Justification of the Study
In today's global landscape, English is recognized as a vital language that fosters international connections and enhances cultural understanding In Vietnam, proficiency in English is increasingly important in the recruitment sector, making it essential for students, who represent the future of the nation, to learn and master the language As a result, the demand for English language skills continues to grow, highlighting its significance in personal and professional development.
With the increasing demand for English proficiency, Vietnam has made English a compulsory subject in secondary schools Additionally, it is one of the six national examinations that students must pass to obtain their Secondary School Education certificate.
Despite the importance of English in today's society, traditional teaching methods often fell short in fostering effective communication skills among learners Previously, textbooks focused heavily on grammar and vocabulary, overlooking the significance of practical communication However, since the introduction of a revised English textbook for secondary schools in 2006, a transformative shift has occurred This new curriculum embraces a communicative approach, emphasizing all four essential language skills: listening, speaking, reading, and writing.
Students often encounter challenges in developing their speaking skills, primarily due to interference from their native language and a lack of motivation to practice the foreign language in everyday conversations Additionally, shyness and fear of participating in discussions further hinder their progress Several factors contribute to these speaking difficulties, including student interest, teaching materials, and the methods employed in English instruction Among various teaching techniques, incorporating games has been shown through research to be particularly effective in enhancing speaking skills.
Warm-up activities are engaging games that teachers can use to energize students and enhance their learning experience These essential techniques not only motivate students to speak but also provide valuable opportunities for practice Incorporating games into warm-up sessions prepares students for new lessons while fostering a lively and interactive classroom environment.
For these reasons, the writer is interested in analyzing "using games in warm - up activity to develop speaking skill for 10 form students " at Dan
Toc Noi Tru Tinh High School in Thanh Hoa City aims to inspire teachers to engage their students and motivate them to develop essential English language skills.
Aims and Objectives of the Study
In the frame of research papers, the writer would like to focus on:
Provide an overview on Communicative Language teaching Approach and the nature of speaking skill
Give a more detailed framework of using games in warm - up activity to develop speaking skill
Help teachers and students be aware of the role of using games in warm - up in speaking classes
Give some features of the situation of teaching and learning speaking skill and using games in warm - up activity at high school
Give some suggested games can be used in warm-up activity to develop students’ speaking skill.
Methods of the Study
This paper aims to enhance speaking skills through the use of games during warm-up activities, employing both qualitative and quantitative research methods Data was collected through surveys and questionnaires following a structured procedure.
Collecting information associated with speaking skills and games in warm - up activities from different sources: references, books, and Internets
Conducting a survey on the real situation at high school by using questionnaire for both teachers and students
This article examines the findings of a survey focused on the current state of teaching and learning speaking skills in high schools, particularly emphasizing the role of games in warm-up activities to enhance these skills The analysis highlights the effectiveness of incorporating interactive games as a strategy to improve student engagement and speaking proficiency in the classroom.
Synthesizing the survey results to suggest suitable games for teaching classes.
Scope of the Study
This thesis centers on utilizing games as warm-up activities to enhance speaking skills among 10th-grade students at Dan Toc Noi Tru Tinh High School It emphasizes essential knowledge related to speaking skills and introduces various games designed to facilitate practice and improvement Additionally, the study addresses the challenges posed by a new, more difficult textbook, highlighting its impact on the teaching and learning process.
Format of the Study
The study consists of three main parts: introduction, investigation, conclusion Excepting introduction and conclusion:
The main body (part 2: investigation) of the thesis is divided into three chapters:
In this chapter, the researcher explores essential theories and concepts related to the research topic, focusing on speaking and speaking activities It includes definitions of games, their significance, various types, and the role of warm-up exercises in enhancing speaking skills.
This chapter outlines the research design, detailing the participants involved, the instruments used for data collection, and the procedures followed It also describes the data analysis methods employed and presents the findings derived from interviews and questionnaires.
Chapter 3: Some suggested games used in warm –up activity to develop speaking skill as well as samples of games applied in
“Tieng Anh 10” (the new textbook)
The conclusion, references and appendix come at the end of the research paper
PART II: INVESTICATION CHAPTER I: THEORETICAL BACKGROUND
Speaking is an interactive process that involves constructing meaning through the production, reception, and processing of information The form and meaning of speech are influenced by various contextual factors, including the participants, their shared experiences, the physical environment, and the specific purposes for which they are communicating.
Speaking is a crucial oral skill among the four fundamental language skills: listening, speaking, reading, and writing It often stands out as the most significant, as individuals proficient in a language are typically identified as its speakers For many foreign language learners, the primary focus is on developing their speaking abilities, highlighting the importance of this skill in language acquisition.
1.1.2 The Roles of the Teacher in Developing Speaking Activities
In "Teach Oral English," Byrne emphasizes that a teacher's primary responsibility is to establish optimal learning conditions The teacher serves as a vital facilitator in the educational process, embodying a nuanced and sensitive approach that cannot be effectively replaced by mechanical means Beyond this overarching role, teachers also assume specific responsibilities at various stages of the learning journey.
1.1.2.1 The Presentation Stage: The Teacher as Informant
At this stage, teachers primarily act as informants, delivering essential information to learners To effectively teach a new language point, educators must efficiently establish lesson mechanics while selecting engaging contexts and activities that enhance student motivation and highlight the importance of learning.
1.1.2.2 The Practice Stage: The Teacher as Conductor and Monitor
During the practice stage, teachers must carefully plan tasks to ensure they are both purposeful and well-structured for students Additionally, the sequence in which these tasks are presented is crucial The primary role of the teacher is to initiate and oversee activities that create effective practice opportunities for students.
1.1.2.3 The Production Stage: The Teacher as Guide, Monitor, Adviser, Encourager
This stage is ideal for students to cultivate their communication strategies, as excessive focus on presentation and practice may hinder their development The teacher introduces a situation, task, topic, or activity but refrains from intervening or managing it, allowing students to engage freely without correction of errors.
Games are defined as organized activities characterized by four key properties: a specific objective, a defined set of rules, competition among players, and communication between participants through spoken or written language, as outlined in the Longman Dictionary of Applied Linguistics (1985).
Gibb (1987: 60) defined a game as an activity carried out by cooperating or competing decision - makers seeking to achieve, within a set of rules, their objectives
According to Hadfield (1984), a game is defined as an activity characterized by rules, a goal, and an element of fun Greenal (1984) further explains that games serve as a valuable tool for reinforcing language that has already been taught or learned, typically utilized during the free stage of a lesson or in settings like English club meetings.
In the long run, each of them has developed their own concepts of game, all the above - mentioned definitions refer to the features of a games
It is an activity governed by rules It is of fun and it has a goal or an objective
1.2.2 The Roles of Games in Language Teaching and Learning Process
According to Hadfield (1990), games are essential in language syllabi for several reasons They facilitate intensive language practice, create meaningful contexts for language use, and serve as diagnostic tools for teachers to identify areas of difficulty Moreover, beyond methodological benefits, games are highly enjoyable for both teachers and students, making the learning experience more engaging.
Incorporating games into the language classroom offers numerous advantages for both teaching and learning, including providing enjoyment and relaxation after intensive practice and serving as a refreshing break from extended periods of deskwork.
Communicative Language Teaching aims to develop communicative competence, emphasizing the importance of spontaneous and creative language use Games play a significant role in achieving these objectives, as they create an informal atmosphere where students feel less self-conscious and are more willing to experiment with the foreign language Additionally, games naturally stimulate students' interest, making them one of the most effective motivational techniques when properly introduced.
McCallum (1980) refers to eight points of using games in the language class
1 They focus student attention on specific structures, grammatical patterns and vocabulary items
2 They can function as reinforcement, review and enrichment
3 They involve equal participation from both slow and fast learners
4 They can function as reinforcement, review and enrichment
5 They contribute to an atmosphere of healthy competition, providing an outlet for the creative use of natural language in a non-stressful situation
6 They can be used in any language teaching situation with any skill area whether reading, writing, speaking or listening
7 They provide immediate feedback for the teacher
8 They ensure maximum student participation for a minimum of teacher preparation
Language teaching and learning are hard work Therefore, having justified the result as well as enjoying the term, the teacher should take advantages of using games appropriately
1.2.3 Significance of Games in Teaching Speaking
Incorporating games into language teaching, particularly in speaking classes, can enhance the learning experience when done effectively Instead of serving as mere time-fillers, these games can be strategically integrated to foster engagement and reinforce language skills, making them a valuable tool in the educational process.
In speaking classes, engaging students is crucial, as initiating conversation in a target language can be challenging without stimulating content.
Here are three main teaching aims of carrying out games in speaking class