Adapting speaking tasks in the textbook “Tieng Anh 10” to improve the effectiveness of speaking lessons at Thuong Cat High School: A case study

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VIETNAM NNAATTIIOONNAALL UUNNIIVVEERRSSIITTYY,, HHAANNOOII
U

UNNIIVVEERRSSIITYTY OFOF LALANNGGUAUAGGESES ANANDD ININTTEERRNNATATIIONONALAL STSTUUDDIIEES S
F

FACACUULLTTYY OFOF PPOSOSTT--GGRARADDUUATATEE STSTUUDDIIEESS 


NGUYỄN THỊ NHUNG

ADAPTING SPEAKING TASKS IN THE TEXTBOOK “TIENG

ANH 10” TO IMPROVE THE EFFECTIVENESS OF SPEAKING

LESSONS AT THUONG CAT HIGH SCHOOL: A CASE STUDY.

Điều chỉnh các nhiệm vụ nói trong sách giáo khoa Tiếng Anh 10

nhằm tăng hiệu quả các giờ dạy nói tại trường THPT Thượng Cát :

Một nghiên cứu điển hình.

M.A MINOR PROGRAMME THESIS

Field: English Teaching Methodology

Code: 60140111

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VIETNAM NNAATTIIOONNAALL UUNNIIVVEERRSSIITTYY,, HHAANNOOII
U

UNNIIVVEERRSSIITYTY OFOF LALANNGGUAUAGGESES ANANDD ININTTEERRNNATATIIONONALAL STSTUUDDIIEES S
F

FACACUULLTTYY OFOF PPOSOSTT--GGRARADDUUATATEE STSTUUDDIIEESS 


NGUYỄN THỊ NHUNG

ADAPTING SPEAKING TASKS IN THE TEXTBOOK “TIENG

ANH 10” TO IMPROVE THE EFFECTIVENESS OF SPEAKING

LESSONS AT THUONG CAT HIGH SCHOOL: A CASE STUDY.

Điều chỉnh các nhiệm vụ nói trong sách giáo khoa Tiếng Anh 10

nhằm tăng hiệu quả các giờ dạy nói tại trường THPT Thượng Cát :

Một nghiên cứu điển hình.

M.A MINOR PROGRAMME THESIS

Field: English Teaching Methodology

Code: 60140111

Supervisor: Prof. Nguyễn Hòa

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DECLARATION

I hereby certify the thesis entitled “Adapting speaking tasks in the textbook

Tieng Anh 10 to improve the effectiveness of speaking lessons at Thuong

Cat High School: A case study.” as my own study in the fulfilment of the

requirements for the Degree of Master of Arts at the University of Languages

and International Studies, Vietnam National University, Hanoi.

Signature

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ACKNOWLEDGEMENTS

I have benefited a great deal of support from a number of people during the time

carrying out this thesis.

I would like first and foremost to express my profound gratitude and appreciation to

my supervisor, Prof. Nguyễn Hòa for his invaluable and insightful comments, his

deliberate guidance and wholehearted supervision without which the thesis would

not have been possible.

My thanks are also offered to all my respected lecturers in the M.A course, Assoc.

Prof. Lê Hùng Tiến, Prof. Nguyễn Quang, Assoc. Dr. Lê Văn Canh, Assoc. Dr. Lâm
Quang Đông, Dr. Huỳnh Anh Tuấn…., for their informative and valuable lectures

that have enlightened my research path of the study.

Special acknowledgement is also given to my students from class 10D1 Thuong Cat

High School for their participation in the lessons. My appreciation is also extended

to my colleagues in the English Division of Thuong Cat High School for their

assistance and work sharing.

Last but not least, my heartfelt thanks go to my family and my close friends for their

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iii

ABSTRACT

In the teaching context of Thuong Cat High School in Bac Tu Liem, Ha Noi, the

adaptation of speaking tasks in the textbook „Tieng Anh 10‟ is necessary because

teaching and learning speaking is not usually efficient. The students c an hardly take

part in speaking tasks seriously though they have the desire to speak English. This

mini action research is conducted in order to investigate how adapted tasks help

students of low level to get more involved in speaking, as well as improve their

language accuracy and fluency. Oral tests together with survey questionnaire and

observations are the main instruments of data collection. They are delivered to 40

grade-10 students to collect individual scores, their opinions about speaking tasks in

the textbook and their behaviors while doing speaking tasks. Based on the data,

together with advantages in methodology, the speaking tasks are adapted and

speaking activities are implemented as pilot teaching is employed to realize the

objectives of the action research. The results indicate that most of the adapted tasks

bring about some clear improvement in the students‟ participation and their

language proficiency without omitting available textbook tasks. Finally, some

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LIST OF ABBREVIATIONS

 ESL/ EFL: English as Second/ Foreign Language

 MC: Master Of Ceremonies

 T: Teacher

 Ss: Students

 Gv: Giáo viên

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LIST OF FIGURES AND TABLES

Table 1: The students‟ motivation in learning English speaking

Table 2+3: The students‟ opinions about English speaking skills in the textbook

Tieng Anh 10

Table 4: The students‟ general evaluation of their current speaking lessons

Table 5: The students‟ participation in speaking lessons.

Table 6: Factors prevent the students from participating in speaking in the class.

Table 7: The students‟ opinion about the way their teacher taught English speaking

Table 8: The students‟ evaluation of their teacher‟s task adaptation

Table 9: The students‟ scores in the Pre-test.

Table 10: The students‟ opinions about the vocabulary relating to the topics in the

speaking tasks

Table 11+12: The students‟ opinions about the topics of speaking tasks

Table 13+14: The students‟ opinions about the speaking tasks

Table 15: The students‟ response to the adapted tasks for Unit 14

Table 16: The students‟ response to the adapted tasks for Unit 16

Table 17: The students‟ scores in Post-test after Unit 12

Table 18: The students‟ scores in Post-test after Unit 16

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Figure 2: The students‟ opinions about the textbook‟s topics in the textbook Tieng

Anh 10

Figure 3: The students‟ opinions about the textbook‟s speaking activities in the

textbook Tieng Anh 10

Figure 4: The students‟ general evaluation of their current speaking lessons

Figure 5: The students‟ participation in speaking lessons.

Figure 6: : Factors prevented the students from participating in speaking in the

class.

Figure 7: The students‟ opinion about the way their teachers taught speaking

Figure 8: The students‟ evaluation of their teacher‟s adaptation

Figure 9: The students‟ scores in the Pre-test.

Figure 10: The students‟ opinions about the vocabulary relating to the topics in the

speaking tasks

Figure 11: The students‟ opinions about the topic‟s familiarity of the speaking tasks

Figure 13: The students‟ opinions about the speaking tasks‟ ease

Figure 14: The students‟ opinions about the speaking tasks‟ interesting organization

Figure 15: The students‟ response to the adapted tasks for Unit 14

Figure 16: The students‟ response to the adapted tasks for Unit 16

Figure 17: The students‟ scores in the Post-test after Unit 12

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vii

TABLE OF CONTENTS

DECLARATION ...i

ACKNOWLEDGEMENTS... ii

AB STRACT ... iii

LIST OF ABBREVIATIONS ... iv

LIST OF F IGURES AND TAB LES... v

TABLE OF CONTENTS ...vii 
PART I: INTRODUCTION ... III 
1. Rationale for the study ... III 
2. Aims of the study ... IV 
3. Research questions ... IV 
4. Scope of the study... IV 
5. Methods of the study ... V 
6. Design of the study ... V 
PART II: DEVELOPMENT ...VII 
CHAP TER 1. LITERATURE REVIEW ...VII 
1.1. The teaching of speaking ...VII

1.1.1.1. The role of spoken English ...VII

1.1.1.2. Nature of spoken discourse...VII

1.1.1.3. Functions of speaking ... VIII

1.1.1.4. Implications for teaching ...IX

b. Talk as transaction ... X

1.1.2. Related factors affecting students’ speaking ...XI

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viii

1.1.2.2. Teachers ... XII

1.1.2.3. Learners ... XII

1.1.2.4. Materials ... Error! Bookmark not defined.

1.2. Tasks and task adaptation ... Error! Bookmark not defined. 
1.2.1. Tasks in FL/SL learning and teaching ... Error! Bookmark not defined. 
1.2.2. Task adaptation in FL/SL learning and teaching .Error! Bookmark not 
defined.

1.2.2.1. The need of task adaptation ... Error! Bookmark not defined.

1.2.2.2. What is adaptation? ... Error! Bookmark not defined.

1.2.2.3. Reasons for adaptation ... Error! Bookmark not defined.

1.2.2.4. Approaches to task adaptation ... Error! Bookmark not defined.

1.3. Summary ... Error! Bookmark not defined. 
CHAP TER 2. RESEARCH METHODS... Error! Bookmark not defined.

2.1. The case of the study ... Error! Bookmark not defined.

2.1.1. Setting of the study ... Error! Bookmark not defined.

2.1.2. The learners ... Error! Bookmark not defined.

2.1.3. Speaking materials ... Error! Bookmark not defined.

2.2. An action research ... Error! Bookmark not defined.

2.2.1. Applied steps ... Error! Bookmark not defined.

2.2.2. The adaptation of speaking tasks in Tieng Anh 10 ...Error! Bookmark not

defined.

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2.3.3. Instrument 3: Survey Questionnaire... Error! Bookmark not defined. 
2.3.4. Instrument 4: Survey for Response to Adaptation ...Error! Bookmark not 
defined.

2.3.5. Instrument 5: Class Observation Sheets ... Error! Bookmark not defined. 
CHAP TER 3: DATA ANALYSIS ... Error! Bookmark not defined. 
3.1. Data analysis of Preliminary Survey (See Appendix 1) .... Error! Bookmark 
not defined.

3.1.1. Personal information of the students’ taking part in the survey ...Error! 
Bookmark not defined.

3.1.2. The students’ awareness of studying English in general ...Error! 
Bookmark not defined.

3.1.3. The students’ opinions about English speaking skills in the textbook 
Tieng Anh 10... Error! Bookmark not defined. 
3.1.4. The students’ evaluation of their current speaking lessons ...Error! 
Bookmark not defined.

3.1.4.1. The students’ general evaluation of their current speaking lessons

... Error! Bookmark not defined.

3.1.4.2. The students’ participation in speaking lessons and the reasons ...Error! 
Bookmark not defined.

3.1.4.3. The students’ opinions about the way their teachers taught English 
speaking ... Error! Bookmark not defined. 
3.2. Data analysis from initial observations (see appendix 5) .. Error! Bookmark 
not defined.

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3.4.1. In terms of language (vocabulary) ... Error! Bookmark not defined. 
3.4.2. In terms of topic ... Error! Bookmark not defined. 
3.4.3. In terms of speaking tasks ... Error! Bookmark not defined. 
3.4.4. The students’ suggestions for the teacher’s adaptation of speaking tasks

... Error! Bookmark not defined.

3.5. Data analysis of Survey for response to adaptation (see Appendix 4) .Error!

Bookmark not defined.

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III

PART I: INTRODUCTION

1. Rationale for the study

In the past ten years, teaching English speaking at school has earned a lot of

attention and investment from both experts and teachers as well as learners and their

communities. The three main reasons must be: first, the key practical role of English

speaking has received the social awareness; second, modern information technology

has brought learners an easy access to native speakers‟ talks; third, many

methodology courses sponsored by the government have helped teachers to

approach some new teaching metho ds. As a result, students‟ speaking ability has

improved much in general.

Despite all of the above advantages, I see no much progress in the class I teach at

Thuong Cat High School. By observing, I notice most of my students hesitate to

participate in English speaking tasks. Even as the teachers have managed to engage

them in, their talks show some problems of using accurate and fluent language.

Some researchers have been particularly interested in the same situation in teaching

English skills and tried to improve it by adaptation (Phùng Thị Hoa Mơ, 2010;

Nguyễn Thị Trang, 2012). Ho wever, most of them conclude that poor textbooks and
students‟ low motivation are the main reasons. Whereas the students in my class of

10D1 confirm that they want to speak English much more than reading, writing,

grammar, and they find almost all the topics interesting. Moreover, the new set of

textbooks do have several strong points, which are available task-based contexts

and carefully guided communication practice.

Considering their English scores at the beginning of the course, I realize that most

of my students are of low level, some are better but no one is excellent. Therefore, I

do a preliminary research, search the Internet and read ESL/EFL studies. I find that

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distinctive. I wonder if I can help them by providing them with more language input

together with knowledge background, and by adapting some speaking tasks in the

textbook „Tiếng Anh 10‟. I do hope that these changes will help them to have such

achievements as participating more in speaking activities and producing somewhat

more accurate and fluent language.

All of these above have inspired me to conduct the study titled “Adapting speaking

tasks in the textbook Tieng Anh 10 to improve the effectiveness of speaking lessons

at Thuong Cat High School: A case study.”

2. Aims of the study

The study is aimed at improving the effectiveness of English speaking lessons for

the 10th grade students at Thuong Cat High School by means of the adaptation of

speaking tasks in the textbook „Tieng Anh 10‟.

3. Research questions

In order to achieve the mentioned aim, the following research question guided the

study:

To what extent can the adapted tasks help improve the effectiveness of

speaking lessons?

4. Scope of the study

Task adaptation is such a broad topic that it cannot be wholly discussed within the

framework of this paper; therefore, only one specific aspect will be central to the

speaking tasks‟ adaptation.

The study focuses on only one class of grade-10 students, so the results of the study

are not applied to all students at Thuong Cat High School or ones at other high

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V
5. Methods of the study

First, the study titled “Adapting speaking tasks in the textbook Tieng Anh 10 to

improve the effectiveness of speaking lessons at Thuong Cat High School.” is a

case study. It is conducted in class 10D1 at Thuong Cat High School in Bac Tu

Liem, Hanoi City. 40 students of class 10D1 are all at the age of 17. All of them

have learnt English since they were at grade 3, but most of them are low-level

English speakers. Though they pay much attention to study English, their English is

not very good in general and their speaking ability is of low level in particular.

Second, the study is an action research. According to Nunan (1992: 19), an action

research includes seven steps. They are: initiation, preliminary investigation,

hypothesis, intervention, evaluation, dissemination and follow-up. Details of these

steps will be presented in chapter 2 of Part II.

The action research lasts during the second term from Unit 9 to Unit 16. It is about

18 weeks. Oral tests together with survey questionnaire and observations are the

main instruments of data collection. They are delivered to 40 grade-10 students to

collect individual scores, their opinions about speaking tasks in the textbook and

their behaviors while doing speaking tasks.

Based on the data, together with advantages in methodology, the speaking tasks are

adapted and speaking activities are implemented as pilot teaching is employed to

realize the objectives of the action research. Two approaches to adaptation that

guide this research are making accuracy-based practice meaningful and adapting

fluency-based activities, Hedge (2000: 273- 281).

6. Design of the study

The study consists of three main parts namely Introduction, Development and

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In the first part, Introduction, the reasons for the research, aims, research

questions, scope and methods of the study are mentioned.

The second part, Development, contains three chapters:

- Chapter One focuses on theoretical background of the study, which is about

features, and functions of spoken discourse, implications for teaching, and purposes

as well as two main approaches of adaptations: accuracy-based practice and

fluency-based activities.

- Chapter Two not only describes the case of the study at Thuong Cat High School

but also presents the applied steps of an action research in details and the

instrumentation of the study.

- Chapter Three deals with a comprehensive data analysis.

The last part, Conclusion, provides the recapitulation, major findings and

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VII

PART II: DEVELOPMENT

CHAPTER 1. LITERATURE REVIEW

1.1. The teaching of speaking

In order to help students to develop their English speaking ability we need insights

about the nature of spoken discourse, so we will be able to find a useful

methodology to select and design appropriate classroom activities.

1.1.1. Speaking

1.1.1.1. The role of spoken English

The mastery of English speaking skills plays a very important role for many foreign

language learners. Consequently, learners tend to evaluate their success in language

learning as well as the effectiveness of their English lessons basing on how well

they feel they have improved in their speaking ability or proficiency.

In addition, teachers and textbooks make use of a variety of approaches in the

teaching of oral skills, which shows that “ oral skills have hardly been neglected in

EFL/ESL courses” . Therefore, it is observed that “ how best to approach the

teaching of oral skills has long been the focus of methodological debate”, Richards

(2009:21).

Reflecting on the textbook Tieng Anh 10, I think teachers can take a great deal of

advantages in methodology.

1.1.1.2. Nature of spoken discourse

According to McCarthy and Carter, 1997 (cited in Richards, 2009:21), it is recent

advances in discourse analysis that have revealed the nature of spoken discourse

and its differences from written discourse. Luoma, 2004 (cited in Richards,

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VIII

 Conjoined short phrases and clauses

 May be planned or unplanned

 Employs more vague or generic words than written language

 Employs fixed phrases, fillers and hesitation markers

 Contains slips and errors reflecting on-line processing

 Interactions are jointly constructed

 Shows variation, reflecting speaker roles, speaking purpose, and the

context

Among them, I pay much attention to the two following features:

First, “spoken discourse is usually unplanned and often reflects the processes of

constructions”, Richards (2009:2). Thus, errors must be carefully chosen to be

treated in order that the correction does not ruin fluency. In my opinion, errors that

impede communication s hould be directly corrected. Tricia Hedge (2000:289) gives

an example of such error: “ They ate smoked worm” is not immediately apparent as
“They ate smoked eel”, and “long trees” can be misunderstood as “tall trees”.

Besides, the assessment of fluency should be much more flexible, which will be

discussed in detail in the part of adaptation.

Second, “interactions are jointly constructed”, which asks for shared background,

active and intelligibility participation. It implies that in addition to fluency, acc uracy

must be put in consideration and speaking activities must be well designed so that

engaging students in can be successful. Moreover, the topic of speaking tasks in

textbooks should be familiar to students, or else some preparation must be made

before each lesson.

1.1.1.3. Functions of speaking

Richards uses a three-part framework, which is expanded from Brown and Yule‟s

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transaction, and talk as performance. Their forms and functions are quite different

and therefore they require different teaching approaches.

a. Talk as interaction

This refers to “conversation” which serves as primarily social function. The focus is
more on speaker‟s wish to present themselves other than on the message. Brown

and Yule, 1983 (cited in Richards, 2009:25) describe its main features as follows:

 Has a primarily social function

 Is jointly constructed

b. Talk as transaction

The focus of this kind of talk is on what is said or done. The message and making

oneself understood clearly and accurately are focused on rather than the participants

and their interacting manner.

Some main features are given by Richards (2009:29):

 It has a primarily information focus

 Linguistic accuracy is not always important

c. Talk as performance

This type of talk refers to public talk transmitting information in front of an

audience. According to Richards (2009:32), the main features of talks as

performance are:

 It reflects predictable organization and sequencing

 Form and accuracy is important

1.1.1.4. Implications for teaching

a. Talk as interaction

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students at school, I think they should practice a wide range of topics to present

good images of themselves in situations which call for interaction talks.

Two simple activities Richards uses to practice topic management are “in the hot

seat” and “question time”. In the first activity, a student sits on a chair in front of the

class and makes a statement about something he or she did recently. The other

members of the class have to ask three or more questions about the topic which the

student has to answer quickly. Then another student takes the hot seat. With the

activity called question time, before students begin a lesson on a new theme, he

prepares up to 15 questions related to the theme and put them on a handout. First, he

asks students around the class to answer the questions quickly. Then students

practice asking and answering the questions in pairs.

b. Talk as transaction

In terms of the level of linguistic accuracy that students achieve when carrying out

tasks as transaction, some scholars like Thornbury,1998 and Kumaravadivelu,1991

state that practicing these tasks focuses on task accomplishment rather than

grammatical practice and a gradual modification of their language output over time

takes on more and more target-like forms. However, Higgs and Clifford, 1982 (cited

in Richards 2009:37) claim that communication tasks often develop fluency at the

expense of accuracy. Richards (2009:39) recognizes that low-level students often

heavily rely on vocabulary and memorized chunks of language while carrying out

communication tasks. Therefore, to improve the quality (accuracy and fluency) of

language produced as students practice, he suggests:

 Pre-teaching certain linguistic forms

 Reducing the complexity of the task

 Giving time to plan the task

 Repeating performance of the task

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According to Johns,1996 (cited in Richards, 2009:42), teaching this type of talk

requires a different teaching strategy which involves providing examples or models

of speeches, oral presentation, stories,etc through video or audio recordings or

written examples. Guiding questions are:

 What is the speaker‟s purpose?

 Who is the audience?

 What kind of information does the audience expect?

 How does the talk begin, develop, and end? What moves or stages are

involved?

 Is any special language used?

1.1.2. Related factors affecting students’ speaking

Students‟ participation in classroom speaking activities and their English output can

be affected by a variety of factors originating from context, learners, teachers,

materials and classroom activities. In the following sections, some of the major

factors will be discussed.

1.1.2.1. Context

Most of factors are “ outside the teacher‟s control but they will bear heavily on

decisions about choice of resources and classroom procedure” (Hedge, 2000:24).

She mentions the following factors:

 Social attitudes

Social attitudes towards English learning partly determine teachers‟ effort to

motivate students and exposure to the language as well.

 Educational system

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XII

- The extent to which the materials in use train for public examinations

- The hours available for teaching

- The existence of institutional or departmental policies

- The physical constraints of the classroom

- Class size

- The resources available

- The cohesion that exists among English language teachers

- The status of teachers in the hierarchy

- The financial/contractual status of teachers

- The interest of management in continuing professional development

 Examination system

Examination system is a heavily constraining factor where examinations are

considered gatekeepers to higher education or good jobs. Teachers would be of high

risk not to train students for these.

1.1.2.2. Teachers

Harmer, 1991 (cited in Hedge, 2000:26) identifies teachers‟ roles “as controller in

eliciting nationality words; as assessor of accuracy; as corrector of pronunciation;

as organizer in giving instructions for the pair work, initiating it, monitoring it, and

organizing feedback; as prompter while students are working together; and as

resource if students need help”. All of these are common to a wide range of

classroom methods. Hedge (2000: 22-31) says that they can be seen in lesson plans

but only the ability to manage activities and interactions can put them in practice.

Only when teachers have competence in management of interaction can the

mentioned roles create beneficial conditions for language learning.

1.1.2.3. Learners

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XIII

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XIV

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Adapting speaking tasks in the textbook “Tieng Anh 10” to improve the effectiveness of speaking lessons at Thuong Cat High School: A case study

<b>NGUYỄN THỊ NHUNG </b>

<b>ADAPTING SPEAKING TASKS IN THE TEXTBOOK “TIENG </b>

<b>ANH 10” TO IMPROVE THE EFFECTIVENESS OF SPEAKING </b>

<b>LESSONS AT THUONG CAT HIGH SCHOOL: A CASE STUDY. </b>

Điều chỉnh các nhiệm vụ nói trong sách giáo khoa Tiếng Anh 10

nhằm tăng hiệu quả các giờ dạy nói tại trường THPT Thượng Cát :

Một nghiên cứu điển hình.

<b>M.A MINOR PROGRAMME THESIS </b>

<b> Field: English Teaching Methodology</b>

<b> </b>

<b> Code: 60140111 </b>

<b> </b>

<b> </b>

<b>NGUYỄN THỊ NHUNG </b>

<b>ADAPTING SPEAKING TASKS IN THE TEXTBOOK “TIENG </b>

<b>ANH 10” TO IMPROVE THE EFFECTIVENESS OF SPEAKING </b>

<b>LESSONS AT THUONG CAT HIGH SCHOOL: A CASE STUDY. </b>

Điều chỉnh các nhiệm vụ nói trong sách giáo khoa Tiếng Anh 10

nhằm tăng hiệu quả các giờ dạy nói tại trường THPT Thượng Cát :

Một nghiên cứu điển hình.

<b>M.A MINOR PROGRAMME THESIS </b>

<b> Field: English Teaching Methodology</b>

<b> </b>

<b> Code: 60140111 </b>

<b> Supervisor: Prof. Nguyễn Hòa</b>

<b> </b>

<b> </b>

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