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ine of the study.

This research consists of five chapters, organized as follows:

Chapter 1: Introduction

This chapter provides the background to the study, the statement of the problem, the aims, the significance of the study. It also includes the scope and the outline of the study.

Chapter 2: Literature Review

This chapter presents a review of related literature that provides the theoretical backgrounds of speaking and general principles of group work. Some previous research on this is also mentioned.

Chapter 3: Methodology

This chapter describes the research method used in this research. It gives details of the characteristics of the participants, description of the data collection tool. Detailed information about research procedures is also provided. This chapter ends with the summary.

Chapter 4: Data analysis and findings

This chapter presents and analyses the collected data, discusses the results and major findings from the quasi- experiment.

Chapter 5: Recommendations and Conclusions:

This chapter summarizes the research, which is hoped to be of some help to the improvement of students' participation in speaking activities at VIC. Limitations and suggestions for the further research are also included in this chapter.

第二章：文学观点-CHAPTER 2: LITERATURE REVIEW

2.1. Overview of teaching speaking

There are many definitions about “what is speaking?” from many researchers. In an excellent review of the research, Chaney and Burk (1998) defines speaking as “the process of building and sharing meaning through the use of verbal and non- verbal symbols, in a variety of contexts”(p. 13). When students are taught in the right way with right activities, speaking in class can be a lot of fun, students can interact with each other easily. By contrast if students do not learn how to speak or do not get any chance to speak English in class they may soon lose interest in learning.

Nunan (2003) defines “teaching speaking” is to teach ESL learners not only to produce the English speech sounds patterns, use word and sentences stress, intonation patterns of the second language, but also to select appropriate words and sentences according to the proper social setting with meaningful and logical sequence.

To sum up, one of the most important parts of second language learning is teaching speaking. It helps students both communicate efficiently and have success at school and later life. Therefore it is essential that teachers should pay a great of attention to teaching speaking in class (Kayi, 2006)

2.2. Students' participation in speaking activities.

2.2.1. Definitions of students' participation.

According to Peacock (1997), Students' participation is defined in term of on task or off task in classroom activities. This means that students are on task when they engage and pay attention on all activities required in class, and students are off task when they have a “a complete lack of attention to the task” (p.155). They do not care what is happening around them and ignore teachers' requirement.

2.2.2. The role of students' participation in the second language learning.

Students' participation plays a major role in language learni