MOTIVATION IN LEARNING ENGLISH SPEAKING OF THE SECOND YEAR TOURISM MAJOR STUDENTS AT TOURISM AND FOREIGN LANGUAGE DEPARTMENT, SAO DO COLLEGE OF INDUSTRY

- Despite the fact that most of the students have been learning English since they were at secondary or high school, they are deficient in English speaking..
- Thus, one of the challenges to the teacher is to find out the answer to the question “Why don’t many students of English get involved actively in speaking lesson?”.
- For the mentioned reasons, we would like to conduct a study on “Motivation in Learning English Speaking of the Second Year Tourism-Major Students at Tourism and Foreign Language Department, Sao Do College of Industry”.
- 1.2 Aims of the study The study aims at investigating the motivation in English speaking learning among the second year tourism-major students at Tourism and Foreign Language Faculty, Sao Do Industrial College.
- The four main purposes of the study are summarized below:.
- 1.3 Scope and significance of the study:.
- There are many factors affecting the success or failure of learning a foreign language, in which motivation is one of the key factors.
- The results of the study will be applied to improve the speaking skills of second tourism major students of Tourism & Foreign Language Department, SCI.
- 1.4 Design of the study The study is designed with 3 chapters..
- Chapter one presents the rationale for study, aims of the study, research questions as well as the scope of the study..
- The role of the teacher thus becomes one of helping and enabling learners to make suitable decisions”.
- Motivation, “the process whereby goal-directed activity is instigated and sustained” (Pintrich& Schunk, 2002)..
- Motivation is one of the keys that influence the rate and success of language learning..
- Holt (2001:1), referring to Cookes and Schmidt (1991), defines motivation as “...the learner’s orientation with regard to the goal of learning a second language”..
- Concerning learning it can be said that the drive or stimulation to learn comes from within the students, hence, the teacher or instructor does not have to ‘manipulate’ the student in any way in order to make him learn.
- It is an inner desire of the student to fulfill a positive learning outcome.
- In a pioneering study, Gardner and Lambert highlighted “integrative motivation” which stresses “a sincere and personal interest in the people and culture represented by the other group” and “instrumental motivation” which stresses “the practical value and advantages of learning a new language”.
- This can infer various things, such as: ã The understanding of the function of words in sentences.
- Good relationship with the students - Acceptance: three linchpins of the humanistic psychology.
- More importantly, teachers should create the ownership of the class among students.
- A pleasant and supportive atmosphere in the classroom Language learning is considered one of the most face-threatening school subjects.
- (1978), and drew on a number of characteristics and the qualities of the good language learners.
- be able to respond to the group dynamics of the learning situation so as to develop negative anxiety and inhibition.
- make maximum use of the opportunities afforded to him and to others.
- possess sufficient analytic skills to perceive, categorize, and store the linguistic features of the L2.
- One of the main reasons for including speaking activities in language lessons is to help students develop habits of rapid language processing in English.
- Sociolinguistic knowledge: knowledge of language alone does not adequately prepare learners for effective and appropriate use of the target language.
- One of the most recognized of.
- An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning..
- Knowledge of the Grammar and Vocabulary of the language.
- Knowledge of the rules of speaking (e.g.
- She is independent of the teacher.
- ‘Another variation is for the teacher to provide a short, incomplete story plot for students to discuss and guess’s the way it ends..
- After all groups finish, the teacher asks the groups to report to the rest of the class..
- Besides, the characteristics of the teaching of speaking, its principles and classroom activities are presented..
- The following chapter intends to display the methodology of the study..
- To illustrate the theory, in this chapter the description of the study design and methodology employed are presented.
- 3.1 An overview of the current situation of learning and teaching English speaking at Tourism and Foreign Language Department, Sao Do College of Industry.
- 6 of the teachers have been teaching English speaking for at least 3 years.
- The number of the students entering the school anually ranges from 120 to 150.
- Most of the students have good proficiency of English, however, their speaking ability is still limited.
- The course book used for teaching speaking is designed by the teachers of the English Division.
- In that context, how to motivate the students to speak English need to be paid attention to by all of the teachers in the English Division.
- What motivational strategies and techniques can be applied to speaking lessons? 3.3 The research approach To find answers to the research questions, the study collects data from survey questionnaires, classroom observation and interview.
- Participants 67 students (55.83% of the population) were selected at random to take part in the research.
- The majority of the population is from the countryside.
- Six teachers (31.50 % of the population) who had been teaching English speaking skills (using the text book ESP designed by the teachers of English Division in Tourism and foreign languages Department, SCI) at least for one year were invited to join in the research.
- The purpose of the questionnaire is to obtain a snapshot of students’ motivation in learning English speaking and of their comments on the speaking class and their expectations on the textbooks as well as the teachers.
- To get students’ opinions on English learning, the difficulties they have in English speaking learning, their opinions of the textbooks used for teaching, a one to one interview was conducted with 2 students after each classroom observation.
- The observation was carried out in the second semester of the school year the class performance was observed in two classes in Tourism and Foreign Language Faculty.
- Teachers have taken notes on the activities of the class..
- Because it was the time when students completed 2 third of the term.
- Before the interview began the researcher explained the interviewees the purpose of the interview and the amount of time to complete the conversation.
- The purpose and importance of the study were explained.
- Chapter 4: Data analysis and findings The chapter will present the data analysis and the discussion of the findings..
- The highest percentage of the students identified the major reason for learning English speaking was to get a job in the future.
- The reason for this was that most of the students want to become a tour guide in the future.
- In addition to these more than 70% of the students wanted to learn English for the purpose of communicating with foreigners.
- In addition to these, 70.14% of the students who completed the questionnaire were reported to be interested in culture, people of English speaking countries.
- The same number of the students perceived that they learned English speaking for a good result at the examination..
- All of them want to English firstly for a future job, and secondly for better understanding of the foreign tourists..
- All of the teachers also claimed that reading and speaking has a close relationship.
- Frequency of the activities using (N0of teachers).
- This can be easily explained because all of the classrooms in the school are equipped with slide projectors.
- Frequency of the activities using.
- Most of the teachers have the habits of brainstorming the students’ ideas and making outlines before speaking.
- Especially, all of the teachers often took the students to the tourist’s destination and guided students in speaking about these destinations in English..
- However, none of the teachers applied reward and punishment policy, this may lead to de-motivation of the students in learning, besides most of the teachers also interrupted students to correct mistake.
- According to the survey to the students, the majority of the students were interested in the activities used by the teacher in the speaking class.
- And nearly 90% of the students liked to practice English speaking at the tourist destinations near the school..
- The two students interviewed revealed that they didn’t like the way the teacher explained the new words or the requirement of the activities..
- Nearly 90% of the students joining in the survey perceived that the way the teachers used the modern teaching aids such as slide projectors, cassettes … was very effective.
- The purpose of the class observation was to access teachers’ preparation, presentation, methods, personal characteristics, teacher and student interaction in the classroom.
- Appropriately prepared objectives of the class.
- Structures are taken out of artificial drill contexts and applied to the real contexts of the students’ culture and personal experiences.
- The result shows that all of the teachers prepared the lesson very carefully.
- the lessons went smoothly and logically because all of the teachers were keen on the subject they taught.
- And nearly half of the students were afraid of making mistakes in their speaking.
- The content of the textbook is not suitable.
- All of the teachers perceived that in their speaking teaching, they had some difficulties.
- of the textbooks.
- Most of the teachers agreed that the content, topics and exercise kinds were O.K.
- The content of the textbook was suitable for the students.
- The kinds of the exercises in the books were designed suitably, able to develop speaking skills of the students.
- However, most of the teachers revealed that the illustration of the books was boring, this led to demotivation of the students in learning process,too..
- The result of the question 6 (questionaire for the students) revealed that the topics and the content of the textbooks attracted the students very much.
- Vietnam history is the most difficult topic in the text book, sometime I have no idea, no vocabulary to talk about the topic” The other said “ Buddism is a very difficult topic, we have no knowledge even knowledge in Vietnamese to say about the topic” Table 10: Students’ comments on the topics of the textbooks.
- In short demotivating students’ speaking learning are many factors in which the main factors are lack of vocabulary of the students, the crowded class, the contents of some units in the textbook are too difficult or boring.
- Sub-question 1: Which of the below activities do you like most in the speaking class? Table 11: Students’ comment on teachers’ activities.
- Obviously, 100% of the students like the modern teaching aids used during the class, because the teaching aids help students become more motivative and more interested in the lesson.
- And the most important thing to do with the text book is to improve it yearly, this idea was approved by all of the six teachers.
- 5.1 Summary of the findings and discussion.
- The first reason for students to learn English is to meet the requirement of the future job.
- A small percentage of the students claimed that they studied English speaking because it is a compulsory subject, and the same number of students agreed that they leant English because they wanted to get good mark at the examination.
- The main factors are the aptitude and lack of vocabulary of the students.
- 5.2 Implications The findings of the study implicate that:.
- The combination of the two types of motivation assists in the successful acquisition of an L2.
- 5.3 Recommendations and suggestions Basing on the findings of the study, here are some recommendations and suggestions to the teachers of Tourism and Foreign Language Faculty and Sao Do in industrial college.
- And one of the most effective activity which can be applied is the teachers themselves may take their students to some famous destinations near the school to study and practice guiding in English.
- To reduce the factors de-motivating students in speaking, it is necessary to reduce the number of the students in the class