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Group Work and Terms Learning

Keywords: group work second vocabulary learning, group work speaking

Chapter 1: Introduction

1. 1. Introduction

This chapter includes the rationale behind my decision of experiencing the thesis subject matter, and just how I then found out the situation that my first year students have in speaking activities. Finally, they will be the scope; the goals, research questions, methods and design of this study are also begun.

1. 2. Rationale

In recent years, English has been considered one of some important themes and a compulsory one for Vietnamese students. "Better British, better employment opportunities" was the answer given by most of them when they told about their purpose of learning this terminology. In their lifestyle, it can't be denied that this international language can help them put together better because of their career in the future because it does not only equip learners with a required source of information of cultural and culture knowledge but also provides them up-to-date information related to another type of issues inside our world nowadays. Especially, our country's recent local and global involvement has been increasing the demand for British speaking people, who are wanted to communicate with the outside world and gain access to up- to- time frame technology.

Vietnamese students are creative however there are extensive problems facing them when they speak this terminology, especially the first time students at HUBT. Included in this, the situation of oral communication seems to be the most serious one. Teaching this terms has been got necessary help from teachers but getting the best appropriate teaching method which may meet the need of the education and the culture continues to be considered a huge question for instructors of British in Vietnam.

There have been some important changes in the teaching and learning this language lately because of big initiatives from many international organizations and educational tasks. Different modern methods, techniques and methods on the coaching of this words have been applied in many colleges, universities and high schools. Generations of instructors of English try their best to really have the best result in their job and in the classroom's contexts.

1. 3. Finding out the problem.

During learning English, speaking skill is one of the very most necessary ones that can help students have a much better job. For quite some time in teaching, instructors may know that learners wish to speak nevertheless they feel they may have not enough assurance. As a fact they can believe, this words is challenging so they are not thinking about learning, especially in speaking. This action study of how to market learners speaking through group work activities is great because that may also give students more opportunities to improve other skill better. Relating to Richards (2000, p3): "Employers too demand their workers have good British language skills and fluency in English is a prerequisite for success and improvement in many domains of employment in today's world. "

Focusing on British learners' communication skills is an important idea to help them make improvement in speaking. Wongsuwana (2006, p 44) implies that speech could be trained and it does not depend on skill anymore or expertise is not the main thing. In addition, Advantage (1993, p17) highlights the value of communication that communication is at the heart and soul of modern English Language Coaching, the area of the learning process and the purpose of language teaching.

However, most students do not have enough opportunities to speak British in an English environment that is why speaking this vocabulary has not got the best effect. The first calendar year students are from different areas in Vietnam. Maybe they were good at grammar but they have a great deal of problems in speaking. They feel timid when they speak because they didn't have a great deal of chances to apply British in communication or for discussion in their lifestyle. Students from rural areas, sometimes experienced worse speaking skills than those from big cities. During speaking lessons, the strong students are extremely assured and the fragile ones fear so much speaking. Therefore, it is necessary to learn some solutions to this problem that the first 12 months students have significantly more chances to communicate with each other as well as to speak to each other in a so-called close-to-real British speaking condition. Among the strategies that demonstrates the principle of learner - centeredness is group work. Corresponding to Nunan and Lamb (1996, p, 142) group work was created as any class activity in which learners perform collaborative jobs with a number of speakers. It's been considered one of the main changes to the dynamics of classroom connection wrought by students-centered teaching. In addition this speaking activity can increase the amount of dynamic speaking and hearing performed by all the learners in the words class.

Conclusively, group work is the best way to be successful in learner - centered approach. This kind of speaking activities has had increasingly more emphasis in dialect classroom and it is used in pushing learners' dental practice. Taking part in group, learners can sign up for actively in the training process. They don't have to stay passively and listen to their teacher.

For all the above good factors, it is eager for me personally to propose "Group work as an approach to increasing speaking skills for the first time non- major students of English at HUBT" as the main topic of this study.

1. 4. Scope of the analysis.

This review was occurred with the first year students who were learning English as a standard subject. Maybe, the analysis cannot cover all the problems 1st students dealt with in using group work since it was limited by the analysis of learners' attitudes towards group work, the level of learners' contribution in group activities

1. 5 Objective of the study.

There have been many studies on the spoken British teaching group work up to now. Therefore, this review does not claim to introduce a fresh way of British teaching method. The main objective of the analysis is ideal for the benefits of the learners, and the study will be a way to obtain materials for professors of English on the teaching of speaking skill, who consider group are one of some important educational ways to help students speak better.

  • To become more specific, the main objective is:

To investigate the effects of group work on students' speaking skill and its results.

  • With this goal, the research questions are:

1. What exactly are the learners' attitudes towards group work?

2. What are the consequences of group work on learners' speaking skills?

1. 6. Group of the study

The study contains 5 main chapters: Release, Literature review, Methodology, Finding and dialogue, and the previous one is Bottom line.

Chapter 2: Books review

This chapter reveals major issues that relate to the idea of communicative learning generally speaking and in terms teaching specifically. The main features are taken into consideration, the principles related to the analysis like the communication language coaching and the teaching of speaking skill, the definition of group work. Finally, they can be advantages of group work.

2. 1. Classification of Communicate terms teaching and the coaching of speaking skill

CLT is the latest effect on language teaching in Vietnamese education. CLT is considered as a broad method of educate and results from a concentrate on communication as the arranging theory for the teaching rather than focus on mastering of grammatical system of the words. Various of CLT have been provided up to now so it is not easy showing which a typical the first is.

Byrne (1981, p71) shows that the communicative methodology allows many interactive oral activities in the classroom. Learners figure out how to use the British language, not English usages, to speak better in communication. They participate in group work (including of more than 2 students), play their own jobs to speak to others, who've the same role, so all of them make intentional utterances that will help them contain the best result and reach their goal in the shortest time. Learners are released to clear targets by their educator and professors may create communicative conditions, go round, and participate in the activities to help their students.

Nunan (1989, p94) points out the strategy which contains aspects common to some definitions of CLT: CTL review dialect as a system for the manifestation of interpretation. Activities involve oral communication, carrying out meaning responsibilities and using dialect, which is important to the learners. Goals indicate the needs of the learners. They consist of functional skills as well as linguistic targets. The learners' role is as a negotiator and integrator. The instructor' role is really as a facilitator of the communication process. Materials promote communicative language use; they are task - structured authentic.

This classification shows a view of understanding and describing language acquisition. It really is socially constructed and could be result when exploiting to teach words speaking.

In communication, speaking plays an important role. The nature of speaking, both the element of pronunciation and connected talk, and the pragmatic aspects, has been mentioned to look at by some well- known scholars and linguists. Dark brown (1994, p256 ) shows lots of the characteristics such as the reduced forms, the stress, rhythm and intonation, the clustering, the colloquialism, the affective factors and the conversation, that could make oral performance not easy.

From these authors' support, it is simple to understand that the good results of communication contain many features. They are the potential to articulate phonological ones of the dialect, the suitable amount of fluency, the mastery of stress intonation patterns, rhythm and etc 1. The development of CLT has already established implications, which are essential for students to build up their speaking ability through cooperative learning. Furthermore, it offers students many chances to speak the dialect with appropriate learning conditions.

2. 2. Group work

2. 2. 1. Definitions of group work.

Group work is known as one of the important factors to boost learners' communication. Different individuals have developed many methods to group work over the last time. Group work is described by Johnson, Johnson and Smith (1991, p15) as "group work, in dialect school, is a co- operative activity, during which students share seeks and responsibilities to complete an activity given by the professor in groupings or in couple".

It is said that, in group work, students figure out how to listen to different ideas, figure out how to discuss and to negotiate. They take part in evenly and sometimes they feel comfortable to test and speak the language. Every member has more opportunities for self-reliance and they can involve some learning decisions.

David (1993) implies that group work activity contains three general types. The first one is casual learning group. The second the first is formal learning group. The very last one is the study teams. From these meanings of group type, the first one is more well suited for the term "group work activities" detailed in this review. This means that learners must have small categories from 3 or more members to work on a speaking job.

2. 2. 2. Benefits of using group work activities in terminology teaching.

There are numerous types of activities in speaking lessons. They are conversations, dialogues, etc. These activities tend to be found in group work and have a whole lot of advantages.

Firstly, students' responsibility and autonomy are marketed through group work activities.

All students interact, show their ideas, and always want to attain the target in group activities. In addition, one of their main tasks is being in charge of their group activities. Every learner is in charge of his own and each others' speaking, so there is a friendly help and high personal interdependence between them. Doff says: Group work and set wok encourage students to share ideas knowledge. In a reading activity, students can help the other person to explore this is of a content material, in a conversation activity; students can give the other person new ideas". (Doff, 1988).

Secondly, learners' involvement, conversing time and dental fluency are improved through group.

As for Ur (1996, p 232), students can have a learning process during small discussion in group work which is considered as a kind of their activation and it is very valuable for practicing of fluency in speaking. You can find 5 groupings in a category; students can get 5 times as some chance to speak just as a big course.

Finally, the students' inspiration is better through group work activities. . Group-work activity can allow participants to use the language. Additionally, it is one of the very most effective ways to stimulate participants to be more engaged. Richards and Loc Khart (1994) point out that, students not only play more vigorous roles in the training process but also get the benefits of sharing ideas with their team member through getting involved in groupings. Doff (1988, p141) areas " students fell less stress and anxiety when they are privately than when they are on shown before the whole school. Match work and group-work can help timid students, who would never say anything in a complete class activity"

The way to obtain benefits associated with group-work is seen in a variety of fields, consists of enhancing students speaking skill. Inside the best group-work activity in a terminology classroom, the members of an learning group can benefit in several ways. By dividing the course into group, a new social framework in created whereby learners find the opportunity to promote individual cognitions with the group mates and choose a conclusion predicated on the sum of the cognitions.

In basic, group work has had a great deal of emphasis in dialect classroom and its activities are taken place in some means of the second words instructions, especially in motivating learners' in person practice. However, group activities still 've got many problems when some students control the group a whole lot and make others unpleasant, so how to arrange group work effectively is the big question for teachers and language educators, who consider group wok as among the best ways to boost students' speaking skill.

Chapter 3: Methodology.

Chapter 3 reveals the technique of the analysis. The methods found in this analysis includes both quantitative and qualitative.

3. 1. Research design.

There have been many methods provided to be utilized in the form of applied linguistics. They are experimental method, research study but Action Research was chosen in this study since it includes many advantages and it is one of the very most effective ways to obtain more target and reliable information, including observation and interview.

3. 2 Members.

The students were in the last term (or second term) of the first season at the University. They are in category KT 1421, Accounts Department, and discovered in a tiny - sized category of 25 ones, including 15 girls and 10 kids. Each school has one private room to review and they attend 10 class hours of English in a week. They can be from 18 to 19 years of age. Some of them, especially students from big cities, studied English at high school for 7 years, yet others, who result from different provinces, done this terminology for only 3 years. Although their English knowledge had not been the same, they need to study the same level - Elementary at College or university.

3. 2 The steps of the study.

3. 2. 1 Problem identification

During managing group work activities, anticipated to my experience in coaching and a lot of conversations between me and my first year students, I then found out a difficulty: students' lack of interest in taking part in group work activities so this speaking activity hasn't experienced the best final result.

3. 2. 2 Collecting data

To clarify the situation, a student interview was chosen since it has many advantages. Nunan (1987, p150) says "it offers the interviewee a degree of electric power and control over the course of interviewer significant amounts of flexibility". The goal of the interview was to get students' ideas about group work activities and the causes of this problem. The interviewer is a professor of English- a researcher of this research. The interviewees are 6 students from 3 groups that have been divided by the researcher.

The first group is a fragile one, comprising unconfident students. They are extremely timid and sometimes sluggish with speaking activities. The students in this group were quite and passive, they appeared to keep silent and pay attention to other associates most of enough time. They may be 8 students, and frequently got bad tag (symbol 5 or 4) in a pre- test speaking.

The second an example may be a strong group, including energetic, enthusiastic and hard working students in the study (9 out of 25 students). Most of them were really productive and "talkative and dominant" in group activities. In last test speaking, they got good draw (mark 7. 5, 8 and 9). They are really always successful in every speaking activity

The previous group involves students, whose performance at speaking lesson, especially group work activities is indifferent. Maybe they aren't lazy however they are lack of British speaking skill. They shared 33 %33 % (8 students in the course). Draw 6 or 6. 5. They don't make sound in the school but their result in studying is not always excellent.

3. 2. 3. Analyzing data.

The information gathered from the interview will be talked about in thorough in section 4. 1- the initial

3. 2. 4. Planning action

Basing on the findings from the original data, the solution chosen is to rearrange students' seats in group work activities and reconsider the way of teaching. Additional information will exhibited in 4. 2. 2

3. 2. 5. Applying the action plan

The action plan implementation lasted during 3 weeks, with the participations of the instructor and 25 students in category Kt 1421.

3. 2. 6 Collecting post- data.

Attitude interview was used to accumulate data in order to learn where group work activities improve their speaking skill. In addition, I'd like to find the students' behaviour towards this speaking activity.

3. 2. 7 Analyzingpost - data

This action was evaluated on the results gathered from the post data. Some recommendations for other research were provided from the results of the action research.

An interview was chosen as a data collection tool for this analysis. . The interview was designed by the teacher, based on information I would like to find. The students' interview contains 5 questions. (See appendix 1).

In order to help interviewees understand all the questions evidently, 5 questions were translated into Vietnamese.

Chapter 4: Consequence and discussions

This chapter provides the results of the action research. The demonstration involves the explanation of the original result from the interview, the information on the findings from this effect.

4. 1. Initial data.

4. 1. 1 Results from pre-students' interview.

  • Question 1: The students' self - assessment with their English speaking skill in group work activities.

Most of the students (4 out of 6) accepted that their speaking skill in group work's conversations was bad, even very bad. They found it very complicated. Only 1 third (2 out of 6 students) started that the speaking skill was not a major problem in their British learning.

  • Question 2: Students' desire for getting involved in group work activities.

Question 2 asked students if they liked to take part in group work activities. Students' answers confirmed that a majority (4 out of 6) said no to the question. They are simply from the first and the last group. Within their opinions, they wish to have more help from other classmates, whose British is preferable to their because they are lack of speaking skill and worried of asking their professor a whole lot.

Only one third of students (2 out of 6) portrayed that they are thinking about this speaking activity since it allows them have more opportunities to practice in English.

  • Question 3: Troubles of learners' while participating.

Question 3 targeted to collect problems the students experienced to deal with while taking part in group work activities. Two students from the fragile group complained that that they had a great deal of troubles and the most difficult one is without a leader team. They didn't know what to state, how to start out and communicate their ideas, their opinions in English with a subject in conversations. Two other students from the last group described that that they had too much difficulty. They often could not understand plainly all the noun phrases and expressions when their professor taught and described in British. That was the key reason that they often times spent time chatting or reading funny experiences and made sound in the school. Other people' English level is the same so they wish to have a chance in their relaxing in group work activities. Only one third (2 out of 6), who are incredibly confident and self-employed in studying, began that they did not have any problems atlanta divorce attorneys group work speaking activity but sometime they were not satisfied when there is too much sound from the fragile group. .

  • Question 4: Learners' attitude towards teacher's monitoring their seats in group work activities.

As can been observed in question's result, a majority students were looking forward to it (4 out of 6). They can be from group one and three. One scholar from the strong one was not ready to admit that. She was frightened that, she is ready to help team mates but she would spend too much time explaining lessons for the vulnerable ones in the team. The past college student from the strong group had good attitude towards changing their car seats.

  • Question 5: Learners' opinion kids of team member they prefer to work with.

Six interviewees had the same thoughts and opinions that they don't care of the.

4. 1. 2. Finding from the initial data

As can be seen from the info examination from students interview, the first calendar year students would like to be a part of group work activities until you will see some chances in organizing, especially their car seats, and associates. Many of them, especially from the first and the previous group are looking forward to this. In addition to this, I try to clarify lessons more clearly to help students understand better.

In order to defeat these problems, I will think about how to arrange group work activities they can work effectively and better and what to do to help make the activities been done properly. When arranging group work, the first point should be studied into consideration is selecting group work member. The students always remain in the same place since this means that they can always be in the same group, which can provide climb to boredom over a prolonged period.

From the id of the problem mentioned above, the next hypothesis was chosen: In case the educator rearranges students' car seats in group work activities and changes something in the way of coaching, students will be full of interest in participating in group work activities, and their speaking skill will be better.

4. 2. Action Plan

The action plan was conducted to check on the chosen hypothesis and more importantly to provide the answer to the two 2 Research Questions.

The action execution was taken place for 3 weeks, during 6 course hours of British with these steps:

The first, students aren't permitted to choose their partners or group mates because this took place in the first term and better students often sat jointly and so performed the weak ones. Participants are in merged ability group, consisting 4 associates. A group should have a mixture of a weaker and a more robust student because the more able students can help their less fluent or experienced friends, the procedure of assisting will such strong students to comprehend more about the terminology themselves.

Secondly, I needed better to take some important things into my account to conquer these problems mentioned previously such as instructions, monitoring. Showing the experience to the class is a major in its success. Therefore, it is a good idea for me personally to keep training simply in case necessary can use the mother tongue, however I also should try to use English as much as possible because both explaining and assessing activities is an extremely real use of words in a school room situation. Providing many examples and presenting the learners a "trial run" are usually good ideas. Moreover, when activities are in progress, my main task is to move around the school and "listen in" immediately in order to find out how the members are getting on well. I believe, I should not correct students' faults of language throughout a group activity but I should take note of them and utilize them as the foundation of opinions. The members should be told that the tutor is designed for consultation if they need

During 6 class hours, students in 3 teams were divided in different groups with separated functions. The students from the weakened one possessed help from new group associates, seemed to be a part of discussions positively and the strong ones possessed opportunities to help their friends. They talked about together positively with the opinions.

Post-interview was used to accumulate post- data after the action plan completed. The five pre-interview questions were used again.

Result from post-interview

Students' problems

Pre-action

Post-action

Noise from weak group

2

0

Fear of speaking

4

2

Low participation

2

0

Use of mother tongue

2

0

Difficulty in understanding lessons

4

1

Arrange their seating in group work activities

4

0

     

It is clear from the pre-interview' results that most students' problems have been reduced. There was not noise in group work activities. Only two students from the poor group were still shy when they spoke. They used to keep silent during group work activities, but now their participation is not low. They began to have ideas in group's discussions. Four students from the first and the previous group complained about their challenges in participating. After 3 weeks, they had just a little one because of rearranging their chairs and getting a leader team. It's very helpful for them to speak English better. Most of students are thinking about their new seat

Chapter 5: Conclusion

5. 1. Brief summary of the study

It is not a new idea to work with group work activities in improving learners' speaking ability. In many teachers' ideas, this speaking ability no doubt gives big and necessary benefits not only teachers but also learners. In such a study, the consequences of group work on the students' contribution and achievement have been proven and learners' frame of mind towards this speaking activity bas been investigated. The analysis has offered many great results through regards to quantitative and qualitative analysis. The first, a great deal of students as the members in the study expressed their curiosity about getting involved in group work activities. The next, through the execution of the research, the better and friendlier relationship between team members has been proven. A lot of the students showed that their speaking skills in British were developed and upgraded significantly. Therefore this research helped me and my fellow workers have significantly more chances to learn students' weaknesses and talents during their participating as well as their dreams, feelings, problems and expectations uncovered through their assignments. It is valuable way to obtain personal information for teacher to know and helps the instructor adjust and fortify her role as a facilitator, an educator and a teacher in classroom activities.

The increasing quantity of learners' relationship in the post- group work activities support the opinion that the majority of students in an organization worked better with each other in order to attain the purpose of the group incidentally they asked question, responded others, clarified and explained opinions and suggestions to associates. The weak students were more confident when they asked for help from better associates in the group as the participants were prepared and prepared to help. Additionally they noticed comfortable to encourage the fragile ones to take part in exercising group work activities as the good students find out that through doing these things, their oral communication skills and a great many other academic skills, for example level thinking skill, critical thinking skill to clarify evaluate, discuss, formulate idea. . . have been better. Using group work effectively can help students become more independent, assured and responsible. That is very good because they can have and use many suitable learning strategies in their learning for a long time.

5. 2. Constraints of the analysis and suggestions for further studies.

This action was designed to improve teaching and learning in group work activities. Like many action research, definitely it has limitations.

Firstly, the finding could not be generalized and should be interpreted with caution by using to other contexts.

Secondly, the individuals are just the first calendar year students not the second or third ones, who've more experience in learning English and in getting involved in a teamwork.

Moreover, only the way to develop speaking skill is proved while group work activities could be utilized to instructing other built-in skill for students such as hearing, writing, reading and undoubtedly, speaking.

5. 3. Pedagogical implications of the study

English lessons are believed good opportunities to practice this terminology. Students can have help from their professors and their classmates. Additionally, to encourage students on the original trying of studying and increasing their practicing English, teachers of British may supply some investment to arrange and use the program over a bigger scale such as student-organized English speaking clubs, British students' newspaper offering necessary experience in learning this words, important knowledge and main skill to learn British better.

In addition, when arranging group work activities, these important factors should be studied into consideration: setting up a group work activity, controlling group work effectively, managing group successfully.

Further more, the realization of the study has proved the orientation and confirmed the practicality of using group work in teaching British in Vietnamese education, especially in college or university context, where a lot of instructors use traditional way and students depend on them a lot. Group work activities are incredibly important and essential for Vietnamese students, especially the first 12 months students, who have finished senior high school, where instructors use traditional methods of teaching English a lot. Taking part in group work activities can help them enhance their independent working, have more critical thinking skills.

 

REFERENCES:

Byrne, D (1981). Communication in the classroom. England: Longman.

Cambridge: Cambridge University Press.

David, B. G (1993). Tools for teaching. Jossey - Bass Publishers

Doff, A. 1988. Coach English; An exercise course for Professors. Cambridge: Cambridge University Press.

Edge, J (1992). Cooperative development: Professional self applied- development through co-operation with colleagues. Hong Kong: Longman

Johnson, D. W. , Johnson, R. T and Smith, K. A. (1991). Cooperative learning: Increasing College or university Faculty Instructional Efficiency. ASHE - FRIC ADVANCED SCHOOLING Survey No. 4. Washington, D. C. : College of Education and Human Development, George Washington University or college.

Nunan, D. (1989). Developing duties for the communication class room. Cambridge: Cambridge College or university Press.

Nunan, D. (1987). Applying Second Terminology Acquisition research. Adelaide: National Curriculum Learning resource centre

Nunan, D. , & Lamb, C. (1996). The self - directed professor: Managing the learning process. Cambridge: Cambridge University Press.

Richards, J. C. (2004). Communicative vocabulary teaching today. Suggestions. 26(2), 3- 10.

Richards, JC & Lockhart, C (1994). Reflective teaching in Second Dialect Classroom. CUP

Ur, P (1996). A course in Language Teaching. CUP

Wongsuwana, T. (2006). Speech could learn. Thailand Education Journal. June, no. 21, 44- 50

Appendix 1

Pre-Interview questions for students.

1. How will you feel about your degree of speaking skill?

2. Do you like to be a part of group work activities? Why or you will want to?

3. What issues can you often package with in taking part in group work activities?

4. What do you think if the instructor rearranges your seating in group work activities the next time?

5. Which team mates do you liketo work with? female or male?

APPENDIX 2

Post-Interview questions for students

1. How do you experience your degree of speaking skill?

2. Do you want to be a part of group work activities? Why or why not?

3. What challenges will you often offer with in getting involved in group work activities?

4. What do you think if the educator rearranges your car seats in group work activities next time?

5. Which team mates do you want to work with? male or female?

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