VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES ENGLISH DEPARTMENT

I V NGN H

The language activities that first students of English Department like best in speaking class

Hanoi, March, 2009 VIETNAM NATIONAL UNIVERSITY,HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

ENGLISH DEPARTMENT

I V NGN H

The language activities that first students of English Department like best in speaking class

SUPERVISOR: Ms. PHM HONG LONG BIN

Hanoi, March, 2009

Acknowledgements

Firstly, I am grateful to Ms. Phm Hong Long Bin, who is my supervisor. She is always eager to help me whenever I need to consult her about anything in my science research. She checked my mistakes and especially she suggested me what to do in this topic. Secondly, I really thank all the authors of all the books and the proposals and science research through which I can get information for my study. Lastly, I would like to express my gratitude to all the teachers and students who helped me to conduct the survey.

Abstract
The effectiveness of a lesson greatly depends on the activities the teachers use in the classroom and the extent to which students are involved in those activities. Especially, in speaking lesson, the understanding of whether students enjoy the language activities and which ones can motivate them could help teachers in choosing the right ones for their students. A survey is conducted among first year students in the English Department and data from the survey would be carefully analyzed to draw a clear picture of language activities employed in speaking lesson.

Table of contents
Acknowledgement....i Abstract...ii List of table.iii Chapter NAME.1 1.1.Rationale1 1.2.Aim of study..1 1.3. Scope of study..2 Chapter 2.. 2.1.What are the language activities?.....................................................3 2.2.The language activities that are used most commonly and their effectiveness.3 2.3.The research review... Chapter 3. Methodology.. 3.1.Design of the study. 3.2.Participants.. 3.3.Data collection instruments 3.4.Data collection and analysis procedure Chapter4. Result of the survey Chapter 5. Conclusion Reference Appendix 1

List of tables
Table 1 Table 2 Table 3.. Table 4

Chapter1: Introduction
1.1. Rationale . Recently, English has gradually become an international language .In Viet Nam, English has been taught and used most commonly than any other foreign languages. Therefore, finding a method of English language teaching to help learners use English frequently is necessary .In the English Department, Hanoi University of Languages and International Studies, teaching English programme is generally based on communicative language teaching method. This method concentrates on learners is the centre of studying.( Tran, 2007). Thus, students active participation in the lesson is very important. Especially for first year students, the lesson should also be fascinating and motivating to them. To fascinate students, language activities (include games and activities) (Simon, 1984) need to be carefully designed and effectively used in speaking class because language games and activities provide an opportunity for learners to try out their newly acquired competence in a context where they feel psychological secure (Simon, 1984, p.6).. Therefore, it is really essential to know whether the first year students like the activities they have had chance to join them in their speaking lessons, as well as which language activities they like best . That is the main reason why the topic is chosen by the writer.

1.2. Aim of study

According to the importance of the first students joining in-class speaking lesson ,this study aims at finding which language activities the first students of English Department like best in speaking class. From the study, the teachers can know which language activities students would like to participate. When the activities are suggested by teachers, students will extol them and integrate them. The research result could

also be useful for teachers to make students be interested in lessons .In short, the ultimate goal of this study is to answer two research questions

What are the language activities used in speaking class?

Which activities do the first year student like best in speaking class?

1.3. Scope of study

The current study only emphasizes on in-class activities in speaking class that are used in communicative language teaching programme. Participants in this study are 134 first year students of the English Department (majoring in pedagogy) in Hanoi university of Language of International Studies.

Chapter 2 : Literature review

The chapter mainly focuses on answering the first question and introducing some popular activities

2.1What are the language activities?

Language activities are activities that are used in teaching a language for teachers aims. In speaking class, language activities are often exerted because the use of language activities is a way for the teacher to improve the students ability to use the language meaningfully. Also, they can alter the environment of speaking lesson (Carrier, 1980).This will make the speaking lesson _a kind of bridge for learners between the classroom and the world outside (Hadfield & Hadfield, 1999) more interesting. Some learners question that whether Games is a kind of language activities? The answer is yes because according to Carrier (1980), the term games is used whenever there is an element of competition between individual students or team in a language activities (p.10).The answer is also supported by Noor Eka Chandra (2008) it can be said that language games not only function as time filling activities but also they can bring some educational values that enable the children to learn the language from Wittgensteis opinion.

2.2The language activities that are used most commonly and their effectiveness
The language activities used now are the final activities for communication. The following activities are come up with most popular in speaking class (Harmer, 2004) 2.2.1Acting from a script/Simulation and Role-play The activity is like Simulation and Role play because they both require the students to take on roles in the play or in a conversation, etc.

Acting from a script seems to be in simulation and role play because when the teachers dont have the students act like the script completely, the activity will become Simulation and Role-play. Simulation and Role play has three advantages (Harmer, 2004) The students can be good fun and motivating They allow hesitant students to be more forthright and in their opinion and behavior than they might be when speaking for themselves ,since they do not have to take the same responsibility for what they are saying By broadening the world of the classroom to include the world outside ,they allow students to use a much wider range of language than some more task-centred activities may do 2.2.2Communication games The activities are used as Information gap games (puzzles, draw/describe a painting, put /describe things in the right order, find the similarities and differences between two pictures, etc) The activities make the students talk together more to find the details that are cut, different or similar. They can help the student think and react more rapidly to reach the best score. Moreover, the groups in class can take part in the activity to compete with the other groups to get gifts . The advantage of using was summarized by Carrier (1980)as following: 1. Games add variety to the range of learning situations 2. Games can be used to change the pace of a lesson and so maintain motivation. 3. Games can be used to punctuate long formal teaching units and renew students energy before returning to more formal learning.

4. Games can give hidden practice of specific language points without students being aware of this 5. Games encourage students participation and can remove the inhibitions of those who feel intimidated by formal classroom situations 6. Games can change the role of the teacher from that of formal instructor to that of manager or organizer of activities that students enjoy participating in. This can be useful in reducing teacher students distance or conflict 7. Games can act as a testing mechanism , in the sense that they will expose of weakness and the need for remedial work(p.6) 2.2.3Discussion According to The National Capital Language Resource Center, Washington, DC((NCLRC): Through well-prepared communicative output activities such as role plays and discussions, you can encourage students to experiment and innovate with the language, and create a supportive atmosphere that allows them to make mistakes without fear of embarrassment. This will contribute to their self-confidence as speakers and to their motivation to learn more. (Developing speaking activities. n,d ) The activity not only helps the teachers see whether their students understand what they are learning but also improves the students ability to speak before crowd. The activity is also more useful in small group because the students have a chance to think of ideas and the language to express them before being asked in public.(Harmer,2004) 2.2.4.Prepared talks

The activity has more advantages than discussion because it allows the students to have more time to prepare at home. On the other hand, they can choose the topics they like and think of what will happen in their presentation such as a game, some questions, so on. They also make their own play by writing their transcript. The activity is really effective when it is held by a group. Each member of the group has their opinion so the thing can make their presentation more unique and interesting. 2.2.5Questionnaires Harmer (2004) assumed as following: Questionnaire is very useful because, by being pre-planned, they ensure that both questioner and respondent have something to say to each other. Depending upon how tightly designed they are, they may well encourage the natural use of certain repetitive language patternsand thus be situated in the middle of our communication continuum(p. 274) Also, it can be more useful when it is used for the students to make acquainted together in the beginning lessons. The questionnaires can be about ones hometown, interests , and hobbies ,etc.

2.3.The research review

There were some studies that refer to some aspects of the topic. One of them that contained most is Some problems in speaking activities of freshmen of English Department of College of Foreign Language by Le Phuong Lan (K40_E3)and Vu Ngoc Linh (K40_E8). Their research had a part that mainly focus on pointing out types of speaking activities freshmen like best (p.10). However, they did not do well in their survey because, to concentrate on the goal ,they should

have made survey questionnaires such as which activities that the freshmen like best instead of only which activities they often do. The question only helps them find out what freshmen do in speaking class. Moreover, it sure that they feel interested when they do what they like so the question How do you feel in the speaking activities and how is your class atmosphere in speaking was redundant. In the list of the activities for the freshmen to choose, there were some activities that seem to be not relevant. Group work and pair work are only the way that an activity is done not a kind of activity. Because of it, the result of the survey was not completely exact. It said that about 82% freshmen chose group work and 78% freshmen chose pair work as the activities they like best (apart from the discussion with 92%) That is the reason why the survey will be conducted again in the research.

Chapter 3. Methodology 3.1.Design of the study

The study will use one design : a survey will be conducted .

3.2.Participants
The participants in my study are chosen randomly .My study will be carried out with 134 first year student (majoring in English teaching) .The groups include K42_E1(25 students),K42_E5(27 students),K42_E9(28 student),K42_E10 (27 students), K42_E15(27 students).

3.3.Data collection instruments

The survey will have 3 parts: The first part is a questionnaire about how often the first-year students use language activities. This shows the fact of using language activities in speaking class. There are four choices for students. They have to choose a level. The second part will consist of a list of language activities in speaking class that are used in communication language teaching programme. Each student will have to choose any in-class activities that they feel most interesting. The answers for the questions will be written in two lines after the list of activities. The third part will be a question: Why do you choose these activities? In this part, some common reasons will be mentioned. And the reasons will depend on the aspects of environment and motion of the students. Moreover there will be a room for the first year students to fill their own reasons. The students will circle their choice

3.4. Data collection and analysis procedure

The survey will be conducted in order from E1_K42 to E15_K42 .The activities that are chosen most will be the activities the students like best. The result of survey is to answer the question of this research. The question in the survey will help the teachers know the reason the students choose them. According to it, the teachers will choose the effective activities more exactly. The data collected will be analyzed by percents. The tables will be used to state the result of the survey. There are three tables: the first table about how often they do language activities, the second table about which activities they often do, the third table about which they like best, and the last about which reasons they choose. Some reasons that the students suggest will be considered and then may arrange to the reasons recommended. If they are not the same, they will be brought out.

Chapter 4. Result of the survey

After conducting the survey in five classes, from E1 to E15, I collect the following result: The first question is How often do you do the language activities?

A. Usually B. Never C. Always

30,3% 1,5% 37,88%

D. Sometimes 30,32%

The data has pointed out that the first year students are studying according to communicative language programme. They always do language activities that support them to be familiar with speaking more and more. Nevertheless, there are 30,32% of the participants saying that they sometimes do language activities. It means that the teachers have not really used the activities a lot. The second question: Which activities do you often do? 1 a. b. c. Acting from a script /Simulation and RolePlay A conversation on daily topic A yourselves An interview 24,24% 45,45% famous play or a play written by 28,8%

d.

An meeting on an airplane

6%

Communication games

a. b. c. d. 3 4

Puzzles Draw a picture Rearrange things pictures Discussion choose)

33,33% 31,81% 21,21%

Find similars or differences between two 21,21% 30,3%

The prepared talks(on any topic that you 19,7%

Questionnaires (about ,your life ,your hobby..)

your

hometown 13,6%

The result has shown that the participants have practiced daily conversation many times .As a result, the may be more confident when they have the same situation in real life because it is the goal of this activity. Moreover, their ability to speak English naturally will be improved by discussing. The activities like puzzles, acting from a famous play will develop their knowledge of the English custom. Also, the result has showed that the activities that rarely appeared in real life (at least to the first year students) such as: A meeting on an airplane have not been chosen much by the teachers. The third question: Which activities do you like best? 1 a. b. c. Acting from a script /Simulation and RolePlay A conversation on daily topic A yourselves An interview 15% 10,6% famous play or a play written by 46,6%

d.

An meeting in airplane

3%

2 a. b. c. d. 3 4

Communication games Puzzles Draw a picture Rearrange things pictures Discussion choose) 25% The prepared talks(on any topic that you 20% 15,15% 28,8% 4,5%

Find similarities or differences between two 12,12%

Questionnaires (about ,your life ,your hobby..)

your

hometown 7,5%

The analysis shows that the activities the freshmen often do are not always the activities they like best. Although acting from a famous play or a play written by students is not the activity which is done most, it is still the activity that the students want to do best. Therefore, the teacher should pay attention more on their students favourite because if they are allowed to do what they like, the outcome will be better.

The last question: Which do you thinks they are the reasons you choose two activities? A. If you meet a real situation like the things you practice in speaking class, you will know what to do B. You have a chance to know about the people 31,81% 25,75%

around you C. You can take part in this with your friends D. They make your class funnier E. They make you more creative F. They make you feel more confident in communicating G. They improve your ability to work in group H. They help you practice your ability to speak before a crowd 34,84% 46% 47% 46,9% 59% 48,48%

The answers for the question have indicated that the students really want to exploit their capable of speaking English fluently when they choose the answers F: They make you feel more confident in communicating. Furthermore, they want to learn in an free environment. It will get them more relaxed. There are some students mentioned some reasons, for example: They are improve my speaking skill or they make me like the lessons. But these reasons are all the total of the reasons that are recommended so they are considered that the students chose all the reasons.

Chapter 5. Conclusion
From the discussion and the result of the survey of the language games above, it can be concluded that acting from a famous or written by the students play and draw a picture are the activities that the students like best.The students chose them perhaps because they can creat when doing it or these activities will make the atmosphere in class more supportive, happier. The teachers may use the result to choose relevant activities for their students. However, owing to my ability and time limit, the resut of this survey is still extremely correct so the teacher should not rely too much on my research. It is better if they know what the students need indeed.

Reference
Carrier, M.(1980) Take five Games and Activities to the Language Learners. United Kingdom : George G. Harrap and Co. Ltd Harmer, J.(2004) The practice of English Language Teaching. Malaysia: Longman Hadfield, J. & Hadfield, C. (1999). Oxford basic simple speaking activities. Hong Kong: Oxford University Press Le Phuong Lan & Vu Ngoc Linh (2007).Some problems in speaking activities of freshmen of English Department of College of Foreign Language. Hanoi :English Department , College of Foreign Languages Viet Nam National University

Simon, G. (1984) Language games and activities. Hulton Education publication Ltd in Old Station Drive ,Leckhampton,Cheltenham,GL53ODN Tran, H. L (2007) Dy v hc 4 k nng thc hnh ting cho sinh vin khoa Ngn Ng v vn ha Anh M theo ng hng giao tip. Hanoi :English Department , College of Foreign Languages Viet Nam National University The National Capital Language Resource Center, Washington, DC((NCLRC): from http://www.nclrc.org/essentials/speaking/developspeak.htm Teaching Speaking Skill through Language Games by Noor Eka Chandra retrieved from http://pbingfkipunlam.wordpress.com/2008/10/21/teahingspeaking-skill-thorug-language-games/ Developing Speaking Activities retrieved

Survey Questionnaires
Im Doi Vu Ngan Ha from K42_E10 class. Im making a science research and I need to conduct a survey. This survey helps me find out which language activities you like best. There are a list of activities and reasons .Please choose any activity you like best and any reasons that you feel its suitable for you. Then, you will fill in the blank. You may add your own reasons.. For example: you like questionnaires so you will write: E .Thank you for your participation. How often do you do language activities in speaking class? A. usually B. never

C. always D. sometimes This is a list of activities 1. Acting from a script/ Simulation and Role-play a. A conversation on daily topic b. A famous play or a play written by yourselves, c. An interview d. An meeting in airplane 2. Communication games a. Puzzles b. Draw a picture c. Rearrange things
d. Find similarities or differences between two pictures

Discussion (about style ,students life, how to improve the ability

to speak English frequently, etc) 4 The prepared talks (on any topic that you choose) 5. Questionnaires (about your hometown ,your life ,your hobby..) Which activities do you often do?........................................... Which activities do you like best ?.......................................... Which do you thinks they are the reasons you choose two activities?
A. l. If you meet a

real situation like the things you practice in

speaking class, you will know what to do B. You have a chance to know about the people around you

C. You can take part in this with your friends D. They make your class funnier E. They make you more creative F. They make you feel more confident in communicating G. They improve your ability to work in group H. They help you practice your ability to speak before a crowd Your own reasons are..