Sáng kiến kinh nghiệm improving speaking skills for rural students through collaborating with students from other countries via skype

Nội dung tóm tắt: Sáng kiến kinh nghiệm improving speaking skills for rural students through collaborating with students from other countries via skype

1. IV = able to use the language fluently on all levels normally pertinent to professional needs. Can participate in any conversation within the range of this experience with a high degree of fluency. III = can discuss particular interest of competence with reasonable ease. Rarely has to grope for words. II = can handle with confidence but not with facility most social situations, including introductions and casual conversations about current events, as well as work, family and autobiographical information. I = (no specific fluency description. Refer to other four language areas for implied level of fluency.) Comprehension V = Equivalent to that of an educated native speaker. IV = can understand any conversation within the range of his experience. III = comprehension is quite complete at a normal rate of speech. II = can get the gist of most conversation of non-technical subjects (i.e., topics that require no specialized knowledge) I = within the scope of his very limited language experience, can understand simple questions and statements if delivered with slowed speech, repetition, or paraphrase. Task V = speaking proficiency equivalent to that of an educated native speaker. IV = would rarely be taken for a native speaker but can respond appropriately even in unfamiliar situations. Can handle informal interpreting from and into language. III = can participate effectively in most formal and informal conversations on practical, social, and professional topics. II = able to satisfy routine social demands and work requirement; needs help in handling any complication or difficulties. I = can ask and answer questions on topics very familiar to him. Able to satisfy routine travel needs and minimum courtesy requirements. According to Harris (1974) there are five components of speaking skill concerned with comprehension, grammar, vocabulary, pronunciation, fluency. a) Comprehension For oral communication, it certainly requires a subject to respond, to speech as well as to initiate it. b) Grammar 7
2. It is needed for students to arrange a correct sentence in conversation. It is in line with explanation suggested by Heaton (1978: 5) that students’ ability to manipulate structure and to distinguish appropriate grammatical form in appropriateness. The utility of grammar is also to learn the correct way to gain expertise in a language in oral and written form. c) Vocabulary Vocabulary means the appropriate diction which is used in communication. Without having a sufficient vocabulary, one cannot communicative effectively or express their ideas both oral and written form. Having limited vocabulary is also a barrier that precludes learners from learning a language. Without grammar very little can be conveyed, without vocabulary nothing can be conveyed. So, based on this explanation, the researcher 6 concluded that without mastering vocabulary sufficiently is English learners will not be able to speak English or write English properly. d) Pronunciation Pronunciation is the way for students‟ to produce clearer language when they speak. It deals with the phonological process that refers to the component of a grammar made up of the elements and principles that determine how sounds vary and pattern in a language. There are two features of pronunciation; phonemes and supra segmental features. In speaking, pronunciation plays a vital role in order to make the process of communication easy to understand. e) Fluency Fluency is the ability to read, speak, or write easily, smoothly and expressively. In other words, the speaker can read, understand and respond in a language clearly and concisely while relating meaning and context. Fluency can be defined as the ability to speak fluently and accurately. II.PRACTICAL BACKGROUND Nowadays, English as a means of communication and entertainment is no longer strange to students, especially to those who live in big cities. Children are sent to English centres to learn with native teachers at a very young age. However, students in my town do not have any opportunities to speak with foreigners because my town is small and far from big cities. Furthermore, there have not had English centres for many years. Most of students are not confident when they speak English or give their own opinions. To motivate students speaking confidently or naturally, I ask students to speak a lot, do role play and record videos to practice more and more.I always change my teaching methods to be suitable for my students in different situations. And I usually search educational information to adapt my lesson plans on the internet, join in many groups of innovation teachers. Then I found that skype is the 8
3. best way to use English in a real-life situation and I think it is worth much more than just another worksheet. III. PRACTICAL APPLICATION IN USING SKYPE TO IMPROVE STUDENTS’ SPEAKING SKILLS. I have used skype in the classroom since 2017. After connecting with many teachers and students from different countries, I believe that skype is a useful tool in teaching and learning languages. Below are the activities which were completed at school. 1. Mystery Skype - The global guessing game helps kids learn about geography, culture, and the similarities and differences of how children live all over the world. - Play Mystery Skype with a class from Israel 9
4. - Play Mystery skype with a class from India - Play Mystery Skype with a class from Turkey 10
5. - Play Mystery skype with classes from Brazil and from Canada - Play Mystery Skype with classes from the USA 11
6. 2.Virtual Field Trips - We met a teacher from India to visit the Dinosaur museum. - To celebrate Earth Day, my students had a chance to travel the USA farm to learn about animals. They knew how to feed the animals and love animals so much. 12
7. - My students joined in the Virtual Field Trip "Meet a Penguin and learn about EarthDay". 13
8. 3. Guest Speaker - We invited teacher Mohammed from Egypt, he introduced his country and language. - My students met a special guest speaker, who talked about his country from Serbia 14
9. -We invited a teacher from Brazil to talk about her country. - We invited teachers from Russia as Guest Speakers to introduce their country and talk about their cultures. 15
10. - We had a wonderful Skype session with American Katherine Petrole based at Corinth Greece, we were grateful to Katherine Petrole for accepting our request as Guest Speaker, Katherine Petrole is Museum professional and lifelong learner with nine years of museum experience. She has managed collections of over 300,000 objects and records. Current Country: Greece Location: Ancient Corinth, Greece - To celebrate WRAD (World Read Aloud Day), my students connected the writer Lisa who is from the USA to learn how to write a story and she introduced her novels. 16
11. 4.Classroom to Classroom connection Using Skype in the classroom helps us connect many countries all over the world. We have created many English lessons for our students to learn and exchange their knowledge. A few years ago, I connected with many classes from Egypt, Japan, the USA, India, Sweden, Germany, Cyprus, France, etc. These are pictures that we took when we completed classroom to classroom connection. - A class from Cyprus - A class from Japan 17
12. - Classes from European countries 18
13. 5. Skype collaborations - Connect with other educators and classes around the world and collaborate on specific projects such as traditional holidays, International Peace Day, Earth Day, Ocean Day, World Read Aloud Day and European Language Day. 19
14. PART III: CONCLUSION 1.Results of the experience application Skype not only have helped my students meet a lot of friends, improve their speaking skill and motivate my students speak English in natural way, but also help me receive the gift from Microsoft Education Community in my country. Students learnt the cultures,languages, and customs of a lot of countries. Furthermore, they are more confident to speak English with foreigners and express their thoughts at school and their community.Using Skype in the classroom bringsme a lot of friends around the world and students to become global citizens. 21
15. 2. Recommendation - There are many platforms for teachers to connect such as zoom, google meet, teams and hangout. - Teachers can join in many groups on Facebook to find classes such as: + Skype in the classroom: + Mystery Skype: +Skype with world kids : - Teachers also join many groups in Skype and post plans on Twitter. - If classes have different zones and cannot match, using Flipgrid or Padlet instead. 3. Suggestions for further study Using Skype or other platforms to teach Sustainable Development Goals (SDGs). Since their launch in September 2015, the UN’s Sustainable Development Goals have been increasingly taken up by schools as both an educational theme and learning tool. There have been a number of initiatives, policies and organisations pushing for greater awareness of the 17 SDGs aimed at ending poverty, protecting the planet and ensuring prosperity for all. The SDGs contain a set of values, knowledge and skills that can help schools reflect upon what they do and why they do it and, indeed, what education is for and why they got into teaching in the first place. The SDGs place human rights values, human responsibility and human progress at the very heart of learning. 23
16. REFERENCES Brown, H. Douglas. 2004. Language Assessment: Principles and Classroom Practices.San Fransisco State University. Harmer. (2007). The Practice of English Language Teaching. Fourth Edition. England: Pearson Education Limited Harris, David. 1974. Testing English as a Second Language. New York: Mc. Graw. Hill Book Company. Quianthy, R, L. 1990. Communication is Life: Essential Collage Sophomore Speaking and Listening Competencies. Annandale, VA: Speech Communication Association. 24