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A great number of non- English as well as native English speaker use
English as an important medium of international communication is every part
of the world. English is no longer the language used solely in English
speaking countries; rather it is internationally used. As the English language
has become an essential factor in strengthening trade and travel in many
countries, the necessity of knowing and using this communication through
modern technology and media communication devices such as mobile
telephone, electronic mail and the Internet. Undoubtedly, people around the
world need English as the main medium of their communication via devices.
For this reason, speaking is an important skill for the people who are
learning English because in verbal communication we cannot communicate
with each other without understanding them. Therefore teaching and learning
English are very important and necessary because mastering English seems to
be one of the best and the shortest ways for us to have a great deal of
opportunities to reach the success of life. As for Vietnamese students,
especially the secondary students have many difficulties in learning and
practicing English speaking skill. They also fall into confusion when speaking
English because of their lack of professional knowledge, confidence and
surely good learning methods.

de_tai_a_study_on_technique_to_improve_speaking_skill_for
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BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG
——————————-
ISO 9001 : 2008
KHÓA LUẬN TỐT NGHIỆP
NGÀNH: NGOẠI NGỮ
HẢI PHÒNG – 2012
HAIPHONG PRIVATE UNIVESITY
FOREIGN LANGUAGES DEPARTMENT
———————————–
GRADUATION PAPER
A STUDY ON TECHNIQUE TO IMPROVE SPEAKING
SKILL FOR SECONDARY STUDENT IN QUANG NINH
By:
Pham Thi Huyen Huong
Class:
NA1201
Supervisor:
Mrs. Nguyen Thi Thuy Thu
HAI PHONG – 2012
BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG
————————————–
Nhiệm vụ đề tài tốt nghiệp
Sinh viên: …………………………Mã số:……………………………………………..
Lớp: ………………………. .Ngành:………………………………………………
Tên đề tài: ……………………………………………………………………………….
………………………………………………………………………………….
………………………………………………………………………………
Nhiệm vụ đề tài
1. Nội dung và các yêu cầu cần giải quyết trong nhiệm vụ đề tài tốt nghiệp
( về lý luận, thực tiễn, các số liệu cần tính toán và các bản vẽ).
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2. Các số liệu cần thiết để thiết kế, tính toán.
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..
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….


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3. Địa điểm thực tập.

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CÁN BỘ HƯỚNG DẪN ĐỀ TÀI
Người hướng dẫn thứ nhất:
Họ và tên:…………………………………………………………………………………
Học hàm, học vị:………………………………………………………………………..
Cơ quan công tác:………………………………………………………………………
Nội dung hướng dẫn:………………………………………………………………….
Người hướng dẫn thứ hai:
Họ và tên:…………………………………………………………………………………
Học hàm, học vị:………………………………………………………………………..
Cơ quan công tác:………………………………………………………………………
Nội dung hướng dẫn:………………………………………………………………….
Đề tài tốt nghiệp được giao ngày.. tháng năm 20
Yêu cầu phải hoàn thành xong trước ngày tháng năm 20.
Đã nhận nhiệm vụ ĐTTN Đã giao nhiệm vụ ĐTTN
Sinh viên Người hướng dẫn
Hải Phòng, ngày. Tháng.. năm 20.
HIỆU TRƯỞNG
GS.TS.NGƯT Trần Hữu Nghị
PHẦN NHẬN XÉT TÓM TẮT CỦA CÁN BỘ HƯỚNG DẪN
1. Tinh thần thái độ của sinh viên trong quá trình làm đề tài tốt nghiệp:
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2. Đánh giá chất lượng của khóa luận (so với nội dung yêu cầu đã đề ra
trong nhiệm vụ Đ.T. T.N trên các mặt lý luận, thực tiễn, tính toán giá trị
sử dụng, chất lượng các bản vẽ)
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3. Cho điểm của cán bộ hướng dẫn :
(ghi bằng cả số và chữ)
Hải Phòng, ngày .. tháng .. năm 20
Cán bộ hướng dẫn
(họ tên và chữ ký)
NHẬN XÉT ĐÁNH GIÁ
CỦA NGƯỜI CHẤM PHẢN BIỆN ĐỀ TÀI TỐT NGHIỆP
1. Đánh giá chất lượng đề tài tốt nghiệp về các mặt thu thập và phân tích tài
liệu, số liệu ban đầu, giá trị lí luận và thực tiễn của đề tài.
2. Cho điểm của người chấm phản biện :
(Điểm ghi bằng số và chữ)
Ngày………. tháng……… năm 20
Người chấm phản biện
ACKNOWLEDGEMENT
During the process of completing graduation paper, I have received
warmly help from my supervisor, teachers and students of Cam Son
Secondary School, family and friends.
First of all, I would like to show my deep gratitude to Mrs. Nguyen Thi
Thuy Thu who directly guides me. Thanks to her useful advises and detailed
comments in the preparation as well as the correction. Besides she always
supported and created favorable conditions for me to complete perfectly this
graduation paper.
Secondly, I would like to send my sincere thank to the headmaster of
Cam Son Secondary School for giving a chance to talk and exchange ideal
with teachers and students. I also send my special thanks to all English
teachers at school in general and Mrs. Nguyen Thi Khuyen in particular for
contributing her ideals and experiments to help me enrich my thesis and
limited knowledge in time of real survey at school.
Thirdly, I would like to express my deepest appreciation to my family
especial my parents who always take care of me and empowered me to
complete this thesis.
Lastly, I warmly thank to all my friends for their directly help and
encouragement with source materials in writing process.
Hai Phong, December, 2012
Student
Pham Thi Huyen Huong
TABLE OF CONTENT
ACKNOWLEDGEMENT
TABLE OF CONTENT
PART I: INTRODUCTION…………………………………………………………………1
I. Rationale…………………………………………………………………………………………..1
II. Aims of the study………………………………………………………………………………2
III. Scope of the study……………………………………………………………………………2
IV. Method of the study…………………………………………………………………………3
V. Comments on the survey questionnaires………………………………………………3
V.1. Comments on informants……………………………………………………………..3
V.2. Comments on the survey questionnaires…………………………………………3
V.2.1.Purpose of the survey questionnaire……………………………………….3
V.2.2.Design of survey questionnaires……………………………………………..4
VI. Design of the study…………………………………………………………………………..4
PART II: DEVELOPMENT………………………………………………………………..6
CHAPTER 1: THEORETICAL BACKGROUND………………………………..6
I. Understanding speaking skill…………………………………………………………….6
I.1. What is speaking?……………………………………………………………………………6
I.2. What is speaking skill?…………………………………………………………………….7
I.3. Relationship between speaking and three other skills……………………………8
I.3.1.Relationship between speaking and listening…………………………………8
I.3..2.Relationship between speaking and reading………………………………….9
I.3.3.Relationship between speaking and writing……………………………………9
I.4. Types of speaking……………………………………………………………………………9
I.4.1Form- focused speaking……………………………………………………………..10
I.4.2.Meaning-focused speaking…………………………………………………………10
I.4.3.Fluency focused speaking………………………………………………………….10
II. Teaching speaking skill………………………………………………………………….11
II.1.The important roles of teaching speaking skill…………………………………..11
II.2.What makes a successful speaking skill lesson………………………………….12
II.2.1 Teacher’s role…………………………………………………………………………12
II.2.2 Learner’s role……………………………………………………………………….13
II.2.3.Participant is even…………………………………………………………………..13
II.2.4.Motivation is high……………………………………………………………………13
II.2.5. Language is of an acceptable level of language accuracy……………14
II.2.6. Language input………………………………………………………………………14
II.2.7. Structured output……………………………………………………………………15
II.2.8. Communicative output…………………………………………………………….15
II.2.9. Speaking activities teachers sould be used in the classroom…………16
II.2.9.1. Controlled activities……………………………………………………….16
II.2.9.2. Guided activities…………………………………………………………….17
II.2.9.3. Creative or free communication………………………………………18
II.3. Difficulties that teachers face while teaching speaking skill……………….18
II.3.1 Large classes………………………………………………………………………….18
II.3.2 Classroom arrangement…………………………………………………………..19
II.3.3 Reluctance of student……………………………………………………………….19
III. Procedure of a speaking lesson……………………………………………………..20
III.1. Warm- up……………………………………………………………………………………20
III.2. Pre – speaking……………………………………………………………………………20
III.2.1 Brainstorming………………………………………………………………………..21
III.2.2 Game……………………………………………………………………………………21
III.2.3 Picture………………………………………………………………………………….26
III.3. While- speaking…………………………………………………………………………..27
III.3.1 Chain stories……………………………………………………………………………..28
III.3.2 Information gap……………………………………………………………………..28
III.4. Post –speaking…………………………………………………………………………….29
III.4.1. Complete sentence…………………………………………………………………29
III.4.2 Role play……………………………………………………………………………….31
III.4.3 Discussion…………………………………………………………………………….32
CHAPTER 2: DATA COLECTIONS AND ANALYSIS……………………..34
I. Brief introduction of Cam Son Secondary School in Quang Ninh……..34
I.1. English teaching staffs……………………………………………………………………34
I.2.The students…………………………………………………………………………………..35
I.3. English learning and teaching condition……………………………………………35
I.4. Official textbook……………………………………………………………………………36
II. Data collections and anaysis…………………………………………………………..36
II.1. The role of teacher in speaking lesson……………………………………………..37
II.2. The role of learner in speaking lesson……………………………………………..38
II.3. The role of speaking skill………………………………………………………………38
II.4. The difficulties that teacher face while teaching……………………………….40
II.5. Teacher‟s opinion in organizing English speaking groupwork……………41
II.6. Teacher‟s opinion about applying free talk in speaking lesson……………41
II.7. Teacher‟s opinion on using speaking acitivities to encourage students to
speak ………………………………………………………………………………………………..42
III. Main finding and discusion…………………………………………………………..44
CHAPTER 3: SOME SUGGESTED TECHNIQUES TO IMPROVE
SPEAKING SKILL FOR SECONDARY STUDENTS IN QUANG
NINH…………………………………………………………………………………………………46
I. Group work……………………………………………………………………………………..46
I.1 How to set up group work…………………………………………………………….46
I..2 The advantages of small group work…………………………………………….47
II. Base the activity on easy language…………………………………………………….47
III. Make a careful choice of topic and task to stimulate interest………………..49
IV. Give some instruction or training in discussion skills…………………………50
IV.1 Roll the ball……………………………………………………………………………..51
IV.2 Information gap………………………………………………………………………..51
IV.3 Telephone conversations……………………………………………………………52
V. Keep students speaking the target language………………………………………..52
V.1 Preparing to keep students speaking the target language………………..53
V.2 Teaching in the target language…………………………………………………..53
VI. How to encourage students to speak………………………………………………..54
VI.1 Encourage student interaction……………………………………………………54
VI.2 Give plenty of controlled and guided practice………………………………54
VI.3 Make speaking activities communicative………………………………………54
VI.4 Plan speaking activities carefully………………………………………………..55
PART III: CONCLUSION…………………………………………………………………56
REFERENCES………………………………………………………………………………….57
I. Books……………………………………………………………………………………………..57
II. Websites…………………………………………………………………………………………57
APPENDIX 1: SURVEY QUESTIONNAIRS
1
PART I: INTRODUCTION
I. Rationale
A great number of non- English as well as native English speaker use
English as an important medium of international communication is every part
of the world. English is no longer the language used solely in English
speaking countries; rather it is internationally used. As the English language
has become an essential factor in strengthening trade and travel in many
countries, the necessity of knowing and using this communication through
modern technology and media communication devices such as mobile
telephone, electronic mail and the Internet. Undoubtedly, people around the
world need English as the main medium of their communication via devices.
For this reason, speaking is an important skill for the people who are
learning English because in verbal communication we cannot communicate
with each other without understanding them. Therefore teaching and learning
English are very important and necessary because mastering English seems to
be one of the best and the shortest ways for us to have a great deal of
opportunities to reach the success of life. As for Vietnamese students,
especially the secondary students have many difficulties in learning and
practicing English speaking skill. They also fall into confusion when speaking
English because of their lack of professional knowledge, confidence and
surely good learning methods.
The goal of teaching speaking, surely, is to improve the oral production
of the student. Students should be able to make themselves understood, using
their current proficiency to the fullest. They should try to avoid confusion in
the message due to faulty pronunciation, grammar, or vocabulary, and to
observe the social and cultural rules that apply in each communication
situation. Speaking well also helps students to access up – to – date
2
information in fields including science, technology and health. Good English
speakers will be in a strong position to help their country‟s economic, social
and political development. So by learning to speak English well, students are
able to gain a valuable skill which can be useful for their career and contribute
to their communication and country.
All these above reasons have inspired the writer to do research on
speaking skill and as a result, a research title goes as: “A study on technique
to improve speaking skill for Secondary student in Quang Ninh”.
II. Aims of the study
My study is aimed at:
– Outlining the definitions of speaking skill and the characteristics of
teaching speaking skill, the difficulties teachers cope with when teaching
speaking skill.
– Pointing out some techniques which can be used to teach speaking
skills for Secondary students in Quang Ninh .
– Implementing the survey questionnairs to the teachers at Cam Son
Secondary school to explore the real situation of teaching English-speaking
skill in Secondary student in Quang Ninh.
– Suggesting some effective activities used to teach speaking to
secondary student at Secondary school to encourage them to speak.
III. Scope of the study
Due to the limitation of time, resources and knowledge of the author, this
study only focuses on giving out the definition of speaking skill and
implementing the survey questionnaire to find out difficulties that the teacher
3
face while teaching process, then suggesting some effective activities to help
teachers encourage students to be active in a speaking lesson.
IV.Method of the study
This study has been completed in the following methods:
– To study from related books, documents and websites to collect to get
background knowledge.
– To consult ideas and opinions from my supervisor, peers, teachers at
Cam Son Secondary School in Quang Ninh.
– To conduct the survey questionnaires to the teachers at Cam Son
Secondary in Quang Ninh with determination to discover their recognition
level, learning attitude and the difficulties have existed up to now.
V. Comments on the survey questionnaires
V.1 Comments on informants
The survey is conducted with twenty teachers at Cam Son Secondary
School in Quang Ninh.
V.2 Comments on the survey questionnaires
V.2.1 Purpose of the survey questionnaire
With a view to provide a thorough insight into the real situations of
teaching speaking, survey within the scope of the study is conducted in Cam
Son secondary school. The major aim of the study is to collect and analyze
data regarding to recognition and the utilization of speaking.
The survey questionnaires are designed for the following purposes:
4
– To find out the attitudes, thoughts, behaviors of student with English
in general and English speaking in particular.
– To check and evaluate ability of student in using English for
communicating.
– To know the difficulty that teacher and student get in teaching and
learning process.
The findings are served as the cornerstone for the technique suggestion
in the next chapter.
V.2.2. Design of survey questionnaires
The survey questionnaires consist of 7 alternative questions designed for
teachers to study the reality of teaching speaking skill in Cam Son Secondary
School. Teachers were asked to tick the most suitable answers which
correspond with their

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