Vietnam national university, Hanoi
University of languages and international studies
Post-graduate Department
Hoàng Thị Dự The use of Warm-up activities in speaking
lessons in Yen Lang high school: A case study
(Việc sử dụng các hoạt động tiền dạy nói trong giờ dạy nói ở
THPT YêN lãNG, điển cứu) MA. Minor thesis Field:
Methodology

Code:
601410


Hanoi- 2009

iv
Table of contents
Declaration i
Acknowledgements……………………………………………………………………… ii
Abstract iii
Table of contents iv
List of abbreviations and tables vi
Introduction 1
1. Rationale 1
2. Aims of the study 2
3. Scope of the study 2
4. Methodology 2
5. Significance of the study 2
6. Structure of the study 3
Chapter 1: Literature Review 4
1.1. Aspects of speaking 4
1.1.1. Purpose of speaking 4
1.1.2. Participants in speaking 4
1.1.3. Medium of speaking 5
1.1.4. Differences between speaking and writing 5
1.2. Teaching of speaking in different approaches 6
1.2.1 Teaching of speaking in the Grammar translation method 6

3.3.2. Teachers’ difficulties while practising warm-up activities 30
3.3.3. Teachers’ difficulties when evaluating the use of warm-up activities 31
3.4. Research question 4: Teachers’ satisfaction of their employment of warm-up
activities 32
3.5. Research question 5: Students’ satisfaction of their teachers’ employment of
warm-up activities 32
Conclusion 34
1. Major findings 34
2. Pedagogical implications from the findings 36
3. Limitations of the study and suggestions for further research 36
References 38
Appendices 40

vi
List of abbreviations and tables

Abbreviations
CLT: Communicative language teaching
FL: Foreign language
CFL: College of foreign languages
TS: Teaching of speaking
WAS: Warm-up activities
Y L: Yen Lang

Tables
Table 1.1: Differences between speaking and writing
Table 1.2 : Common approaches to teaching speaking
Table 2.1: Number of students in each group
Table 3.1: Teachers’ frequency of using WAS and their years of teaching experience
Table 3.2: Teachers’ frequency of using WAS (Information from teachers)

the society in the new context.
However, teaching speaking in a classroom environment faces certain difficulties. For
example, students often experience lack of knowledge, words and expressions needed for
speaking or motivation to speak. They even suffer from shyness or lack of confidence. Thus,
arousing students’ interest as well as providing them some language preparation is an essential
part to prepare for students to speak. In spite of not being a main task warm-up activities
contribute to the success of speaking lessons.
The importance of warm-up activities in learning English has been confirmed in many
studies. For example, it has been found out that pre-reading techniques have great impact on
the students’ motivation to read (To, 2007) and brainstorming before speaking tasks
encourages better learning (Cullen, 2008). However, practicing warm up activities in a school 2
which has adopted communicative method for only four years like YL high school is still a
new technique and requires great efforts from teachers. To see how the teachers in YL high
school use warm-up activities in speaking lessons encourages the author to carry out this
study.
2. Aims of the study
The study aims at investigating the use of warm up activities in speaking lesson in YL
high school. The study is carried out to answer the following questions:
1. How are warm-up activities employed in term of frequency and purpose?
2. How do teachers perceive warm-up activities in term of importance?
3. What are the difficulties teachers often encounter when preparing and conducting
warm-up activities?
4. How satisfied do teachers feel with their employment of warm-up activities?
5. How satisfied do students feel with the employed warm-up activities?
3. Scope of the study
The study focuses only on examining the use of warm-up activities in speaking
lessons. The participants are all teachers of English and 315 students among 1350 students in

1.1. Aspects of speaking
1.1.1. Purposes of speaking
Speaking is to interact with other people in expressing themselves and forming social
relationships through speech (Bygate, 1987). The main purpose of speaking is to communicate
with other people. By speaking we can express our thoughts, our ideas that we like other
people to understand (Fulcher, 2003). According to Nunan, communication in speaking can be
expressed into two ways: information routine and interaction routine. In information routine,
only speakers provide information. For example, speakers tell a story, describe something or
give a set of instruction. In interaction routine both speakers and listeners participate in the
conversation (Nunan, 1999). For example, speakers and listeners interact at the party, in an
interview or in a discussion.
1.1.2. Participants in speaking
Participants in spoken communication play roles as speakers and listeners. The speaker
has to plan and organize the message and to control the language being used in the
communication (Fulcher, 2003). When we speak, we usually need to be in the same place and
time as the listener. Despite this restriction, speaking does have the advantage that the speaker
receives instant feedback from the listener. The speaker can probably see immediately if the
listener is bored or does not understand something. Then he can modify or correct himself or
improve what he has already said (Bygate, 1987).
On the other hand, the listener in oral communication can give immediate reaction to
what is spoken. According to Bygate, the listener is “in front of us and able to put us right if
we make mistakes. He can also generally show his agreement and understanding or
incomprehension and disagreement” (Bygate, 1987:12). 5
Thus, the speaker and the listener are the people who can directly use spoken language
to communicate with each others. They can adjust a message immediately so that
understanding can be improved.
1.1.3. Medium of speaking

- Speakers can use voice (pitch,
rhythm, stress,) and spoken
- Writers rely on words to express
meanings and ideas 6
language to convey messages.
- Speakers use less formal
language and may make mistakes.
- Speakers use pause and
intonation.

- Writers use more formal language
with correct grammar.
- Writers use punctuation.
Rules
- Speakers have to follow rules of
speech and strategies in speaking.
- Writers have to follow written
discourse, for example, grammar
rules.
Time
limitation
- Spoken language is more
affected by time limitation.
- Written language is less affected by
time limitation.
Table 1.1: Differences between speaking and writing
(Fulcher (2003) and Bygate (1987))

1.2.2 Teaching of speaking in the Direct method
In the direct method, speaking is gradually formed. Speaking is fostered through
repeating after teachers and the use of target language in the classroom (Fulcher, 2003). This
approach was developed initially in reaction to the grammar translation method in an attempt
to integrate more use of the target language in instruction. Richards and Rodger (1986:19)
described the principles and procedure of the method as follows:
- Classroom instruction is conducted exclusively in the target language.
- Oral communication skills are built up in graded progression organized around
question and answer exchange between teachers and students in small, intensive
classes.
- New teaching point is introduced orally.
- Both speech and listening comprehension are taught.
- Correct pronunciation and grammar are emphasized.
This method helps students to expose to the target language situation but their speaking
abilities are not intentionally developed. As the language used in teaching and learning is the
target language, students who are taught in this way are presented and must present their 8
thought in the target language. However, they are trying to express themselves in the target
language with insufficient knowledge about the language because all statements they learn
relate to the classroom. Thus, students’ can hardly use spoken language to communicate as
speaking outside the classroom is not considered.
1.2.3. Teaching of speaking in the Audio-lingual method
In the Audio-lingual method, speaking is intentionally developed; especially, native-
like pronunciation is highly emphasized. The process of learning speaking is formed by habit
formation through repetition, imitation and drills in term of stimulus response (Stern, 1983).
Followings are Rivers’ summarization of the principles of the method:
- The principle of language learning is habit formation. New material is presented in
form of a dialogue. The method fosters dependence on imitation, memorization of set

- Authentic and meaningful communication should be a goal of classroom activities.
- Fluency and accuracy are important dimensions of communication.
- Communication involves the integration of different language skills.
- Learning is gradual process that involves trial and error (Richards, 1983).
Students who are taught in this way are exposed to a lot of target languages in use. In
doing communicative activities, students interact in role playing, arguing and debating and use
language in different situations. Although learning and teaching occur in classroom
environment authentic materials, well- designed activities with real- life topics arouse students
feeling that they are performing social interaction. (Byrne, 1987)
In summery, speaking is perceived differently due to the purposes of teaching and
learning languages at different times. The table following summarizes how speaking is taught
in different methods:
Approach
Grammar
Translation
Direct method
Audio – lingual
method
C. L. T
Language
View
Structural
Structural
Structural
Structural
Functional 10
Interactional

learning language
communicatively.
Focus on forms
and meaning
Speaking
skill
Developm
ent
- Little or no
attention for
speaking
- Reading
aloud seen as
speaking

- Fluency and
accuracy in
speaking was
focus by
repetition, and the
use of the target
language
- Fluency and
accuracy in
speaking was
focused by
repetition,
role- play and
drills
- Speaking is learnt

does not know language and “people who know language are referred to as speakers of that
language” (Ur, 1996). Thus, a lot of foreign language learners take up speaking. Teachers are 11
also aware of their responsibility to stimulate students’ speaking abilities. They have adopted
many techniques in teaching and using warm- up activities is one of among these techniques.
1.3. Warm- up activities in speaking
1.3.1 Definitions of warm- up activities
Various definitions refer to warm- up activities as preparing activities. Rankin (1989)
defined warm- up activities as something to prepare for an activity or event. Doff (1998)
pointed out that warm-up activities involve activities organized before students do the main
tasks of the lesson.
Actually, warm-up activities are used to start many activities. In learning foreign
language it is also used in speaking, reading, listening or writing. Thus, warm-up activities for
speaking lesson are activities organized to prepare for students before they perform speaking
tasks.
1.3.2. Purposes of teaching warm-up activities
Warm-up activities prepare students to start new lessons straightforwardly. Followings
are practical purposes of warm-up activities used in speaking lessons.
1.3.2.1. Motivating learners in learning
The primary purpose of warm up activities in learning is to motivate learners
(Saricoban, 2008). Many researchers and methodologists have come to the view that
motivation is important for the success of the learners, especially for language learners. For
example, Brown concluded that “without motivation we certainly fail to make necessary effort
but a learner will be successful with proper motivation” (Brown, 1990:161). If learners are
highly motivated, they are eager to participate in classroom activities and volunteer to perform
them.
1.3.2.2. Introducing the topic of the lesson
Introducing the topic of the lesson is one of the most important activities since the
13
Followings are some common warm-up activities that can be used in speaking lessons.
1.3.3.1. Using games
Using games in warm-up activities can meet teacher’s purpose in attracting students’
attentions and motivating them to learn (Dornyei, 2001). Students are always interested in
playing games and they are eager to take part in game activities. In fact, since game is a
contest of amusement there are a lot of activities which teachers can organize for students to
compete with each others. Teachers can introduce the topic of the lesson using game like
crosswords or hangman, or making students more motivated with games in which a group of
students competes with others like nought and cross, or help (Rankin, 1989). Thus using a
game in a warm-up activity helps teachers draw students’ great attention as well as motivate
students to learn.
1.3.3.2. Using story
Teachers can also use short story or anecdote to introduce the topic and to provide
some necessary words or expressions. By telling or having students read a story teachers can
also introduce the topic of the lesson as well as provide them some useful languages (Rankin,
1989). Students will feel it easier while performing speaking tasks. A strip story or an
unfinished story is an example of this kind of activities.
1.3.3.3. Using visual aids
Using visual aids are attractive way of drawing students’ attention. Visual aids such as
pictures, photographs, real objects or charts can also provide students with cues of the topic as
well as motivate them to speak (Byrne, 1986). Rankin pointed out some principles of using
visual aids as follows. Firstly, visual-aids should be big enough for all of the students to see
without straining to see. Secondly, it should be simple understand and relevant to students, for
example, instead of writing complete sentence teachers should write key words or phrase on
aids. Lastly, it should be interesting and attractive with balance color (Rankin, 1989).
part of her study that students often showed their interest in activities like games or visual
aids. Therefore, using these activities would arouse students’ interest as well as enhance
students’ motivation in learning. WAS like brainstorming was found out to be a motivational
technique in the way it offers students opportunities to activate their existing knowledge as
well as exchanging information with others (Cullen, 2008). When students are motivated they
are eager to participate in the tasks following that.
Secondly, WAS were used to focus students on the lessons (Dawson, 2006). Dawson
concluded from his study that many teachers claimed their students for disturbing noise and
neglecting attitude at the beginning of the lesson. However, participating in an exciting
activity, the students paid closer attention and seemed to be more excited than before. In this
way, a warm-up activity can play a role as an ice-breaking activity that eliminates boring
atmosphere and focuses students on the lesson.
Thirdly, using warm-up activities could help the whole pace of the tasks go on much
faster (Cullen, 2008). Cullen concluded in his study on the use of brainstorming before
speaking task that students who did a brainstorming warm-up activity followed by the
speaking task progressed faster compare to those did only the speaking task. Because of
organization of knowledge and introduction of contextual cues of a brainstorming activity, it
helps students be familiar with words or expression in the speaking tasks. Having knowledge
about what they are going to speak students will get faster progression.
Fourthly, warm-up activity has a strong positive effect on the atmosphere of the
classroom and behavior of the students (Dawson, 2006). Participating in warm-up activities
students may have a feeling that they were playing not working. Stress and tension among
students can be reduced. Therefore, students do not feel being forced but feel more encouraged
to learn.
It is obviously that that WAS play a crucial role in the whole process of teaching
speaking for the fact that good beginning make good ending. If the lesson starts smoothly,
both the teacher and his students can find it easy to progress along the speaking lesson.
However, if students feel bored or too excited with the activity it will cause difficulties for the
teacher to control the class. Therefore, WAS should be well-designed and organized by the


The teachers
There are seven teachers of English in YL high school. One teacher comes from Nghe
An province and the others are from different areas in Me Linh district, Ha Noi. The teachers’
ages range from 27 to 38. Six of the teachers are females and the other is a male. All of the 18
teachers graduated from CFL and most of them have been teaching English in YL high school
since they graduated. Although the teachers used to teach English using the Grammar
translation method, they have been much more concerned with CLT since it was adopted.
The students
The school students are from different areas of Me Linh district. Their ages range from
15 to 19. All of them have learnt English since they were at secondary school. However, their
English are at different levels. Apart from being a compulsory subject, students learn English
for different purposes. For example, some students learn English to take an entrance to their
favorite Universities. Some students learn English for amusement such as listening to music or
reading newspapers and some students learn English for their interests.
2.2. The sampling
2.2.1. The teachers
There were two groups of participants whom the researcher administered the survey
questionnaires to.
The first group was all teachers of English in YL high school. Since the number of
teachers of English in the school was relatively small (seven teachers) all of them were chosen
to participate in the study. As all of the teachers have been teaching English for at least four
years, they have a number of years experiencing in teaching English. Thus, using WAS in
speaking lessons is not a new technique to them.
2.2.2. The students
The second group of participants was 315 students from seven groups of three classes
in the school. Seven groups chosen were the groups taught by seven teachers. The researcher
employed the purposive sampling procedure. The first purpose for which the researcher

46
11A5
47
11A6
45
12A3
45
12A6
43
Table 2.1: Number of students in each group 20
2.3. Data collection
2.3.1. Data collection instrument
The research instrument used in the study was survey questionnaires. Two sets of
questionnaires were designed and administered to two groups of participants. Followings are
description of the two sets of questionnaires
Description of survey questionnaires for teachers
At the beginning of the questionnaires participants were asked to give their background
information including their age, their years of teaching and their hometown. No specific
names of the participants were required.
The main part had twenty four items that belonged to five parts in the survey
questionnaires.
Part A had one question that aimed at examining the teachers’ frequency of using
WAS. Five levels of use were designed correspond to five numbers from one to five, in which
number 1 for “never”, number 2 for “occasionally”, number 3 for “sometimes” , number 4 for
“usually” and number 5 for “always”. Participants were divided into three groups: high level,
moderate level and low level of using WAS. To be specific the teacher who “usually” and
“always” used WAS belong to the high group of WAS use. The teachers who “sometimes”