Some suggestions to increase the motivation for grade 10 students in rural area in some speaking lessons

INDEX
1. INTRODUCTION ( page 1 to page 2)
1.1. Reason for choosing the theme ( page 1)
1.2. Purpose of study ( page 2)
1.3. Object of study ( page 2)
1.4. Research Methods ( page 2)
2. CONTENT ( page 3 to page 16)
2.1. Theoretical basis of experienced initiative( page 3)
2.2. The status of teaching and learning speaking skill at Lam Kinh high school ( page 4)
2.3. Solutions and Implementation ( page 5)
2.4.The effectiveness of the experienced innitiative ( page 16)
3. CONCLUSIONS AND RECOMMENDATIONS ( page 17 to page 18)
3.1. Conclusions( page 17)
3.2. Recommendations( page 18)
1. INTRODUCTION
1.1. Reason for choosing the theme
- Rationale of theory.
 Nowadays, English plays a very important role in the global development. Therefore, the teaching of English has been improved in method of the communicative, learner-centerd approach which is adaptable to give students many opportunities to communicate in English. However, at many high schools in Viet Nam, the teaching of English has not really developed students’ ability, activeness and motivation.
Rationale of practice.
 Speaking is the vital skill of language learning. The mastery of speaking skill in English is a priority of many students. Despite its importance, for a long time, teaching speaking in some high school has not been highly apreciated. Traditional teaching methods have seem to emphasize the learning of language system as a goal in its own right and failed to give students an ability to gain realistic experiences in actually using the language.
The grade 10 English textbooks provide students with a lot of different topics of speaking about life and society. However, the diversity of subjects quires students to memorize a large number of vocabulary and obtain a good speaking skill. This is a major difficulty for the students, especially for those in rural and mountainous areas. Being a teacher at a high school, I have realized that a large number of students are afraid of learning to speak English and lack of confidence to communicate with other people in English. According to the survey carried out at the begining of this school year at my school, more than 70% of the students reported that they have no motivation of learning speaking in class and they could hardly make a simple conversation in English or express what they thought. If students do not learn how to speak or do not get opportunities to speak in the language classroom, they may soon get demotivated and lose interest in learing. On the other hand, if we use different activities in teaching speaking, the lessons will get a lot of fun. Therefore, we can raise general learner motivation and make the language lesson funnier and more dynamic. 
In fact, there are many good methods of teaching speaking skill but the selection and application of those methods flexibly in each Unit is not easy for each teacher.
In teaching students at the school, I and some of my colleagues in the team faced many difficulties in finding suitable methods for each speaking lesson to give our students more chance to develop their speaking skill. That is the matter I have been absorbed in and that is the reason for my theme "Some suggestions to increase the motivation for grade 10 students in rural area in some speaking lessons” 
1.2. Purpose of study 
Drawing on some of my own experiences in improving and motivating students’ ability of speaking English. 
1.3. Object of study
- Researched knowledge: 
Ways to make students more excited about developing their speaking skill and ways to encourage students to feel confident enough to express their idea in front of the class
- Researched participants:
Lam Kinh high school students in grades 10 and English textbooks for grade 10
1.4. Research Methods
1.4.1. Read the document:
I have studied the materials collected relating to the subject so that I can find out the content orientation of the topic, understand the research problem and solve the problem with relatively accurate documentation
1.4.2. Investigate
Attend English lessons: Through attending English lessons of colleagues in and out of school I summarized some valuable experiences in teaching vocabulary to students
Experiment: Own experimentation through class lesson, I have applied several methods of teaching vocabulary in each lesson several self-assessment and the effectiveness of those methods
Discussion: Through expert group meetings, I and colleagues have discussed the problem of teaching methods and skills to teach English vocabulary effectively to students
Assessment: Through quality tests students, teachers self-assessment reviews the effectiveness of the use of methods of teaching vocabulary and find out measures to improve the quality of learning vocabulary
2. CONTENT 
2.1. Theoretical basis of experienced initiative
 2.1.1. Legal basis:
- Education Law No. 44/2009 / QH12 amending and supplementing a number of articles of the Education Law No. 38/2005 / QH11 promulgated by the National Assembly November 25, 2009.
- Educational programs attached to Decision No 16/2006 / QD-BGDT minister dated 05/05/2006 of education and training
- Decision No. 1400 / QD-TTg of the Prime Minister: On approval of the project "Teaching and learning of foreign languages in the national education system the period 2008 - 2020"
- Topics of education and training on innovative approaches to teaching and assessment of English at high schools
  - The material “Some common problems of teaching methods innovation in schools” by Nguyen Van Cuong, Prof. Dr. Bernd Meier compiled collaborative project developed under high school education of the Ministry of Education and Training
2.1.2. Scientific basis:
- Based on current goals of education is to focus on the development direction of the dynamism, creativity and active learning of students in order to help them have the ability to identify and solve problems. To achieve the goal of this section, the use of diverse techniques of teaching speaking to students instead of traditional teaching methods that teachers provide only words and meanings of words is necessary.
- Based on innovation-oriented method of teaching English in secondary schools by the Ministry of Education and Training. Basic criteria of the new teaching methods that operate independently, actively, activeness of students in solving the tasks to communicate in the language. Key criteria to assess the learning outcomes of students is the ability to communicate and conduct capacity tape language in practical situations. In particular, the speaking skill is the main component in communicative activities. Thus, helping students master this skill is a task that is equally important.
- Based on the objectives of foreign language learning is not only to know phonetic system, vocabulary, grammar, but also to use that system to achieve the purpose of communication. Therefore, know that help students use language to communicate is indispensable and relatively difficult with each teacher, especially with those students in rural and mountainous areas.
2.2. The status of teaching and learning speaking skill at Lam Kinh high school 
 Through the teaching of English, especially English program grade 10, I have realized some problems below:
- The majority of foreign language teachers have done their utmost to teach and inspire the love for learning English for students. However, due to a lack of facilities and equipment needed for particular courses of visual aids cater for teaching speaking, it should not achieve high efficiency. Besides, traditional methods of teaching speaking often reduces the quality of the language lessons and absorptive capacity of the students. Some teachers do not create speaking activities for students to take part in or they are not creative in designing activities. Therefore, some speaking lessons get boring and demotivated.
- In fact, many students in grade 10 of Lam Kinh high school come from agricultural commune, some are mountainous ethnic minority students. Although the students love English and they are aware of its importance, using a foreign language to communicate is still a major obstacle to them. Most students are not confident to present their ideas in English though they may understand what other students anh their teacher say. Moreover, many students are not motivated to speak English and are afraid of making mistakes and being laughed at by their friends or being told off by their teachers. This is a huge drawback for students from rural and mountainous areas where they have little chance of having a real language environment and contacting with alien technology or modern teaching facilities.
 At the beginning of 2017-2018 school year in grades 10A1,10A2,10A3, after conducting a short test of speaking with the same content, I have obtained the following results: the number of students get good marks
 Class
Total
10A1
( 42 students)
10A2
(42 students)
10A3
42 students)
The number of students scoring proficient
1
0
1
Percentage
2,38%
0%
2,38%
The number of students scoring pretty
5
4
5
Percentage
11,9%
9,53%
11,9%
The number of students scoring average
14
12
13
Percentage
33,33%
28,57%
30,96%
The number of students scoring below average
22
26
23
Percentage
52,39%
61,9%
54,76%
- Thus, the rate of students scoring good and excellent is only 14,28% in class 10A1 and the figure is 9,53% in 10A2. The rate of students at average level accounts for less than 35%. The test results show that the student's speaking skill is very limited compared to the amount of knowledge provided in the textbooks.
- From this result, I have adopted a number of measures to improve the efficiency of teaching and learning speaking skill for students in my class. With each lesson, I use diverse forms of teaching speaking to suit each student object and I also try to make full use of the poor teaching conditions in my school.
- In 10th grade English, Speaking lessons are divided into several topics and many different groups. With each lesson, I have tried to design various speaking activities so that all students can get involved
2.3. Solutions and Implementation
2.3.1. Using role – play in teaching speaking lessons:
Role-plays are an excellent way of getting your students to practise their English. They stimulate real life situations and allow them to act out what they would do in a real situation. Role plays can work out as a great ice breaker for the beginning of the class. Once the students are having fun and speaking English, there are no limits to their own learning.
Teachers can arrange and group students accoding to their levels and then deisgn suitable speaking activities depending on the content of each lesson. Below is a list of ideas for a general speaking English class that I have tried with my own class. 
2.3.1.1. Telephone conversation role- plays
Speaking on the phone is different to a face - to- face conversation because one relies solely on language to communicate. We can get students to sit back to back to work properly so they will be more confident to talk without feeling shy.
- Example: Unit 2: School talk / Part B-Speaking/ page 24-25/ 10th grade English.
Students may role play as a friend in a foreign country who phones to to ask for some information about the school life.
 ( In a role-play speaking lesson, a student is making a phone call )
2.3.1.2. Interview.
Making an interview is an excellent way to get the class learning to speak effectively. Teacher shool prepare a list of set qeustions and the students can take it from there. By this way, students will be more active in choosing the question to ask and answer and they will have more opporunity to speak English with their friends. 
- Example: Unit 3: People’s background / Part B-Speaking/ page 34-35/ grade 10 English.
Teacher asks students to role play as a journalist to interview other students in the class about their backgrounds.
 (Students in an interview)
2.3.1.3. having fun
 When it comes to role plays, it is all about the creative use of language. The students must put what they know to the test. This does not mean they have to list off a boring dialouge. Allow them to be as creative as they can. Put them into challenge situations, and this will allow them to think of new ways of saying things.
Example 1: Unit 1: A day in the life of/ Part B: Speaking / page 14/ 10th grade English
- Example 2: Unit 8: The story of my village/ Part B: Speaking/ page 85/ 10th grade English
Students designed some small plays about the lives of the farmers in a countryside.
 ( Students are excitied to take part in the plays that they have designed about a farmer family and their daily lives)
- Example 3: Unit 13: Film and cinema/ Part B: Speaking/ page 134/ 10th grade English.
Students may act out as the characters in the film that they like best. Using realistic situations make students more motivated and eager to talk.
 ( Students in a scene of a film)
Through these activities, students are more interested in the lesson and they are more confident to speak English naturally.
2.3.1.3. Getting everyone to speak.
A traditional method of role plays is to ask the class to pair off. Of course, one can not monitor every student particularly if the class is quite large. Therefore, it is important to make sure everyone is speaking and getting the most out of the language they know.If we have time, have each group come up to the top of the class and speaking in front of everyone else. This will allow students to use their language more creatively. 
 (Pair works)
 ( group work)
 (Students are excited in speaking lesson)
2.3.2. Teaching speaking skill through outdoor activities
Motivation is one of the most important factors in language learning. Students who are enthusiatic about learning English are more likely to work hard. The most powerful type of motivation is when students enjoy learning and the learning experience is fun and interesting.
 To make the lesson more fascinating and exciting, teachers may organize some trips to the place of interest in the neighborhood to learn about topic of the lesson in the textbook. Besides, Teacher can take the class outside the classroom. The lessons may take place on the schoolyard or on the playground in the campus. We should divide students into teams and compete with each other for points in some activities. With this method, the boring review session will become more attractive and more effective because students will be eager to participate in.
- Example 1: Unit 6: An excursion/ Part B: Speaking/ page 66/ 10th grade English.
- Example 2: Unit 16: Historical places/ Part B: Speaking/ page 169/ 10th grade English.
I planned a small visit for my students to Lam Kinh historical site to make the lessons more meaningful and practical. Students not only learnt about the the history of the homeland, but also had chance to use English to talk about this national historical site. 
 ( students at Lam Kinh historical site)
 ( Students in outdoor activities)
2.4. The effectiveness of the experienced innitiative
Based on the teaching process and experimental results from tests of vocabulary in three classes 10A1,10A2, 10A3, I can see the effectiveness after the application of measures to improve the efficiency of teaching speaking English for students. The improvement in the students’ ability to make conversation and to express what they think in English is demonstrated by the number of students getting good marks and average ones as follows:
Table 1: Before applying
 Class
Total
10A1
( 42 students)
10A2
(42 students)
10A3
42 students)
The number of students scoring proficient
1
0
1
Percentage
2,38%
0%
2,38%
The number of students scoring pretty
5
4
5
Percentage
11,9%
9,53%
11,9%
The number of students scoring average
14
12
13
Percentage
33,33%
28,57%
30,96%
The number of students scoring below average
22
26
23
Percentage
52,39%
61,9%
54,76%
Table 2: After applying
 Class
Total
10A1
( 42 students)
10A2
(42 students)
10A3
42 students)
The number of students scoring proficient
5
3
6
Percentage
11,9%
7,14%
14,28%
The number of students scoring pretty
10
8
11
Percentage
23,8%
19,04%
26,19%
The number of students scoring average
19
20
18
Percentage
45,24%
47,62%
42,86%
The number of students scoring below average
8
11
7
Percentage
19,04%
26,19%
16,66%
Comparing the results obtained from the two tables above, I can see the progress of the students when learning speakingwith these methods which are more diverse and more interesting, especially when students take part in the activities designed in the form of games.
As can be seen in the Table 1, the percentage of students getting bad marks in the speaking test accounts for more than 50% and the rate of students scoring good or excellent makes up for below 15%. From the second table, after the adoption of measures to improve the efficiency of teaching speaking,the percentage of students scoring at or above average has increased significantly (from about 40% in Table 1 to about 75% in Table 2)
 In each lesson, students are more active, more flexible and enthusiastic participation in the speaking section. Students are no longer passive and sky to talk as they used to be. In every classroom lessons, many students have the ability to make a daily conversation with other students.
I do not have to take too much time to explain words and practice from them. With some games, students can organize themselves, so it has increased the confidence and positivity of students in speaking English. 
3. CONCLUSIONS AND RECOMMENDATIONS
3.1. Conclusions
 This result indicates that the measures which I have applied to improve the efficiency of teaching speaking for students has yielded positive results. Students are not only able speaking English confidently and fluently, but also feel excited about learning speaking lesson with different activities. They no longer have to meet the psychological fear of exercises or tests of speaking. On the contrary, the foreign language lessons becomes more fun and more exciting.
 Above are some of the measures that I have learned, consulted and adopted into their lesson in the grade 10th English program. However, in the course of use, there are still many difficulties and limitations in the application these measures into teaching and learning .Therefore, I look forward to receiving constructive feedback so that I can complete my work better.
3.2. Recommendations
Derived from the application of innovative experiences and the results obtained above, I give some suggestions as follows:
Firstly, every teacher should apply a broad and flexible methods of teaching speaking, and also should teach them the skills to learn speaking from lower classes so that they will have a certain skill when they com to higher grades.
Secondly, teachers should make the speaking activities form in the warm up more interesting, and the consolidation of all to stimulate the interest of student learning.
Thirdly, Teachers and schools should organize extra-curricular sessions in English to give students new experiences when learning English. Based on the interest to be involved, they will be more motivated to learn to speak.
In short, each method has its own advantages and disadvantages so when teaching speaking skill to students, teachers need to choose the appropriate method for each different kind of students to help them find ways of learning to speak English most effectively. 
The confirmation of my school Thanh Hoa May 28, 2018
 I claim that I wrote this experienced 
 initiative on my owm without 
 copying the content of others
 Experienced initiative writer
 Lê Thị Thùy Linh
 REFERENCES
Effortless English, by A.J.Hoge , NXB Đại học quốc gia Hà Nội
Hacking your En