Tài liệu Luận văn ngôn ngữ anh difficulties faced by lower secondary school teachers in teaching speaking skills in bien hoa city.

VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES Đinh Thị Thùy Trang DIFFICULTIES FACED BY LOWER SECONDARY SCHOOL TEACHERS IN TEACHING SPEAKING SKILLS IN BIEN HOA CITY MA THESIS IN ENGLISH LANGUAGE HO CHI MINH CITY, 2020 VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES \ Đinh Thị Thùy Trang DIFFICULTIES FACED BY LOWER SECONDARY SCHOOL TEACHERS IN TEACHING SPEAKING SKILLS IN BIEN HOA CITY Field: English Language Code: 8220201 Supervisor: Assoc. Prof. Dr. Phạm Hữu Đức HO CHI MINH CITY, 2020 DECLARATION BY AUTHOR I hereby declare that the thesis, entitled “Difficulties faced by the lower secondary school teachers in teaching speaking skills in Bien Hoa city” has been written solely by myself and has not been submitted to this University or any other institutions in application for admission to a degree, diploma or other qualifications. This master thesis has not been published before. And if it is eventually proved that I am cheating, I am ready to take responsibility, including the revocation of my academic degree. Author’s signature Đinh Thị Thùy Trang Approved by SUPERVISOR Assoc. Prof. Dr. Phạm Hữu Đức Date:……………………… i ACKNOWLEDGEMENTS This thesis could not have been completed without the help, encouragement and support of many people. First and foremost, I would like to express my deep gratitude to Assoc. Prof. Dr. Phạm Hữu Đức, my supervisor for his helpful comments, remarks and recommendations in completing this master’s thesis. Second, I would like to send my thanks for the useful materials, guidance and enthusiasm for this study to all lectures and staff of the Graduate Academy of Social Sciences, Vietnam Academy of Social Science, in Ho Chi Minh City. In addition, my sincere gratitude goes to the teachers and students of the Le Quang Dinh Lower Secondary School who have willingly spent their precious time in the interview process. Last but not least, many thanks to my beloved family and friends who are always beside me to support and encourage me to fulfill my study. ii TABLE OF CONTENTS Page DECLARATION BY AUTHOR ....................................................................................i ACKNOWLEDGEMENTS ...........................................................................................ii ABSTRACT .............................................................................................................vi LIST OF TABLES .......................................................................................................vii LIST OF FIGURES ......................................................................................................ix LIST OF ABBREVIATIONS.......................................................................................xi CHAPTER 1: INTRODUCTION .............................................................................. 1 1.1 Rationale........................................................................................................................... 1 1.2 Aims of the Study............................................................................................................. 2 1.3 Research questions ........................................................................................................... 2 1.4 Scope of the Study ........................................................................................................... 2 1.5 Significance of the study .................................................................................................. 2 1.6 Research methods ............................................................................................................. 3 1.7 Structure of the study ....................................................................................................... 3 CHAPTER 2: LITERATURE REVIEW .................................................................. 4 2.1 The nature of speaking and speaking skills ..................................................................... 4 2.1.1Definition of speaking .............................................................................................. 4 2.1.2The nature of speaking and speaking skills ............................................................. 5 2.2 The role of speaking in language teaching ....................................................................... 6 2.3 Teaching and learning speaking skill ............................................................................... 7 2.3.1Teaching speaking skill ............................................................................................ 7 2.3.2Learning speaking skill ............................................................................................ 8 2.4 Factors affecting learner’s speaking achievement ......................................................... 10 2.4.1Teacher’s factors .................................................................................................... 10 iii 2.4.2Learner’s factors..................................................................................................... 12 2.5 Teacher’s difficulties in teaching English speaking skills ............................................. 14 2.6 Previous study ................................................................................................................ 15 CHAPTER 3: METHODOLOGY ........................................................................... 17 3.1 Research questions ......................................................................................................... 17 3.2 Participants ..................................................................................................................... 17 3.3 Data collection instrument ............................................................................................. 17 3.3.1Survey Questionnaires ........................................................................................... 18 3.3.2Interviews ............................................................................................................... 19 3.4 Data collection procedures ............................................................................................. 19 3.5 Data analysis .................................................................................................................. 20 3.6 Summary ........................................................................................................................ 20 CHAPTER 4: FINDINGS AND DISCUSSIONS ................................................... 21 4.1 Data analysis of teachers’ survey questionnaire ............................................................ 21 4.2 Data analysis of students’ survey questionnaire ............................................................ 36 4.3 Data analysis of students and teachers’ survey interview .............................................. 52 4.3.1Teachers’ interview ................................................................................................ 53 4.3.2Students’ interview................................................................................................. 55 4.4 Discussions ..................................................................................................................... 56 4.4.1Difficulties from the students ................................................................................. 57 4.4.2Difficulties from the teachers ................................................................................. 59 4.4.3Problems from other factors ................................................................................... 60 4.5 Summary ........................................................................................................................ 62 CHAPTER 5: CONCLUSION ................................................................................. 63 5.1 Recapitulation ................................................................................................................ 63 5.2 Concluding remarks ....................................................................................................... 64 5.3 Implications .................................................................................................................... 64 iv 5.3.1Implications for students ........................................................................................ 64 5.3.2Implications for teachers ........................................................................................ 67 5.4 Limitations of the study ................................................................................................. 68 5.5 Suggestions for further studies ....................................................................................... 69 REFERENCES 70 Foreign Authors ........................................................................................................... 70 Vietnamese Authors ..................................................................................................... 72 APPENDIX 1 ...............................................................................................................i APPENDIX 2 .............................................................................................................iv APPENDIX 3 ............................................................................................................vii APPENDIX 4 .............................................................................................................. x APPENDIX 5 ..................................................................................................... xi v ABSTRACT English speaking is an important skill and mostly used in daily life to express opinions, explain, and make arguments. To get a better result in learning English and get a good job in the future, students have to speak English fluently. The aim of this study was to explore some difficulties faced by students and teachers at Le Quang Dinh Lower Secondary School in learning and teaching English speaking skills and suggesting solutions to resolve those difficulties. The study subjects were 104 students and 18 English teachers. Research data were obtained from questionnaires, interviews, by both students and teachers. The findings showed that the difficulties faced by students in learning English were low levels of English proficiency, lack of motivation and problems with the use of mother tongue. Teachers' difficulties in teaching English-speaking skills were insufficient communication skills and inadequate methods. Furthermore, large and multi-level classes, the current test system and lack of class time were additional difficulties in learning and teaching English speaking skills for students and teachers. Some recommendations were made from these findings with the aim of improving Le Quang Dinh Lower Secondary School's teaching and learning of English, especially speaking skills. vi LIST OF TABLES Table 4.1. Information about the teachers participated in the survey .................. 21 Table 4.2. Teachers’ year of teaching English ..................................................... 21 Table 4.3 Information about students participating in the survey ....................... 36 Table 4.4. Students’ years of learning English .................................................... 37 vii LIST OF FIGURES Figure 4.1. Interesting of teachers in teaching speaking skill .............................. 22 Figure 4.2. Teacher’s opinions about other skills ................................................ 22 Figure 4.3. Teacher’s opinion about the importance of English speaking skill .. 23 Figure 4.4 The current testing system .................................................................. 24 Figure 4.5 Large and multi-level classes ............................................................. 24 Figure 4.6 There are multi-level students in the class. ........................................ 25 Figure 4.7. The contents in textbook are difficult for student’s ability. .............. 26 Figure 4.8 My knowledge of speaking topics is restricted. ................................. 26 Figure 4.9. There is limited time for large knowledge. ....................................... 27 Figure 4.10. Teachers’ teaching method. ............................................................. 28 Figure 4.11. I find it difficult to create pleasant and comfortable atmosphere in English speaking lessons. ..................................................................................... 29 Figure 4.12. I apply some techniques in teaching speaking skill (role-play, interview…) ......................................................................................................... 30 Figure 4.13. Teacher’s instruction in speaking class ........................................... 30 Figure 4.14. After giving speaking topics, I often provide new words and structures relating to the topics ............................................................................ 31 Figure 4.15.It is difficult to find suitable activities. ............................................. 32 Figure 4.16. Limited time affects to student’s practice speaking skill. ............... 33 Figure 4.17. I rarely give activities involved in each speaking task .................... 33 Figure 4.18. I give feedbacks for only few students because of the limited time 34 Figure 4.19. Students are passive in learning speaking skill ............................... 35 Figure 4.20. Lack of teaching and learning facilities........................................... 35 Figure 4.21. Students’ opinion about the learning speaking skill ........................ 37 viii Figure 4.22. Speaking skill is the most difficult among the four skills ............... 38 Figure 4.23. Speaking skill is very important ...................................................... 39 Figure 4.24. I learn English speaking skill to communicate with foreigners ...... 40 Figure 4.25. The aim of learning speaking English is to pass examinations ....... 41 Figure 4.26. I am shy and feel nervous when speaking in front of other people because I am afraid of being wrong and lose face ............................................... 41 Figure 4.27. I have a poor vocabulary to express my ideas ................................. 42 Figure 4.28. I am not good at pronunciation, stress and intonation ..................... 43 Figure 4.29. I usually use Vietnamese during pair work and group work........... 44 Figure 4.30. My speaking’s ability is good .......................................................... 45 Figure 4.31. My partners are unwilling to practice speaking English with me ... 45 Figure 4.32. It is difficult to have chances to practice English with foreigners .. 46 Figure 4.33. I rarely have chances to practice English outside the class ............. 47 Figure 4.34. Teachers’ instructions are ambiguous ............................................. 47 Figure 4.35.Teachers often get angry and interrupt to correct when I make mistakes ................................................................................................................ 48 Figure 4.36. Teachers’ knowledge is restricted ................................................... 49 Figure 4.37. Teachers focus much on grammar ................................................... 50 Figure 4.38. After giving speaking topics, teachers often ask to discuss the topics immediately .......................................................................................................... 50 Figure 4.39. Some contents in textbook are difficult ........................................... 51 Figure 4.40. The classroom lacks facilities (micro, projector, videos, Internet…) .............................................................................................................................. 52 ix LIST OF ABBREVIATIONS LQDLSS: Le Quang Dinh Lower Secondary School %: Percentage x CHAPTER 1: INTRODUCTION 1.1 Rationale Speaking is one of the most difficult skill language learners as well as teachers have to face. Speaking is very important in second language learning. Therefore, teaching speaking skill for secondary school students also has a great effect on their ability of speaking learning. Teaching the speaking skill is the most important aspect of learning English and success is measured based on the ability to perform a conversation in the language. Despite its importance, speaking has been overlooked in schools and universities due to different reasons like emphasis on grammar and unfavorable teacher-student proportions. The traditional method of teaching in Vietnam is heavily dependent on books and lectures. Teachers as well as students pay much attention to the grammatical items. As a result, those students might be structurally competent but communicative incompetent. This is the big problem with a lot of Vietnamese schools. They do not create enough opportunities to speak in authentic situations. When it comes to interviewing with foreigners, speaking skills is the most important. This is because from the initial moment that applicants get in touch with interviewers when applying for a new job, those interviewers will scrutinize the way they behave. If the applicants can prove their speaking skills, it is likely that they will not only communicate well with other coworkers but also with regular customers, which would allow them to broaden their knowledge and gradually become a well-rounded employee. 1 Finally, this study is to help those teachers who teaching speaking English in secondary school being more successful in teaching activities. 1.2 Aims of the Study This study aims to: identify difficulties perceived by teachers in teaching speaking skill. Suggest solutions perceived by teachers to overcome the difficulties for more successful teaching speaking English skill at secondary schools in Bien Hoa city. 1.3 Research questions 1. What difficulties or challenges do the teachers face when teaching speaking skills in classroom? 2. How can teachers and students minimize these difficulties? 1.4 Scope of the Study The study aims at outlining the difficulties in teaching speaking skill faced by teachers at secondary school. There are various difficulties that teachers met when they taught a foreign language. The study sought to find out the most popular difficulties in teaching speaking skill faced by teachers at secondary schools. Then, this study also gave out some suggested solutions for common teaching problems for teachers. 1.5 Significance of the study The findings of this study will redound to the benefit of society considering that teaching speaking skill plays an important role in education today. The study can help the teacher teach better way of teaching speaking skills. The result can be useful for English teacher in giving addition input of teaching learning 2 process of speaking as well as gives a broader point of view for teachers in teaching English. 1.6 Research methods To collect data for this study, the questionnaires were distributed to 104 students and 18 teachers. The teachers participating in the survey were teaching English to students so that they can understand why students fail to speak fluent English. First, the survey questionnaires are carried out to find out the problems being faced by teachers. Then the interviews with teachers are conducted to make clear which were ambiguous and vague in the questions. 1.7 Structure of the study The study is organized in five chapters: Introduction, Literature Review, Methodology, Findings & Discussions and Conclusions. Chapter 1- Introduction presents the rationale, aims, research questions, scope of the study, significance of the study and research. Chapter 2 – Literature Review reviews the overview of speaking skills; Chapter 3 - Methodology includes the participants, data collection instrument, data collection & data analysis procedure context of the study. Chapter 4- Findings & Discussions describes the data of the questionnaires and interviews, then gives some findings through the data analysis; and suggests some solutions perceived by teachers to the current problems. Chapter 5 - Conclusion focuses on recommendations for further study. 3 CHAPTER 2: LITERATURE REVIEW 2.1 The nature of speaking and speaking skills 2.1.1 Definition of speaking Speaking is a part of daily life that we take it for granted. There are many different concepts of speaking through many different liguistics, but most accept the fact that speaking is very important to human communication. Speaking a foreign language is a very complex skill, including vocabulary; grammar, pronunciation, and fluency, the ability to structure talk or even non-verbal abilities. To Brown (1994), Burn and Joyce (1997), speaking is an interactive process of constructing meaning that involves producing, receiving and processing information; Its form and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experience, the physical environment, and the purposes for speaking; It is often spontaneous, open ended and evolving. According to Burn & Joyce, (1997), “speaking” is the delivery of language through the mouth. To speak, we create sounds using many parts of our body, including the lungs, vocal tract, vocal chords, tongue, teeth and lips. In the framework of how we learn our first language, language has been divided into different skill areas. A child first learns to practice language through the skill of listening. Later, a child uses language by speaking combined with listening. Then, when school begins, children learn the skills of reading and writing. So speaking is usually the second of the four language skills that we learn. This 4 vocalized form of language usually requires at least one listener. When two or more people speak or talk to each other, the conversation is called a “dialogue”. Speech can flow naturally from one person to another in the form of dialogue. It can also be planned and rehearsed, as in the delivery of a speech or presentation. 2.1.2 The nature of speaking and speaking skills There have existed various ways of defining speaking skills in language teaching and learning. In fact, language experts have proposed many definitions of speaking. First, as Nunan (1991,p.39) argues that mastering English requires mastering one's entire productive and receptive skills. Speaking skills held an important place in foreign language teaching and learning "Mastering the art of speaking is the single most important factor in learning a second or foreign language and the ability to conduct a conversation in the language is measured in terms of progress." According to Ur (1981,p.48), “speaking is the productive oral skill. It consists of producing systematic verbal utterances to convey meaning.” Regarding to this mater, Brown (1994) notes that speaking is a meaningbuilding process involving the creation, receipt and processing of information. In the meantime, as demonstrated by Bygate (1987), it is of great importance to have micro-linguistic skills in order to speak a foreign language, which means learning certain grammar, vocabulary, and rules governing how words are placed together to form sentences. However, these motor-perceptive skills, as Bygate calls them, are not sufficient since they produce sentences. We 5 often have to adjust them to the circumstances. He then presents the second set of speaking skills: interaction skills, which involve the use of knowledge and basic motor-perceptive skills to decide what to say and how to say, while maintaining the intended relationship with others. 2.2 The role of speaking in language teaching Language is divided into four macro-skills in terms of language teaching: listening, speaking, reading and writing for the purpose of study and instruction. Speaking skills are obvious as it is necessary for human communication (Ur, 1996) and plays the most significant role in foreign language teaching. Understading the language means that you can speak the language. In addition, it is the medium for social relations to be developed and preserved as well as for professional advancement. Swain (2005) suggested that in second language acquisition, output could play several important roles. The value of learning of the output is recorded to drive the learners with more mental effort to process the language more deeply. He acknowledged that the learner is in control of the output. Learners can stretch their inter-language to achieve communicative goals while speaking. They need to create the form and meaning of linguistics and even to discover what they can or can not do. Output may stimulate learners from semantics, open-ended, strategic processing, prevalent to incomprehension, to complete grammatical processing for the production needed. "Noticing" is promoted as another role of output. Leaner notices "holes" in their linguistic knowledge and works to fill them in various ways, such as turning to the dictionary, asking their peers or teachers, or noticing that they will pay attention to future relevant inputs. 6 Speaking is crucial to human communication. Just consider all the conversations in one day and compare how much you do in writing in one day. Which more do you do? Most of us speak more than we write in our daily lives, yet many English teachers still spend most of their time reading and writing activities almost lacking the ability to speak and listen. This is a good balance, do you think? If your language course is really aimed at enabling your students to communicate in English, then speaking skills in the language classroom should be taught and practiced. The ability to speak English is clearly important in international relationships to be able to participate in the broader world of work. The ability to speak is assessed by the ability to speak in the language. It is really important that language teachers pay close attention to the teaching of speaking skills for the reasons mentioned above. 2.3 Teaching and learning speaking skills 2.3.1 Teaching speaking skills Communicative performance is the goal of teaching language skills. Learners should be able to make themselves known in the fullest possible use of their current skills. Because of incorrect pronunciation, grammar or vocabulary, they should try to avoid ambiguity in the message and follow the social and cultural rules that apply in each communication situation. Speaking is “the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts” (Chaney, 1998, p. 13). Speaking is an integral part of learning and teaching in a second language. Given 7 its significance, language teaching has been undervalued for many years, and English language teachers have tended to teach speaking just as a repetition of exercises or dialog memorization. Today's world, however, needs the aim of teaching speaking to develop the communicative skills of students, because only in this way will students express themselves and learn how to obey the correct social and cultural rules in each communicative situation. The teachers help their students to develop this body of knowledge through authentic practice in the communication model of language education, which prepares them for real-life communication situations. They help their students develop the ability to produce, using suitable (that is, understandable) pronunciation, grammatically correct, logically related sentences that are relevant to specific contexts. 2.3.2 Learning speaking skills In the classroom, the exposure to the language data helps students to set the value of parameters. Krashen claims that the procedure consists mainly of comprehensible L1 feedback in relation to the affective filter. They concentrate on the L1 and positive translation (universal language) and languages’ proximity. Learning practice is helpful to beginners or students who cannot use their environment to get a language. Students do not need to be compelled to speak; when they are ready, they will volunteer. “People learn second language by using that language.” (Horwitz, 2008). Activating mental participation is regarded as one of the most important elements of cognitive theory. Practice is a redesign practice – new input that introduces a current structure to a new information transformation. Practice is a good time to process and internalize explicit knowledge in a controlled way. In communication, theory preparation happens verbally or nonverbally in a real conversation. The theory of 8