Motivation in Learning English Speaking

8/13/2019 Motivation in Learning English Speaking

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Chapter 1: Introduction

1.1 Rationale for the study

We are living in the global world in which English language has rapidly become an

international language. To meet this requirement, English has been taught almost

everywhere in Vietnam, especially in schools, colleges, universities, English is a

compulsory subject.

However, how to speak English well is a problem or many learners o English,

especially or the students o colleges and universities. !espite the act that most o the

students have been learning English since they were at secondary or high school, they are

deicient in English speaking."s a teacher o Tourism # $oreign language !epartment, %ao !o &ollege o

'ndustry %&', Hai!uong, rom our observation and our own teaching e(perience, we see

that during the speaking lesson classroom interaction is restricted. )nly some students get

involved in the activities conducted by the teacher while others keep silence or do other

things. Thus, one o the challenges to the teacher is to ind out the answer to the question

*Why don+t many students o English get involved actively in speaking lesson-

To ind the answer to this question it is necessary to investigate what motivates and

demotivates students in English learning in general and in speaking in particular. /any

teachers and researchers now believe that motivation is one o the most important actors

that determine the rate and success o 01 attainment2 it provides the primary impetus to

initiate learning the 01 and later the driving orce to sustain the long and oten tedious

learning process. Without suicient motivation, even individuals with the most remarkable

abilities cannot accomplish longterm goals, and there are no appropriate curricula and

good teaching to ensure student achievement.

$or the mentioned reasons, we would like to conduct a study on Motivation in

Learning English Speaking of the Second Year TourismMa!or Students at Tourism

and "oreign Language #epartment$ Sao #o %ollege of &ndustry'. The study is to

investigate what motivates and demotivates students in English speaking learning. We do

hope that this study will help the teacher o speaking in some ways to ind appropriate

methods to motivate their students.

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1.( )ims of the study

The study aims at investigating the motivation in English speaking learning among

the second year tourismmajor students at Tourism and $oreign 0anguage $aculty, %ao !o

'ndustrial &ollege. The our main purposes o the study are summari3ed below2

4. To e(amine kinds o motivation possessed by the second year tourism major

students at Tourism and $oreign !epartment, %ao !o &ollege o 'ndustry.

1. To e(amine methods and techniques used by teachers o speaking to motivate

their learners in speaking activities.

5. To investigate actors demotivating students in English speaking learning

6. To suggest motivational strategies and techniques, which can be applied tostimulate learners in teaching speaking skill.

1.*Scope and significance of the study+

There are many actors aecting the success or ailure o learning a oreign

language, in which motivation is one o the key actors. The ocus o this study is on

motivation as a separate actor in English speaking learning. The results o the study will

be applied to improve the speaking skills o second tourism major students o Tourism #

$oreign 0anguage !epartment, %&'. 't can not be said that the results are general to all

students in Vietnam.

1., #esign of the study

The study is designed with 5 chapters.

%hapter onepresents the rationale or study, aims o the study, research questions

as well as the scope o the study.

%hapter t-o displays the background o motivation and speaking teaching. 'n the

chapter, the main approaches to motivation and demotivation in oreign language teaching

are discussed. The main theories o oreign language speaking teaching are also presented

in the chapter.

%hapter threepresents the methodology perormed in the study. The chapter also

deals with documentation, data analysis. The analysis and discussion on the data is based

on the survey questionnaire, interview and classroom observation.

%hapter four summari3es the indings, implication, recommendations and uture

directions or uture research are also provided in the last chapter.

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Chapter 2: Literature review

This chapter is concerned with the conceptions o motivation, motivation in oreign

language learning, and the theoretical backgrounds o speaking skills.

(.1 Theoretical ackground of motivation

(.1.1 %onceptions of motivation

/any researches have been undertaken and there is much in the research literature

regarding the deinition o motivation. "ll the motivation theories in general want to

e(plain the undamental question o why humans behave as they do, and thereore we

cannot assume any simple and straightorward answer./otivation is described as the impetus to create and sustain intentions and goal

seeking acts 7"mes # "mes, 4898:.

;urden, 7488


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(.1.( Motivation in foreign language learning

'n recent years, motivation has become a amiliar term in second language learning.

/otivation in oreign language learning has been deined in dierent ways.

"ccording to !ornyei, 4899, motivation reers to the eorts learners make to learn

a oreign language. /otivation is one o the keys that inluence the rate and success o

language learning.

?ark 71==121: believes that motivation is shaped as *...sets o belie about language

learning, the target culture, their culture, the teacher, the learning task, ect.-

Holt 71==424:, reerring to &ookes and %chmidt 74884:, deines motivation as

*...the learner+s orientation with regard to the goal o learning a second language-./otivation in this conte(t can be understood as one relating to attitude and vice

versa with both having an inluence on learning and acquisition. Aardner 7489B: as as cited

in !ornyei, 71==4:, assumed that motivation involved desire to learn a language, intensity

o eort to achieve this, and attitudes toward learning the language.

"ccording to the ramework by !ornyei 74886:, motivation consists o 5 main

levels which are language level, learner level and learning situation level.

0anguage level reers to integrative motivational subsystem and instrumental

motivational subsystem.

0earner level depends on need or achievement, selconidence which is language

use an(iety, perceived 01 competence, casual attributions and seleicacy

0earning situation level reers to course speciic motivational components, teacher

speciic motivational components and group speciic motivational components

;elow is !ornyei+s 74886: ramework o 01 motivation.

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Table 1: Dornyeis (1994) framework of L motivation (!da"ted from Dornyei# $$1)

0anguage level 'ntegrative motivational subsystem

'nstrumental motivational subsystem

0earner level Ceed or achievement

%elconidence

D 0anguage use an(iety

D ?erceived 01 competence

D &asual attributions

D %eleicacy

0earning situation level

%ourse s"ecific motivational

com"onents 'nterest 7in the course:

elevant 7o the course to one+s needs:

E(pectancy 7o success:

%atisaction 7one has in the outcome:

Teac&er s"ecific motivational

com"onents "iliative motive

"uthority type

!irect sociali3ation o student motivation

/odeling

Task presentation

$eedback

'rou" s"ecific motivational

com"onents

Aoalorientedness

Corm and reward system

Aroup cohesion

&lassroom goal structure

"nother comprehensive attempt to summari3e the motivational components that are

relevant to 01 instruction has been made by /arion and ;ob ;urden 7488


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(!da"ted from Dornyei# $$1)

&nternal factors E/ternal factors

'ntrinsic interest o activity

arousal o curiosity

optimal degree o challenge

%igniicant others2

parents

teachers

peers

?erceived value o activity

?ersonal relevance

anticipated value o outcome

intrinsic value attributed to the activity

The nature o interaction with signiicant

others

mediated learning e(periences

the nature and amount o eedback

rewards

the nature and amount o appropriate

praise

punishments, sanctions%ense o agency

locus o causality

locus o control E process and

outcomes

ability to set appropriate goals

The learning environment

comort

resources

time o the day, week, year

si3e o class, school

class and school ethos

/astery

eelings o competence

awareness o developing skills and

mastery in a chosen area

sel eicacy

The broader conte(t

wider amily networks

the local education system

conlicting interests

cultural norms societal e(pectations and attitudes

%elconcept

realistic awareness o personal strengths

and weaknesses in skills required

personal deinitions and judgments o

success and ailure

selworth concern

learned helplessness

"ttitudes

to language learning in general

to the target language

to the target community and culture

)ther aective states

conidence

an(iety, ear

!evelopmental age and stage

Aender

'n conclusion, motivation is one variable, which, combined with other actors,

inluences a learner+s success.

(.1.* Types of motivation in foreign language learning

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/otivation can be classiied in dierent ways. 'n some studies, motivation is

categori3ed into two types2 intrinsic and e/trinsicmotivation

Tracing the word *intrinsic- down to its roots, it means *innate- or *within-, thus

intrinsic motivation originates in the individual itsel. &oncerning learning it can be said

that the drive or stimulation to learn comes rom within the students, hence, the teacher or

instructor does not have to Fmanipulate+ the student in any way in order to make him learn.

't is an inner desire o the student to ulill a positive learning outcome. 'ntrinsic

motivation itsel is goal related, thereore, it is independent o any kind o e(ternal value.

E(trinsic motivation can be regarded as the opposite o intrinsic motivation. The

goal connected with intrinsic motivation is a positive learning eect that lasts a long time,but the goal o an e(trinsic motivated student is completely dierent. *When individuals

are e(trinsically motivated, they hold some desired outcome as a goal 7e.g., getting a good

grade or avoiding punishment:, they recogni3e that a certain way o behaving is an

e(pedient means to that goal, and they make plans to modiy their behavior in such a

manner that they are likely to e(perience the desired outcome-.

However, motivation in oreign language learning is more broadly categori3ed into

two types2 integrative andinstrumental motivation

'n a pioneering study, Aardner and 0ambert 748


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(.1.,. Main demotivating factors affecting motivation in learning foreign language

(.1.,.1 %onceptions of demotivation

!ornyei 71==B2 465: deined demotivation as *speciic e(ternal orces that reduce

or diminish the motivational basis o a behavioral intention or an ongoing action-.

!eci and yan 7489B: used a similar term *amotivation-, which means *the

relative absence o motivation that is not caused by a lack o initial interest but rather by

the individual+s e(periencing eelings o incompetence and helplessness when aced with

the activity.-

!ornyei pointed out that demotivation does not mean that all the positive

inluences that originally made up the motivational basis o a behavior have been got rido. 't only means that a strong negative actor restrains the present motivation with some

other positive motives still remain ready to be activated.

(.1.,.( #emotivating factors affecting motivation in learning foreign language.

"ccording to !ornyei, actors demotivating students+ learning are as ollows.

4. The teacher 7personality, commitment, competence, teaching method:G

1. 'nadequate school acilities 7group is too big or not the right level, requent change

o teachers:G

5. educed selconidence 7e(perience o ailure or lack o success:G

6. Cegative attitude towards the 01G

B. &ompulsory nature o 01 studyG

>. 'ntererence o another oreign language being studiedG


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reported that there is a link between intelligence measured by ' tests and second language

learning, some students, in act, whose academic perormance is weak, are successul in 01

learning.

b+ !"titude:

"ptitude reers to the special ability involved in second language learning 7!ouglas

et al 488B:. The relationship between aptitude and second language learning success is a

very important one and various studies, such as Aardner 7489=: and %kehan 74898: have

reported that aptitude is a major actor determining the level o success o second language

learning 7!ouglous et al 488B:. %tudents can have a *good aptitude or learning-. This can

iner various things, such as2 The understanding o the unction o words in sentences.

The ability to understand and use grammatical rules.

/emory o key words, what they mean and how to use them.

"n important point regarding aptitude and second language learning is that

successul learners may not be strong in all the components o aptitude and can still

succeed at learning a second language. $or e(ample, some individuals may have strong

memories but only average abilities in the other components o aptitude 7%pada 4888:.c+ -ersonality

0earners+ emotional states have a powerul inluence on their behavior and

perormance in the classroom and other learning situations. There are various theories that

claim that personality actors are important predictors o success in second language

learning. ?ersonality traits such as e(troversion, introversion, risktaking, independence

and empathy have been the basis o discussions and disputes relating to this topic 7Ellis

489>:.

d+ Learning strategies

"s in all school topics, learning strategies are a actor o second language learning.

)ne deinition o learning strategies is2 *%teps or actions taken by learners to improve the

development o their language skills- 7Aass et al 48852 1>B:. !ierent learning strategies

work best or dierent people when learning a second language. $or e(ample, one student

may learn vocabulary through writing and practicing the vocabulary using cue cards,

whereas another student may only read the vocabulary and learn that way.

e+ Leaners belief

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/ost learners have strong belie about how languages are learnt, how their

instruction should be divided. *These belies are usually based on previous learning

e(periences and the assumption 7right or wrong: that a particular type o instruction is the

best way or them to learn. 7 0ightbrown, 48882B8:

f+ !ge of ac.uisition

"ge is another characteristic o learners which aects learners+ success in second

language learning. 't is believed that children are better than adults at acquiring a second

language. 't is also oten claimed that there is a critical period or second language

acquisition ends around puberty or even earlier.

g+ %onfidence# !n/iety0earnerIs motivation can vary tremendously according to their conidence and

an(iety they have toward the language they are learning and the environment they are in.

Cot only is an(iety related to motivation, but it is also related to proiciency and

more so to communication proiciency, as suggested by &lement, !ornyei and Coels

74886:.

2.1.4.2.2 Factors related to learning environment

0earning environment involves physical conditions and classroom atmos"&ere+ The

ormer reers to the classroom si3e, chairs, desk, tables, lights, boards and even bulletin

boards. Harmer, J. 74881:, replicated by Cguyen /ai Chung 71==5:, conirms that such

conditions had great inluence on students+ learning as well as their attitudes toward the

subject matter. These conditions, thereore, aected students+ motivation either positively

or negatively. The other actor related to learning environment is a pleasant and supportive

atmosphere in the classroom as 0ightbown, ?./. # %pada, C. 74888: claim that the

supportive and nonthreatening atmosphere makes a contribution to learners+ motivation.

2.1.4.2. 3 Teachers factors

;ased on !ornyei 71==4:, teachersI actors and appropriate teacher behaviors are

mentioned as ollows2

Enthusiasm

&ommitment to and e(pectations or the studentsI academic progress

Aood relationship with the students

"cceptance

"bility to listen and pay attention to students

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a+ 0nt&usiasm

"n "merican psychologist, /ihaly &siks3entmihalyi conducted a survey into the

question KWho have been your most inluential teachers- He then addressed in a thought

provoking 74889: came to a conclusion that i teachers had high

e(pectations about how well students could study, their students would probably be able to

reach high level o achievement.

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%tudents tend to perorm at a level which is consistent with the teacherIs

e(pectations. ?articularly, when the teacher sets high e(pectations, they are likely to

perorm better at the subject matter and even eel more competent 7Aood # ;rophy, 4892 19:.$ollowing are several gestures which can convey personal attention by ;urden

7488B: and ?aini 7488>:2

D Areet students and remember their names

D %mile at them

D Cotice interesting eatures o their appearance

D "sk them about their lives outside school

D %how interest in their hobbies

D /ove around in class

D %end notes to absent students....

(.1.,.(. ,. Teaching and learning conditions

a+ -&ysical conditions

?hysical conditions in the classroom reer to the classroom si3e, chairs, desks,

tables, boards and even bulletin boards. Jeremy Harmer 74881: conirmed that such

physical condition had great impact on studentsI learning as well as their attitude towards

the subject matter. These aect studentsI motivation either positively or negatively.

01 teachers should be reminded that the classroom is not only a psychological but

# physical environment. The decoration2 posters, lowers, unny objects inluence strongly

the atmosphere. /ore importantly, teachers should create the ownership o the class among

students. He stated K?ersonali3ing the classroom can be seen as students e(ercising

increasing control over their environmentK 7!ornyei, 1==42 61:.

b+ ! "leasant and su""ortive atmos"&ere in t&e classroom

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0anguage learning is considered one o the most acethreatening school subjects.

0anguage an(iety has been ound to be a powerul actor that hinders 01 learning

achievement 7/aclntyre, @oung, 4888:. Thus, it is the teacherIs task to create a pleasant

and supportive classroom atmosphere.

" number o various components contribute to make up the ideal classroom climate

such as the teacherIs rapport with the students, the studentsI relationship with each other

and the norm o toleranceG which helps students eel sae and comortable taking risks. 't is

very important to make students that mistakes are a natural part o learning, and to ensure

that they will not be critici3ed i they make mistakes.

/oreover, humor is a very potent actor to improve the classroom atmosphere. Theuse o humor helps students eel at ease without tension in the air. %cheidecker and

$reeman 748842 459: had a summary on the essence o the ideal classroom climate2 KWhen

one watches students enter such a classroom, one classroom, one gets an overwhelming

sense that the students shed emotional baggage at the doorway. This is an emotional sae

3one.K

(.1.0. %haracteristics of motivated learners

Ellis 7489B2 411: replicated indings rom studies by ubin 748


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Caiman et al. 748


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%onnected s"eec&2 i.e. common phenomenon in spoken interactions in which so are

modiied 7assimilation:, omitted 7elision:, added 7linking r: or weak 7through contractions

and stress patterning:. Eective speakers thus need to be not only producing individual

phonemes 7as ' would have gone: but also to connected speech 7'IdIve gone:.

0/"ressive devices:native speakers o English change pitch and stress o paretic

parts o utterances, or vary volume and speed to convey meanings beyond words,

especially in acetoace communication. %tudents need to recogni3e deploy some o such

eatures and i they are to be Eie communicators.

%om"ensating language: eective speaking beneits rom the language o

negotiation that we use to seek clariication and to show the structure o what we aresaying.

Language "rocessing: eective speakers need to be able to process language in

their own heads and put it into coherent order so that it comes out in orms that are not

only comprehensible but also convey the meaning that are intended. )ne o the main

reasons or including speaking activities in language lessons is to help students develop

habits o rapid language processing in English.

,nteracting wit& ot&ers: most speaking involves interaction with one or more

participants. This means that eective speaking involves a good deal o listening and

understanding o how the other participants are eeling and a knowledge o how

linguistically to take turns or allow others to do so.

2eal item information "rocessing2 the ability to process the inormation others tell

us the moment we get it. The longer it takes, the less eicient we are.

3ociolinguistic knowledge: knowledge o language alone does not adequately

prepare learners or eective and appropriate use o the target language. 0earners must

have competence which involves knowing what is e(pected socially and culturally by users

o the target language. Lnderstanding the sociolinguistic side o language helps learners

know what comments are appropriate, know how to ask questions during interaction, and

know how to respond nonverbally according to the purpose o the talk.

(.(.( %ommunicative language teaching 3%LT4 approach

&ommunicative language teaching 7&0T: is an approachto the teaching o second

and oreign languages that emphasi3es interaction as both the means and the ultimate goal

o learninga language. 't is also reerred to as *&ommunicativeapproach to the teaching o

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oreign languages- or simply the *&ommunicative "pproach-. "s an e(tension o the

notionalunctional syllabus, &0T also places great emphasis on helping studentsuse the

target language in a variety o conte(ts and places great emphasis on learning language

unctions. Lnlike the "0/, its primary ocus is on helping learnerscreate meaning rather

than helping them develop perectly grammatical structures or acquire nativelike

pronunciation. This means that successully learning a oreign language is assessed in

terms o how well learners have developed their communicative competence, which can

loosely be deined as their ability to apply knowledge o both ormal and sociolinguistic

aspects o a language with adequate proiciency to communicate.

&0T is usually characteri3ed as a broad approach to teaching, rather than as ateaching method with a clearly deined set o classroompractices. "s such, it is most oten

deined as a list o general principles or eatures. )ne o the most recogni3ed o

These lists are !avid Cunan+s 74884: ive eatures o &0T2

4. "n emphasis on learning to communicate through interaction in the target

language.

1. The introduction o authentic te(ts into the learning situation.

5. The provision o opportunities or learners to ocus, not only on language but

also on the learning process itsel.

6. "n enhancement o the learner+s own personal e(periences as important

contributing elements to classroom learning.

B. "n attempt to link classroom language learning with language activities

)utside the classroom.

These ive eatures are claimed by practitioners o &0T to show that they are very

interested in the needs and desires o their learners as well as the connection between the

language as it is taught in their class and as it used outside the classroom. Lnder this broad

umbrella deinition, any teaching practice that helps students develop their communicative

competence in an authentic conte(t is deemed an acceptable and beneicial orm o

instruction. Thus, in the classroom &0T oten takes the orm o pair and group work

requiring negotiation and cooperation between learners, luencybased activities that

encourage learners to develop their conidence, roleplays in which students practice and

develop language unctions, as well as judicious use o grammar and pronunciation

ocused activities.

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(.(.* )spects of speaking skills in %LT class.

(.(.*.1 Teaching interactional skills

'n the light o &0T approach, the goal o language study is to communicate

competently in that language. ichard, ?latt and Weber 7489B:, 7replicated in Cuna., 4888:

characteri3e our dimensions o communicative competences as ollows2

Mnowledge o the Arammar and Vocabulary o the language

Mnowledge o the rules o speaking 7e.g. knowing how to begin and end

conversations, knowing what topics can be talked about in dierent types o speech events,

knowing which address orms should be used with dierent persons one speak to and in

dierent situationsG Mnowing how to use and respond to dierent types o speech acts such as

requests, apologies, thanks, and invitationsG

Mnowing how to use language appropriately.

Cunan, !., 4888, p.11>

"ccordingly, in the speaking class, teachers need provide their students with

interactional skill, or e(ample, how to open and close conversations, how to make turns

and interrupt, and how to respond appropriately, ect.

2.2.3.2 !ntegrating pronnciation teaching

$or many teachers and students, pronunciation is one o the most diicult areas

because o mother tongue interere and eelings o awkwardness, inhibition,

embarrassment, ear or losing ace. Hedge, T. 71===: claims that it is teachers+

responsibility to decide when to ocus on pronunciation, and on which aspects. 't is now

agreed that in &0T class, pronunciation can be integrated into speaking lessons, either

through activities which prepare or speaking tasks or through ollowup activities.

'ndividual sounds, words stress, sentence stress, and various types o linking can be drawn

out o many classroom activities. 0ikewise, intonation can be picked out rom dialogues in

te(tbook materials to show students its importance in indicating attitudes and emotion in

conversation.

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(.(.*.* )ccuracy and fluency

"ccording to Hedge, T. 71===21>4:, *as communicative approaches have

developed, teachers have been concerned to ensure that students not only practice speaking

in a controlled way in order to produce eatures o pronunciation, vocabulary, and structure

accurately, but also practice using these eatures more reely in purposeul

communication-. Teachers will thereore need to design both accuracybased and luency

based activities.

5 )ccuracy+ When we say someone speaks English with accuracy, we mean they

speak English without or with ew errors in grammar, vocabulary and pronunciation.

'rammar:The student uses correct word order, tenses, agreement, etc. The studentdoes not leave out articles, prepositions, or diicult tenses.

ocabulary:the student has a range o vocabulary that corresponds to the syllabus

year list and uses words you have taught the student uses a wide range o vocabulary.

-ronunciation:When the student speaks most people will understand. The message

that the student is trying to get across is clear because o good pronunciation.

5 "luency+ $luently speaking means being able to communicate oneIs ideas without

having to stop and think too much about what one is saying.

Lack of undue &esitation: the student speaks smoothly, at a natural speed. %he

doesnIt hesitate long and it is easy to ollow what she is saying.

Lengt&:the student can put ideas together to orm a message or an argumentG she

can make not only the simplest o sentence patterns but also comple( ones to complete the

task.

,nde"endence:when the student is lost or a word or cannot e(press an idea in

English, she inds a way around the problem, ree(pressing what she wants to say in N a

dierent or simpler way. The student can keep talking and asks questions, etc. to keep the

conversation going. %he is independent o the teacher. The student does not give up trying

when she cannot ind the right word. The student does not let the conversation break down

or is not dependent on others to keep talking.

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(.(., 6rinciples of teaching speaking

The teaching o speaking is closely bound up with receptive skill work. They eed

o each other in a number o ways2

5ut"ut and in"ut:when students produce a piece o language, eedback rom their

interlocutor will act as input based on that they modiy their output. %uch input can come

rom the teacher as eedback or prompters.

Te/ts:te(ts oer students a model to ollow, especially when they are working on

speciic unctions o language like agreeing, apologi3ing, reusing, and so on. Te(ts can

also act as stimuli as a lot o language production grows out o te(ts that we see or hear. "

controversial reading passage may be the springboard or a discussion. 70istening to a tapein which speakers tell a story or opinion may provide necessary ' stimuli or students to

respond based on their own e(perience.

2ece"tion as "art of "roduction2 in many situations, production can only continue

in combination with the practice o receptive skills. Thus conversation between two people

is a blend o listening and speakingG comprehension o what is said is necessary or what

the participant says ne(t.

-roduction enables rece"tion:when students try to speak in certain situations or

within certain genres, they are better attuned to understanding other people speaking in the

same conte(t. 'n this case, oral production works in a way that helps students with their

listening comprehension. 7Harmer, 1==4:

To motivate students in English speaking lessons, it is suggested that the below

principles should be apllied.

7ive students practice -ith oth fluency and accuracy+

&ommunicating eectively in a language requires both the knowledge o the

language as well as the ability to use tine language in real time interaction. Thus, the

teacher should provide students with ormocused speaking, meaningocused ' speaking

and activities that aim at luency development. 7;rown # Cation, 488


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inormation gap to ill. Typically, a teacher asks a KdisplayK question 7that is, a question the

teacher knows the answer to:, an individual student answers, the teacher evaluates or

corrects the answer, and then the cycle begins again with another student and another

question that everyone already knows the answer to 70iao, 1==4:.

6rovide opportunities for students to talk y using group -ork or pair -ork$

and limiting teacher talk

esearch has repeatedly demonstrated that teachers do appro(imately B= to 9=

percent o the talking time in classrooms. Lsing pair or group work will help increase the

amount o time that learners get to speak in the target language. /oreover, with teachers

removed rom the conversation, learners can take up roles normally illed by teachers 7e.g.posing questions, asking or clariication:

6lan tasks that involve negotiation of meaning

esearch suggests that learners make progress by communicating in the target

language because interaction necessarily involves trying to understand and make yoursel

understood. This process is called negotiation o meaning which involves checking to see

i youIve understood what someone has said, clariying your understanding and conirming

that someone has understood you. ;y asking or clariication, repetition, or e(planation

during conversation, learners get those they are speaking with to address them with

language at the level they can learn rom and understand.

#esign classroom activities that involve guidance and practice in oth

transactional and interactional speaking.

'nteractional speech is communicating with, someone or social purposes. 't

includes both establishing and maintaining social relationships. Transactional speech

involves communicating to get something done, including the e(change o goods and or

service.

&onversations are relatively unpredictable and can range over many topics with

participants taking turns and commenting reely while transactional encounters o a airly

restricted kind, in contrast, will usually contain highly predictable patterns 7e.g.

telephoning or a ta(i:. 'nteractional speech is much more unpredictable than transactional

speech. %peaking activities in classroom thus need to embody both types since learners will

have to speak the target language in both interactional and transactional settings.

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(.(.0. %lassroom activities

(.(.0.1 %ommunicative drills

" communicative drill is Kone in which the type o response is controlled but the

student provides his or her own content or inormationK 7ichard, ?lart, and ?latt, 4881,

p.115:. 'n communicative drills the teacher controls the learnersI speech primarily by

ensuring that they produce short utterances. Here are three suggestions2

1+ -ractical situations:%tudents can practice requesting and providing inormation

such as asking or directions in a city and ordering meals in a restaurant.

+ 'uessing games: %tudents can do guessing games in pairs or groups. There are

many variations. $or e(ample, one student chooses a amous person, and the others askyesno questions until the identity o the person is determined. )r, one student draws a

picture o a ruit or object and turns it over on the deskG the partner guesses what the item

is by asking, K!o you have a...K until the correct answer is ound. F"nother variation is or

the teacher to provide a short, incomplete story plot or students to discuss and guess+s the

way it ends.

6+ ,nformation gat&ering activity involves conducting surveys, interviews and

searches in which students were required to use their language to collect inormation.

%tudents can practice a set o structures and language repeatedly but in a meaningul way.

4+ 7igsaw activity:in a jigsaw activity, each partner lias one or a ew pieces o the

Kpu33le,K and the partners must cooperate to ill all the pieces into a whole picture.

(.(.0.( %ommunicative activities

'n real lie, conversation takes place beore people have some inormation that they

want to get across. %peaking activities in classroom that aim at communicative thereore

should satisy the ollowing criteria 7Harmer, ibid:2

%peaker should have a desire to communicate.

%peakers should have a purpose to communicate.

They should attend to content not orm.

They should use a variety o language structures.

The teacher will not intervene to stop the activity and there is no control on what

speciic language orms should be used.

Here are three e(amples o communicative activities that provide practice speaking

in a social conte(t

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1+ ! 2ole8"layinvolves the teacher giving role cards to students or pair work. 'n

the ollowing roleplay, paired students are asked to provide sustained speech or speciic

purpose o persuading each otherwithout causing oense.

Three characteristics or roleplays to work out by Men Jones 7in Harmer, ibid,

p.1


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or describe a common object rom dierent activities. "ter all groups inish, the teacher

asks the groups to report to the rest o the class.

6. " reasoning gap activity involves deriving some new inormation rom given

inormation through the process o inerence or deduction and the perception o

relationships or patterns. The activities necessarily involve comprehending and eying

inormation. $or e(ample, working out a teacherIs time table on the basis o given class

timetables. I

B. ?repared talks2 a popular kind o activity in which students make a presentation

on the topic o their own choice with or without agreement with the teacher. %uch talks are

not designed or spontaneous conversation and more KwritinglikeK. ?repared talksrepresent a deined and useul genre o speaking and i properly organi3ed, can be

interesting or both listeners and speakers.

(.* Summary

'n summary, the chapter has reviewed dierent view points on motivation in

general and particularly ocused on oreign language learning motivation. The two main

types o motivation in oreign language learning motivation which are integrative and

instrumental are investigated.

The chapter has also reviewed the main demotivating actors aecting students+

motivation in learning process as well as the characteristics o motivated learners. ;esides,

the characteristics o the teaching o speaking, its principles and classroom activities are

presented.

The ollowing chapter intends to display the methodology o the study.

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Chapter 3: Methodology

The issues which have been mentioned in the literature review are only the

theoretical matters. To illustrate the theory, in this chapter the description o the study

design and methodology employed are presented.

*.1 )n overvie- of the current situation of learning and teaching English

speaking at Tourism and "oreign Language #epartment$ Sao #o %ollege of &ndustry.

Tourism and $oreign 0anguage $aculty o %'& now has 4< English teachers aged

between 1B to 6B. %i( o them are working toward an /." degree and the rest hold a ;."

degree in English language teaching. $ive o them have been completed the shortterm

English 7or: Tourism course. > o the teachers have been teaching English speaking or atleast 5 years. However, during the teaching process, there are no common ways or all the

teachers to motivate their students in teaching process.

The number o the students entering the school anually ranges rom 41= to 4B=.

Entering school they have to pass the entrance e(am o English, /ath, and 0iterature.

They are supposed to have the intermidiate level o English. /ost o the students have

good proiciency o English, however, their speaking ability is still limited.

The course book used or teaching speaking is designed by the teachers o the

English !ivision. The course book is taskbased designed. The objectives o the course

book is to provide students with necessary words, structures about the tourist destinations,

and help them be able to talk about the tourist destinations in English.

'n that conte(t, how to motivate the students to speak English need to be paid

attention to by all o the teachers in the English !ivision.

*.( Research 8uestions

The study is seeking the answers to ive questions below

4. What are the types o motivation possessed by the 1nd year tourism major

students in learning speaking

1. What have the teachers done to motivate their students in speaking learning

5. What are the actors demotivating their students in learning speaking

6. What motivational strategies and techniques can be applied to speaking lessons

*.* The research approach

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To ind answers to the research questions, the study collects data rom survey

questionnaires, classroom observation and interview.

*.,. 6articipants

>< students 7BB.95P o the population: were selected at random to take part in the

research. The ratio o boy student to girl student is 4BQ>< 7The percentage o boy student to

girl student is 11.59P o the student population:. "lmost o them came rom Corthern

provinces o Vietnam. The majority o the population is rom the countryside.

The average score o English they got in the entrnace e(am ranges rom B to . These are the si( teachers who are teaching English

speaking in the school year 1==91==8 when the study was being carried out.

*.0 &nstruments+ The study employed 6 main instruments below2

1. The "estionnaire for the stdents.

The questionnaire was adapted rom the questionnaire designed by ajit Mumar

7488>: in2esearc& et&odology. 't was conducted in Vietnamese.

The questionnaire was designed with 1 main parts.

?art 4 was to get students+ inormation about their gender, age, place o birth, the

duration they have learnt English.

?art 1 was designed to elicit students+ opinions on English speaking and their

opinions on actors motivating students in English speaking learning. The part includes o which are closed questions, one is openended question.

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The purpose o the questionnaire is to obtain a snapshot o students+ motivation in

learning English speaking and o their comments on the speaking class and their

e(pectations on the te(tbooks as well as the teachers.

2. The "estionnaire for the teachers

The questionnaire was adapted rom the questionnaire designed by ajit Mumar

7488>: in2esearc& et&odology. 't was conducted in English.

The questionnaire was designed with 5 main parts.

The irst part is to get personal inormation about the teachers 7gender, age, teaching

e(periences:

The second part is designed with > questions about the things need to be done tomotivate students 7the techniques, activates, teaching aids, the diiculties in teachingR:

The third part is to get the teachers+ comment on the te(tbooks.

3. The interview

To get students+ opinions on English learning, the diiculties they have in English

speaking learning, their opinions o the te(tbooks used or teaching, a one to one interview

was conducted with 1 students ater each classroom observation. The interview consisted

o 4= questions. The interview was carried out in Vietnamese in the orm o an inormal

conversation between the researcher and the student.

4. #$servation

't was a nonparticipant observation in which the researcher watched, ollowed and

recorded activities as they were perormed in the real classroom settings.

The observation was carried out in the second semester o the school year 1==91==8,

the class perormance was observed in two classes in Tourism and $oreign 0anguage

$aculty. Each class perormance lasted three periods 7total 45B minutes:. Teachers have

taken notes on the activities o the class.

*.9 #ata collection procedures

The time or data collection lasted during the third month o the second semester o

the school year 1==91==8. ;ecause it was the time when students completed 1 third o the

term. %tudents may have an overview on the diiculties o English speaking in the second

year at the %'&.

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27/46

!uring the irst two weeks, the classroom perormance by the 6 teachers was

observed. The detailed notes were kept and interpreted, and then the conclusions were

drawn out.

Two students were chosen by chance ater each classroom observation to join in the

interview. ;eore the interview began the researcher e(plained the interviewees the

purpose o the interview and the amount o time to complete the conversation. The

interview was constructed with 4= openended questions in a predetermined order. Each

interview lasted or 1= to 1B minutes. The data were recorded, transcribed and then

translated in English.

The ne(t week, the survey to the teachers was delivered to > teachers teachingEnglish speaking skills or the 1nd year tourism major students, the time or them to

complete it was 6 days.

The last week, the questionnaires were delivered to >< tourism major second year

students. The students had 4B minutes to complete the questionnaire. The purpose and

importance o the study were e(plained. While students were completing the

questionnaires, any questions were clariied by the teacher.

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Chapter 4: Data analysis and findings

The chapter will present the data analysis and the discussion o the indings.

,. 1 Types of motivation students have in English speaking learning.

%esearch "estion 1& hat t(pes of motivation stdents have in learning)

The types o motivation possessed by the students will be discussed in question 4.

The teacher ocused on the 1 main types o motivation which are integrative and

instrumental motivation in English speaking learning.

Table 6: T&e students reasons for learning 0nglis& s"eaking

2easons umber of

students

-ercentage

a. To communicate with oreigners B= P

b. To study the people, culture o English

speaking countries

6<


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with many oreign tourists in their jobs, understanding the culture o the tourists will help

them do the job better and avoid culture shock as well as diiculties in communicating.

)nly B o >< students claimed that they studied English speaking because it is a

compulsory subject. The same number o the students perceived that they learned English

speaking or a good result at the e(amination.

'n brie, it can be said they the main types o motivation the students had in English

speaking learning are integrative and instrumental motivation. "ll o them want to English

irstly or a uture job, and secondly or better understanding o the oreign tourists.

,.( )ctivities and techni8ues used y the teachers to motivate students

%esearch "estion 2& hat have the teachers done to motivate their stdents in*nglish spea+ing teaching)

'n order to ind out the answers to this question, a survey was conducted among the

teachers. The survey concentrated on activities and techniques employed by the teachers in

their speaking lesson.

With the question =&ic& state of a s"eaking lesson do you t&ink necessary to

motivate students


30/46

Table 4: T&e activities used by t&e teac&ers by fre.uency

!ctivities

>re.uency of t&e activities using ($of teac&ers)

!lways 5ften 3ometimes 2arely ever'ndividual work 5 4 = = =

?air work B 4 = = =

Aroup work 4 B = = =

"mong the kinds o teaching aids including pictures, slide projectors, cassettes,

boards, musicRslide projector was the most preerred by the surveyed teacher. This can

be easily e(plained because all o the classrooms in the school are equipped with slide

projectors. $urthermore, using this aid helps teacher much in teaching processing.

The requency o using techniques is shown in the table below2

Table ?: T&e activities used by t&e teac&ers by fre.uency

>re.uency of t&e activities using

($of teac&ers)

alway

s

ofte

n

sometime

s

2arel

y

ever

4.&reating a competitive atmosphere 5 5 = = =

1.&ombining te(t books and relevant

materials

1 6 = = =

5. Aiving eedback regularly 5 5 = = =

6.Aiving rewards and punishment = = = 4 =

B.Aiving classroom tests > = = = =

>.Taking students to visit tourist

destinations

6 1 = = =

= = = =

9.;rainstorming ideas or making outline

or the speaking the speaking tasks

6 1 = = =

8.'nterruping students to correct mistakes 6 1 = = =

4=."pplying role play 6 1 = = =

The table shows that the atmosphere in the class was always paid much attention to

by the teacherG also they teachers always gave eedback to students. This helps them

reali3e what the strong points are and what their week points are. ;esides, all the surveyed

30


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teachers oten combined the te(tbooks with the relevant materials, role play activities with

others, new words and structures were provided or students or the speaking tasks.

/ost o the teachers have the habits o brainstorming the students+ ideas and

making outlines beore speaking. &lassroom tests were always taken. Especially, all o the

teachers oten took the students to the tourist+s destination and guided students in speaking

about these destinations in English.

However, none o the teachers applied reward and punishment policy, this may lead

to demotivation o the students in learning, besides most o the teachers also interrupted

students to correct mistake. This is a actor demotivating students in their learning.

"ccording to the survey to the students, the majority o the students were interestedin the activities used by the teacher in the speaking class. These activities were role play,

discussion, e(planation o new words and phrases, games. "nd nearly 8=P o the students

liked to practice English speaking at the tourist destinations near the school.

However, during classes some teachers used Vietnamese, which may demotivate

students in their trying to speak English. The two students interviewed revealed that they

didn+t like the way the teacher e(plained the new words or the requirement o the

activities.

They said2 =, dont like t&e teac&er s"eaking ietnamese in t&e class+ ecause if

t&e teac&er s"eaks ietnamese# we will be very "assive in listening and even s"eaking< or

*Thisis a s"eaking class# , want everyt&ing to be e/"ressed in 0nglis&


32/46

Table @: 2esult of class room observation

:ote+ )+ applicale :)+ not applicale

,ategories %eslts -/%riteria : :)

&. 6reparation

4. Wellprepared, wellorgani3ed in class 4==P

1. "ppropriately prepared objectives o the class


33/46

students. The pair work and group work were used, but it sounded not eective. Whenever

the students were asked to work in groups, they became quietly or did some other things.

'n short, the teachers have made great eort to motivate students in English

speaking classes. However, there were a lot o things to do, in which applying reward and

punishment policy and was o great importance and interrupting students while they were

speaking should be ignored during the class. Especially, teacherQstudent interaction should

be promoted during the speaking class.

,. * "actors demotivating students in English speaking

%esearch "estion 3& hat are the factors de0motivating stdents in *nglish

spea+ing)The answer to this question will be ound out in survey questions 5, B, >

7questionnaire or students:, question > 7questionnaire or teachers: and drawn out orm the

classroom observation.

The table below reveals the diiculties students cope up with in learning English

speaking skill

Table *: T&e difficulties of students in 0nglis& s"eaking learning

)ctivities :=of students 6ercentage

3>4

4. ?ronunciation 56Q>< B=.< 66.< 11.58

6. ;oring speaking activities 4< 1B.5< 1>.9. &rowded class 6=Q>< B8.6.49

9. 0ack o vocabulary 6=Q>< B8.


34/46

To investigate what actors aecting students+ English speaking, a question o 4B

criteria was given to students.

Table A: T&e factors de8motivating students s"eaking learning

"actors := of

students

6ercentage

3>4

4. The classroom atmosphere >1Q>< 81.B6

1. &rowded class 6=Q>< B8.< 54.56

6. 0earning speaking is very diicult 6=Q>< B8.< 4. @our learning methods not eective B=Q>< 5

< 66.< 56.55

8. The content o the te(tbook is not suitable 41Q>< 4 am or 41 a.m. This time aects

students+ as well as teachers+ psychology and their attitude to learn and work.

When asked about the content, topics, e(ercise kinds, illustration... o the

te(tbooks. /ost o the teachers agreed that the content, topics and e(ercise kinds were

).M. The content o the te(tbook was suitable or the students. The kinds o the e(ercises

in the books were designed suitably, able to develop speaking skills o the students.However, most o the teachers revealed that the illustration o the books was boring, this

led to demotivation o the students in learning process,too.

Table 9: Teac&ers comments on t&e te/tbook

umber of teac&ers

ery bad ad 5+B 'oo

d

ery

good

4. &ontent $ $ $ $ $

1. Topics = = > = =5. E(ercise kinds = = > = =

6. 'llustration 7pictures, enclosed tape, videoR: 4 B = = =

B. )rder o lessons = = = > =

The result o the question > 7questionaire or the students: revealed that the topics

and the content o the te(tbooks attracted the students very much. "mong 44 t opics in the

te(tbook, B o them 7The topics o Vietnam geography, Vietnam pagoda, Vietnam

estivals, Vietnam handicrat villages, &ustoms and habits o Vietnam: atracted students+

interests. However > o them seemed to demotivate students+ learning. The students

interviewed said2 * Vietnam history is the most diicult topic in the te(t book, sometime '

have no idea, no vocabulary to talk about the topic- The other said * ;uddism is a very

diicult topic, we have no knowledge even knowledge in Vietnamese to say about the

topic-

Table 1$: 3tudents comments on t&e to"ics of t&e te/tbooks

Topics umber of students

35


36/46

isli+e ont mind trongl( li+e

4. Vietnam geography 1 = >BQ> 46 . Vietnam pagodas 4= 4B BB


37/46

,., Motivational strategies and techni8ues to motivate students

%esearch "estion 4& hat motivational strategies and techni"es can $e applied

to motivate stdents)

%ubquestion 42 Which o the below activities do you like most in the speaking

class

Table 11: 3tudents comment on teac&ers activities

"ctivities umber of students

%trongly

like

0ike !islike

4. ole play 5< 5= =

1. !iscussion 1= 41 5B5. E(planation o new words and structures 56 55 =

6. ?ractice conversations in pairs 4= B=

5. 'llustrate it with more beautiul pictures B

6. 'mprove yearly >

To conclude, there are many motivational strategies and techniques can be applied

to motivate students, o which the most important are using modern teaching aids, taking

the students to the tourist destinations, giving compliment, R ;esides, to reduce students+

demotivation, it is necessary to pay attention to the material used or teaching. The

material should be checked and improved yearly and more interesting activities should be

added to the te(tbooks.

'n brie, the chapter has presented the data analysis to ind out the answers to the

research questions. "ll the data were obtained rom the study instruments which were 1

survey questionnaires, an interview and the classroom observation. 'n the chapter the main

types o motivation, denominative actors and motivational strategies have been discussed

in details.

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Chapter 5: Conclusion

The chapter will summari3e the indings, discussion, recommendations,

suggestions and uture directions.

0.1 Summary of the findings and discussion

4. The irst reason or students to learn English is to meet the requirement o the

uture job. /any students 7


40/46

aids, taking the students to the tourist destinations, giving compliment, R ;esides, to

reduce students demotivation, it is necessary to pay attention to the material used or

teaching. The material should be checked and improved yearly and more interesting

activities should be added to the te(tbooks.

0.( &mplications

The indings o the study implicate that2

4. 'n learning the speaking subject, the students seem to posses 1 main types o

motivation which are instrumental and integrative. These students want to become tour

guides, they will use much English in their uture jobs. $or them, luent English speaking

and sound knowledge o people and culture o international tourists is very useul, whichhelp them to work better with their uture jobs. The combination o the two types o

motivation assists in the successul acquisition o an 01. Thus, in English speaking classes,

teachers should provide students with not only language knowledge but also cultural

knowledge o English speaking countries...

1. The motivational strategies are o great importance in which pair work and group

work attracted many students attention. The using o teaching aids like slide projectors,

cassettes R are the actors impressing students+ attention. ;esides, teachers should give

students lot o chances to practice speaking at the tourist destinations. However, using

Vietnamese during the speaking lesson is not a good way o motivating students.

5. !emotivating aecting students in their speaking are many actors among which

lack o time and vocabulary, low proiciency in tourism English rank the irst. ;esides,

crowded class has strong eect on students+ motivation. 'n addition to these demotivative

actors, the content o some lessons, class hour 7starts too early in the morning or

aternoon: are sometimes aect students in English speaking learning.

6. To reduce students+ motivation in English speaking learning, two important

things must be done2 $irstly, teacher should apply motivational strategies to motivate

students in speaking learning. %econdly, it is necessary to improve te(tbook to attract more

students in learning speaking.

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0.* Recommendations and suggestions

;asing on the indings o the study, here are some recommendations and

suggestions to the teachers o Tourism and $oreign 0anguage $aculty and %ao !o in

industrial college.

4. To make speaking learning motivating activities, besides the classroom

activities, the teachers need to make great eect to develop programmers which attract

students+ participation. 't is suggested that the aculty cooperate with the tour operators to

create students chances to act as tour guide to practice speaking English, or the teaches

may send students to hotel or tourist sites to learn and practice speaking English. "nd one

o the most eective activity which can be applied is the teachers themselves may taketheir students to some amous destinations near the school to study and practice guiding in

English.

1. To reduce the actors demotivating students in speaking, it is necessary to

reduce the number o the students in the class. The administrators need to pay attention to

this to create an eectiveness o English learning process in general and o English

speaking in particular. ;esides, the time to start class should be changed to be later, not too

early as present.

5. The course book should be improved with more interesting and easier topics,

illustrated with more beautiul and clearer pictures, the diicult e(ercises should be

replaced. 't is suggested that more vocabulary e(ercises should be used to ill in the gap o

vocabulary which students lack. "lso, to motivate students, the coursebook should be

improved every year, added with update inormation ater each course.

6. The teacher should play the active role as a acilator to encourage students in

learning process to sustain long term motivation. 'n the English speaking class, the stages

such as warm up, while speaking and post speaking should be applied. &lariication and

wholehearted guidance are inluential actors which help stimulate learners. The teachers+

instructions should be brie, easy to understand and clear so that all students know what

they have to do. These help attract students+ commitment to the lesson and avoid

conusion.

B. The teachers+ attitudes are o great importance in increasing students+

motivation. The teachers+ sense o humor and riendliness as well as the attention will

attract students+ during the whole lesson.

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42/46

>. The two types o motivation which the students possess are integrative and

instrumentalG thereore, in teaching it is necessary or the teachers to provide students with

not only language knowledge but also country and culture knowledge o other countries,

especially English speaking countries.

0.,. "uture directions

4. The study on motivation should be applied on students o other aculties in %'&.

1. The relationship between motivation and learning results can be a topic o investigation.

5. The course book and its eects on learning motivation is another direction o this study

in the uture.

6. How to reduce demotivative actors in English speaking learning may be taken intoconsideration or uture research.

42


43/46

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Documents

Motivation in Learning English Speaking