INTRODUCTION
Rationale of the study
Teaching English encompasses four essential skills: listening, speaking, reading, and writing Initially, emphasis should be placed on listening and speaking, as these are foundational to language acquisition However, teaching speaking presents challenges due to various objective and subjective factors, making it a critical skill Prior to the National Foreign Language Project 2020, speaking instruction primarily relied on repetitive drills and memorization, which still influences current teaching methods Today, speaking has gained unprecedented importance in English education Consequently, educators aim to enhance students' speaking abilities through the communicative language teaching method, recognized as an effective approach for fostering oral communication skills.
The National Foreign Language Project 2020 aims to enhance students' speaking skills in English, enabling effective communication with foreigners Although English has been taught in Vinh schools for several years, various objective and subjective factors have hindered the achievement of desired learning outcomes, particularly in speaking proficiency.
In Vinh city, many 6th-grade students exhibit shyness and a lack of confidence when speaking English in class, despite well-prepared lessons and ample speaking opportunities provided by teachers This challenge persists even though students recognize the importance of speaking skills As an English teacher and language coordinator, I am dedicated to finding effective strategies to help both teachers and students overcome these speaking difficulties.
In fact, the effectiveness of teaching and learning speaking depends on many factors in which an importantly psychological one is motivation Students without
Motivation plays a crucial role in English language learning, as low motivation can lead to poor study results While students aspire to master English for effective communication, the challenge lies in achieving this proficiency As a language coordinator, I've observed that despite the efforts of both teachers and students, the outcomes in English speaking skills remain unsatisfactory To address this issue, I initiated a study titled “An Investigation into the Practice of Teaching the Speaking Skill,” aiming to enhance our students' speaking abilities.
6 th graders: A case study of Vinh city ”.
Aims of the study
This study aims to explore the techniques used by teachers to enhance speaking skills among sixth graders in English classes By investigating the methods employed, the research seeks to improve the effectiveness of English language teaching and learning, particularly in speaking Additionally, it addresses the potential discrepancies between the textbook content and the actual instruction delivered by teachers in the classroom.
Research questions
The above aims of the study can be realized by the following research questions:
1 What are common techniques teachers use in teaching speaking skill to sixth graders in Vinh city?
2 Is there any mismatch between the content in the textbook and the content that teachers perform in classes? if so, what are the underlying reasons?
The two research questions are the basis and the direction for me to carry out the research in a consistent way.
Scope of the study
This study examines the prevalent methods used to teach speaking skills to sixth graders in Vinh City While the survey data may not comprehensively represent all English teachers across secondary schools in the area, it aims to highlight some of the most common practices identified during the research.
Design of the study
This thesis is divided into five main chapters:
Chapter 1 is the Introduction In this part, the rationale of the study, the aims of the study, scope of the study, significance of the study, methods of the study, and organization of the study are presented, as well
Chapter 2 is the Literature Review In this part, theoretical background related to the overview language teaching methods and the previous studies related to speaking skills
Chapter 3 is the Methodology This part presents the study setting, research questions, participants, materials and procedures of data collection
Chapter 4 is Findings and Discussions This chapter is by far the most dominant one, which provides an analysis of the data of questionnaire and interview as well as the interpretation of the results
Chapter 5 is the Conclusion , which summarizes the findings, implications and limitations of the study, and suggestions for further study are provided in this part
LITERATURE REVIEW
A historical overview of language teaching methods
Language teaching methods have evolved significantly over the centuries, influenced by changing aims and reasons for learning languages In different historical periods, the focus of language instruction varied, with some eras emphasizing reading skills while others prioritized oral communication These shifts have impacted teaching approaches and methodologies Additionally, evolving theories regarding the nature of language and learning have shaped contemporary practices Despite these changes, many current issues in language teaching have roots in historical contexts.
The roots of foreign language teaching can be traced back to Ancient Greece, where scholars sought to understand the mind and will through language The Romans followed suit, becoming the first to formally study foreign languages, particularly Greek, which they learned from Greek tutors and slaves Unlike the Greeks, the Romans adopted a more practical approach to language learning, emphasizing utility over philosophical inquiry.
In Early Modern Europe, prior to the 16th century, language instruction primarily focused on teaching Latin to priests However, during the 16th and 17th centuries, French emerged as the lingua franca for communication among foreigners, essential for courtiers, travelers, traders, and soldiers alike The widespread teaching of French during this time is reflected in theoretical books and language textbooks, which reveal that language educators were grappling with similar questions to those of today, such as the balance between practical application and rule learning, as well as the contrast between formal study and informal usage.
During the 17th to 19th centuries, Latin transitioned from a living language essential for communication to a dead language studied primarily for intellectual purposes This period marked the establishment of Classical Latin's grammar and rhetoric as the foundational model for language teaching in Europe, reflecting a significant shift in educational approaches to language learning.
The grammar-translation method focused on rote learning of grammar rules and vocabulary, emphasizing translations and writing sample sentences that often lacked real-world relevance Despite challenges to this approach, the perception that Classical Latin, and to a lesser extent Greek, represented the ideal language influenced the teaching model for modern languages Beginning in the 18th century, modern languages were typically taught using the same methods as Latin, perpetuating this traditional educational framework.
In the 19th and early to mid-20th century, the grammar-translation method dominated foreign language teaching in Europe, persisting in some regions even today However, theorists began questioning its principles, leading to significant changes driven by the increasing demand for speaking proficiency in foreign languages Reformers like Frenchmen C Marcel and F Gouin, along with Englishman T Pendergast, re-evaluated language learning methods Marcel emphasized the importance of understanding meaning, while Pendergast proposed the first structural syllabus, advocating for teaching the simplest grammatical structures first Gouin highlighted that children learn language through engaging in sequences of related actions, stressing the need to present language items in context and to use gestures to enhance verbal communication.
In the late 1800s and early 1900s, linguists began exploring effective teaching methods, influenced by earlier reformers whose ideas, though impactful for a time, remained limited in reach due to the absence of established educational networks and communication channels.
The Direct Method, influenced by linguists such as Henry Sweet, Wilhelm Vietor, and Paul Passy, emphasized that language teaching should be grounded in scientific principles, prioritize speaking, present words and sentences in context, teach grammar inductively, and minimize translation While this approach gained popularity in language schools, it proved impractical for larger classes and public education Additionally, developments in psychology, particularly behaviorism, significantly impacted language teaching methods, as early to mid-1900s experiments with animals shed light on learning processes applicable to humans.
Ivan Pavlov, a renowned scientist, conducted experiments demonstrating that dogs could develop a conditioned response by salivating at the sound of a bell, even before food was presented This finding suggested that animals learn through associations, a concept supported by other behaviorists like John Watson and B.F Skinner They proposed that both animal and human behavior are shaped by a system of rewards and punishments, with Skinner advocating for the application of this model to human actions.
Skinner's theory on language acquisition suggests that when parents or caregivers hear a child utter sounds resembling words, they respond with praise and attention This positive reinforcement encourages the child to repeat those words and phrases, facilitating the learning process of language.
Behaviorism and applied linguistics significantly impacted language teaching by emphasizing the importance of habit formation in learning languages Theorists posited that mastering a series of linguistic habits would enable learners to speak proficiently Furthermore, they advocated for contrastive analysis to highlight the differences between languages, enhancing the teaching process.
The audio-lingual method is an effective approach to language teaching, leveraging the similarities and differences between languages to facilitate learning This method emphasizes the use of drills to cultivate strong language habits, where students respond to stimuli Correct responses are rewarded to reinforce learning, while incorrect ones are corrected to prevent the formation of bad habits.
In the years after World War II, significant changes emerged that transformed language teaching and learning The rise in language diversity led to a greater variety of languages available for study, while the expansion of education made language learning accessible to a broader audience beyond the elite Additionally, increased opportunities for international travel, business, and cultural exchanges heightened the demand for language acquisition.
In the 1950s and 1960s, there were renewed efforts to enhance language teaching through the effective use of new technologies such as tape recorders, radios, TVs, and computers Additionally, educators sought to explore innovative educational patterns like bilingual education, individualized instruction, and immersion programs, alongside methodological advancements such as the audio-lingual method Despite these initiatives, the anticipated improvements in language education effectiveness did not occur, leading to skepticism about the theoretical foundations of these developments.
In the mid-1960s, the audio-lingual method faced significant theoretical challenges, particularly from linguist Noam Chomsky He critiqued the behaviorist model of language learning and introduced Transformational Generative Grammar, suggesting that language learners acquire a limited set of transformations rather than an exhaustive list of rules For instance, an affirmative sentence like "I go to New York every week" can be transformed into a negative one by adding "not" and the auxiliary verb, resulting in "I do not go to New York every week." Chomsky argued that with a finite number of these transformations, language users can generate an infinite variety of sentences.
Communicative Language Teaching (CLT)
A solid study must be grounded in established theories In my minor thesis, I draw upon the insights of renowned linguists and methodologists to explore key concepts related to language and methodology.
The evolution of language teaching has revealed significant shifts in approaches and methods, highlighting the changing proficiency needs of learners Historically, second language instruction focused on enabling students to read and appreciate literature, with effective teachers being those who could achieve this goal (Le Van Canh, 2004).
English serves various communication purposes influenced by factors such as qualifications and age In educational settings, it is essential for developing students' speaking skills These skills enable students to express language functions relevant to specific themes and situations related to their lessons.
Speaking is often integrated with other language skills in educational activities aimed at helping learners achieve correct and fluent speech Teachers can select suitable methods and communicative exercises based on lesson objectives and requirements This approach has evolved to include real-life communication applications, addressing the needs of students learning to speak English.
In recent years, English learners increasingly prioritize effective communication in their language studies, prompting significant changes in teaching methodologies Educators have continually sought the most effective methods for teaching English, leading to the development of various language teaching approaches and techniques.
Communicative Language Teaching, as noted by Mackey (1965), encompasses various methods that persist due to their unique advantages and disadvantages For instance, the grammar-translation method remains popular in many classrooms because it is easy to implement and cost-effective, highlighting the enduring relevance of traditional teaching approaches.
This thesis emphasizes Communicative Language Teaching (CLT) as a highly effective method for teaching learners to communicate in their target language As a result, CLT has gained prominence in language education.
“umbrella” term which covers a wide range of classroom practices
Communicative Language Teaching (CLT) has been interpreted in various ways by authors like Wilkins (1972) and Nunan (1989) Nunan (1989) emphasizes that CLT perceives language as a tool for expressing meaning, focusing on oral communication and meaningful tasks that resonate with students The objectives of CLT are tailored to meet students' needs, encompassing both functional and linguistic skills In this framework, learners act as negotiators and integrators, while teachers serve as facilitators of the communication process Additionally, materials used in CLT are designed to promote authentic, task-based language use.
Margie S Berns, a leading authority on communicative language teaching, emphasizes that language is fundamentally an interactive and interpersonal activity deeply connected to society She argues that studying language should focus on its functional use within various contexts, including both the linguistic context—what is said before and after a specific discourse—and the social context, which involves understanding the speakers' identities, their social roles, and the reasons for their interaction (Berns, 1984).
The communicative approach emerged as a response from language educators and linguists dissatisfied with the limitations of the Audio-Lingual and Grammar-Translation methods, which failed to enable learners to effectively communicate within the target language's cultural context.
David Nunan (1991) points out five features of CLT:
* An emphasis on learning to communicate through interaction in the target
* The introduction of authentic texts into the learning situation
* The provision of opportunities for learners to focus, not only on language but also on the learning process itself
*An enhancement of the learner‟s own personal experiences as important contribution elements to classroom learning
* An attempt to link classroom language with language activities outside the classroom,
- There are three major principles of CLT:
(1) Communication principle: emphasizes activities that involve real communication promote learning
(2) Task principle: purposes that activities in which is used for carrying out meaningful tasks promote learning
(3) Meaningfulness principle: claims that language that is meaningful to the students supports the learning process (Le Van Canh, 2004)
- During communicative lessons, students communicate with each other and do tasks which are completed by means of interaction between students Therefore,
17 students have chances to take part in considerable use of pair work, group work and mixed activities
- In ESL classes, teachers are facilitators and monitors, usually, without interruption and then to provide feedback on the success
While the Communicative Language Teaching (CLT) approach has its advocates, it also faces criticism regarding its applicability across different local contexts and cultures Detractors argue that CLT dismisses the value of traditional methods such as rote learning, memorization, and teacher-led instruction, suggesting that no single method can claim to be perfect for all educational environments.
Despite its limitations, Communicative Language Teaching (CLT) encourages teachers to integrate engaging and meaningful communicative activities into their lessons, ultimately enhancing their students' language proficiency.
For the above seasons, CLT has been known as the dominant approach to language teaching since the demise of the Audio-lingual Method
In order to help students apply what they have learnt in the classroom to a variety of real life using natural language, authentic language materials should be used
There are some advantages of using authentic material
Firstly, authentic materials can help students prepare for the „real‟ world of communication;
Secondly, it can lead students toward the language they need for their particular context;
Moreover, authentic materials assist to encourage students to communicate, because they give communication in real situations
Listening TV shows, radio, commercials, news broadcasts, documentaries, movies, phone messages, etc
Visual content includes photographs, artwork, symbols, postcards, and picture books, while printed materials encompass restaurant menus, newspaper articles, bulletin board ads, company websites, coupons, sales catalogs, travel brochures, maps, telephone books, signs, blogs, movie posters, and food labels.
For high intermediate language learners, authentic materials like newspaper articles, books, and live broadcasts are appropriate In contrast, lower proficiency students benefit more from simpler authentic resources, such as visual aids These materials can foster meaningful discussions while avoiding complex language, making them suitable for lower-level classes.
In Communicative Language Teaching (CLT), teachers play a crucial role as facilitators and advisors, guiding students through their learning and addressing their concerns They engage in communicative activities alongside students, fostering an environment where learners can express their ideas and opinions freely According to Littlewood (1981), this approach allows students to integrate the target language with their own identities, enhancing their emotional security and confidence in using the language.
Speaking skill
Bygates, M (1987) stated that speaking is a skill which we must pay attention to every bit as much as literacy skills in both first and second languages…
It is also a medium through which much language is learned and which for many
19 particular conductive for learning Speaking is obviously very important in language learning
According to Brown (1994), spoken language is characterized by brief, fragmented utterances that exhibit diverse pronunciations Additionally, there is often significant overlap in dialogue between speakers, who tend to utilize non-specific references.
Speaking is an interactive process of creating meaning that encompasses the production, reception, and processing of information To effectively engage in communication, speakers must select appropriate vocabulary to articulate their thoughts, rephrase or emphasize words for clarity, and align their language with the expected patterns of specific discourse situations.
In conclusion, speaking is a crucial aspect of human communication and an essential macro skill for language learners Therefore, it is imperative for teachers to assist students in enhancing their speaking abilities and overall performance in English.
According to Bygate (1987), effective speaking involves direct interaction with an audience, allowing for immediate feedback and clarification of misunderstandings Unlike written communication, speaking requires patience and the ability to engage listeners, as conversations are turn-based Brown (1983) emphasizes that listening is crucial for speakers, as it provides valuable models and helps them understand the challenges of communication Therefore, experiencing the role of a listener is more beneficial for improving speaking skills than merely practicing speaking tasks without this understanding.
Bygates (1987) argues that speaking is often an undervalued skill, primarily because it is a common ability that many people possess, leading to a tendency to take it for granted He emphasizes that speaking skills warrant the same level of attention and importance as other communication abilities.
Students require strong speaking skills to confidently navigate essential transactions Bygate emphasizes the importance of speaking, noting that it serves as a primary medium for language acquisition.
In conclusion, speaking has become increasingly vital in foreign language education, particularly with the widespread adoption of the communicative approach As noted by Bygate (1995), it is a skill that warrants equal emphasis alongside literary skills.
2.3.3 The development approach of speaking skill
There are three main phases in the teaching of a speaking lesson Byrne
(1991) points out that there are three phases to develop students‟ oral ability, which are as follows:
- The Presentation Phase (when you introduce something new to be learned)
In this phase, teachers play a central role as information providers, utilizing their expertise in English to select and present teaching materials effectively Their goal is to make the new language comprehensible and memorable for students, who remain attentive during instruction Oral materials in course books typically come in two formats: dialogues and prose, each requiring distinct presentation methods to enhance understanding.
According to Byrne (1991:22) 10 different steps are used to present a dialogue They are the following:
1 Establish setting by using pictures At this phase English should be used as much as possible
2 Draw out students‟ experience related to situation
4 Set listening task by asking key information of the dialogue
5 Ask students listen without looking at the books
6 Allow students to have a look at their book when necessary for them
7 Ask the students to listen and repeat
8 Ask students to pick up difficulties (good chance for them to speak) and explain difficulties
9 Ask them to practice (role-play)
10 Ask them to dramatize the dialogue
The procedure for presenting a prose passage is well-structured but may vary based on the learner's competence, potentially leading to some steps being omitted Students often struggle with step 10 due to shyness and time constraints According to Byrne (1991:26), teachers should follow nine key steps to effectively present a prose passage.
- Introduce the topic by asking to look at the picture or asking them about the related thing
- Introduce the text New words and structures are given
- Set the reading task: make questions
- Ask the students to read the passage in silence and find the answer
- Explain difficulties they still have
- Do silent reading again because the students need to go on with the step 9
- Get the students to talk about what they have to learn based on the previous answers
- The Practice Phase (when you allow the students to work under your direction)
In this phase, students take the lead in discussions, engaging in most of the speaking while teachers facilitate extensive practice Activities are designed to enhance speaking fluency, often incorporating pair or group work to encourage collaboration and interaction among students.
- The Production Phase (when you give students opportunities to work on their own)
During this phase, students require opportunities to express themselves in English without constraints Genuine speaking practice occurs when they can use the language for personal communication rather than solely for their teachers Engaging in group work is essential, as it facilitates meaningful speaking opportunities for students.
Working in groups, all students can have chance to participate in talks Time can be saved and students seem more confident
Byrne (1988:2) emphasizes that enhancing students' speaking skills requires a structured approach involving three distinct phases However, practical implementation may be hindered by factors such as time constraints, student diversity, and the types of materials available.
2.3.4 The roles of speaking in language learning and teaching
According to Ur (1996), speaking is the most crucial skill among the four language skills: listening, speaking, reading, and writing This perspective emphasizes that being a speaker of a language is more significant than merely having theoretical knowledge about it Scrivener (2005) supports this view, stating that understanding a language holds little value if one cannot effectively use it in communication.
Humans naturally develop speaking skills before reading and writing, as oral interaction with language occurs far more frequently than written communication Speaking is essential for effective conversation, yet mastering English speaking can be challenging due to the need for proper pronunciation, grammar, vocabulary, fluency, and comprehension Rivers (1981) highlighted that speaking is utilized twice as much as reading and writing combined, while Brown (1994) emphasized that listening and speaking are crucial tools for language learners Efrizal (2012) noted the importance of speaking in daily interactions, as it serves as the primary means of conveying ideas and messages To foster English communication skills among students, it is vital to engage them in real-life conversations and encourage practical language use.
In traditional language teaching methods, such as the Grammar-Translation method, there was a significant neglect of speaking skills, with a primary focus on reading and writing This approach, as noted by (2001), prioritized literacy over oral communication, resulting in listening and speaking being undervalued in the classroom According to Ur, this emphasis on written skills limited the development of students' speaking abilities.
Methods of teaching speaking
The teaching methods employed in classrooms significantly impact students' intrinsic motivation, as each student possesses unique learning styles that may not align with a single approach When students feel confident in the teaching method, they are more likely to find it motivating and effective However, research has yet to definitively prove the superiority of one method over another, highlighting the crucial role teachers play in adapting their strategies to meet diverse student needs.
The key factor in evaluating a teacher's effectiveness lies not in student preferences but in the successful application of teaching methods Assessing a teacher's quality is crucial for fostering intrinsic motivation among students According to Harmer (1983, p 6), there are four essential qualities that define an effective teacher.
* The teacher has to make his class interesting
* The teacher must be fair, treat his students equally and as far as possible understand and act on the worries and aspiration of his pupils
* The teacher must offer a good modal as the target language user
* The teacher must be a good technician: his students should understand what is wanted of them, be able to pronounce correctly, and be stimulated into the target language
In other words, their Methods of teaching speaking is to get appropriate goals and tasks at which most of their students can speak naturally
2.4.1 Goals and techniques for teaching speaking
The primary objective of teaching speaking skills is to enable students to communicate effectively It is essential for learners to express themselves clearly, utilizing their existing proficiency to its maximum potential while minimizing any potential confusion in their messages.
25 due to faulty pronunciation, grammar, or vocabulary, and to observe the social and cultural rules that apply in each communication situation
In order that students develop communicative efficiency in speaking, teachers should ask them a balanced activities approach that combines language input, structured output and communicative output
Language input refers to the resources provided by teachers, including listening activities, reading passages, and exposure to language outside the classroom This input is essential as it equips students with the necessary materials to start producing language independently.
Language input may be content oriented or form oriented
Content-oriented input emphasizes the delivery of information, which can range from basic weather reports to in-depth academic lectures This type of input also encompasses descriptions of various learning strategies along with practical examples of their application.
Form-oriented input emphasizes the effective use of language by providing guidance on vocabulary, pronunciation, and grammar, which enhances linguistic competence It also addresses discourse competence by teaching appropriate language use in various contexts and setting expectations for speech rate and pause duration.
In speaking lessons, the teacher integrates both content-oriented and form-oriented input during presentations The quantity of input in the target language is tailored to the students' listening proficiency and the specific context of the lesson.
Structured output emphasizes the importance of using the correct form in language learning It offers students various response options, all of which require the application of a specific structure recently taught by the instructor This approach aims to enhance learners' comfort in producing newly introduced language items, often integrating them with previously acquired knowledge.
In communicative output, students aim to complete tasks like gathering information, creating travel plans, or producing videos They can utilize the language recently taught by the instructor, along with any other vocabulary, grammar, and communication strategies they possess The primary measure of success at this stage is the ability to convey the intended message, with accuracy being a secondary concern unless it hinders comprehension.
A balanced activities approach in language teaching incorporates diverse input and output activities, catering to learners of all proficiency levels, including beginners This variety not only enhances motivation but also significantly increases the likelihood of effective language acquisition.
2.4.2 Strategies for developing speaking skills
Effective teachers equip students with essential speaking strategies, such as utilizing minimal responses, recognizing conversational scripts, and discussing language itself These techniques empower students to enhance their language proficiency and boost their confidence in communication By focusing on these strategies during speaking lessons, educators facilitate meaningful language development for their students.
According to Andersen (1999): “The use of minimal responses “increases immediacy, signals that the listener comprehends the speaker’s message, and reinforces the speaker’s role in a conversation”
Minimal responses serve various functions due to their diverse forms, often appearing at the conclusion of grammatical clauses, though the author does not delve deeper into this observation.
Many language students struggle with confidence during speaking lessons, often remaining silent while their peers engage in conversation To encourage these students to participate, it's essential to equip them with a repertoire of minimal responses that can be utilized in various exchanges This approach is particularly beneficial for sixth graders, as it helps them build confidence and fosters active engagement in class discussions.
Communication often follows predictable patterns or scripts, particularly in social interactions such as greetings, apologies, and invitations, which are shaped by cultural norms Similarly, transactional exchanges like information gathering and purchasing also adhere to these established scripts In these scenarios, the relationship between a speaker's turn and the subsequent response is typically foreseeable, facilitating smoother interactions.
Teachers can help students develop speaking ability by making them aware of the scripts for different situations so that they can predict what they will hear and
27 what they will need to say in response Through interactive activities, instructors can give students practice in managing and varying the language that different scripts contain
2.4.2.3 Using language to talk about language
Students frequently feel confused or hesitant to communicate when they encounter misunderstandings in conversations To address this challenge, teachers can reassure students that miscommunication is a common occurrence, regardless of language proficiency Additionally, providing students with effective strategies and phrases for seeking clarification and checking comprehension can empower them to engage more confidently in discussions.
Different speaking activities
2.5.1 The use of authentic materials
Teacher can deliver some authentic materials to students One of the best form of authentic materials is newspapers It contains write-ups which are based on reality
According to Freeman D.L( 2000), “Reading a newspaper provides them with an opportunity to study language as it is used in a real context…”
Students can effectively transfer their classroom knowledge to real-world situations, allowing them to express themselves in natural language across diverse contexts For instance, they may be tasked with retelling their favorite novel or making predictions about the outcome of a final match.
It is the time for students to put their own thoughts into words and share their ideas
Effective communication occurs during this activity as students work to fill information gaps By sharing their ideas, they actively engage with the language, functioning as both listeners and speakers Meanwhile, the teacher serves as a co-communicator, facilitating the interaction.
Teachers can provide students with stories that contain scrambled sentences, challenging them to arrange the sentences in the correct order This activity enhances their understanding of language by encouraging them to unscramble the sentences into a coherent sequence, allowing them to better grasp language rules and improve retention.
The language games that are truly communicative activities which consist of feedback, choice and information gap
In this engaging classroom activity, the teacher divides students into two groups Group A presents topics like weather, population, and environment, while Group B articulates their thoughts and ideas on these subjects using their own words This collaborative exercise fosters communication skills and enhances understanding of key concepts.
In this engaging teaching technique, a teacher presents a picture strip, starting with the first image for students to predict the second After revealing the second picture, students compare their predictions and use it to further develop the story This process continues with subsequent images, encouraging creativity and word choice as students make predictions based on their own ideas Additionally, they receive constant feedback throughout the activity, guiding them toward the story's conclusion as the picture strip unfolds.
In this collaborative learning technique, the teacher acts as a co-communicator, organizing students into groups where pairs take on distinct roles, such as doctor-patient or teacher-student While some students perform, others observe and provide constructive feedback, fostering interpersonal relationships and teamwork This peer feedback not only boosts students' confidence but also motivates them to improve and expand their learning By engaging in role-playing from various professional scenarios, students enhance their communication skills and learn to work effectively with others.
METHODOLOGY
The setting of the study
The study took place in several Lower Secondary schools, where English, like other subjects, is taught in a structured classroom environment Instruction in English is organized into three periods each week, emphasizing a formal approach to language learning.
Students in a classroom often have varying levels of English proficiency, necessitating tailored approaches to meet both class-wide and individual needs during speaking lessons To enhance overall English speaking skills, it is crucial to implement effective practice both inside and outside the classroom This focus on speaking practice will benefit all students, regardless of their proficiency levels, fostering improvement for both stronger and weaker learners.
The study aimed to find out the answer to the following questions:
1 What are common techniques teachers use in teaching speaking skill to sixth graders in Vinh city?
2 Is there any mismatch between the content in the textbook and the content that teachers perform in classes? And if so, what are the underlying reasons?
The participants
To effectively support the study's objectives and streamline data collection and analysis, a sample of 50 teachers currently instructing sixth graders in English in Vinh was selected.
I took a survey of 50 teachers and interviewed 10 teachers aged from 24 to
The selected teachers, all with a minimum of 10 years of experience and a strong dedication to their craft, possess both English language proficiency and expertise in their subject matter Their extensive experience will provide valuable insights into teaching and learning speaking skills among sixth graders Additionally, I will examine their common methods and techniques for teaching speaking, as well as their experiences regarding discrepancies between textbook content and actual classroom performance, along with the reasons behind these mismatches.
Materials
The textbook Tieng Anh 6 (Book I and Book II) is published by Education Publishing House Each book consists of 12 units with a variety of topics
This textbook features clear and concise objectives, providing a detailed overview of topics, functions, structures, grammar, and skills for each unit, as illustrated in the comprehensive introductory table of contents.
Table 3.1 The speaking topics of twelve units in Tieng Anh 6
5 Natural wonders of the world
10 Our houses in the future
This textbook is designed to enhance students' speaking and listening skills, offering a wealth of knowledge However, the length of some units may limit the time available for practice during lessons The book is structured into seven main parts.
This article provides a comprehensive overview of the lesson structure, beginning with an introduction to the main topic, essential vocabulary, and grammatical elements It features "A Closer Look 1," which delves into vocabulary aspects such as pronunciation, stress patterns, and meanings Following this, "A Closer Look 2" emphasizes grammatical concepts The "Communication" section highlights effective communication skills, while "Skill 1" focuses on enhancing reading and speaking abilities Finally, "Skill 2" is dedicated to improving listening skills, ensuring a well-rounded approach to language learning.
The "34 and Writing and Looking Back" project enhances students' communicative competence by utilizing a textbook that connects lessons to real-life scenarios Through pair and group activities, students practice English in contextual situations, fostering practical language skills At the end of each semester, students demonstrate their proficiency by completing comprehensive tests that assess all four language skills.
Data collection instruments
The researcher used the survey research method and data collection instruments are questionnaires, interviews, classroom observation
For this study, a survey questionnaire was selected as the primary data collection method The questionnaire is divided into two parts, with the first focusing on the teaching methods employed by sixth-grade teachers A total of 10 questions have been crafted specifically for these educators, and participants are encouraged to provide honest and reliable responses to ensure the best results.
The survey questionnaire is a crucial data collection tool, effectively capturing the attitudes, concerns, and needs of a specific group This approach is particularly valuable for the author in investigating common techniques for enhancing speaking skills in teaching.
Interviews serve as a valuable tool for data collection, allowing teachers to share their real-life experiences and insights gained from their professional journeys Prior to the interview, teachers typically prepare thoughtfully, ensuring they convey the most relevant information.
Class observation provides invaluable firsthand insights into classroom dynamics, allowing me to witness events directly However, the time commitment required has limited the number of classes I can observe, preventing me from gathering as much information as I would like.
The research was carried out under the form of survey questionnaires and interview This method of quantitative approach was exploited because it is time-
The data collected from the sets of questions were consistent and reliable, allowing for effective analysis The answers were summarized and presented as statistical information, providing valuable insights.
The survey questionnaires utilize a blend of close-ended and open-ended questions, ensuring the collection of comprehensive data while making it easy for respondents to provide their answers.
The survey questionnaires for teachers consist of 10 questions:
- The two first questions seek the information about teachers‟ knowledge of CLT
- The next seven questions investigate the situation of using techniques teachers usually use in speaking lessons
- The last question finds out the methods applied by teachers in teaching speaking lessons
* The interview for teachers also has 10 questions:
- The four first questions find out the information about teachers‟ techniques in speaking activities
- The next two questions study teachers‟ opinion about a good speaking lesson
- The last four aims at finding out the factors about the new text book Tieng Anh 6.
Procedure
This study involved several key steps: first, gathering materials on the methods and techniques teachers use in speaking lessons Next, based on the collected materials and interview results, survey questionnaires were distributed to 50 teachers from various Lower Secondary Schools in Vinh city Finally, the completed questionnaires were analyzed to draw implications and recommendations regarding the techniques and methods employed in actual speaking classes.
In the data analysis stage, I categorized collected questionnaires into different groups For example, questions for teachers were divided into such groups
This study examines teachers' understanding of Communicative Language Teaching (CLT) in speaking activities, their techniques for facilitating these activities, and their actual practices in teaching speaking skills Following data analysis, interpretations were drawn, leading to the formulation of targeted recommendations.