INTRODUCTION
Rationale
In the 21st century, global development increasingly relies on international cooperation, making proficiency in English essential for effective communication The inability to communicate in English can create significant barriers, limiting opportunities for interaction and collaboration across cultures.
Mastering English is crucial for bridging cultural, economic, and social gaps, fostering better understanding and tolerance among individuals As the most widely spoken language, English education must be prioritized, as it opens up numerous opportunities for success in life English learners, ranging from elementary students to professionals, approach their studies with enthusiasm However, Vietnamese high school students often face challenges in developing their English speaking skills due to a lack of confidence, professional knowledge, and effective learning methods.
The primary objective of teaching speaking is to enhance students' oral communication skills With Vietnam's accession to the WTO and the CPTPP, it is essential for students to improve their ability to express themselves and navigate social and cultural norms in various communication contexts Unfortunately, speaking skills often receive insufficient attention, as many high school students focus solely on passing exams Therefore, teachers must foster a warm and engaging classroom environment while offering diverse and stimulating activities to promote effective speaking practices.
The English language textbooks for secondary school students in Vietnam are meticulously designed to support English as a Foreign Language (EFL) learning These textbooks adhere to a systematic, cyclical, and theme-based syllabus approved by the Ministry of Education and Training in January 2012, emphasizing the development of essential language skills—listening, speaking, reading, and writing—through targeted pronunciation, vocabulary, and grammar instruction Each unit begins with clearly outlined language points and subskills, structured into five sections to be covered in eight 45-minute lessons The first section, "Getting Started," introduces the unit's theme through a dialogue that presents key vocabulary and grammatical structures, followed by engaging activities to reinforce comprehension and practice.
These factors mentioned have aroused my ambition to carry out the study of
“Exploiting dialogues to develop high school students’ speaking ability”.
Aims of the study
This study focuses on enhancing high school students' speaking skills by utilizing dialogues from textbooks to provide essential knowledge and materials for effective communication The primary goal is to equip students with the foundational tools necessary for improving their speaking abilities.
This study examines various aspects of speaking ability, providing an overview of the features and characteristics essential for teaching speaking skills Additionally, it investigates the current state of English-speaking instruction in high schools located in Nghi Loc.
Secondly, the study investigates the students and teachers’ attitude toward learning speaking and finds out how Getting started lessons with dialogues can be exploited to develop students’ speaking
Finally, the study suggests some effective activities that can be applied in high schools to develop students’ speaking ability.
Research questions
To achieve the aims articulated above, this thesis tries to find the information to answer the following research questions:
1 What are students and teachers’ attitudes towards learning and teaching English speaking?
2 Can dialogues help to improve high school students’ speaking ability? If yes, to what extent?
Method of the study
The study employs a combination of qualitative and quantitative methods, reviewing relevant websites and reference books to gain insights into the nature of speaking, effective teaching techniques, and the role of dialogues in language education.
A survey was conducted among high school classes to assess students' recognition, attitudes, and evaluations regarding speaking lessons The questionnaire aimed to identify the challenges they face and the activities they enjoy during these lessons.
The study collects information associated with speaking ability and dialogues from textbooks
Investigating and analyzing the situation of teaching and learning speaking, teaching and learning dialogues at high schools are also conducted in the study
This study utilizes both quantitative and qualitative methods to analyze the results of investigating the duration of dialogues The aim is to identify effective strategies for enhancing students' speaking skills in "Getting Started" lessons through the use of dialogues.
Scope of the study
This study focuses exclusively on dialogue lessons found in current high school textbooks, examining the perspectives of both high school students and teachers.
Significance of the study
This study aims to enhance English language learning and teaching by offering effective strategies for utilizing textbooks and dialogues, ultimately fostering students' speaking skills and encouraging oral communication in English The anticipated outcome is to address the common issue of students struggling to speak English despite years of study.
Design of the study
The thesis is structured as follows:
Chapter 1 problematizes the object of the study To do this, it deals with the six parts of rationale, aims of the study, research questions, and methods of the study, scope of the study focus, significance and design of the study
Chapter 2 contains the literature review, with a discussion of teaching speaking, teaching dialogues in the textbooks This chapter also reviews some previous studies on teaching speaking
Chapter 3 deals with research design and methodology employed to carry out the research It describes main issues regarding the research site, data and methods of data collection and analytical framework
Chapter 4 analyses and discusses the findings in the data analyzed in the previous chapters
Chapter 5 summarizes the main points and contents of the study based on the result of the study The implication of the study and the recommendation for further study will be presented
References and Appendices are presented in the last pages of the study
LTERATURE REVIEW AND THEORETICAL BACKGROUND
Speaking
There are many definitions of speaking according to experts
According to Tarigan (1990:3-4) speaking is a language skill that is developed during child life, which is produced by listening, and at that period speaking skill is learned and developed
According to the Competence-Based Curriculum, speaking is one of the four essential competencies that students must develop, as it is crucial for effective communication This skill is particularly emphasized during the Joint Construction of Text stage in the spoken cycle (Departmen Pendidikan Nasional, 2004) Despite having a rich vocabulary and strong writing abilities, many students struggle with speaking due to their fear of making mistakes.
Speaking is a vital productive skill that is intricately linked to listening Effective communication involves a speaker, a listener, a message, and feedback, all of which contribute to meaningful sound production Additionally, pronunciation plays a crucial role in speaking, as it helps students master English sounds and enhances their overall communication abilities.
According to Harmer, (in Tarigan, 1990: 12) when teaching speaking or producing skill, three major stages can be applied, those are:
Speaking is often viewed as a mere execution of language rather than an integral part of linguistic study, leading to a disconnect between linguistic theory and practical application As Clark and Clark noted, speaking serves as a fundamental instrument for interaction, where learners engage in conversation to influence others, reflecting the outcomes of their educational experiences Consequently, conversational skills are crucial in teaching speaking, as they play a vital role in the success of language acquisition The effectiveness of speaking can be assessed by students' proficiency in engaging in meaningful conversations, highlighting the importance of communication as a system for expressing ideas.
7 proponent factors that can make teaching speaking success and there are many obstacle factors why it does not work well
According to the definition of speaking in Oxford Dictionary, speaking is the action of conveying information or expressing one’s feeling in speech
Generally, speaking is the ability to speaking, to address, to make known, to use or to be able to use a language in the actual contexts of communication
According to Stern (in Risnadedi, 2001: 56-57), a child's speech development follows a natural progression: first listening, then speaking, with understanding leading to expression This sequence highlights the importance of presenting language skills in the correct order when learning a foreign language Speaking activities should engage learners, fostering their desire to communicate and allowing them to express their feelings and attitudes Therefore, the process of learning to speak is inherently linked to language acquisition.
Speaking is defined as the ability to articulate thoughts and experiences clearly in various situations, effectively conveying actions or circumstances through precise language It encompasses the skill of engaging in conversation and expressing a coherent flow of ideas fluently.
Speaking is the expression of our thoughts, feelings, and observations, serving as a means to communicate our experiences When we perceive something through sight, sound, or emotion, we naturally seek to share these insights with others, creating an interactive exchange.
Effective communication forms the foundation of relationships, as highlighted by Wilson (1983:5), who emphasizes that speaking enhances the connection between speakers and listeners The primary goal of speaking is to convey messages clearly, requiring speakers to have a clear understanding of their intentions and the potential impact of their words on their audience Additionally, it is crucial for speakers to grasp the relevant linguistic, psychological, and physical rules applicable to their specific communicative context.
Based on the statements above the researcher infers that if someone speaks, he/she should understand what he/she is speaking about In this section, the writer
8 should develop ideas or build some topics to be talked and to make other responds to what speakers says
Speaking is a crucial aspect of oral communication and an essential skill in language learning It is vital for teachers to prioritize speaking when instructing students in English However, educators encounter significant challenges in helping students achieve proficiency in spoken English, both in and out of the classroom.
Wallace (1978:98) emphasizes that oral practice is meaningful for learners only when they focus on their speech This attention enables them to develop their speaking skills, allowing for fluent expression of ideas, a broad vocabulary, and improved pronunciation.
Speaking is a crucial skill that reflects learners' ability to express their ideas verbally, often assessed through speaking scores According to Freeman (in Risnadedi, 2001: 56-57), speaking is a complex ability that goes beyond basic vocabulary and structures It is essential for language teachers to understand that learning to speak is as multifaceted as other aspects of language acquisition.
Speaking is defined as the ability to communicate fluently and effectively in various situations, requiring not only knowledge of language features but also the capacity to process information in real-time (Harmer, 2007; Quianthy, 1990).
Speaking is defined as the ability to use language fluently and confidently, characterized by minimal unnatural pauses (Nunan, in Kayi, 2006:1) It involves the process of constructing and sharing meaningful ideas through verbal communication across various contexts (Chaney, 1998:13).
Therefore, the researcher concludes that speaking is the ability to produce the language and share their ideas
Mastering a second language requires the development of unique communication skills, which have played a significant role in the history of language education In recent years, this field has gained recognition as a distinct area of teaching, learning, and assessment, moving beyond traditional approaches.
9 production of spoken discourse (Nunan and Carter,2001)
The term "speaking" can be interpreted in various ways, leading to confusion, especially among high school students who often find speaking a foreign language more challenging than reading or writing it A significant issue for many learners is their inability to express their thoughts and ideas verbally This creates a vicious cycle: mistakes lead to fear of speaking, which in turn prevents them from gaining the practice needed to improve Consequently, many beginners struggle to grasp the nuances of effective communication in a foreign language.
“what is speaking?” We only regard speaking as simple, easy process that involves speaking the words, the ideas…by speaking out what they think without the correct
Moreover, Tomaz P S (2007) Collins Cobuild English for advanced learner (Fourth Edition) defines that “Speaking is the activity of giving speeches and talks, to indicate the opinion you are giving”
Brown (1994) emphasizes the close integration of speaking ability with writing, reading, and listening skills Therefore, in language teaching, it is crucial to highlight the interconnectedness of these skills.
Teaching speaking
2.2.1 General matters in teaching speaking
Many foreign language learners equate speaking ability with overall language proficiency, prioritizing fluency in conversation above reading, writing, and comprehension skills They often view speaking as the most crucial skill to develop and evaluate their progress based on their achievements in verbal communication.
Language students need to know that speaking involves three fields of knowledge:
Mechanics (pronunciation, grammar, and vocabulary): Using the right words in the right order with the correct pronunciation
Functions (transaction and interaction): Knowing when clarity of message is essential (transaction/information exchange) and when precise understanding is not required (interaction/relationship building)
Social and cultural norms dictate essential aspects of communication, such as turn-taking, speech rate, and the length of pauses between speakers It is crucial to consider the dynamics of the interaction, including the identities of the participants, the context of the conversation, the topic being discussed, and the underlying motivations for the exchange Understanding these elements enhances effective communication and fosters better interpersonal relationships.
Speaking as a process that has many features; it is open-ended, evolving and
Language functions are influenced by context and discourse, which determine the outcomes and level of formality in communication What is deemed acceptable in one situation may be perceived as impolite in another, highlighting the variability of language based on the intended message.
Learners of a second or foreign language often adjust their perceptions in real-time to align with the conveyed messages and the information they share (Gruyter, 1989) Prior to sharing this information, it undergoes a revision process to enhance understanding and support professional growth (Goudvis & Harvey, 2007).
Active engagement in speaking enhances students' perceptions over time, as noted by Fielding (2001) Their progress is evident through the information they share and receive, demonstrating their ability to effectively utilize new knowledge and understanding (Berry, 2008) Additionally, this engagement helps them develop their schemas related to language and the broader world.
The speaking process encompasses a series of activities that take place before, during, and after the actual speaking practice (Richards, 2012) Prior to engaging in speaking, individuals must understand the message's content, determine the best way to present it, and consider the audience After the speaking activity, speakers can provide comments, respond to questions, clarify concepts, evaluate the process, summarize key points, and offer feedback on the topic discussed.
2.2.2 Activities to develop students speaking
2.2.2.1 Why teachers should give students a variety of speaking activities?
It is important to provide the students with a variety of speaking activities because:
Incorporating a diverse range of speaking activities is essential for helping students navigate real-life situations effectively This variety not only maintains high motivation levels but also prevents activities from becoming monotonous Additionally, it caters to the unique learning styles of each student, ensuring that different types of activities resonate with various learners.
2.2.2.2 Activities to develop students’ speaking
One excellent way to make speaking tasks communicative is to use
Information gap activities involve students possessing different pieces of information about a shared topic, requiring them to communicate without revealing their own data This collaborative approach enables both participants to gather the necessary information to complete a specific task effectively Engaging in these activities fosters communication skills and promotes teamwork among learners.
In an information gap activity, one person has certain information that must be shared with others in order to solve a problem, gather information or make decisions (Neu & Reeser, 1997)
In this activity, students work in pairs to engage in information-gap tasks that aim to solve problems or gather information Each partner plays a crucial role, as the completion of the task relies on the exchange of necessary information between them Such activities are particularly effective, as they provide every participant with the opportunity to communicate in the target language.
Information gap activities effectively enhance vocabulary and grammatical structures taught in the classroom, enabling students to apply linguistic forms and functions in meaningful communication By engaging in these activities, students experience language in a dynamic way, making grammar more accessible and applicable to their speaking skills This approach allows learners to utilize the foundational elements of language, empowering them to communicate confidently in the target language.
Role-plays engage students by assigning them specific roles in realistic scenarios they may face outside the classroom This immersive approach significantly broadens the range of language functions utilized, allowing students to practice and enhance their sociolinguistic competence As they embody different characters, learners must employ language that is contextually appropriate, fostering both communication skills and social awareness.
Students usually find role playing enjoyable, but students who lack self- confidence or have lower proficiency levels may find them intimidating at first To succeed with role-plays:
Prepare carefully: Introduce the activity by describing the situation and making sure that all of the students understand it
Set a goal or outcome: Be sure the students understand what the product of the
24 role play should be, whether a plan, a schedule, a group opinion, or some other product
Utilize role cards by assigning each student a card that outlines a specific character or role to portray For beginners, these cards can feature relevant vocabulary and phrases that the character might commonly use.
Brainstorm: Before you start the role play, have students brainstorm as a class to predict what vocabulary, grammar, and idiomatic expressions they might use
Keep groups small: Less-confident students will feel more able to participate if they do not have to compete with many voices
Give students time to prepare: Let them work individually to outline their ideas and the language they will need to express them
Be present as a resource, not a monitor: Stay in communicative mode to answer students' questions Do not correct their pronunciation or grammar unless they specifically ask you about it
Encourage students to engage at their own language proficiency levels, recognizing that each learner possesses unique skills, group dynamics, and specific roles in collaborative activities It's important to understand that not all students will contribute equally to discussions or utilize every grammatical concept taught.
Do topical follow-up: Have students report to the class on the outcome of their role plays
After completing the role play, provide feedback on any grammar or pronunciation issues observed This feedback can be addressed during a future class session when you intend to focus on reviewing these aspects of language use.
Discussions, like role plays, succeed when the instructor prepares students first, and then gets out of the way To succeed with discussions:
Prepare the students: Give them input (both topical information and language forms) so that they will have something to say and the language with which to say it
Encourage student engagement by allowing them to suggest discussion topics or select from a variety of options Conversations don't always need to focus on serious issues; lighter subjects such as television shows, vacation plans, or updates about mutual friends can significantly boost motivation In contrast, weighty topics like combating pollution may be less engaging and can impose considerable linguistic demands on students.
Set a goal or outcome: This can be a group product, such as a letter to the editor, or individual reports on the views of others in the group
Use small groups instead of whole-class discussion: Large groups can make participation difficult
Keep it short: Give students a defined period of time, not more than 8-10 minutes, for discussion Allow them to stop sooner if they run out of things to say
Dialogue
Utilizing dialogues in the classroom offers numerous advantages for both teachers and students Primarily, dialogues create a contextual framework for language use, enhancing understanding and application They serve as a rich source of essential grammar and vocabulary, delivering valuable language input Furthermore, dialogues help build students' confidence, as they can engage in language practice without the pressure of creating sentences independently from the outset.
A final strong point of dialogues is that they are familiar Language learners have
In today's classrooms, dialogues have become an essential component of teaching, indicating their lasting presence in education As educators, it is crucial to develop effective strategies to maximize the potential of dialogues By mastering a few key routines, teachers can enhance their engagement with dialogues and enrich the learning experience for their students.
Communication is a dynamic two-way process where each participant's response influences the other's, creating a continuous exchange of ideas Despite attempts to predict responses, the spontaneity and unpredictability of oral communication often lead to unexpected turns in conversation Traditionally, dialogue practice involved students knowing each other's contributions in advance, limiting the natural flow of interaction (Matthews and Read, 1989: 24).
Dialogue, as defined by the Oxford dictionary, is a conversation intended for performance by actors or an exchange between individuals In the classroom, dialogue serves as an effective teaching tool once students grasp the foundational vocabulary Its primary purpose is to simulate real-life language situations, allowing students to engage in role play within a safe environment before encountering real-world interactions Through role-playing dialogues, students internalize phrases, enabling them to incorporate these expressions into their English language repertoire.
According to Stevick (1994: 70), audio-lingual courses typically begin with a dialogue that exemplifies language use, serving as a foundation for "overlearning." This concept goes beyond simple memorization; it involves internalizing the dialogue to the extent that learners can recite it quickly and effortlessly Subsequently, learners analyze specific grammatical points highlighted in the dialogue, participate in drills to reinforce these concepts, and ultimately apply the new material in authentic or simulated communication scenarios.
Gonỗalves states that the word “dialogue” means speech or conversation between two people It expresses a communicative relationship between two beings,
The term "dialogue" encompasses much more than just the exchange of sounds and meanings; it evokes intentions, actions, emotions, thoughts, and memories.
Dialogue fosters cooperative communication among equals, promoting mutual understanding across diverse perspectives and resulting in stable, resilient outcomes (Winston, 2011) By engaging participants on various levels, dialogue transforms conversations into actionable consensus, creating momentum that extends beyond discussion into tangible real-world initiatives.
According to Rogers (2001: 59), dialogue is essential for contextualizing key structures and understanding their application within cultural aspects of the target language It highlights the importance of correct pronunciation, stress, rhythm, and intonation Effective dialogue fosters an environment conducive to decision-making, strengthens community capacity, and leads to meaningful civic, organizational, and personal outcomes Therefore, developing listening and speaking skills is crucial for engaging in productive dialogue.
Dialogues are essential in ESL textbooks for various linguistic and cultural reasons They effectively demonstrate grammar in context while facilitating conversation, providing specific language practice through gambits and formulaic expressions that enhance fluency for both adults and children Additionally, dialogues present spoken language within a context, making them typically longer than drills, though those intended for oral practice should be concise to aid student retention (Wood, 2002).
Dialogue is a conversation between two or more individuals aimed at sharing ideas and perspectives It encompasses various linguistic features and focuses on mutual learning.
2.3.2 The Criteria of Good Dialogues
Dialogue is essential in language teaching, often serving as the starting point for classes To create effective dialogue, it should be concise, involve no more than three participants, and incorporate repetition of new grammatical structures Additionally, the context must engage learners, while also integrating previously learned vocabulary and grammar.
Learning to use a language fluently is a challenging journey that requires thoughtful selection of learning activities Teachers should focus on enabling students to interact freely, understand others' messages, and express their own thoughts effectively To achieve this, students must grasp the mechanics of the English language and adapt to its various structures Familiarity with the linguistic aspects of spoken language and engaging in diverse dialogue-based activities are essential for effective communication (Rivers and Temperley, 1978).
Rivers and Temperley (1978) identify five effective methods for presenting and learning from dialogue, with the first being the establishment of a scene that engages students and enhances their understanding of the language involved.
Engaging students in dialogue can be enhanced through various techniques, such as using props or mime to act out conversations, and discussing the dialogue's content with visual aids like pictures, slides, flashcards, maps, and plans These methods help focus student attention on the meaning of the interchange, fostering a deeper understanding of the material.
Students can enhance their listening comprehension skills by repeatedly listening to whole language recordings, allowing for group discussions to piece together the meaning after each session Additionally, engaging students in activities that require cognitive effort will familiarize them with the specific utterances used in the dialogue.