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Download miễn phí Luận văn Motivation in Learning English Speaking of the Second Year Tourism-Major Students at Tourism and Foreign Language Department, Sao Do College of Industry
67 students (55.83% of the population) were selected at random to take part in the research. The ratio of boy student to girl student is 15/67 (The percentage of boy student to girl student is 22.38% of the student population). Almost of them came from Northern provinces of Vietnam. The majority of the population is from the countryside.
The average score of English they got in the entrnace exam ranges from 5 to 7. These students had at least 3 years of learning English at high schools where the extensive vocabulary and grammatical structures are the main focus. During the fist year at SCI they finished 90 periods of General English which focuses on developing 4 skills: listening, speaking, writing, and reading. Thus, they are supposed to have an intermediate level of proficiency in English, they have sound knowledge of Grammar, and to some extent are able to speak in English.
Six teachers (31.50 % of the population) who had been teaching English speaking skills (using the text book ESP designed by the teachers of English Division in Tourism and foreign languages Department, SCI) at least for one year were invited to join in the research. Their average age is 26. These are the six teachers who are teaching English speaking in the school year 2008-2009 when the study was being carried out.
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nguage in a variety of contexts and places great emphasis on learning language functions. Unlike the ALM, its primary focus is on helping learners create meaning rather than helping them develop perfectly grammatical structures or acquire native-like pronunciation. This means that successfully learning a foreign language is assessed in terms of how well learners have developed their communicative competence, which can loosely be defined as their ability to apply knowledge of both formal and sociolinguistic aspects of a language with adequate proficiency to communicate.CLT is usually characterized as a broad approach to teaching, rather than as a teaching method with a clearly defined set of classroom practices. As such, it is most often defined as a list of general principles or features. One of the most recognized of
These lists are David Nunan’s (1991) five features of CLT:
1. An emphasis on learning to communicate through interaction in the target language.
2. The introduction of authentic texts into the learning situation. 3. The provision of opportunities for learners to focus, not only on language but also on the learning process itself.
4. An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning.
5. An attempt to link classroom language learning with language activities
Outside the classroom.
These five features are claimed by practitioners of CLT to show that they are very interested in the needs and desires of their learners as well as the connection between the language as it is taught in their class and as it used outside the classroom. Under this broad umbrella definition, any teaching practice that helps students develop their communicative competence in an authentic context is deemed an acceptable and beneficial form of instruction. Thus, in the classroom CLT often takes the form of pair and group work requiring negotiation and cooperation between learners, fluency-based activities that encourage learners to develop their confidence, role-plays in which students practice and develop language functions, as well as judicious use of grammar and pronunciation focused activities.
2.2.3 Aspects of speaking skills in CLT class.
2.2.3.1 Teaching interactional skills
In the light of CLT approach, the goal of language study is to communicate competently in that language. Richard, Platt and Weber (1985), (replicated in Nuna., 1999) characterize four dimensions of communicative competences as follows:
- Knowledge of the Grammar and Vocabulary of the language
- Knowledge of the rules of speaking (e.g. knowing how to begin and end conversations, knowing what topics can be talked about in different types of speech events, knowing which address forms should be used with different persons one speak to and in different situations;
- Knowing how to use and respond to different types of speech acts such as requests, apologies, thanks, and invitations;
- Knowing how to use language appropriately.
Nunan, D., 1999, p.226
Accordingly, in the speaking class, teachers need provide their students with interactional skill, for example, how to open and close conversations, how to make turns and interrupt, and how to respond appropriately, ect.
2.2.3.2 Integrating pronunciation teaching
For many teachers and students, pronunciation is one of the most difficult areas because of mother tongue interfere and feelings of awkwardness, inhibition, embarrassment, fear or losing face. Hedge, T. (2000) claims that it is teachers’ responsibility to decide when to focus on pronunciation, and on which aspects. It is now agreed that in CLT class, pronunciation can be integrated into speaking lessons, either through activities which prepare for speaking tasks or through follow-up activities. Individual sounds, words stress, sentence stress, and various types of linking can be drawn out of many classroom activities. Likewise, intonation can be picked out from dialogues in textbook materials to show students its importance in indicating attitudes and emotion in conversation.
2.2.3.3 Accuracy and fluency
According to Hedge, T. (2000:261), “as communicative approaches have developed, teachers have been concerned to ensure that students not only practice speaking in a controlled way in order to produce features of pronunciation, vocabulary, and structure accurately, but also practice using these features more freely in purposeful communication”. Teachers will therefore need to design both accuracy-based and fluency based activities.
* Accuracy: When we say someone speaks English with accuracy, we mean they speak English without or with few errors in grammar, vocabulary and pronunciation.
Grammar: The student uses correct word order, tenses, agreement, etc. The student does not leave out articles, prepositions, or difficult tenses.
Vocabulary: the student has a range of vocabulary that corresponds to the syllabus year list and uses words you have taught the student uses a wide range of vocabulary.
Pronunciation: When the student speaks most people will understand. The message that the student is trying to get across is clear because of good pronunciation.
* Fluency: Fluently speaking means being able to communicate one's ideas without having to stop and think too much about what one is saying.
Lack of undue hesitation: the student speaks smoothly, at a natural speed. She doesn't hesitate long and it is easy to follow what she is saying.
Length: the student can put ideas together to form a message or an argument; she can make not only the simplest of sentence patterns but also complex ones to complete the task.
Independence: when the student is lost for a word or cannot express an idea in English, she finds a way around the problem, re-expressing what she wants to say in | a different or simpler way. The student can keep talking and asks questions, etc. to keep the conversation going. She is independent of the teacher. The student does not give up trying when she cannot find the right word. The student does not let the conversation break down or is not dependent on others to keep talking.
2.2.4 Principles of teaching speaking
The teaching of speaking is closely bound up with receptive skill work. They feed off each other in a number of ways:
Output and input: when students produce a piece of language, feedback from their interlocutor will act as input based on that they modify their output. Such input can come from the teacher as feedback or prompters.
Texts: texts offer students a model to follow, especially when they are working on specific functions of language like agreeing, apologizing, refusing, and so on. Texts can also act as stimuli as a lot of language production grows out of texts that we see or hear. A controversial reading passage may be the springboard for a discussion. (Listening to a tape in which speakers tell a story or opinion may provide necessary I stimuli for students to respond based on their own experience.
Reception as part of production: in many situations, production can only continue in combination with the practice of receptive skills. Thus conversation between two people is a blend of listening and speaking; comprehension of what is said is necessary for what the participant says next.
Production enables reception: when students try to speak in certain situations or within certain genres, they are better attuned to understanding other people speaking in the same context. In this case, oral production works in a way that helps students with their listening comprehension. (Harmer, 2001)
To motivate students in English speaking lessons, it is suggested that the below principles should be apllied.
- Give students practice with both fluency and accuracy:
Communicating effectively in a language requires both the knowledge of the language as well as the ability to use tine language in real time interaction. Thus, the teacher should provide students with form-focused speaking, meaning-focused I speaking and activities that aim at fluency development. (Brown & Nation, 1997)
- Plan communicative tasks that are based on the concept of information gap
In all too many English classes, teacher pupil exchanges have little communicative (value because there is no real information being exchanged. In a traditional, grammar oriented class, for example, teachers often spend a large proportion of class time asking questions for which they and the students already know the answers; thus, there is no information gap to fill. Typically, a teacher asks a "display" question (that is, a question the teacher knows the answer to), an individual student answers, the teacher evaluates or corrects the answer, and then the cycle begins again with another student and another question that everyone already knows the answer to (Liao, 200...