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English teaching has drawn much public attention as English has become one of the most effective international languages. In such tendency of society for developing listening and speaking skills rather than reading and writing skills, studies on how to improve learners' speaking skill have been carried out, but there are still many aspects left unexplored.
In some non-English speaking countries like Viet Nam, many high school students often find it difficult to speak English and feel bored and nervous in speaking lessons. The reasons are because they spend much time on the subjects that they will affect their results of university entrance exam than the others, because English tests in high schools and in entrance exams are in writing and reading forms but not in speaking form, and because the number of periods of subjects of natural science is more than subjects of social science or vice versa. Therefore various methods have been used to achieve the effectiveness in teaching English speaking, and one of them is using communicative games. It is said that communicative games is one of the most effective methods to improve teaching English speaking in high schools due to their positive effects.
In addition, the study into applying communicative games in teaching English speaking in high schools is helpful to my process of teaching practice in high schools. For the above reasons, the research topic "Application of communicative games in teaching speaking in English 10" is hoped to contribute to the effectiveness in teaching English speaking.
2. Aims and objectives
The study is to present the effectiveness in application of communicative games in teaching speaking in English 10. The research has some following aims:
- To find out problems that students encounter in speaking classes.
To examine the effectiveness of communicative games in speaking classes.
To suggest some pedagogical implications to achieve the effectiveness in teaching speaking.
3. Scope of the study
The research is examined in 10th grade students of three classes at Quoc Hoc high school. For the time limit and the length limit, the study deals with four units which are unit 12, 13, 14 and 15 in English 10.
4. Research questions
- What are the difficulties that students encounter in speaking classes?
- How effective are communicative games in speaking classes?
5. Methods of the study
The study is a qualitative and quantitative research. The collected data by doing a survey on 10th grade students of three classes at Quoc Hoc high school will be quantitatively analyzed. A qualitative analysis on data collected on students will be carried out to show the effectiveness of application of communicative games in teaching English speaking.
6. Design of the study
The thesis is organized into five main parts as follows:
Chapter 1: Introduction presents the reasons for choosing the topic, the aims and objectives of the study, the scope of the study and the organization of the study.
Chapter 2: Literature Review and Theoretical Background includes two parts. The first part reviews previous related studies. The second one is to present an overview of English 10 textbook, situation of teaching and learning English speaking in high schools, learners' communicative competence, communicative activities and communicative games.
Chapter 3: Methods and Procedures shows the research design and research methods, the description of the procedure of data collection and data analysis, the description of participants and instruments in the research.
Chapter 4: Findings and Discussion is to present the findings of the investigation and analysis and to discuss the results of the survey.
Chapter 5: Conclusion and Implications summarizes the study, shows implications and limitations of the study and suggests for further research.
TABLE OF CONTENTS
Chapter 1: Introduction
1.2 Aims and Objectives
1.3 Scope of the Study
1.4 Research Questions
1.5 Organization of the Study
Chapter 2: Literature Review and Theoretical Background
2.1 Previous research works
2.2 Theoretical Background
2.2.1 Overview of English 10 Textbook
2.2.2 Communicative Language Teaching
2.2.3 Communicative Competence
2.2.4 Communicative Activities
2.2.5 Communicative Games
18.104.22.168 Definition of Communicative Games
22.214.171.124 Roles of Communicative Games in Teaching English
Chapter 3: Methods and Procedures
3.1 Research Design and Methodology
3.. Study Procedures
Chapter 4: Findings and Discussion
4.1 Difficulties of Students in Speaking Classes
4.2 Effectiveness of Communicative Games in Speaking Classes
Chapter 5: Conclusion and Implications
5.2.1 Design Principles of Communicative Games
5.2.2 Principles of Application of Communicative Games in Teaching Speaking
5.2.3 Some Suggested Communicative Games in Teaching Speaking
126.96.36.199 Some Communicative Games for Unit 12
188.8.131.52 Some Communicative Games for Unit 13
184.108.40.206 Some Communicative Games for Unit 14
220.127.116.11 Some Communicative Games for Unit 15
5.4 Suggestions for Further Research
The results of this study are expected as follows:
Firstly, games are activities that make people feel relaxed and excited and using communicative games in teaching English speaking draws attention of not only teachers but also learners.
Secondly, teachers can know more about the effectiveness of communicative games in teaching speaking, and know how to choose or design communicative games suitable for learners and teaching points.
Thirdly, teaching English speaking is more exciting and effective because communicative games motivate learners and help them perceive teaching points in a natural way.
PLAN OF THE PROJECT
Details of job
Selecting a topic and designing the plan of the project
- Finding problem areas that require investigation
- Selecting a suitable topic
- Consulting relevant studies and documents
- Designing the plan of the project
By 24th December
Collecting data and analyzing the data
- Designing questionnaires
- Doing survey on 10th grade students by using questionnaires
- Analyzing the data
By the end of February
Writing the thesis
- Writing the first draft
- Completing the thesis and writing the final draft
By the end of March
¶ I eagerly underscore my commitment to accomplishing this research paper as scheduled under the instruction of my supervisor.
¶ The first draft needs more work; however, I agree to help the student on condition that the student can carry out the tasks as planned.