themselves thinking in vocabulary groups. When seeing a cup, their
mind will quickly relate such words as a knife, a fork, and dishes, or when reading a word
they can find the same meaning of the word such as kind the same meaning word type,
sort. Teachers can also create a list of vocabulary themes, include the vocabulary, a
definition and an example sentence for each new item.
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There are also ways to improve studentsdeveloping vocabulary. Besides, teacher can
also use word building, object guessing, watching video of the films, DVDs, CDs.
Moreover, listening songs in English is a great way to help students understand native
speakers of English.
Word repetition is a useful tool for building vocabulary. If the teacher wants their
students to have vocabulary knowledge, firstly, the teacher have to make them repeat
words several times a day, every day, to keep the words in their memory. Secondly,
students can write down the words to read themselves frequently. Focusing on the
meanimg will help them remember the word next time it is needed.
Playing games is also a great and an interesting way to help student learn building
vocabulary.
According to Nation (1990), he describes word knowledge in terms of receptive and
productive knowledge, which together comprise the four language skills. Receptive
knowledge is recognizing and understanding the words when listening to a conversation
or reading a text and productive knowledge is using words fluently and appropriately
when speaking and writing. The receptive and productive skills relate to each other in
important ways and can also be caregorized as written skills (reading and writing) and
oral skills (speaking and listening) (Nation 2001b).
For example, a student can not write without reading and can not hold a meaningful
conversation without listening. This interrelationship between productive and receptive
skills makes it crucial to adopt a four-skill approach to vocabulary teaching.
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The receptive skills, and especially reading, are known to be effecttive ways to acquire
vocabulary. Therefore, in addition to general strategies for vocabulary acquisition, there
is a pressing need for methods that will bring new and familiar words into productive use.
One useful strategy in learning vocabulary is to mastter a large number of word
of high frequency. Nation and Waring (1997) suggest that learners need a receptive
vocabulary of 3,000 to 5,000 word families and a productive vocabulary of 2,000 to
3,000 word families to function well in their daily use of Engilsh.
Vocabulary knowledge can not be gained from one single encounter with a word, even if
this encounter involves a lot of direct teaching effort (Nation 2001b). Vocabulary
knowledge, as much for the second language as for the first language learner, will grow
gradually only through successive encounters with the word in various contextx and
through different activities while the individual is exposed to large amounts of
comprehensible input (Nagy 1997,74).
According to Nation (2001a,23), learners should learn low frequency words gradually
after they know the high frequency words, and teachers should not spend valuable class
time on low frequency words because there are too many of them and the time spent on
them is not repaid by opportunities to meet and use them. When necessary, four
strategies for learning low frequency words include guessing the words from contexts,
studying words on small cards, analying the parts of words (roots, prefixes, and suffixes)
and using a dictionary to look up meaning (Nation 2001a).
A reasonable solution is to support a more integrated approach,where speaking is
added to reading and writing lessons to ensure that students receive essential practice in
oral communication. Since the listening skill is already a natural complement to any true
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speaking activity, adding speaking opportunities to a reading or writing lesson
automatically allows students to integrate at least three skills. This integration has many
advantages, as it adds variety, encompasses students different streghts, and creates
interactive possibilities by focusing on both productive and receptive skills. In addition,
the interesting topics associated with reading and writing lessons lend themselves well to
speaking tasks. This facilitates students acquisition of English by providing them with
topics to discuss and opportunities to test their language hypothesis. To institute such a
change, the researcher recommends an oral language component into her intensive
reading classes for elementary level non English major students.
2.2. Developing speaking skills through inproving structures
The teacher explain and provide to students with the specific definition, meaning of a
word right in the sentence. For example, teachers can give their students the verb need
and explain that need is used with to infinitive (ordinary verb), and bare infinitive
(modal verb). Therefore, the structure is one of needs to know in order to speak in
learning language. It is clear that one needs sufficient vocabulary, adequate grammar, and
syntax to express ones ideas correctly.
According to previous researchers simple language structures school be taught before
complex ones and no matter how the language is presented to learners, certain structures
are acquired before others. This suggests that it is neither necessary not desirable to
restrict learners exposure to certain linguistic structures which are perceived by a linguist
as being simple.
On the other hand, structures also help students with a lot of advantages in speaking
English. While teaching reading, teacher can not teach all the structures in a reading
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lesson for their students. Structures is knowledge which belongs to linguistic competence
and the concept of communicative competence.
2.3. Developing speaking skills through encouraging students confidence.
After researching, the researchers recognized that students who learned speaking skills at
college were motivated. From the beginning of secondary or high schools, they did not
study English well because they did not have a lot of vocabulary knowledge. When they
spoke they were afraid of mistakes neither their teachers often corrected their errors
Therefore, they disliked studying and lost their motivation in learning English, they also
found English learning was uninterested. When they entered college , teachers had to
help and pay attention to them because of their bad speaking English in class. Later, they
made progress in their studying, and they found English learning useful and interesting.
Their motivation in learning English increased and they became good or bad students
depending on the teaching and practicing activities in the class. In addition, the classroom
provided the only enviroment for language students to practice through working in pairs,
playing games, role playing, interviews and questionnaires. It is a community of learners
who have knowledge of the language and adesire to apply it. Therefore, in classroom,
students are easy to be stimulated to speak. Interaction is, therefore, required as Oxford
and Scarcella put it,
A key factor in second language development is the opportunity given to
learners to speak in language- promoting interaction with others who have more linguistic
resource than the learners. The class can be especially conductive to providing learners
with such speaking opportunities. In the outside world, it is sometimes difficult for ESL
students to practice speaking English (1992: 153).
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Students with interest or no purpose to learn would easily lose their background
knowledge. Teachers showed the use of natural communication and real- world activities
in the classroom. In practice, teachers should create a dynamic environment full of
meaningful input and opportunities for interactions. With relevant and interesting tasks,
students will be motivated to use a large amount of natural language. This type of
teaching requires teachers to know students needs and interests in order to apply
knowledge to activities and tasks. This leads students to realize that learning has a
purpose, and learning with a purpose is bound to be exciting.
2.4. Some ways help students of BTCC overcome dificuties speaking.
There is strong focus on classroom interaction and students participation as ways
of learning and developing skills through tasks. The teacher must design all the
knowledge for a period in class into tasks, the teacher introduces the request of tasks such
as Word building, Object guessing, watching video of the films, DVDs, CDs and
listening songs, and students discuss in-group to fulfill the tasks by turn. Students can
read textbooks, novels, different topics, with different and real reading materials, and
other picture novels. The more they read, the faster they will build their vocabulary
knowledge.Working in a small team (from 3 to 5 students) allows students for more face-
to-face interaction, helps students be less worried, more confident, and they have a lot of
chances to use their language strategies, therefore, the students language acquisition is
more easier. Students use language to communicate, to interact to each other, to be an
instruments to other subjects and satisfy their needs. When students work effectively in a
supportive group, experience can be a very powerful way to improve achievement and
satisfaction with learning experience.
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In sum, classroom interaction provides learners with opportunies to develop their
speaking skills and to get used to communication in the language. In order to promote
interaction in oral classes, it is essential to explore factors that have influence on it. In
teaching, the teachers have to do students to be interesting, happiness and they are not be
nervous or anxiety when they do not understand the lesson. Each teacher also has to
create a lot of active learning which depends on each subject and after a lesson what they
have learned. The teacher explains the meaning of the new vocabulary, and then the
different stresses of the words or pronunciations. Besides, teaching knowledge the
teacher also teaches students moral lessons and any lessons also bring usefulness for
them to be successful in life after graduation. Besides, we also see material we teach for
our students to be suitable . While teaching the teacher usually pays attention to bad
students to help them better. And the teacher does not mind explaining for them again
when they dont understand their lesson in class. To make above, teachers sit down on
their own time and ask how difficulties in their leaning Engligh. For them to understand
faster, the teacher gives homework easier if they uncomplete, the teacher helps them step
by step to understand tasks in the classroom or they can work hard at home. Instead of
fighting to figure out where they went wrong, they can learn speaking skills at the same
time they are doing their homework. Provide an interesting and exciting ways sush as
make the question and answer the question; self-correction; conversation pratice, analogy
is a better foundation for language learning than analysis. The meanings of words can be
learned only in a linguistic context, language learning is habit formation.
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Methodology
Participants
This process took place at BTCC with the researcher acting as the Implementer. The
Clients were ninety - eight students of the first year non - major and major students
learning Basic English at the Elementary level where the researcher is also the speaking
teacher. These students come from different districts of Binh Thuan province and they
did not also have any chance to practise English outside classrooms at secondary and
high schools, so they have different level. The first year non - major students include
twenty - two males with elementary level of English, and twenty - six females. The other
class includes 18 males and 32 females of the first year - major students with all of their
ages from 18 to 22. In English Department, the teaching staff comprise10 females
teachers and 1 male. Three of them are Master of TESOL, four of them have a post-
graduate diploma in TESOL and four of them are graduated from university. Most of
them have 5 years of experience years in the teaching English. Among them, two were
selected to participate in the research with the researcher. Most of teachers hope to adopt
the new ways for developing speaking skills in their classes. The two teachers of English
control one class of fifty first year - major students learning Basic English at the
Elementary level including 18 males and 32 females. The reasons for choosing
participants of different levels was that the researcher wanted to see whether there would
be any difference between them when they receive the same form of developing speaking
skills through building vocabulary competence, improving structures, encouraging
students confidence.
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The questionnaire for students consists of two parts: personal information and general
information. The first part aims to find out the background of students as an important
factor for later analysis. In this part, students give their information such as sex, years of
studying, hometown, and their English level. The second one includes 12 closed-ended
and opened-ended questions (see the appendix 1). The questionnaire for teachers is also
composed of two parts. The first one provides personal information as gender,
qualification, and experience in teaching English, and the other includes 11 closed-ended
and opened-ended questions (see the appendix 4).
The researcher found that her students could not speak English well in classes because
they did not have enough vocabulary and they lost confidence while speaking skills. For
her students, she and her colleagues worked together to develop speaking skills through
building vocabulary competence, improving structures, encouraging students
confidence.
Stages of the study
The study lasted from the middle of January 2010 until the middle of April 2010 (except
2 weeks Tet holidays, only 11 weeks implementing).
Step 1 (week 1, 2: more one week): The researcher and her colleagues both taught in
classes and observed their students learning time of speaking skills, and they began to
have a plan to change teaching speaking for their students in classes.
Step 2 (week 2,3: more one week): 12 questionnaires (see the appendix 1) were delivered
to the two classes. The reason the researcher used questionnaires for both her colleagues
and her students is that they help get results objectively. Teachers and students spent on 5
minutes to finish in their 5 minutes break.
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Step 3 (2 months):From the fourth to the eleventh week. The researcher and the two
teachers observed studentss learning English time in classes. After they began a survey
of interviewing and questionnaire to their students
(see results of studentsquestionnaires), they found that their students have many good
reasons for learning English because they think that English can be very useful in getting
a good job after graduation. They also think that English is a tool for listening to music
and the news, understand programs in English on television, read newspapers,
magazines and books in English. The students say that English will help them to better
understand and appreciate the art and literature of people from English-speaking
countries, have more knowledge of a foreign language, and speak English with the native
speakers.
These responses show that non-major students and major students are well aware of the
importance of English in the future and its role in their lives, however, their motivation is
instrumental (see table 1), and this limits their success of learning. The researcher
understand her students needs above by the previous research.
During the study, the researcher found out that studentsattitudes and motivation at Binh
Thuan Communicative College like speaking English, but they also say that it is not easy
to speak English fluently because they find difficult the exercises in pronunciation and
with irregular words (see table 9). Moreover, students they are often passive, non self-
confident, and nervous when they speak in front of their class. Therefore, the researcher
thinks that teachers have to find new ways to give their students various topics which are
useful to widen their vocabulary which responses.
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Although, the difficulty students have in speaking is related to their background
knowledge of the speaking topic, students like to learn English more than other
languages. To solve this problem, the researcher and her two colleagues must plan for
extra speaking activities time to be implemented.
To help students develop communicative effeciency in speaking, the teachers suggest
ways to improve speaking skills through reading to build vocabulary knowlesge as
below:
Reading
Teachers lead their students to read textbooks, different topics, with different reading
materials. Students have more new vocabulary when they read. In addition, word games
not only teach their students new words, but they are fun. To have their vocabulary,
students have to spend to read. Besides, teachers also have to lead students to
recognize those language structures or elements that they do not know, or know only
partially.
Teachers also lead their students to know integrate speaking and reading activities to be
used in both intensive and extensive reading classes. Each activity is designed around a
different reading test. The time allocated for each activity may be varied according to the
difficulty of the task and the time limits of the class as a whole.
After reading, students have to speak and act. This activity is designed to let students act
out a story they read from a textbook or other source. The test selected for this activity
contains a plot involving more than one person. The plot should be represented through
dialogues, so abstract stories may not suitable. To make the activity more interesting,
students are encouraged to use their imaginations and makes any changes to the plot and
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dialogues in their performance. The activity is organized according to the steps outlined
below:
The whole class is divided into groups, and each group selects a director. The job of the
director is to assign different roles to students and organize the rehearsal of their
performances. After the first rehearsal, students read the story again to see if they can
make any variations to their performance, especially to their lines of dialogue. Students
take notes about key words they will need to deliver their lines.
Finally, a competition is held to see which group offers the best performance of the story.
Lots may be drawn to decide the order in which groups will perform in the competition.
A drama componet makes a reading assignment much more interesting to students. It is
also easy to achieve four-skills integration with an acting project, as students must read
and write down their lines and then deliver them in an interactive setting.
Students form pairs and debate the issue with their partner. One student will argue in
favor of the issue and one will argue against it. Students are required to quote ideas from
the text to support their arguments.
Students scan the article again to discorver useful expressions and additional ideas to
support their point of view. Students take notes of key words they will need.
Students participate in a whole class or a group debate. Besides quoting ideas from the
text, students can encouraged to personalize the topic with information about themselves.
A debate can deepen students understanding of the issue discussed in the text. In
addition, they learn how to view and orslly defend a topic from a different perspective.
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Students form pairs, and one member acts as the interviewer and the other the interviwee.
This interviewer asks questions related to the content of the text. This interviewee is
required to use the ideas or facts in the text to answer those questions
Students read the text again to see if there are any other questions to ask. This time they
take notes and write down some key words.
Students pairs conduct the interview again, but this time they switch roles. They can find
new partners, but they must play a different role than they form pairs, and one member
acts as the interviewer and the other the interviwee..
A competition is organized to see which pair can best represent the text through their
interview.
These activities provides students with opportunities to orally represent ideas from the
text they have read. They also helps students learn to ask questions about different issue.
Breaking the boundaries between traditional courses by integrating speaking skills
improves students communicative competence. In the activities described here,
integrating speaking and reading skills depens students understanding of the reading
material, reveals any problem they have understanding a text, and, most importantly less
them apply the information they have read into authentic speaking practice that improves
their fluency.
In order to improve reading skills, firstly, teachers need to introduce reading assignment
in small, simple steps. Breaking down a reading assignment into manageable steps is one
way to help students experience success. For example, teachers can incorporate a pre-
reading stage into teachers lessons where students activate their background knowledge
about the topic, preview the passage, and predict the content of the reading.
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Provide visual support to complement texts and aid comprehension, including
illustrations, charts, tables, and graphic organizers. Using graphic organizers, for
instance, has proven effective for helping students understand text structures (Jiang and
Grabe 2007).
Secondly, they distribute reading guides to enhance comprehension and interest include
text summaries (identifying such things as theme, plot, characters), comprehension
questions, and prompts for post-reading activities. And they provide definitions of key
vocabulary to reduce the difficulty of the reading to teach how to use dictionaries
effectively and efficientlt. Thirdly, teachers allow their students enough time to finish
reading, and teachers also give their students meaningful opportunities to reread texts.
When they have opportunities to reread texts, they feel that their reading skills have
improved. On the other hand, the teacher can design meaningful exercises by asking their
students to reread texts for different purposes, from different perspectives, or with a
different pedagogical focus, such as reading to acquire vocabulary, identify the main
idea, or analyze the texts structure.
For example, the students selects the topic Diamonds: Learning English, she / he can
write questions such as Do you like learning English? Why or why not?; How many
periods of English do you study a week? or What are benefits of learning English?
With these questions, students can work in pairs, one student can also work with other in
other pairs to learn confidence from her / his partner and have vocabulary knowledge.
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Information Gap
In this activity, students work in pairs. The teacher gives a student the information that
other partner does not have and both of them will have to share their information. These
activities are very effective because every student has the opportunity to talk extensively
in English. For example, filling the gap in a schedule: Partner Dung holds an airline
timetable with some of the arrival and departure times missing. Partner Linh has the same
timetable but with different blank spaces. The two partners are not permitted to see each
others timetables and have to fill in the blanks by asking together appropriate questions.
The features of language that are parctices will include questions beginning What time
or When. Answers will be limited to time expression such as A quarter to nine in the
morning or At half past seven in the evening.
Games
Word Building (see the appendix 7), Blank - Filling for Song (see the appendix 8), and
Object Gussing (students took park in English speaking club once three months).
Games are a vital part of a teachers equipment, not only for language practice they
provide but also for the realitic effect they bring about. Especially, they are useful at the
end of a long day to help students get rid of nervousness, passive and feel exciting and
interesting about their English class. Here is a good game for practice speaking skills. In
this game, the teacher delivers students to form small groups of three or four to discuss
together when they receive Word Building Game ( see the appendix 3) or Blank - Filling
for song (see the appendix 4). This game is played at the end of each period about ten
minutes. There will be the first three group receiving prizes ( three pens in a gift for a
prize) with condition first finishing and completing correctly crossword puzzles.
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Blank - Filling for song, students also work in small groups of three to complete the
songs. This game is done about five minutes at the end of English hour in class
(practicing and repeating vocabulary students learned through songs). These songs were
repeated several times to students to listen and to complete.
Discussions
Teachers give their students the useful and suitable topics to discuss. For example,
students can compare the advantages of learning English in a small town and a large one.
Firstly, they work in pairs or in groups about the topic their teacher gave. Secondly, after
finishing a lesson, students need a discussion to share their ideas each other, or they can
find solutions in pairs or in groups about the problems they themselves can not
understand.
Interviewing through questions
To encourage studentsconfidence and increate more motivation, teachers give their
students questions such as Do you like to learn English speaking skills through games?
Why or why not?; Do you often practice English with the native speakers outside class?
Why or why not?; How many hours a day do you spend to learn vocabulary? In this
activity, the teacher will do at the end of period of English hour, she /he spends 5
minutes with one or two questions to students to work in groups.
Role Playing
To improve speaking skills for students is role playing. In this activity, teachers introduce
situations, activities and gives suitable information to make sure all of the students
understand or might use, and see role playing enjoyable specially for lower-level and lack
sefl-confident students. Teachers also divide their students in small groups. Each group
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includes the two less confident or lower level students to work with a confident or better
level one. And while students play roles teachers do not correct their mistakes or
pronunciation when the prolems are not important. After the playing role, teachers always
give the good or the bad for students to avoid and not to repeat that.
Telling Story
In this activity, teachers ask for each student or each group finding a small story getting
from hearing news, reading books, newspaers or magazines, watching films on TV in
English, or the teachers can also help students by writing some important words on the
board, using signals, drawing a picture, then one of them will present a brief summary
about 5 minutes before beginning English period everyday. Teachesr divide groups, there
are often 6 groups in a class. The director/ monitor has his/ her duty to selects a partner
in every group to present a daily telling story. Each individual person will be presented
with dividing clearly in the class. Telling story also helps students show their ideas in the
format of beginning, development, and ending, including the characters and setting of a
story. In this way, not only will the teacher address studentsspeaking ability, but also get
the attention of the class.
Some useful teaching ways that the researcher has suggested helping bring about
meaningful practice opportunities in non English major and English -major classes.
Besides, to make the class informative, interesting and relevant to students lives, she (the
researcher) adds variety such as entertainment to lectures (animations, slide shows, video
clips, music, guest speakers,), and visual aids to encourage students to come to class to
figure out what they are going to see that day.
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Data Analysis and Finding Results
From January 18th , 2010 to April 16th , 2010 the researcher and two teachers of English
participated to teach and to observe their students learning time in classes inderectly,
and they found that their students have their dificulties from students questonnaires
below (see Appendix 2 at table 9). For these reasons, they also find out some ways to
change teaching and learning English speaking skills in classes more and more.
From Students questionnaire to changing methods in English speaking skills in
classes
The personal information part of the questionnaire, the researcher found that 50 major
students and 48 non- major students have learned English. Most of them have studied
English for 7 years with 90.8% students, there are only a few learned for three years with
9.2% students. Therefore, they can master English well and communicate with native
speakers.
In question 1 at table 1 of Appendix 2 Why do you study English?, the researcher
found that students motivation is instrumental and this limits their success of learning
speaking skills. 42 students with 42.9%, take English because of the compulsory subject
at colleges, and 38 students with 38.8 % because it is a part of general curricular
program and graduation required their passing marks from their English classes. 12 out of
98 students (12.2%) hope that English can be very useful in getting a good job after
graduation. 2.0 % students realized English necessity in modern life and 6.1 % students
consider English the most important language to study nowadays.
In question 2 at table 2 of Appendix 2, the researcher found out that 35 out of students
liked writing skill.Their attitudes towards and motivation at BTCC are not very interested
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in learning speaking skills in class with 12 students. 56 out of 98 students (57.1%) also
saw that speaking skills is not necessary to learn. Most of them liked learning Writing
with 53.% , so in question 4 at table 4 of Appendix 2 only there were 17 students to see
learning speaking skills to be necessary. On the other hand, activities when teaching
speaking skills in class is 52 students with whole class work with. This only limited their
learning motivation in speaking skills (see table 5 of Appendix 2).
From table 8 of Appendix 2, time of English practicing is only 20 minutes, so practicing
English speaking skills through games is also limited (see table 7 of Appendix 2).
Furthermore, students meet difficulties in the poor vocabulary of background
knowledge , and while practicing English, their teacher always corrected their mistakes or
ignoring, Students could not speak English in front of class, if possible, they feel lack of
confidence. In addition, the teachers spoke Vietnamese more than English in teaching
English period four months ago, so when the teachers spoke English in teaching English
period in class, their students could not understand what their teacher said, therefore, they
wanted their teacher to speak English less more than Vietnamese during English class.
For these reasons above, the research and two her colleagues in English Department all
agree that speaking skills is necessary to their students, 100% teachers teach much
speaking skills in class (see table 1 &2 of Appendix 6). Their students are practiced
speaking skills in class 40 minutes in a period (see table 8 of Appendix 6) and students
worked together in pairs and in groups (see table 5 & 8 of Appendix 3, and table 9 of
Appendix 6). 51 out of 98 students also agreed that English is necessary for learners, and
6 students did not pay much attention to speaking skills and assummed that it was not
necssary (see table 3 of Appendix 3). At table 9 of Appendix 3, students meet many
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difficulties in speaking skills when learning English, but they like learning speaking
skills best (see table 4 of Appendix 3), and they also see speaking skills to be very
necessary with them when learning in class and even they leave school, therefore the
innovation in speaking skills is also convenient for the researchers implementation (see
table 3,4,6 & 7 of Appendix 3). From teachers correted mistakes, not only students lose
their confidence but also have more confident to practice speaking skills through their
vocabulary is poor when English speaking. Infact, they want their teacher to speak
English during the English period and they practice speaking with their classmates, their
teacher and even foreigners when they have a chance to meet them. Although, their
vocabulary knowledge has better, they are not afraid of English speaking, even though
they want to speak to their teacher to correct their mistakes when speaking in class (see
table 11 & 12 of Appendix 3).
Some teaching ways such reading : reading to speak, reading to act, reading to debate,
reading to interview, Information Gap, games, discussions, Interviewing through
questions, Playing role and telling Story to encourage to studentsmotivation in practicing
Englisg speaking skills through games (see table 7 of Appendix 3). These methords are
taught 5 minutes before beginning the lessos (warm up) or 5 minutes of the end of
teaching period. The first year non - major and major students learn Basic English at
the Elementary level three times a week. Each time, they study two periods. From
questionnaires, interview, changing teaching ways, and discussion, finally, the researcher
and two her colleagues also have their success in the innotivation of the first stage (see
from table 1 to table 12 of Appendix 3, and from table 1 to table 11 of Appendix 6).
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Result Evaluation
Strengths
The data analysis and finding results show that most of teachers and students are well
aware of the importance and the necessity of speaking English. In addition, students
motivation to develop their English speaking skills is very intensive: students work in
pairs or groups of playing games very hard and carefully when their teacher gives topics
in English class, and volunteers answer the questions quickly when giving topics. To
improve their speaking in English class, they pay attention to the mistakes their teacher
corrects to do better .Therefore, students are not afraid of asking their teacher when they
have a problem understanding something they are learning, they seek help before the
examination.
On the other hand, time are spent on teaching speaking skill in classes at BTCC is paid
attention to students more than. The choosing materials, textbooks, curriculums and
syllabus are usually adopted and changed to be suitable with the students level.
by teacher staff in English Department and principles agreement at school. Besides, this
innovation of the first stage succeeded by two her colleagues cooperation, help and 98
students enthusiaticly.
After eight weeks for researching, the researcher found that 98 students want to learn
more speaking skills and also more themselves-confident when speaking English in class.
Weaknesses
Students always think that English is a compulsory subject or they learn to have good
marks in term and final exams. Specially, studentslevel and their attitudes, motivation
are very different. In English classes, there are from 60 to 150 students such Accounting
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Finance, Marketing Management, Information Technology, Electronics ,Tourism Culture
classes. Therefore, some students like learning English, others do not pay attention to
their learning or feel asleep easy if the topic is not suitable or not interesting. Moreover,
English teaching time of each semester is only 45 or 60 periods, and teachers are
required to cover all necessary knowledge. Obviously, the last result is ineffective
learning. Because of these reasons, both teachers and students pay most attention to
English grammar, not English speaking., and usually ignore speaking part in the book and
only teach what end- of semester exams include.
The time of teaching speaking in English classes is limited. Moreover, the time of this
implementing is too short only eight weeks so the researcher has not solved many
problems in developing the speaking skill for their students.
Solution
These complaints would reflect the fact that we, English teachers at BTCC have failed to
activate students interests in improving speaking skills because students are used to the
traditional method of learning, the teacher centered in talking time. Students are
passive, and there are too many students in class.Therefore, the researcher has to change
her methods of teaching this situation, consider seriously whether or not the ways or the
techniques the research uses while teaching in speaking.
Conclusion
During teaching and learning for eight weeks, the researcher and her two colleagues
found that there was a good result in the first stage of developing speaking skills through
building vocabulary competence, improving structures, encouraging students confidence
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when implementing. Although the time of study was too short, we, teachers recognized
that students increased their motivation and their desire in learning English .
References
Brow, G. and G. Yule. (1983). Teaching the Spoken Language. Cambridge:
Cambridge University Press.
Brumfit, CJ. (1984). Communicative Methodology in Languge Teaching:
The Role of Fluency and Accuracy. Cambridge University Press
Gardner.(1980): Motivation in Understanding Second Language Acquisition.
Gardner and Lambert (1972): Motivation in Understanding Second
Language Acquisition.
Lambert, (1974,p.98): Integrate motivation in Understanding
Second Language Acquisition.
Gardner (1985) :Attitude / Motivation Test Battery (AMTB) of L2 learnersmotivation.
Oxford & Shearin,(1994): Motivation
Graham Crookes & Richard Schmidt, (1991): Resultative motivation &
Intrinsic motivation in Understanding Second Language Acquisition.
Harmer, (2002): Intrinsic motivation in Understanding Second Language Acquisition.
Harmer, J. (1991). The Practice of English Language Teaching. London: Longman
Nunan, David.(1999). Second Language Teaching
Klippel, F. (1984).Keep talking Communicative fluency activities for
language teaching. Cambridge: Cambridge University Press.
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Raven,R.(1968).Language acquisition in a second language environment.
Scherer, A.and M. Wertheimer,(1964).A psycholinguistic Experiment in
Foreign Language Teaching. New York: McGraw Hill.
Mason, C.(1971). The relevance of intensive training in English as a foreign
language for university students. Language Learning, 21, 197 204.
Labov, W. (1970). The study of language in its social context. Largr Classes with
FewResources. London: Continuum.
Brown, DH. (2000).Principles of Language Learning and Teaching.
New York: Longman
Burkart, GS. (1998). Spoken Language: What It IS and How to Teach Itfrom
Modules for the professional preparation of teaching assistants
in foreign languages.Washington, DC: Center for Appied Linguistics
Bygate, M.(1987). Speaking. Oxford University Press
Carter, R & Nunan, D (eds).( 2001). The Cambridge Guide to Teaching English
to Speakers of Other Language. Cambridge (UK).C.P.U
Touba, N. (1999).Large classes: Using groups and content.
English Teaching Forum, 37(3),17-20
Krahnke, K. (1994). Teaching English as a Foreign / Second Language.
Oxford University Press
Lewis, M. & Hill, J. (1992).Practical Techniques for Language Learning.
Commercial Color Press
Nunan, D. (1991). Second Language- teaching and Learning. Heinle & Heinle Publishers
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Appendix 1
Questionnaires for students
Use (x) to complete words or phrases you agree or disagree in the following parts of
questionnaires (in a sentence you can use (x) only once).
I. Personal information
Sex: male female
Years of studying Engish:
How long have you studied English at schools?
seven years three years noyear
Are you attending an English centre in the class evenings?
Yes No
If any, at which level?
Elementary Pre-intermediate Intermediate
II. General information
1. Why do you study English?
Because it is a compulsory subject at colleges.
Because it is useful in getting a good job after graduation
Because you have mark columns in term and final exams
Because it is necessary for modern life.
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Because it is important foreign language nowadays.
2. Which English skill would you like best?
Listening Speaking Reading Writing 4 skills
3. The speaking skill is
necessary not necessary not very necessary very necessary
4. According to your opinion, which English skill is the most important?
Listening Speaking Reading Writing
5. What activities would you like your teachers to use when teaching speaking skills in
class?
whole class work in groups in pairs individual work
6. Do you like your teachers using games to teach speaking skills in class?
Yes No
7. What do you think about practising English speaking skills through games in class?
Playing games helps to understand and remember easily.
Playing games helps reduce stress
Playing games makes noise
Playing games makes class interesting
Playing games spends a lot of time
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Playing games wastes time
8. How many minutes in a period do you practise speaking English in class?
5 minutes 15 minutes 20 minutes 35 minutes 45 minutes
9. Which difficulties do you meet when speaking skills English in class?
The poor vocabulary of background knowledge
Lack of confidence
Difficult and irregular pronunciation / wrong pronunciation
Grammartical structures
10. How often does your teacher correct your mistakes when speaking skills in class?
always often sometimes rarely never
11. How do you feel when being corrected in class?
more confident interested in speaking English normal
ashmed bored with speaking English nervous
12. How do you like your teacher correct your speaking mistakes in class?
at the moment of making mistakes
at the end of the talking time
ignoring
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at the end of the talking time but necessary mistakes
Thank you for your cooperation
Appendix 2
Before studying results of studentsquestionnaires
I. Personal information
Table 1: gender
Gender Number of responses Percent
males 40 40.8
females 58 59.2
Table 2: Years of studying English
How long have you studied English at schools? Number of responses Percent
Seven years 89 90.8
Three years 9 9.2
No year 0 0
Table 3: Time studying English in centers
Are you attending an English centre in the class
evenings?
Number of responses Percent
yes 5 5.1
no 93 94.9
Table 4: Learning English Level
If any, at which level? Number of responses Percent
Elementary 5 5.1
Pre-intermediate 0 0
Intermediate 0 0
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II. General information
Table 1: Reasons for learning English
1. Why do you study English? Number of responses Percent
Because it is a compulsory subject at colleges 42 42.9
Because it is useful in getting a good job after
graduation
12 12.2
Because you have mark columns in term and final
exams
38 38.8
Because it is necessary for modern life 2 2.0
Because it is important foreign language nowadays 4 6.1
Table 2: Skills
2. Which English skill would you like best? Number of responses Percent
Listening 6 6.1
Speaking 12 12.2
Reading 18 18.4
Writing 35 35.7
4 skills 27 27.6
Table 3: Speaking skills
3. The speaking skill is Number of responses Percent
necessary 17 17.4
not necessary 56 57.1
not very necessary 19 19.4
very necessary 6 6.1
Table 4: The most important skill
4. The most important skill is .. Number of responses Percent
Listening 6 6.1
Speaking 11 11.2
Reading 29 29.6
Writing 52 53.1
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Table 5: Activities when teaching speaking skills
5. Activities when teaching speaking skills are Number of responses Percent
whole class work 52 53.1
in groups 11 11.2
in pairs 14 14.3individual work 21 21.4
Table 6: Studentsattitude towards games
6. Do you like your teachers using games to teach
speaking skills in class?
Number of responses Percent
yes 42 42.9
no 56 57.1
Table 7: Practising English speaking skills through games
7. Practising English speaking skills through
games
Number of responses Percent
Playing games helps to understand and remember
easily
9 9.2
Playing games helps reduce stress 16 16.3
Playing games makes noise 38 38.8
Playing games makes class interesting 6 6.1
Playing games spends a lot of time 18 18.4
Playing games wastes time 11 11.2
Table 8: Time of practicing speaking skills
8. Time of practicing speaking skills Number of responses Percent
10 minutes 26 26.5
20 minutes 54 55.135 minutes 18 18.4
40 minutes 0 0
45 minutes 0 0
Table 9: Difficulties in speaking skills
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9. Which difficulties do you meet when speaking
skills English in class?
Number of responses Percent
The poor vocabulary of background knowledge 48 49.0
Lack of confidence 22 22.5
Difficult and irregular pronunciation / wrong
pronunciation
16 16.3
Grammartical structures 12 12.2
Table 10: Frequency of mistakes correction
10. How often does your teacher correct your
mistakes when speaking skills in class?
Number of responses Percent
always 47 48.0
often 34 34.7
sometimes 12 12.2rarely 3 3.1
never 2 2.0
Table 11: Students feeling when being corrected
11. How do you feel when being corrected in
class?
Number of responses Percent
more confident 0 0
interested in speaking English 0 0
normal 8 8.2
ashmed 22 22.4
bored with speaking English 36 36.7
nervous 32 32.7
Table 12: How to correct mistakes
12. How do you like your teacher correct your
speaking mistakes in class?
Number of responses Percent
at the moment of making mistakes 8 8.2
at the end of the talking time 12 12.2
ignoring 46 46.9
at the end of the talking time but necessary mistakes 32 32.7
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Appendix 3
After studying results of studentsquestionnaires
II. General information
Table 1: Reasons for learning English
1. Why do you study English? Number of responses Percent
Because it is a compulsory subject at colleges 11 11.2
Because it is useful in getting a good job after
graduation
44 44.9
Because you have mark columns in term and final
exams
16 16.3
Because it is necessary for modern life 24 24.5
Because it is important foreign language nowadays 3 3.1
Table 2: Skills
2. Which English skill would you like best? Number of responses Percent
Listening 21 21.4
Speaking 34 34.7
Reading 22 22.4Writing 12 12.3
4 skills 9 9.2
Table 3: Speaking skills
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3. The speaking skill is Number of responses Percent
necessary 51 52.0
not necessary 6 6.1
not very necessary 2 2.0
very necessary 39 39.9
Table 4: The most important skill
4. The most important skill is .. Number of responses Percent
Listening 22 22.5
Speaking 41 41.8
Reading 20 20.4
Writing 15 15.3
Table 5: Activities when teaching speaking skills
5. Activities when teaching speaking skills are Number of responses Percent
whole class work 9 9.2
in groups 41 41.8in pairs 36 36.7
individual work 12 12.3
Table 6: Studentsattitude towards games
6. Do you like your teachers using games to teach
speaking skills in class?
Number of responses Percent
yes 98 100
no 0 0
Table 7: Practising English speaking skills through games
7. Practising English speaking skills through
games
Number of responses Percent
Playing games helps to understand and remember
easily
41 41.8
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Playing games helps reduce stress 6 6.1
Playing games makes noise 3 3.1
Playing games makes class interesting 36 36.7
Playing games spends a lot of time 12 12.3
Playing games wastes time 0 0
Table 8: Time of practicing speaking skills
8. Time of practicing speaking skills Number of responses Percent
10 minutes 0 0
20 minutes 0 0
35 minutes 12 12.2
40 minutes 58 59.2
45 minutes 28 28.6
Table 9: Difficulties in speaking skills
9. Which difficulties do you meet when speaking
skills English in class?
Number of responses Percent
The poor vocabulary of background knowledge 27 27.6
Lack of confidence 13 13.3
Difficult and irregular pronunciation / wrong
pronunciation
9 9.2
Grammartical structures 6 6.1
Table 10: Frequency of mistakes correction
10. How often does your teacher correct your
mistakes when speaking skills in class?
Number of responses Percent
always 6 6.1
often 24 24.5
sometimes 68 69.4
rarely 0 0
never 0 0
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Table 11: Students feeling when being corrected
11. How do you feel when being corrected in
class?
Number of responses Percent
more confident 43 44.0
interested in speaking English 36 36.7
normal 11 11.2
ashmed 2 2.0
bored with speaking English 0 0
nervous 6 6.1
Table 12: How to correct mistakes
12. How do you like your teacher correct your
speaking mistakes in class?
Number of responses Percent
at the moment of making mistakes 0 0
at the end of the talking time 61 62.2
ignoring 0 0
at the end of the talking time but necessary mistakes 37 37.8
Appendix 4
Questionnaires for teachers of English
Use (x) to complete words or phrases you agree or disagree in the following parts of
questionnaires (in a sentence you can use (x) one or more).
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I. Personal information
Sex: male female
Qualifications: BA MA Dr
Experience years of teaching Engish:
under 5 years from 5 to 10 years over 10 years
II. General information
1. According to your ideas, is speaking skills necssesary to the first year non
major English students and major English students when learning in class?
Yes No
2. Which skills do you teach much in class?
Listening Speaking Reading Writing
Grammar and writing
Grammatical structures and speaking
Grammatical structures and reading
3. Which texbook do you use to teach the first year non - major English and major
English students for Basic English level in class?
Newheadway New Interchange
Person to person Hemispheres 1
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4. According to you, the textbook in use ..
is suitable for the first year non - major English and major English students for
Basic English level in class.
is too easy for the first year non - major English and major English students for
Basic English level in class.
is too difficult for the first year non - major English and major English students
for Basic English level in class.
encourages students to communicate in class.
does not encourage students to communicate in class.
5. Which skill does the textbook focus on in class?
Listening Speaking Reading
Writing grammar 4 skills
6. What difficulties do you often meet when teaching speang skills to the first year non
-major English and major English students for Basic English level in class?
The classes are too crowded
Teaching time is not enough
Students do not like practice speaking
Students do not have background knowledge of English
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Students have different levels
Students are lack of self-confidence
7. How do you feel when teaching speaking skills to the first year non - major English
and major English students for Basic English level in class?
tired bored intereting stressful noisy
8. How many minutes for each period do you spend on teaching speaking skills in class?
20 minutes 30minutes 35 minutes 40 minutes 45 minutes
9. Which activities do you use when teaching speaking skills in class?
individual work individual work and pair work
pair work individual work and group work
group work individual work and whole class work
10. How often do you correct students mistakes when they learn speaking skills in class?
at the moment of making mistakes
at the end of the talking time
ignoring
at the end of the talking time but necessary mistakes
often sometimes rarely never
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11. What types of mistakes need to be corrected when students learn speaking skills in
class?
grammatical structures pronunciation
vocabulary grammatical structures and vocabulary
grammatical strutures and pronunciation vocabulary and pronunciation
Thank you for your cooperation
Appendix 5
Before surveying results of teachersquestionnaires
I. Personal information
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Table 1: Gender
Gender Number of responses Percent
males 1 9.1
females 10 90.9
Table 2: Qualification
Qualification Number of responses Percent
BA 8 72,7
MA 3 27.3
Dr 0 0
Table 3:Experience years of teaching Engish
Experience years of teaching Engish Number of responses Percent
under 5 years 3 27.3
from 5 to 10 years 5 45.4
from 5 to 10 years 3 27.3
II. General information
Table 1: Teachersattitude towards the need of teaching speaking skills
1. Is speaking skills necssesary to the first year
non major English students and major English
students when learning in class?
Number of responses Percent
yes 6 54.5
no 5 45.5
Table 2: Skills teaching much in class
2. Which skills do you teach much in class? Number of responses Percent
Listening 0 0
speaking 0 0
reading 0 0
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writing 0 0
Grammar and writing 5 45.4
Grammartical structures and speaking 2 18.2
Grammartical structures and reading 4 36.4
Table 3: Skills teaching much in class
3. Which texbook do you use to teach the first
year non - major English and major English
students for Basic English level in class?
Number of responses Percent
Newheadway 11 100
New Interchange 8
Person to person 2 18.2
American English File 1 4 36.4
Table 4: How to use textbooks in teaching in class
4. According to you, the textbook in use . Number of responses Percent
is suitable for the first year non - major English and
major English students for Basic English level in
class.
7 63.6
is too easy for the first year non - major English and
major English students for Basic English level in
class.
0 0
is too difficult for the first year non - major English
and major English students for Basic English level
in class.
0 0
encourages students to communicate in class. 4 36.4
does not encourage students to communicate in
class.
0 0
Table 5: Skill the textbook focus on in class
5. Which skill does the textbook focus on in class? Number of responses Percent
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Listening 0 0
Speaking 1 9.1
Reading 0 0
Writing 0 0
Grammar 0 0
4 skills 10 90.9
Table 6: Teachers difficulties in teaching speaking
6. What difficulties do you often meet when
teaching speang skills to the first year non
-major English and major English students for
Basic English level in class?
Number of responses Percent
The classes are too crowded 11 100
Teaching time is not enough 11 100
Students do not like practice speaking 8 72.7
Students do not have background knowledge of
English
7 63.6
Students have different levels 11 100
Students are lack of self-confidence 6 54.5
Table 7: Teachers feeling in speaking periods
7. How do you feel when teaching speaking skills
to the first year non - major English and major
English students for Basic English level in class?
Number of responses Percent
tired 2 18.2
bored 6 54.5
interesting 1 9.1
stressful 0 0
noisy 2 18.2
Table 8: Teachers time teaching speaking skills in class
8. How many minutes for each period do you
spend on teaching speaking skills in class?
Number of responses Percent
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20 minutes 6 54.5
30 minutes 3 27.3
35 minutes 2 18.2
40 minutes 0 0
45 minutes 0 0
Table 9: Teachers activities teaching speaking in class
9. Which activities do you use when teaching
speaking skills in class?
Number of responses Percent
individual work 2 18.2
individual work and pair work 0 0
pair work 2
individual work and group work 0 0
group work 3 27.3individual work and whole class work 4 36.3
Table 10: How to correct students mistakes in speaking skills
10. How often do you correct students mistakes
when they learn speaking skills in class?
Number of responses Percent
at the moment of making mistakes 4 36.3
at the end of talking time 2 18.2
ignoring 1 9.1
at the end of the talking time but necessary mistakes 1 9.1
often 2 18.2sometimes 1 9.1
rarely 0 0
never 0 0
Table 11: Types of speaking mistakes corrected
11. What types of mistakes need to be corrected
when students learn speaking skills in class?
Number of responses Percent
grammatical structures 0 0
pronunciation 2 18.2
vocabulary 1 9.1
grammatical structures and vocabulary 1 9.1
grammatical strutures and pronunciation 2 18.2
vocabulary and pronunciation 5 45.4
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Appendix 6
After surveying results of teachersquestionnaires
II. General information
Table 1: Teachersattitude towards the need of teaching speaking skills
1. Is speaking skills necssesary to the first year
non major English students and major English
students when learning in class?
Number of responses Percent
yes 11 100
no 0 0
Table 2: Skills teaching much in class
2. Which skills do you teach much in class? Number of responses Percent
Listening 7 63.6
speaking 11 100
reading 6 54.5
writing 2 18.2
Grammar and writing 2 18.2
Grammartical structures and speaking 11 100Grammartical structures and reading 8 72.7
Table 3: Skills teaching much in class
3. Which texbook do you use to teach the first
year non - major English and major English
students for Basic English level in class?
Number of responses Percent
Newheadway 11 100
New Interchange 8
Person to person 2 18.2
American English File 1 4 36.4
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Table 4: How to use textbooks in teaching in class
4. According to you, the textbook in use . Number of responses Percent
is suitable for the first year non - major English and
major English students for Basic English level in
class.
11 100
is too easy for the first year non - major English and
major English students for Basic English level in
class.
0
is too difficult for the first year non - major English
and major English students for Basic English level
in class.
0
encourages students to communicate in class. 11 100
does not encourage students to communicate in
class.
0
Table 5: Skill the textbook focus on in class
5. Which skill does the textbook focus on in class? Number of responses Percent
Listening 8 72,7Speaking 11 100
Reading 9 81.8
Writing 2 18.2
Grammar 2 18.2
4 skills 5 45.5
Table 6: Teachers difficulties in teaching speaking
6. What difficulties do you often meet when
teaching speang skills to the first year non
-major English and major English students for
Basic English level in class?
Number of responses Percent
The classes are too crowded 11 100
Teaching time is not enough 3 27.3
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Students do not like practice speaking 0 0
Students do not have background knowledge of
English
2 18.2
Students have different levels 2 18.2
Students are lack of self-confidence 2 18.2
Table 7: Teachers feeling in speaking periods
7. How do you feel when teaching speaking skills
to the first year non - major English and major
English students for Basic English level in class?
Number of responses Percent
tired 0 0
bored 0 0
interesting 11 100
stressful 0 0
noisy 1 9.1
Table 8: Teachers time teaching speaking skills in class
8. How many minutes for each period do you
spend on teaching speaking skills in class?
Number of responses Percent
20 minutes 0 0
30 minutes 0 0
35 minutes 0 0
40 minutes 11 11
45 minutes 0 0
Table 9: Teachers activities teaching speaking in class
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9. Which activities do you use when teaching
speaking skills in class?
Number of responses Percent
individual work 0
individual work and pair work 0 0
pair work 6individual work and group work 0 0
group work 5 45.5
individual work and whole class work 0 0
Table 10: How to correct students mistakes in speaking skills
10. How often do you correct students mistakes
when they learn speaking skills in class?
Number of responses Percent
at the moment of making mistakes 0 0at the end of talking time 11 100
ignoring 0 0
at the end of the talking time but necessary mistakes 0 0
often 0 0
sometimes 0 0
rarely 0 0
never 0 0
Table 11: Types of speaking mistakes corrected
11. What types of mistakes need to be corrected
when students learn speaking skills in class?
Number of responses Percent
grammatical structures 0 0
pronunciation 0 0
vocabulary 0 0
grammatical structures and vocabulary 0 0
grammatical strutures and pronunciation 4 36.4
vocabulary and pronunciation 7 63.6
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Appendix 7
Word building
Name and team name:
In this game, any individual student who finishes quickly and exactly in 1 minute is a
winner (there are only the first three winners).
I M O R S T U
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Appendix 8
Team name and team members:
A. Learn a song by filling the blanks
Man gave .. sang by Jason Mraz, lyrics Bob Dylan
Chorus:
Man gave .. to all the animals
In the beginning, in the beginning
Man gave .. to all the animals
In the beginning, long .. ago
1. He saw an animal that ..
Big furry and he howl
Great big furry . and furry
Ah, think Ill call it a
Chorus
2. He saw an animal .. .
up so much grass untill she was filled
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He saw . Coming out but he know how
Ah, think Ill call it a ..
Chorus
3. He saw an animal that ..
Horns on his head and they werent too .
It . like there wasnt nothing that he couldnt .
Ah, think Ill call it a ..
Chorus
4. He saw an animal leaving muddy ..
Real dirty .. and a curly .
He wasnt too and he wasnt too
Ah, think Ill call it a ..
Chorus
5. Next animal that .... ..
Had on his back and hooves on his
Eating . On amountainside so .
Ah, think Ill call it a ..
Chorus
6. He saw an animal as smooth as ..
Slithering his through the
Saw him . By a tree near a
Ahhhh, (complete with your own line:)
B. draw / sketch the 6 animals
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Appendix 10
Team name and team members:
Find seven more family members in the puzzle. You can read some from left to right
( ), some from top to bottom (