Using information gap activities to enhance speaking skill for the first year student in ed – ulis –

ABSTRACT

This graduation paper studies the real situation of using information gap activities to enhance speaking skill for the first year students at English Department, Hanoi University of Languages and International Studies, Vietnam National University. All needed data was collected through a series of survey questionnaires, interviews and classroom observations. The results show that information gap activities have been exploited widely and gained some certain achievements at HULIS, VNU. However, there still remain the following problems facing both the teachers and students. As for the teachers, the matters recognized are of adapting activities, limited time and the way to organize crowded classes or to involve all students. To students, the lack of confidence when speaking English, the discomfort when working in pairs or groups, and the poor language practice are their major difficulties. Carefully considering these existing problems, a list of suggestions to improve the method is offered. Recommended sample activities of guessing games, information gap exercises and exchanging personal information activities are also introduced with a view to helping the first year students in HULIS, VNU develop their speaking skill.











TABLE OF CONTENTS

Acceptance page
Acknowledgements i
Abstract ii
Tables of contents iii
List of figures, tables and abbreviations iv
CHAPTER 1: INTRODUCTION 1
1.1. Statement of the problem and the rationale for the study 1
1.2. Aims and researcher questions 2
1.3. Significance of the study 3
1.4. Scope of the study 3
1.5. Organization of the study 4
CHAPTER 2: LITERATURE REVIEW 5
Part A: Speaking skill 5
2.1. The nature of speaking 5
2.2. Learning and teaching speaking in CLT 6
2.3. The roles of speaking in language learning and teaching 8
2.4. Problems in learning and teaching speaking skill 9
2.5. Suggested solutions to teaching speaking skill 10
Part B: Information gap activities 12
2.1. The nature of information gap activities 12
2.2. Types of information gap activities 14
2.3. Benefits of using information gap activities in teaching speaking skill 19
2.4. Factors affecting the choice of information gap activities 23
2.5. Typical procedure to conduct an information gap activity 24
CHAPTER 3: METHODOLOGY 25
3.1. Selection of subjects 25
3.2. Data collection instruments 26
3.3. Procedures of data collection 27
3.4. Procedures of data analysis 31
3.5. Summary 33
CHAPTER 4: RESULTS AND DISCUSSION 34
4.1. Presentation of data analysis 34
4.2. Summary of findings 53
4.2.1. Achievements 53
4.2.2. Problems 55
CHAPTER 5: IMPLICATION AND APPLICATION 57
5.1. Implication 57
5.2. Application 63
CHAPTER 6: CONCLUSION 77
6.1. Summary 77
6.2. Limitations 78
6.3. Suggestions for further study 78
REFERENCES 80
APPENDICE 83









LIST OF FIRGURES, TABLES AND ABBREVIATIONS
Table 01: The frequency of the use of different kinds of information 34
gap activities
Table 02: Students’ interest in different kinds of information gap 40
activities
Table 03: Techniques to Giúp students in information gap activities 43
Table 04: Students’ assessment of information gap activities used in 47
their classes

Figure 01: Time spent on information gap activities 36
Figure 02: Reasons for the exploitation of information gap activities 37
Figure 03: The factors affecting the choice of information gap 39
activities
Figure 04: Methods of organizing class 41
Figure 05: Evaluation of the benefits of information gap activities 46
Figure 06: Problems challenging teachers when conducting an 49
information gap activity
Figure 07: Students’ difficulties when taking part in an information 51
gap activity

ED, ULIS, VNU: English Department, University of Languages and International Studies, Vietnam National University
CLT: Communicative Language Teaching










CHAPTER 1: INTRODUCTION

1.1. Statement of the problem and the rationale for the study
In the modern time of internationalization and globalization, English is considered as a means of communication all over the world. In Vietnam, since the development of market economy, having a good command of English has become not only a great interest but also an increasing demand for most people. English now is therefore a compulsory school subject in many schools and universities and of all the four skills, speaking obviously plays the most vital part in communication. However, most Vietnamese learners find it hard to be able to use English in the real life. The reasons may stem from the fact that traditional language teaching method like the Grammar- Translation one which has been applied to teaching English in our country for ages. Hence, current teachers “need to actively engage students in speaking activities that are enjoyable and are based on a more communicative approach” (Raptou, 2002). Exploiting information-gap activities may be a good solution.
In many classes in Vietnam, there is still an unrealistic use of language when teachers often spend a large of proposition of class time asking “display” questions for which they and their students already know the answers. In contrast, by using information gap activities, the teacher will motivate students to speak English and will create like-real situations where one of them has some information and other does not; thus, there is a need to communicate In other words, information gap activities give students opportunities to manipulate English appropriately not only inside but also outside the classroom.
There have been a number of previous studies on how to exploit information gap activities in the speaking class. Nevertheless, no researchers have examined the practice of using information gap activities to enhance speaking skill for the first year students in ULIS, VNU. This has given the researcher desire to carry out a research study on this issue.

1.2. Aims and research questions
1.2.1. Aims
This study is specially targeted at
 Examining the current situations of using information gap activities in teaching speaking skill to the first year students in English Department, ULIS, VNU
 Indicating benefits as well as problems of applying information gap activities in English speaking class
 Suggesting some useful and applicable information gap activities to develop speaking ability for the first year students

1.2.2. Research questions
In the light of the goals of the study, the following research questions are posed:
(a) In what ways have information gap activities been used to develop speaking skill for the first year students in ULIS, VNU?
(b) What are the benefits of using information gap activities as perceived by the teachers?
(c) What are the benefits of using information gap activities as perceived by the students?
(d) What are the problems of using information gap activities as perceived by the teachers?
(e) What are the problems of using information gap activities as perceived by the students?

1.3. Significance of the study
The foremost significance of this study is that it would contribute to a more effective use of information gap activities so as to enhance speaking skill for the first year students in English Department, ULIS, VNU.
The findings of the research would provide an insightful understanding of the current situation of exploiting information gaps to teach speaking skill at the target school. Additionally, the teachers of English may find the recommended information gap activities a useful reference to make their speaking lessons more communicative and meaningful.

1.4. Scope of the study
Due to limited time and experience, this study focuses mainly on the application of information gap activities to develop speaking skill for the first year students in English Department, ULIS, VNU. The reasons for the researcher’s choice are as follows: First, the English Department, HULIS, VNU has widely been known as prestigious university of English learners in Vietnam; thus, there may be much room for information gap activities to be used and information gap exercises are assumed to have been exploited here long enough to examine its effectiveness. Second, it would be convenient and manageable for the researcher who is the last year student of this university to administer the questionnaires and carry out some necessary interviews and classroom observations serving the research purpose.

1.5. Organization of the study
This graduation paper covers five main parts as follows:
Chapter 1 – Introduction would provide readers with overall information about the research including the rationale for the study, aims and research questions, significance, scope as well as the organization of the study.
Chapter 2 – Literature Review would deal with two major concepts, namely, speaking skill in CLT and information gap activities with a hope to providing theoretical background for the following chapters.
Chapter 3 – Methodology would show the methods used to find out the necessary data for the study. In particular, this chapter consists of the research approach, selection of subjects, research instruments, procedures of data collection and procedures of data analysis.
Chapter 4 – Results and Discussion is designed to present some crucial findings based on the analysis and synthesis of the data collected. Implication for better use of information gap activities and applicable information gap activities designed are also important parts in this chapter.
Chapter 5 – Conclusion summarizes briefly the main content of the study, indicates summary of findings, some limitations of the study and gives out suggestions for further research.

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