Báo cáo nghiên cứu khoa học: Exploring challenges and strategies in listening and speaking English skills among VNU-IS staff in their thirties

VIETNAM NATIONAL UNIVERSITY, HANOIINTERNATIONAL SCHOOL STUDENT RESEARCH REPORT EXPLORING CHALLENGES AND STRATEGIES IN LISTENING AND SPEAKING ENGLISH SKILLS AMONG VNU-IS STAFF IN THEIR TH

VIETNAM NATIONAL UNIVERSITY, HANOI

INTERNATIONAL SCHOOL

STUDENT RESEARCH REPORT

EXPLORING CHALLENGES AND STRATEGIES IN LISTENING

AND SPEAKING ENGLISH SKILLS AMONG VNU-IS STAFF

IN THEIR THIRTIESCode: NN.NC.SV.23_07Supervisor: Duong Thien Ha

Nguyen Viet HungTeam Leader: Pham Minh Dung

ID: 22070214Class: BEL2022B

Ha Noi, April 17, 2024

TEAM LEADER INFORMATION

II Academic Results

Academic year Overall score Academic rating

1°! semester of 2"4 year 3,42 Good

III Other achievements:

Hanoi, April 17, 2024Advisor Team Leader

We wish to express our deepest gratitude to Mrs Duong Thien Ha and Mr.Nguyen Viet Hung for their invaluable guidance and support throughout ourresearch assignment Their thorough attention to detail, expertise, and carefulnesswere crucial in helping us to stay on the right track and complete our scientific

research successfully.

Their guidance and support helped us to navigate the complex research processwith ease They provided us with insights and ideas that were instrumental inshaping the direction of our research They were always available to answer ourquestions, offer feedback, and provide constructive criticism that pushed us toimprove our work

Without the contributions of Mrs Duong Thien Ha, Mr Nguyen Viet Hung, andother advisors, we would not have been able to complete this research Theirdedication, expertise, and commitment to excellence were essential in helping us toachieve our goals

We are truly grateful for their significant contributions and look forward toworking with them on future projects Their guidance and support have beeninvaluable to us, and we feel privileged to have had the opportunity to work with

such talented and dedicated individuals We hope to continue to collaborate with

them in the future and to learn from their vast experience and knowledge

Student

Pham Minh Dung

TABLE OF CONTENTS

ACKNOWLEUZMENL - <- 5< 6 2 9 9 9 HT cọ TH cọ 0000.000.0000 00.000.000 0000100000091 00098008 4 L.).^5 0.20 4: -+-11 Keywords: “ CONTENT 1 3- 45d

3 Listening and Speaking skills

4 Difficulties in Listening and Speaking in adults

4.1 Interlingual Translation

4.2 Pronunciation Problem

RESEARCH METHODS

1 Context of the study

2 Research design: Mixed methods

In an increasingly globalized world, proficiency in English has become a vital assetfor individuals seeking to enhance their career prospects and engage ininternational communication However, for adult learners, particularly staffmembers at VNU-IS, the process of acquiring English language skills is oftenfraught with challenges influenced by their native language, Vietnamese This

study explores the impact of the mother tongue on English language acquisition

among VNU-IS staff in their thirties, focusing specifically on the areas oftranslation, pronunciation, listening, and speaking skills

Through interviews and observations, we have identified common patterns of behavior and linguistic tendencies among adult learners, highlighting the pervasive

reliance on translation and the influence of the mother tongue on pronunciation

We also examine the challenges faced by learners in comprehending andresponding to spoken English, often resulting from the interference of their nativelanguage

The findings of this study underscore the need for targeted interventions andstrategies to address these challenges effectively By advocating for immersivelanguage environments, communicative language teaching methods, and targetedpronunciation practice, we aim to provide practical solutions to enhance theEnglish language learning experiences of adult learners at VNU-IS

Keywords: English Acquisition, Speaking, Listening, translation, pronunciation,

-Vietnamese: Kham phá những thách thức va chiến lược trong kỹ năng Nghe và

Nói tiéng Anh cua can bộ VNU-IS ở độ tuôi 30

to enhance their career and living environments However, a prevalent view in

Vietnamese society is that "you can't learn after 30" [2], which poses a challenge

for those wanting to develop their English communication skills at this age

A perspective highlights the significant impact of one's mother tongue in English

language absorption and usage, an aspect that is not always acknowledged in

English learning research or participation

Therefore, our project “Exploring Challenges and Strategies in Listening andSpeaking English skills among VNU-IS staff in their thirties” focuses onunderstanding the unique challenges faced by VNU-IS staff members in their 30s

in learning English, which are influenced by their mother tongue, then proposingsuitable strategies to help overcome these obstacles

2 Aims of the study

Our project, titled "Exploring Challenges and Strategies in Listening andSpeaking English skills among VNU-IS staff in their thirties", seeks toinvestigate the challenges faced by VNU-IS staff members in their 30s whenlearning English With a particular focus on the impact of their mother tongue in

this specific age group, the study's objectives are meticulously designed to not only

identify barriers but also to propose and evaluate effective methods for overcoming

these obstacles The detailed aims are as follows:

e To identify the primary challenges encountered by VNU-IS staff members in

their thirties when developing their English listening and speaking skills

e To examine the influence of the participants' mother tongue on their

proficiency in English, specifically within the context of the 30s age group

e To propose innovative approaches and techniques tailored to address the

identified challenges and facilitate improvement in English language skillsamong individuals in their thirties

3 Research questions

e How does mother tongue impact on language acquisition and pronunciation

of adults?

e How does interlingual translation negatively influence the performance of

adult learners when communicating?

e Does pronunciation constrain effective communication?

e What are the strategies to solve the challenges of acquisition and

pronunciation of adults?

4 Methods of the study

The study will employ a mixed-methods approach, integrating quantitativesurveys with qualitative interviews to gather a comprehensive understanding of

the experiences and perceptions of VNU-IS staff The quantitative component will

measure the prevalence of challenges Moreover, the qualitative interviews will

delve deeper into the actual issue related to the spontaneousness andcommunication skills, providing context and depth to the quantitative findings.Additionally, our project also uses direct observation sessions to complement thesurveys and interviews We will observe the general challenges that adults facefrom real-life situations, then analyze the data accumulated; and finally

recommend some appropriate strategies to improve their language skills.

By triangulating data from these three methods, the study aims to draw the whole

picture of the language acquisition for VNU-IS staff in their thirties.

5 Scope of the study

This study is focused on VNU-IS staff in their thirties, a demographic that

represents a significant portion of the adult learning community but is often

underrepresented in language learning research.

The other aspect concentrates on the interference of mother tongue in secondlanguage acquisition and pronunciation, which affects adult learners’

communication skills.

6 Significance of the study

The significance of this study extends beyond the immediate context of VNU-IS,

touching on broader implications for adult language learning By focusing on the

listening and speaking skills in English among staff in their thirties at VNU-IS

Through this multifaceted analysis, the study aims to make a significant impact onindividuals in acquiring foreign languages Its findings will not only benefit the

VNU-IS community but also offer valuable insights for learners in Viet Nam,

advancing our understanding of adult language acquisition

LITERATURE REVIEW

Learning is the continuous and ongoing process of human beings which takes placefrom the beginning of birth till death It is considered to be the fundamentalprocess for individuals to survive and adapt to any internal as well as externalenvironment During the whole process of human growth , language acquisition is

a vital part which contributes massively to the development of one’s brain function

1 Language Acquisition

According to wikipedia [3], Language acquisition is “the process by whichhumans acquire the capacity to perceive and comprehend language In otherwords, it is how human beings gain the ability to be aware of language, tounderstand it, and to produce and use words and sentences to communicate”.Language acquisition is the innate ability and is the natural development processwhich is an exclusive characteristic of human beings compared to other species Language acquisition can be divided into two types : first language acquisition andsecond language acquisition There are some distinctive characteristics of the two

which somehow differ from each other

1.1 First language acquisition:

“First language acquisition” is the term that commonly refers to how childrendevelop their first language ever since they are born This acquisition processcommences at the initial stage of age since babies do not have the ability to speak ,they only deliver their messages by babbling or crying Nonetheless, there is somescientific research that has shown that even fetuses actually listen and differentiatesome vowels, sounds and the rhythm of language According to Eve V Clark(2016,4), children are exposed to language from birth, surrounded byknowledgeable speakers who offer feedback and provide extensive practice every

day and through conversation and joint activities, children gradually obtain the

language that is being used around them This early stage of age is called “the

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critical phase” of learning any language since infants acquire languageinstinctively and unconsciously , without any intense or purposeful effort.

1.2 Second language acquisition

According to EDRC, Dhaka, Bangladesh (2017, 5), Second language acquisition islearning and acquisition of a second language once the mother tongue or first

language acquisition is established In other words, second language acquisition

occurs when one studies another language in addition to their parent language Thisprocess mainly builds on the existing language framework in their brain which is

obtained throughout the process of their native language’s development since they were born.

2 Cognitive Differences in Language Acquisition between Children and

Adults

There is some scientific research that explains a variety of reasons for this But inthis research, we will analyze the primary and essential factors that causes thedistinction in language acquisition between adults and children

2.1 In Children

The process of children acquiring their first words is called first language

acquisition (as we have mentioned above) It is observed that children absorb

language effortlessly and subconsciously The reason for that is the fact that theyare acquiring language by their self-analysis and self-discovery, called “ Induction”,

according to Steinberg (2001,6) This process happens in children‘s brain

subconscious systems, allowing them toacquire language naturally (qualitative),and the amount of vocabulary and structures that they gain will develop in syncwith their growing process (qualitative)

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2.2 In Adults

Adults generally learn a second language through their second language

acquisition, which may be similar to first acquisition in the quantitative elementbut technically different in the qualitative element The method of this second

language learning is generally conscious and attached to a certain purpose In the process of learning a second language, the most common method applied to

learners is “explication”, the process of explaining rules and structures of learners’

second language by means of their first language This method is commonly used

within the classroom in which teachers attempt to explain grammar, vocabularyand structures based on learners’ existing language frame As a result, adults havethe tendency to use that language frame and apply them in their learning process.The most conspicuous sign of this is the “Interlingual translation” in the process oflearning

Interlingual Translation is the process of transferring one language into another,which involves the processes when learner’s learn their second language bytranslating their existing source of structures and vocabulary in their mother tongueinto their second language, and, translating their second language to their mothertongue in order to understand the content

3 Listening and Speaking skills

Communication skills (which involves listening skills and speaking skills) are twoout of four most important skills of learning a language They allow us tocommunicate effectively with others in verbal contexts

Listening comprehension plays an important role both in first acquisition andsecond acquisition That is a skill that contributes to one’s ability to accuratelyreceive information when communicating with other people

Speaking skills, on the other hand, are defined as skills which allow us conveyinformation verbally in a way that listener can understand

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4 Difficulties in Listening and Speaking in adults

4.1 Interlingual Translation

Before considering what factors constitute obstacles to communication skills inadults, we have to gain insight into the root cause, which is the problem inlanguage acquisition, translation

Although language is only considered to be the means of conveying ideas and

thoughts, every language is unique and essentially different in terms of syntax, the

relationships between words and their meanings, and syntactic, the rules thatgovern the structure of a sentence

When one attempts to rearrange sentence structures or memorize vocabulary fromone language to the other, they are adding one laborious task to their brain totranslate to and fro In one study of Hiroe Kobayashi and Carol Rinnert, (7)researching 48 university students participating in English writing, it was observedthat over-reliance on the native language could impede the proficiency of L2learners in composing in the secondary language

When adult learner’s overly reliant on translation, their ability to grasp informationand produce language will not be spontaneous In the process of listening to aforeign language, translating in one’s head can slow down their ability tounderstand other’s ideas, and make it easier to lose the flow of conversation And

in terms of speaking in a foreign language, translating in one’s head can slow downtheir ability to respond, and can also undermine the confidence others have in yourability to actually converse

4.2 Pronunciation Problem

The accuracy of pronunciation and intonation directly affects the appropriatecommunication, not only effectively speaking and expressing one’s ideas, but alsolistening—comprehension and one’s ability to understand Children tend to take uppronunciation very quickly And the situation is reversed in adulthood because

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their knowledge of their native language to large extent acts as an interference totheir second language learning Younger learners are able to learn the soundsystem more effectively, while the learning process of adult learners may be morelikely to be hindered because of their age (Zhang & Yin, 2009,8).

5 Summary

The literature review highlights the fundamental aspects of language acquisition,emphasizing the differences between first and second language acquisition inchildren and adults Children acquire language naturally, while adults often learnconsciously, relying on translation and explication methods The importance oflistening and speaking skills in effective communication is underscored, along withthe difficulties adults may face, such as over-reliance on translation andpronunciation challenges Our project aims to delve deeper into these factors byconducting a survey among 30-year-old individuals to propose targeted solutionsfor improving language acquisition and communication skills in adulthood

RESEARCH METHODS

1 Context of the study

The context of the study revolves around the increasing importance of English

proficiency in today's globalized world, particularly among adult learners Despite

the prevalent belief in Vietnamese society that language learning becomessignificantly harder after the age of 30, there is a growing number of individuals

actively seeking to improve their English skills for career advancement and

personal growth The study specifically focuses on staff members at VNU-IS(Vietnam National University - International School) who are in their thirties,examining the unique challenges they face in learning English, largely influenced

by their native language By understanding these challenges, the study aims topropose effective strategies to help overcome obstacles and enhance Englishlanguage learning experiences for adult learners

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2 Research design: Mixed methods

3 Participants :

50 adults who are in their thirties and are working as VNU-IS staff They arecurrently attempting to acquire their second language (in this study, English ischosen as a sample)

4 Method

In this project, we will employ a mixed approach method to investigate Englishlanguage learning for adult learners The main objective is to gather and analyzeboth quantitative and qualitative data to gain a comprehensive understanding of thechallenges and effective strategies in the adult learning process

Regarding quantitative analysis, the questionnaire was the main instrument usedfor this study The question types include two types: close-ended questions andskilled questions, with the aim to determine what are the problems and challengesthat VNU-IS staff in their 30s have encountered when learning Englishcommunication skills

This study also utilized a qualitative approach, that is semi-structured interviewand observation We will conduct in-depth interviews and observations to gatherdetailed information about learners' personal experiences, perspectives and feelings

This helps to better understand context, context and personal motivation during the

learning process

Observation is used to observe how flow and spontaneous their answers are so thatthe ultimate result of this research will be assessed effectively

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