Những cản trở trong việc nói tiếng Anh và một số biện pháp kích thích học sinh nói tiếng Anh trong giờ tự chọn của học sinh lớp 10 trường thpt Yên Định Ii

TABLE OF CONTENT
Sr. No.
Topic
Page No.
I
INTRODUCTION
1.1
Rationale
3
1.2
Purpose of the study
3
1.3
Scope of the study
3
1.4
Methodology of the study
3
II
DEVELOPMENT
4
2.1
Theoretical background of English speaking skill and its importance
4
2.2
The setting of the study
5
2.3
What are obstacles when students speak English?
5
2.4
Suggestions for teachers
6
2.5
Applying suggestions
10
2.6
Results
16
III
Conclusion
16
ABBREVIATION
YD2SS: Yen Dinh II secondary school
Sts: students
T: Teacher
I. INTRODUCTION
1.1. Rationale
In our modern society, English plays an integral part in many sectors including medicine, engineering, education, advanced studies, business, technology, banking, computing, tourism, etc. Never before has learning English become so important. As a result, English is being taught and learned around the world as a second language today. Children start to learn at the early age. Teenagers learn English at school as a compulsory subject. Besides, a lot of people are attending different high quality English centers so that they can master this language. 
However, there is a worrying problem is that most of English learners are not confident to communicate in English, even they are afraid of doing speaking tasks in their classes whereas they are really good at vocabulary and grammatical structures. As an English teacher, I am always wishing to find out my students’ obstacles in speaking English and how to help them overcome these barriers. That’s why I chose the issue: “Obstacles in speaking English and how to motivate sts in grade 10 at YD2SS to speak English during their optional periods:”. I hope after these speaking lessons, they can improve their English speaking ability effectively and efficiently. 
1.2. Purpose of the study
The main purpose of the study is to find out obstacles which make the 10th form sts at Yen Dinh II secondary school (YD2SS) afraid of speaking English. This also offers some appropriate strategies to better the current context.
Research questions:
1. What are obstacles of the 10th form ss at YD2 StS’ in speaking English?
2. How to motivate them to speak English actively.
1.3. Scope of the study
This study was conducted among the 10A1, 10A2 and 10A9 Sts at YD2SS during the school year 2018-2019.
1.4. Methodology of the study
Both qualitative and quantitative methods are used.
First of all, for the theoretical basis, a lot of reference materials on English speaking skill have been collected, analyzed and synthesized carefully with the due consideration for the ss’ learning situations.
Secondly, class observation has been carried out with ss to find out barriers among sts while they are speaking English. Based on what I have collected, I would like to give some ways to improve this problem.
II. DEVELOPMENT
2.1. Theoretical background of English speaking skill and its importance
This second chapter provides readers with the relevant literature of the study by introducing some key concepts necessary for the best understanding of this research, as well as the review of previous studies related to the topic. There are some most crucial concepts chosen to be clarified in this part such as English speaking skill, its importance in communication, 
2.1.1 What is speaking skill ?
Speaking is an act of making vocal sounds. We can say that speaking means to converse, or expressing one's thoughts and feelings in spoken language. To speak often implies conveying information. It may be from an informal remark to a scholarly presentation to a formal address. Speaking skills: Speaking skills are the skills that give us the ability to communicate effectively. These skills allow the speaker, to convey his message in a passionate, thoughtful, and convincing manner. Speaking skills also help to assure that one won't be misunderstood by those who are listening.
2.1.2. Importance of English speaking skill for EFL learners
2.1.2.1. Language is a tool for communication. We communicate with others, to express our ideas, and to know others’ ideas as well. Communication takes place, where there is speech. Without speech we cannot communicate with one another. The importance of speaking skills, hence is enormous for the learners of any language. Without speech, a language is reduced to a mere script. The use of language is an activity which takes place within the confines of our community. We use language in a variety of situations. People at their work places, i.e. researchers working either in a medical laboratory or in a language laboratory, are supposed to speak correctly and effectively in-order to communicate well with one another. Any gap in commutation results in misunderstandings and problems.
2.1.2.2. For a smooth running of any system, the speakers of a language need to be especially and purposefully trained in the skill of speaking.
2.1.2.3. In-order to become a well rounded communicator one needs to be proficient in each of the four language skills viz., listening , speaking, reading and writing, but the ability to speak skillfully, provides the speaker with several distinct advantages. The capacity to express one’s thoughts, opinions and feelings, in the form of words put together in a meaningful way, provides the speaker with these advantages. The joy of sharing one’s ideas with others is immense. When we speak to others we come to have a better understanding of our own selves, as Robert Frost once said: ‘‘I am a writer of books in retrospect, I talk in order to understand, I teach in order to learn.’’ Undoubtedly, the clarity in speech reflects clear thinking.
2.1.2.4. An effective speaker can gain the attention of the audience and hold it till the completion of his message. Speaking skills are important for career success, but certainly not limited to one’s professional aspirations. Speaking skills can also enhance one’s personal life.
2.2. The setting of the study 
2.2.1. The setting of the study
The study was conducted at YD2SS in Yen Dinh district, Thanh Hoa province. Here, English is taught in classrooms with five parts: Listening, Speaking, Reading, Writing and Grammar within 37 weeks and speaking skill is taught for from 40 to 45 students each class for 1 period per week. 
This year, the number of English periods increases from 3 to 4 periods every week, one of them is spent on the piece of knowledge that is thought to be necessary for their students. While many of my colleges chose grammatical structures, I taught my sts speaking skill because they are learning grammar and vocabulary all the time at school, at home and at extra classes whereas they can’t gain the final vital aim, which is to communicate in English. That’s why I chose my own speaking curriculum for optional English periods. It will be clarified in the next part.
2.2.2. The students’ background and their English levels
The 10th form students at YD2SS are aged from 15 to 16. They came from different places of Yen Dinh district. Most of them have learnt English including the speaking skill since they were at grade 6. However, the students’ level in English is very low. They don’t take part in any English speaking club. Besides, most of their families live on agriculture so that they do not have the best conditions to learn English. Moreover, they don’t have the habit of practicing speaking skill to improve their pronunciation. It is grammar that is focused so that Ss can pass the exams
2.3. What are obstacles when students speak English?
2.3.1. Environment
The environment does not support the students to speak English frequently. The environment here means the people outside the class. Those people may think that the students just want to show off when they speak English for daily conversation. The response that the students get makes them loose their self-confidence to improve their speaking. Since the students do not want to be rejected by the people around them, so they use their native language in daily conversation. That makes the students unable to communicate in English fluently outside the class.
2.3.2. Inhibition.
They are scared about committing mistakes while they speak. They cannot also express themselves well or adequately because they lack adequate and appropriate vocabulary. 
2.3.3. Shyness
Another factor that makes students to hesitate to speak in English is that they are shy and nervous. They feel fearful to speak English in front of other people because they lack confidence about their own competence in English.
2.3.4. Nothing to say: Students have no motivation to express themselves.
2.3.5. Low or uneven participation. Only one participant can talk at a time because of large classes and the tendency of some learners to dominate, while others speak very little or not at all. 
2.3.6. Mother-tongue use. Learners who share the same mother tongue tend to use it because it is easier and because learners feel less exposed if they are speaking their mother tongue.
In addition, a researcher also pointed out that there are many factors that cause difficulties in speaking English among EFL learners. Some of these factors are related to the learners themselves, the teaching strategies,the curriculum, and the environment. For example, many learners lack the necessary vocabulary to get their meaning across, and consequently, they cannot keep the interaction going. Inadequate strategic competence and communication competence can be another reason as well for not being able to keep the interaction going. Some learners also lack the motivation to speak English. They do not see a real need to learn or speak English. Actually motivation is the crucial force which determines whether a learner embarks in a task at all, how much energy he devotes to it, and how long he preservers (Littlewood, 1984, p.53). The development of communicative skills can only take place if learners have the motivation and opportunity to express their own identity and relate with the people around them (Littlewood, 1981). Teaching strategies also contribute to this problem as they are inadequate, and they do not put emphasis on speaking, which results in a meagre development of this skill. Besides, vocabulary items are taught in isolation, and listening materials are not used by the majority of school teachers because of the large number of teachers compared with the number of cassettes available. Teacher-training programs were found to be not very successful in changing the teachers’ methodology. The lack of a target language environment can be considered another problem, which of course results in a lack of involvement in real-life situations. 
2.4. Suggestions for teachers 
2.4.1. Establish your 100% goal from Day 1.	
On the first day of class make your expectations clear to your students. I usually have my students make a pact with both me and themselves. The students read the promises (see below) and I elaborate on each a bit. Next, the students sign their names in agreement.
My Promises
I promise to try to speak as much as possible.
I promise not to be afraid of making mistakes.
I promise not to speak any Vietnamese.
I promise to use English to communicate.
I promise to ask questions when I do not understand.
I promise to try to have fun!
If sometimes my students forget their promises, we will go back to these promises from time to time throughout the course 
2. 4.2. Teach Classroom English 
In the second or third lesson students should be taught useful classroom English. The students should thoroughly memorize and practice using these expressions. It is essential that you explain that these expressions are not just for use with the teacher, but for use with each other as well. Some examples of useful classroom English are:
Beginning of the lesson:
 *Good morning. How are you?
 *Did you have a nice weekend?
 *Have you done your homework?
 *Let’s play a game now, shall we?
 *Are you ready?
Ask for repetition:
*Would you mind repeating?
*Could you say it again?
*Pardon?
Asking for clarification:
*What is it? Please tell me again. 
*What do you mean?
*Could you explain more about..?
Ask for ideas/opinions
*What do you think about that(name)?
*Do you have any ideas/opinions?
*How about you?
Checking:
*Is that clear?
*Okay so far?
*Have you got it / that?
2.4.3. Start (almost) every class with free conversation 
Before starting our lesson, I ask my sts to sit facing a partner and tell them to talk on a topic for a set time. They absolutely must not speak any Vietnamese during this time! Possible topics are yesterday, TV, movies, sports, etc. This simple tasks usually last 2-3 minutes at the beginning of the lesson. Free conversation works because it warms the students up, and it gives them the comfort to speak the whole period.
2.4.4. Setting Clear Lesson Goals 
It is crucial that teacher be clear about what he wants students to learn during each lesson. If teacher cannot quickly and easily state what he wants the students to know and be able to do at the end of a given lesson, the goal of the lesson will be unclear. Clear lesson goalshelp teacher (and students) to focus every other aspect of lesson on what matters most. 
2.4.5. Showing & Telling
 Teacher should normally start lessons with show and tell. Put simply, telling involves sharing information or knowledge with the students while showing involves modeling how to do something. When teacher has cleared about what he wants students to know and be able to do by the end of the lesson, a teacher needs to tell them what they need to know and show how to do the tasks. 
2.4.6. Questioning to Check for Understanding 
Research suggests that teachers typically spend a large amount of teaching time asking questions. However, few teachers use questions to check for understanding within a lesson. However, a teacher should always check for understanding before moving onto the next part of their lesson. Techniques such as randomized sampling, student answer-boards and tell-a-friend are helpful. 
2.4.7. Summarizing New Learning in a Graphical Way: Graphic outlines include things such as mind maps, flow-charts and Venn diagrams. Teacher can use them to help students to summarize what they have
2.4.8. Pick topics and activities that your students find interesting and useful.
None of the techniques elaborated above will be successful in getting your students to speak English if your students simply don't want to talk about the topic you've given, or if they don't find the topic useful. Motivating and practical activities and topics are necessary to get your students talking in English.
2.4.9. Plenty of Practice 
As said by Killian, practice makes perfect. Practice helps students to retain the knowledge and skills that they have learned while also allowing another opportunity to check for understanding. If teacher wants to harness the potent power of practice, he must ensure that students are practicing the right things. Finally, research shows that students do better when their teacher has them practice the same things over a spaced-out period of time. 
2.4.10. Providing Students with Feedback 
Feedback is the breakfast of champions, and it is the breakfast served by extraordinary teachers around the world. Put simply, giving feedback involves letting the students know how they have performed on a particular task along with ways that they can improve. Unlike praise, which focuses on the student rather than the task, feedback provides students with a tangible understanding of what they did well, of where they are at, and of how they can improve. 
2.4.11. Getting Students Working Together (in productive ways) 
Group work is not new and teachers can see it in every classroom. However, productive group work is rare. When working in groups, students tend to rely on the person who seems most willing and able to the task at hand. To increase the productivity of the groups, teachers need to be selective about the tasks they assign to students and the individual role that each group member plays.
2.4.12. Teach SS Strategies Not just Content Teachers can increase how well students do in any subject by explicitly teaching them how to use relevant strategies. When teaching children to read, teacher needs to teach them how to attack unknown words, as well as strategies that will deepen their comprehension. When teaching them Mathematics, you need to teach them problem-solving strategies. And, just as with content, you need to tell students about these strategies, to show them how to use them and to give them guided practice before asking them to use them independently. 
2.4.13. Amp up the competition
There’s nothing like competitions to motivate reluctant speakers. Games or reward-based speaking activities are very useful tools that allow students of all ages to practice valuable skills. And you don’t have to teach students to incorporate games into your ESL class; adults love games too! If you really want to up the ante, you can always offer the winner a point on the next test.
There are plenty of games to choose from, such as 20 Questions, Catch phrase or Two Truths and a Lie. Look for games that require students to say a lot in order to accomplish the objective, especially games that encourage students to ask questions or describe things in English. Plus, having fun is motivation in and of itself.
2.5. Applying suggestions 
I myself have applied these suggestions in teaching speaking skill, especially in independent English periods. Firstly, I have my students research a topic of interest because I can choose speaking topics (in optional English periods, you can teach any skill, any aspect of English that is necessary for your students as long as it relates to the lesson in textbook you are teaching them). For example, Unit 1 in the textbook has the theme In the life of.” , so we decide to study the speaking topic Daily activities
In particular, my curriculum includes the following subjects (I only teach 17 optional periods for the 1st term. We only have 3 English periods each week during the second term) 
- Topic 1: Daily activities
- Topic 2: Family members and their daily routines
- Topic 3: Small talks about school, subjects, extra classes
- Topic 4: Small talks at home between family members
- Topic 5: Background of the person you love most
- Topic 6: School violence 
- Topic 7: How is your ideal teacher?
- Topic 8: Giving opinions about the problem “we should or shouldn’t take extra classes”
- Topic 9: Uses of household appliances ( fans, cookers, TV, )
- Topic 10: Opinions about advantages and disadvantages of the Internet in your daily life.
- Topic 11: how Facebook overuse affects your life and your study?
- Topic 12: Your knowledge about Ho citadel (our school is near Ho citadel)
- Topic 13: Things you should or shouldn’t do at tourist destinations
- Topic 14: Are children allowed to use telephones at home and at class?
- Topic 15: Do you like living in the countryside?
- Topic 16 : Describe your village when you were a child and then compare with it at present.
- Topic 17: Talk about your plan after the first term exam finishes
Below is one of my lessons in which I have applied some ways to motivate to my Sts to speak out.
Daily activities
 I/ Preparation
 1. Time: 45 minutes
 2. Objectives: Using the present simple tense to talk about daily routines and different times of a day. 
 3. Structures: "I ... at (8 o'clock in the morning)", "What time do you ...?", "When do you ...?"
 4. Target Vocab: morning, afternoon, evening, night, wake up, get up, eat breakfast, eat lunch, eat dinner, go to school, start school, go home, arrive home, watch TV, do homework, go to bed.
 5. Lesson Materials:
 Flashcards: morning, afternoon, evening, night, wake up, get up, eat breakfast, eat lunch, eat dinner, go to school, start school, go home, arrive hom