INTRODUCTION
Rationale
English has evolved into a crucial medium of international communication, utilized by both native and non-native speakers across the globe It is no longer confined to English-speaking countries; instead, it plays a vital role in enhancing trade and travel worldwide The importance of mastering English is further amplified by the rise of modern communication technologies, including mobile phones, email, and the Internet Consequently, English has become the primary language for global communication through various digital devices.
Speaking is a crucial skill for those learning English, as effective verbal communication relies on mutual understanding Mastering English is essential for unlocking numerous opportunities and achieving success in life However, Vietnamese secondary students often face challenges in developing their English speaking skills due to a lack of professional knowledge, confidence, and effective learning methods.
The primary objective of teaching speaking is to enhance students' oral communication skills, enabling them to express themselves clearly and effectively Students should leverage their existing language proficiency while minimizing misunderstandings caused by poor pronunciation, grammar, or vocabulary Additionally, it is essential for them to adhere to the social and cultural norms relevant to each communication context Mastering speaking skills not only facilitates better understanding but also allows students to engage with current information and trends.
Proficient English speakers are essential for advancing their country's economic, social, and political development, particularly in the fields of science, technology, and health By mastering English, students acquire a valuable skill that enhances their career prospects and fosters effective communication, ultimately benefiting both their personal growth and their nation's progress.
Motivated by various factors, the author conducted research focused on enhancing speaking skills, culminating in the study titled: “A Study on Techniques to Improve Speaking Skills for Secondary Students in Quang Ninh.”
Aims of the study
My study is aimed at:
- Outlining the definitions of speaking skill and the characteristics of teaching speaking skill, the difficulties teachers cope with when teaching speaking skill
- Pointing out some techniques which can be used to teach speaking skills for Secondary students in Quang Ninh
- Implementing the survey questionnairs to the teachers at Cam Son Secondary school to explore the real situation of teaching English-speaking skill in Secondary student in Quang Ninh
- Suggesting some effective activities used to teach speaking to secondary student at Secondary school to encourage them to speak.
Scope of the study
This study aims to define speaking skills and identify the challenges faced by teachers through a survey questionnaire, acknowledging the constraints of time, resources, and the author's expertise.
3 face while teaching process, then suggesting some effective activities to help teachers encourage students to be active in a speaking lesson.
Method of the study
This study has been completed in the following methods:
- To study from related books, documents and websites to collect to get background knowledge
- To consult ideas and opinions from my supervisor, peers, teachers at Cam Son Secondary School in Quang Ninh
A survey was conducted among teachers at Cam Son Secondary School in Quang Ninh to assess their recognition levels, learning attitudes, and the challenges they currently face.
Comments on the survey questionnaires
The survey is conducted with twenty teachers at Cam Son Secondary School in Quang Ninh
V.2 Comments on the survey questionnaires
V.2.1 Purpose of the survey questionnaire
This study aims to provide a comprehensive understanding of the challenges in teaching speaking at Cam Son Secondary School by conducting a survey The primary objective is to gather and analyze data on the recognition and utilization of speaking skills among students.
The survey questionnaires are designed for the following purposes:
- To find out the attitudes, thoughts, behaviors of student with English in general and English speaking in particular
- To check and evaluate ability of student in using English for communicating
- To know the difficulty that teacher and student get in teaching and learning process
The findings are served as the cornerstone for the technique suggestion in the next chapter
A survey consisting of seven alternative questions was conducted among teachers at Cam Son Secondary School to assess the current state of teaching the speaking skill Participants were instructed to select the answers that best reflected their opinions on the matter.
Design of the study
The study consists of three main parts: Introduction, Development, and Conclusion
Part I: Introduction shows the rationale, the aims, the scope, the method, and design of the study
Part II: Development includes three chapters:
Chapter 1: Literature review aims to answer the questions related to speaking that introduces the speaking skill and its feature
Chapter 2: “Techniques to improve speaking skill for Secondary student in Quang Ninh” referred to the analysis and findings obtain from the survey questionnaires made to survey teachers of Cam Son Secondary school This
5 helps examine the real situation of teaching speaking and the need of using various activities in speaking lessons
Chapter 3: Some suggested activities to improve secondary student‟s speaking skill in Quang Ninh
DEVELOPMENT
THEORETICAL BACKGROUND
Speaking is an interactive process that involves both producing and receiving information, with its meaning shaped by context, participants, and their experiences While often spontaneous and evolving, speaking also follows identifiable language functions in specific situations, such as declining invitations or making requests For instance, a typical exchange with a salesperson includes a need statement, a response, an expression of appreciation, and a farewell Effective speaking requires learners to master not only linguistic competence, including grammar and vocabulary, but also sociolinguistic competence, which encompasses understanding the appropriate context and purpose of language use Additionally, speaking possesses unique skills, structures, and conventions that differ from written communication, necessitating a synthesis of various competencies for successful verbal interaction.
Speaking is the productive skill in the oral mode It, like the other skills, is more complicated than it seems at first and involves more than just pronouncing words
There are three kinds of speaking situations in which we find ourselves:
Interactive speaking situations, such as face-to-face conversations and telephone calls, involve a dynamic exchange where participants alternate between listening and speaking, allowing for requests for clarification or slower speech In contrast, partially interactive scenarios, like delivering a speech to a live audience, restrict interruptions but still enable the speaker to gauge audience understanding through their expressions and body language.
Some few speaking situations may be totally non-interactive, such as when recording a speech for a radio broadcast
Here are some of the micro-skills involved in speaking The speaker has to:
Pronounce the distinctive sounds of a language clearly enough so that people can distinguish them This includes making tonal distinctions
Use stress and rhythmic patterns, and intonation patterns of the language clearly enough so that people can understand what is said
Use the correct forms of words This may mean, for example, changes in the tense, case, or gender
Put words together in correct word order
Use the register or language variety that is appropriate to the situation and the relationship to the conversation partner
Make clear to the listener the main sentence constituents, such as subject, verb, object, by whatever means the language uses
Make the main ideas stand out from supporting ideas or information
Make the discourse hang together so that people can follow what you are saying
I.3 Relationship between speaking and three other skills
According to Forseth R and Carol H (1994:43), speaking related to the following skills:
I.3.1 Relationship between speaking and listening
To effectively learn English as a foreign language, developing listening skills is essential for enhancing speaking abilities A learner must comprehend spoken language to engage in successful conversations Additionally, understanding native speakers in various contexts, such as direct interactions or through audio media, plays a crucial role in advancing language proficiency and facilitating communication.
Listening to spoken English is crucial for language acquisition, helping learners grasp structures and vocabulary In Vietnam, where daily exposure to English is limited, teachers should provide ample opportunities for students to listen to English through audio recordings.
The speaker tailors their speech to the listener by considering their character, intentions, and attitudes This dynamic interaction often involves responding to the listener's verbal and non-verbal reactions, leading to adjustments in the discourse.
I.3.2 Relationship between speaking and reading
Reading, like listening, is a receptive skill that closely relates to speaking, as each skill enhances the other Typically, speaking lessons start with a text, such as a paragraph, magazine article, report, or book, from which students extract information for their speaking activities This illustrates how reading supports speaking by supplying essential information needed for effective communication To excel in speaking, students must gather adequate information, which they can then utilize in their spoken production Consequently, it is vital to encourage students to read not only to acquire knowledge but also to expand their vocabulary.
I.3.3 Relationship between speaking and writing
The relationship between speaking and writing is influenced by several key factors, including the context of communication, the need for face-to-face interaction, the desire to save face, the permanence of the medium, and the level of interactivity These factors shape the style and language used in both forms of expression, highlighting that speaking and writing are not merely opposites but exist on a continuum Consequently, a spoken and written discourse on the same topic will exhibit distinct differences in grammar, vocabulary, and stylistic choices.
In speaking class, according to Brun, A & Joyce, H (1997), students must be exposed to three key items:
Form-focused instruction, that is, attention to detail of pronunciation grammar, vocabulary, and so forth…
When learners start speaking a new language, it is essential to focus on form-based learning by using simple, memorized phrases and sentences This includes greetings, personal descriptions, and basic questions and answers As learners gain proficiency, they can re-analyze these phrases, integrating them into their understanding of the language Ultimately, this memorization serves as a foundation for more creative language use.
Meaning-focused instruction, that is, opportunities to produce meaningful spoken messages with real communicative purposes
Language learners should engage in meaning-focused communication alongside form-focused speaking, allowing them to both produce and listen to meaningful oral interactions This practice enhances their overall language skills and promotes effective communication.
Achieving fluency in speaking is a primary goal for many language learners Key indicators of fluency include a relatively quick speaking pace and minimal pauses, suggesting that the speaker can effectively communicate without frequently searching for the right words.
II.1 The important roles of teaching speaking skill
Many teachers globally focus primarily on grammar and vocabulary due to examination requirements, resulting in a neglect of speaking skills in the classroom While students may excel in grammar and possess an extensive vocabulary sufficient to pass tests, they often struggle to communicate effectively in English outside of academic settings.
So why is it important for students to learn to speak English, and for teachers to learn to teach speaking?
The demand for proficient English speakers is increasing among educators, governments, and employers, as effective communication in the global marketplace becomes essential Organizations seek staff with strong English skills to enhance international collaboration Additionally, students who master English are more likely to pursue higher education, secure job opportunities, and achieve career advancement.
Proficient English communication enables students to access current information in vital areas such as science, technology, and health Strong English skills position individuals to significantly contribute to their nation's economic, social, and political advancement Therefore, mastering English not only equips students with a valuable life skill but also empowers them to positively impact their communities and countries.
There are also very good educational reasons to practice speaking during a lesson:
Speaking activities can reinforce the learning of new vocabulary, grammar or functional language;
Speaking activities gives students the chance to use the new language they are learning
Speaking activities give more advanced students the chance to experiment with the language they already know in different situations and on different topics
All this helps students to learn English better and success in their examinations
II.2 What makes a successful speaking skill lesson
According to Nguyen Bang and Nguyen Bang Ba Ngoc (2002: 68) a successful speaking activity is characterized as below:
As started by Nguyen Bang and Nguyen Bang Ba Ngoc (2002: 66) the role of teacher is necessary for learner:
Teachers must evolve into effective mediators, embracing roles such as advisors, consultants, co-communicators, partners, and joint problem-solvers Their attitudes towards the importance of learning strategies are vital, as these perspectives will shape their teaching practices and influence the overall curriculum delivery.
A successful teacher is not just one who assigns specific tasks but is also mindful of the strategic implications of every language learning activity Effective educators consistently encourage learners to reflect on their learning processes and, through mediation, gradually empower them to take control of their own learning journey.
DATA COLECTIONS AND ANALYSIS
This chapter explores the attitudes and expectations of Cam Cam Son Secondary students in Quang Ninh regarding the teaching of English speaking skills It begins by presenting the current state of English speaking instruction, followed by an analysis of the survey data collected from students.
I Brief introduction of Cam Son Secondary School in Quang Ninh
Speaking is a crucial skill in English that enhances students' self-confidence in communication However, practicing this skill can be challenging in educational settings The success of speaking lessons relies on the enthusiasm of the teacher and the commitment of the students.
English teachers at Cam Son Secondary School in Quang Ninh are dedicated professionals with university degrees and substantial teaching experience They are passionate about their work and genuinely care for their students In their lessons, they utilize specific speaking materials and effectively organize speaking activities By incorporating modern teaching tools such as boards and videos, they create engaging and impactful lessons Despite their efforts, they encounter challenges in implementing speaking skill instruction.
36 the selection of techniques appropriate to each lesson, each stage of the lesson
The school has 1000 students divided into 16 classes, in which 200 are
Eighth-grade students enrolled in four classes demonstrate intelligence, dynamism, and a keen interest in English They are gradually becoming familiar with speaking skills, with many able to comprehend English accents from audio materials Most students can construct sentences that meet the teacher's requirements, and some exhibit advanced techniques in their learning process However, opportunities for speaking practice and public interaction are limited, leading to feelings of shyness and fear of making mistakes among some students As English speaking is a new subject for them, they often struggle to keep pace with the understanding of foreign speakers in audio recordings.
Large class sizes often lead to increased noise levels, making it challenging for teachers to manage student behavior effectively As a result, educators find themselves dedicating significant time to maintaining order, which limits their ability to implement speaking activities in the classroom.
I.3 English learning and teaching condition
Cam Son Secondary School of Cam Pha town, Quang Ninh province The school was founded in 1973 and named Cam Son Junior School To 1996
Established in 1997, Cam Son Secondary School features four spacious blocks equipped with modern facilities The classrooms are designed to be large and well-lit, with appropriately sized furniture for students Over the years, students have consistently demonstrated a strong commitment to their studies Additionally, the school has received significant support from local leaders over the past 36 years.
Over the past decade, the school has upheld its commitment to excellence in education, focusing on the traditional values of effective teaching and learning Supported by 37 wards and branches of education, as well as contributions from parents, companies, factories, and construction entities, the school has continuously improved its facilities with modern construction materials This dedication has resulted in numerous accolades, including certificates of merit, reward flags, and medals, recognizing its achievements.
English 8 is a text book which continously improves English speaking level of the students by combining it with to listening, reading and writing skill in higher rate In one lessons which has a vivid and various content
It includes 16 units for 90 periods Each unit consists of the following parts:
II Data collections and analysis
Following the implementation of the survey, the collected statistics were compiled and illustrated in various charts Each chart represents the number of students who selected their preferred answers for each question, providing clear insights into their responses.
The number 38 is represented as a percentage, and various chart types such as bar, pie, and tables are utilized to display this data The information is clearly visible in the chart, with explanations provided alongside for better understanding.
II.1 Question 1- Appendix 1: The role of teacher in speaking lesson
Chart 1: The role of teacher in speaking lesson
The chart above highlights the significance of teachers in speaking lessons, revealing that 80% of educators recognize their role as very important, while only 20% consider it important Notably, no teachers believe their role is unimportant or of little significance.
The roles of teachers and learners significantly impact the teaching process, making it challenging to compare their importance Both parties share the responsibility of fostering awareness in learning and, through mediation, gradually transferring control to students Ultimately, teachers and students collaborate as a cohesive group, providing mutual support to enhance the learning experience.
II.2.Question 2 – Appendix 1: The role of learner in speaking lesson
Chart 2: The role of learner in speaking lesson
Learners play a crucial role alongside teachers in the educational process A recent survey revealed that 75% of students believe their role is very important, while 25% consider it important Notably, none of the respondents viewed their role as unimportant.
As I say above relationship between the teachers and the students are parallel actions Teaching activity cannot implement without one of them Thus, when students are asked the survey questionnaire, they feel confusing to choose The learners play role as receiver what teacher express Besides the traditional trend which choosing logic of teaching content make center, a new trend appear that is student center Many researches indicate that in modern society, studying process is controlled by the learners
II.3 Question 3 – Appendix 1: The role of speaking skill
The pie chart highlights the significance of speaking skills, which account for 55% of the total, underscoring their importance in effective communication In addition to speaking, the other vital skills include reading, listening, and writing, all of which contribute to successful interaction and understanding in various contexts.
SOME SUGGESTED TECHNIQUES TO IMPROVE
This approach significantly boosts the volume of student discussions within a short timeframe while simultaneously reducing the reluctance of learners who are hesitant to speak in front of the entire class.
I.1 How to set up group work
Be sure to fully explain the procedure before splitting the class up
Always demonstrate either yourself of with the help of a volunteer exactly what they have to do
Ask them to tell you what they have to do before they do it (in their mother tongue if need be) to check their understanding
Prepare engaging fill-in activities for quick finishers, ensuring they have accurately completed the main task before moving on This way, you can confirm that they are not simply rushing through their work due to misunderstandings.
Incorporating feedback sessions after pair work is essential to ensure that children feel their time was well spent Sharing their work with the entire group fosters a sense of accomplishment, even if this process isn't strictly structured Additionally, establishing a clear time limit for activities helps maintain focus and productivity.
Control who works with who so children aren‟t always being dominated or dominating others
I.2 The advantages of small group work
Gives learners more speaking time
Changes the pace of the lesson
Takes the spotlight off you and puts it onto the children
Allows them to mix with everyone in the group
Gives them a sense of achievement when reaching a team goal
Teaches them how to lead and be led by someone other than the teacher
It allows you to monitor, move around the class and really listen to the language they are producing
II Base the activity on easy language
For effective discussions, the language level should be simpler than that used in intensive language-learning activities, allowing participants to recall and use vocabulary easily To facilitate fluent speech with minimal hesitation, it's beneficial to teach or review key vocabulary prior to the activity.
We can give easy games along with lesson to attractive learner Its can can increase rhyming, auditory discrimination, vocabulary, and attending skills
Engage your child in a fun rhyming game that enhances their language skills! To play, gather pairs of cards featuring words or pictures that rhyme, which you can create together or purchase from a discount store Hide the cards around your home while your child keeps the matching rhyming words This transforms the game into a delightful hide-and-seek challenge, where they can race against the clock to find as many matches as possible in 3 to 5 minutes For added excitement, invite a group of children to join, distributing the cards and challenging them to quickly find their rhyming partners when you say "go." This interactive activity not only fosters learning but also encourages teamwork and social interaction.
The second game requires no materials, just a good memory You can use all kinds of different vocabulary but we will start with body parts Point to
Engage your child in a fun memory game by asking them to identify objects, starting with "What's this?" for your nose As they respond with "nose," they then take their turn to ask the same question Each player must remember and recite the previously named items, creating a challenge to see how long you can maintain the order without forgetting This game is versatile and can incorporate various vocabulary themes, including household items, colors, or names of people.
III Make a careful choice of topic and task to stimulate interest
On the whole, the clearer the purpose of the discussion the more motivated participants will be
To effectively engage your audience, it's essential to understand their perspective by considering their interests and preferences Identify who you are addressing and what matters to them, as this insight will guide your communication and make it more impactful.
To effectively engage your audience, it's essential to connect your topic to their interests and experiences Instead of discussing a subject in broad terms, focus on making it relevant and meaningful to them, fostering understanding and emotional investment.
When preparing a speech, reflect on your personal knowledge and interests, as speaking on a familiar topic can significantly enhance your delivery Your passion and expertise will naturally resonate with your audience, making the presentation more engaging and authentic.
Look for timely topics: Pick up a newspaper or check the headlines on
Internet Sometimes an interesting story can spark your creativity Plus, it gives you a great way to open your speech
When concluding your speech, it's essential to consider the desired actions you want your audience to take Reflect on how you want them to feel and what specific actions you wish them to undertake Rather than merely discussing a topic, focus on persuading your audience to adopt a new behavior or make a change, ensuring your message resonates and motivates them effectively.
IV Give some instruction or training in discussion skills
When introducing a group discussion task, it's essential to provide clear instructions for participation Encourage all learners to contribute to the discussion and designate a chairperson for each group to facilitate and regulate participation effectively.
We can give some activities working in pair work It can allow them mix their ideas in group
This activity is ideal for practicing any language that involves a question-and-answer format Participants can pass a ball to each other while responding with the appropriate phrases, such as "Hello" or "What's your name?" It's important that the sentences they use are relatively short to facilitate easy recall.
Each pair receives a nearly identical picture, with two or three missing elements in each Without revealing their images to one another, they must describe the absent objects, practicing their color vocabulary in the process.
53 prepositions of place, and adjectives such as big, small… Then they can compare their pictures
Sitting back to back encourages students to practice telephone language and engage in simple exchanges unrelated to the phone, enhancing their listening skills This method not only piques their interest but also presents a fun challenge in communication.
V Keep students speaking the target language
To encourage students to use the target language, consider appointing a group monitor to remind participants and report on their progress However, the most effective method is for the teacher to be actively present, consistently modeling and reinforcing the language use Ultimately, regular reminders and active engagement are essential for promoting language practice among students.
V.1 Preparing to keep students speaking the target language
CONCLUSION
Books
1 Erik Palmer,Kelly Gallaghe, (1953) Well Spoken: Teahing Speaking for all students
2 Forseth R And Carol H Methodology handbook for English teacher in
VietNam – VietNam English Language Institute/ American
3 Joanna Baker,Heather Westrup, (2003) Essential Speaking Skill, A
Handbook for English Language Teacher Great Britain, Cambridge
4 Martin Bygate, (1987) Speaking Oxford University Press
5 Nguyen Bang, Nguyen Bang Ba Ngoc, (2002) A Course In TELF, Theory and Practice I Hanoi
6 Nguyen Bang, Nguyen Bang Ba Ngoc, (2002) A Course In TELF, Theory and Practice II Hanoi
7 Nguyen Bang, Nguyen Bang Ba Ngoc, (2002) A Course In TELF, Theory and Practice III Hanoi.
Websites 57 APPENDIX 1: SURVEY QUESTIONNAIRS
This survey aims to gather insights from twenty teachers at Cam Son Secondary School in Quang Ninh Your participation in completing the questionnaire is highly valued, and rest assured that your responses will remain anonymous in any analysis of the data.
Would you kindly complete the questionnaire below to me? Thank you very much for your assistance
- Age: + Above 20 + Above 40 + Above 30 + Above 50
Question 1: What do you think about the role of teacher in a speaking lesson? a Very important B Not very important
Question 2: What do you think about the role of learner in a speaking lesson?
A Very important B Not very important
Question 3: What do you think about the role of speaking skill?
A Very important B Not very important
C Important D Not important Question 4: What difficulties do you often face while teaching speaking?