Teaching speaking skill to large English classes at Thanh Do University difficulties and solutions = Dạy kỹ năng nói cho lớp học tiếng Anh đông người tại Trường

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VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
o0o



TRẦN THỊ DƯƠNG

TEACHING SPEAKING SKILL TO LARGE ENGLISH CLASSES
AT THANH DO UNIVERSITY: DIFFICULTIES AND SOLUTIONS

(D ạy k ỹ n ăng n ói cho lớp học tiếng Anh đông người tại
Trường Đại học Thành Đô: Khó khăn và giải pháp)


M.A. MINOR THESIS

Field: English Teaching Methodology
Code: 60. 14. 10




Hanoi, 2010

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VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
o0o



TRẦN THỊ DƯƠNG

TEACHING SPEAKING SKILL TO LARGE ENGLISH CLASSES
AT THANH DO UNIVERSITY: DIFFICULTIES AND SOLUTIONS

(D ạy k ỹ n ăng n ói cho lớp học tiếng Anh đông người tại
Trường Đại học Thành Đô: Khó khăn và giải pháp)

M.A. MINOR THESIS


Field: English Teaching Methodology
Code: 60. 14. 10
Supervisor: Dr. Nguyễn Huy Kỷ



Hanoi, 2010


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TABLE OF CONTENTS

ACKNOWLEDGEMENTS .i
DECLARATION…………………………………………………………………………… ii
ABSTRACT……………………………………………………………………………….….iii
LIST OF TABLES ………………………………………………………………………… iv
PART 1: INTRODUCTION .1
2. Review of related studies .1
3. Rationale .3
4. Objectives of the study .3
5. Research questions .4
6. Significance of the study .4
7. Scope of the study .4
8. Methods of the study .4
9. Design of the study .4
PART 2: DEVELOPMENT .6
CHAPTER 1: THEORETICAL BACKGROUND .6
1.1. Teaching English in large classes .6
1.1.1. What is a large class? .6
1.1.2. Challenges of working with large classes .7
1.1.3. Attitude towards teaching English in large classes .7
1.2. Teaching speaking skill .8
1.2.1. Concept of speaking .8
1.2.2. The importance of teaching speaking skill in the classroom .9
1.2.3. Characteristics of a successful speaking activity .9
CHAPTER 2: PRACTICAL RESEARCH…………………………………………………11
2.1. The English teaching and learning context ………………………………………… 11
2.2. Methods of the study ……………………………………………………………………12

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2.2.1. Subjects of the study…………………………………………………………… 12
2.2.2. Instruments of the study………………………………………………………… 12
2.2.3. Data collection procedure……………………………………………………… 13
2.3. Data analysis and discussion ………………………………………………………… 14
CHAPTER 3: FINDINGS AND RECOMMANDATIONS ………………………………25
3.1 Findings………………………………………………………………………………… 25
3.1.1. Teachers’ difficulty in teaching preparation…………………………………… 25
3.1.2. Teachers’ difficulty in managing class and monitoring students’ work………….26
3.2. Some recommendations…………………………………………………………………27
3.2.1. Creating a Small-Class Atmosphere in a Large-Class Setting……………………….27
3.2.1.1. Learn students' names………………………………………………………… 27
3.2.1.2. Give clear instructions………………………………………………………….27
3.2.1.3. Use a microphone………………………………………………………………29
3.2.1.4. Move around the classroom or lecture hall…………………………………… 30
3.2.2. Encouraging Class Participation…………………………………………………… 29
3.2.2.1. Divide the class into pairs/groups………………………………………………30
3.2.2.2. Give participation points……………………………………………………… 31
3.2.2.3. Have students contribute material for class…………………………………….31
3.2.3. Evaluating……………………………………………………………………………31
3.2.3.1. Require some groups’ product of the activity to grade ……………………… 31
3.2.3.2. Occasionally require an individual product based on group work …………….31
3.2.3.3. Use peer evaluations at the end of an activity………………………………… 31
3.2.4. Reflecting on your teaching………………………………………………………….32
3.2.5. Selecting activities………………………………………………………………… 32
PART 3: CONCLUSION……………………………………………………………………36
REFERECES…………………………………………………………………………………38
APPENDICES I
Appendix 1: Questionnaire I

Appendix 2: Classroom observation……………………………………………………… VI