The difficulties in learning speaking skills encountered by the first year english major students at hanoi open university

HANOI OPEN UNIVERSITY FACULTY OF ENGLISH GRADUATION THESIS B.A DEGREE IN ENGLISH STUDY THE DIFFICULTIES IN LEARNING SPEAKING SKILLS ENCOUNTERED BY THE FIRST YEAR ENGLISH MAJOR STUDENTS

HANOI OPEN UNIVERSITY FACULTY OF ENGLISH

GRADUATION THESIS B.A DEGREE IN ENGLISH STUDY

THE DIFFICULTIES IN LEARNING SPEAKING SKILLS ENCOUNTERED BY THE FIRST YEAR ENGLISH MAJOR

STUDENTS AT HANOI OPEN UNIVERSITY

Name of student : Pham Thuy Duong Date of birth : 26/01/1994

Hanoi - 2016

Graduation Paper

DECLARATION

TITLE: THE DIFFICULTIES IN LEARNING SPEAKING SKILLS

ENCOUNTERED BY THE FIRST YEAR ENGLISH MAJOR

STUDENTS AT HOU (Graduation Paper submitted in Partial Fulfillment for B.A Degree in English)

I certify that no part of the above report has been copied and reproduced me

from any other person’s work without acknowledgement and that the report is

originally written by me under strict and enthusiastic guidance of my

Graduation Paper

ACKNOWLEDGEMENT

First and foremost, I would like hereby to extend my profound gratitude to my

supervisor, Mrs Hoang Tuyet Minh, Assoc Pro Dr Hoang Tuyet Minh from

whom I have received enormous kindness and guidance Without her

encouragement and assistance, I could not have finished this research paper

I also would like to take this opportunity to express my sincere thanks to all

the teachers at the English Faculty of Hanoi Open University for their

interesting and useful lectures which have built in me a firm foundation with

immense ideas for the fulfillment of this paper

In particular, my deepest gratitude goes to my parents who have, as it always

goes, encouraged and supported me so much in all aspects

Graduation Paper

TABLE OF CONTENT

PART A: INTRODUCTION 1

1 Rationale 1

2 Aims of the study 2

3 Scope of the study 2

4 Methods of the study 2

5 Research questions 2

6 Design of the study 3

PART B: DEVELOPMENT 4

CHAPTER 1: LITERATURE REVIEW 4

1.1 Speaking 4

1.1.1 Definition 4

1.1.2 The importance of speaking 4

1.2 Language learning strategies 5

1.2.1 Definitions of language learning strategies 5

1.2.2 Classification of language learning strategies 6

1.3 Speaking learning strategies 11

1.4 Methods of teaching speaking skills 14

1.4.1 Why teaching speaking is important? 14

1.4.2 Methods of teaching speaking 14

1.4.2.1 Direct method 14

1.4.2.2 Audio-Lingual method (ALM) 16

1.4.2.3 Communicative language teaching (CLT) 18

1.5 Error analysis 20

1.5.1 Definition of errors 20

1.5.2 Errors in the speech process 21

1.5.2.1 Pronunciation error: 21

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1.5.2.2 Grammatical errors 22

1.5.2.3 Vocabulary errors 23

1.6 Conclusion 23

CHAPTER 2: THE STUDY 324

2.1 Methodology 24

2.1.1 Survey 24

2.1.1.1 Questionnaire 24

2.1.1.2 The subjects 24

2.1.2 Procedure 25

2.2 Results 25

2.3 Conclusion 29

CHAPTER 3: FINDINGS AND DISCUSSION 30

3.1 Actual difficulties that the first year English major students at HOU commit when learning speaking skills 30

3.1.1 The lack of self-confidence 30

3.1.2 The lack of vocabulary 30

3.1.3 The confusion of pronouncing and using grammar 30

3.1.4 The lack of background knowledge and culture 31

3.2 Probable causes of making errors 32

3.3 Suggested ways of overcoming the problems 33

3.3.1 Some suggestions for learning speaking 33

3.3.1.1 Improving self-confidence 33

3.3.1.2 Group work 35

3.3.1.3 Individual work 36

3.3.1.3.1 Improving grammar 36

3.3.1.3.2 Improving pronunciation 36

3.3.1.3.3 Vocabulary enlargement 37

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3.3.1.3.4 Improving speaking through reading 37

3.3.2 Some suggestions for teaching speaking 38

3.3.2.1 Teaching speaking strategies 38

3.3.2.2 Some suggested activities 39

3.4 Summary 41

PART C: CONCLUSION 42

REFERENCES 43

APPENDIX 1 45

SURVEY QUESTIONNAIRE 45

APPENDIX 2 47

SOME REFERENCE WEBSITES 47

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LIST OF FIGURES AND TABLES

Table 1: Direct learning strategies 9

Table 2: Indirect learning strategies 11

Table 3: Language learning strategies useful for speaking skills: 13

Table 2: Difficulties encountered during speaking process 26

Table 3: Factor in English speaking is difficult 26

Table 4: How grammar affect students when speaking English 27

Table 5: Probable causes of making errors 27

Table 6-7-8: Suggestions for learning speaking skills 28

Table 9-10: Suggestions for teaching speaking skill 29

PART A: INTRODUCTION

1 Rationale

It is irrefutable that the importance of English in today’s global world

since English is the most common language spoken everywhere With the

succor of cutting-edge technology, English is of significant value in many

sectors including education, engineering, medicine…Particularly, English is

the chief language in international relations and diploma The information on

means of media, today, - such as the Internet, television and the press is

uploaded in this global tongue Magazines, newspaper and books are written

and translated into English Therefore, this language is the key to access a

reservoir of knowledge of humankind As a result of comprehension of

international language, not only do human beings have chances to approach

new culture, open their vision but also reach the zenith of success as well We

easily land high-paid jobs which are related to international communication

and world-wide data sharing It is really essential for students to know

English

Language is one of the most powerful tools in human communication It

is established to maintain contact, gives us identity, personality, social status

and creates communities By speaking, we can express our feelings, attitudes,

give others information Hence, speaking is one of the most important skills in

learning another language However, this process of speaking another

language is far from easy There still exist many difficulties in learning

speaking skills facing English Language learners in Vietnam in general and

English Language ones at HOU in particular Although many learners can

write and read English quite well, hardly do they speak fluently and correctly

I have recognized some big obstacles such as: limited vocabulary, the lack of

self-confidence or the poor comprehension on the part of the listeners which

prevent English Language learners at HOU from reaching their aims

Therefore, this study focus on clarifying the difficulties in learning

English speaking skills encountered by the first year English major students at

HOU as well as to find out solutions, teaching and learning methodologies to

improve the quality of the learning of speaking skills

2 Aims of the study

This study is aimed at identifying the obstacles of the first year English

students at HOU encounter when learning speaking and suggesting ways of

overcoming in order to enhance the quality of learning and teaching speaking

skills

3 Scope of the study

The research focuses on finding out learning methods, teaching methods

of speaking skills and the difficulties that the first year English major students

face when learning speaking skills at HOU and suggests several solutions

which help them improve the quality of their learning

4 Methods of the study

In order to shed light on the aims of the study, quantitative method is

used Then the data will be synthesized and analyzed to help find out

students’ problems and the tips for improving their weakness

5 Research questions

This study aims at improving the quality of learning and teaching

speaking skills for the first year English major students at HOU Therefore,

the following questions need answering:

- What are the problems that H.O.U learners encounter in learning speaking

skills?

- How to improve the quality of learning speaking skills to the first year

English major students at HOU?

- How to improve the quality of teaching speaking skills to the first year

English major students at HOU?

6 Design of the study

The study consists of 3 parts:

Part A: Introduction

This part presents the rationale, the aims, the scope, the method, research

questions and the design of the study

Part B : Development

This part consists of 3 chapters

- Chapter I – Literature Review – deals with the concepts relevant to the

study: methods of learning speaking, methods of teaching speaking and error

analysis

- Chapter II –The study – provides a questionnaire analysis on the current

situation of learning speaking skills and HOU students’ specific errors

commit when learning speaking skills and suggest solutions to improve the

quality of learning and teaching speaking

Part C : Conclusion - The final part is to summarize all the key issues of the

study and suggestions for further research

PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW

This chapter briefly covers the theories related to the study: definition of

speaking, definitions of language learning strategies, classifications of

learning strategies, methods of teaching speaking, error analysis

1.1 Speaking

1.1.1 Definition

Speaking is an interactive process of constructing meaning that involves

producing and receiving and processing information (Brown, 1994; Burn &

Joyce, 1997) Speaking is a means of communication in expressing ideas,

information and feeling to others It is the most essential way in which the

speaker can express himself through a language Brown states that speaking is

literally defined as to say things, express thought aloud, and uses the voice

Speaking is a productive skill, like writing It involves using speech to

express meanings to other people (Spratt, 2005) Because speaking is such as

a complex skill, learners may need a lot to help to prepare for speaking

Practice of necessary vocabulary, time to organize their ideas and what they

want to say, practice in pronouncing new words and expressions, practice in

carrying out a task, before they speak freely Learners, especially beginners

and children may need time to take in and process all the new language they

hear before they produce it in speaking

Speaking is words to state and give the ideas and feelings Speaking is a

mean for communicating ideas This arranged and develops with listener’s

need (Webster, 1980)

1.1.2 The importance of speaking

Human being as social creature always communicates to one another It

can be occurred with the process of interchange of the thought or ideas which

include interactions For examples telling information or some news, asking

others helps for their needs, or etc All of them can be done through speaking

to others directly It means that the activity of speaking itself has a very

important role in human life

Ramelan (1992:13) says that all human being whenever they live always

speak language, although they do not have any writing system to record their

language Thus, speaking is of significant value in mastering foreign

language

The capacity to express one’s thought, opinions and feelings, in the form

of words put together in a meaningful way, provides the speaker with these

advantages The joy of sharing ones’ ideas with others is immense When we

speak to others, we come to have a better understanding of our own selves, as

Robert Frost once said: “ I am a writer of books in retrospect, I talk in order to

understand, I teach in order to learn,” Undoubtedly, the clarify in speech

reflects clear thinking

An effective speaker can gain the attention of the audience and hold it till

the completion of his message Speaking skills are important for career

success, but certainly not limited to ones’ professional aspirations Speaking

skills can also enhance one’s personal life

1.2 Language learning strategies

1.2.1 Definitions of language learning strategies

The term “strategy” comes from the ancient Greek word strategia

meaning “generalship” or “the art of war” The expression implies

characteristics of planning, competition, conscious manipulation, and

movement towards a goal In education, this concept has taken on a new

meaning and it has been transformed into learning strategies (Oxford, 1990)

Wenden and Rubin (1987 cited in Mattarima and Hamdan, 2011, p.104)

define learning strategies as “….any sets of operations, steps, plans, routines

used by the learner to facilitate the obtaining, storage, retrieval, and use of

information.”

In the 2000s, more definitions of strategies appeared in the literature

Brown (2000, p.122) defined language learning strategies as “the

moment-by-moment techniques that we employ to solve ‘problems’ posed by second

language input and output.”

A recent definition claims that language learning strategies are “the

learner’s goal-directed actions for improving language proficiency or

chievement, completing a task, or making learning more efficient, more

effective, and easier (Oxford, 2001b, p 167)

1.2.2 Classification of language learning strategies

In the literature, like the definition of learning strategies, learning

strategies are classified differently by different scholars

Wenden (1991:18) divides learning strategies into two broad groups as

follows:

• Cognitive strategies

• Self-management strategies

In her explanation, cognitive strategies are mental steps or operations

learners use to process both linguistic and sociolinguistic content

Self-management strategies are used to oversee and manage the learner’s learning

She notes that in cognitive psychology self-management strategies are called

metacognitive or regulatory strategies

Rubin, who pioneered much of the work in the field of strategies, make

the distinction between strategies contributing directly to learning and those

contributing indirectly to learning According to Rubin (1987), there are three

types of strategies used by learners that contribute directly and indirectly to

language learning These are:

• Learning strategies

• Communication strategies

• Social strategies

Learning strategies include two main types: cognitive learning strategies

and metacognitive learning strategies Cognitive learning strategies refer to

the steps or operations used in learning or problem solving that require direct

analysis, transformation or synthesis of learning materials Rubin identifies 6

main cognitive learning strategies contributing directly to language learning

They are clarification/verification, monitoring, memorization,

guessing/inductive inferencing, deductive reasoning and practice The indirect

strategies include creating opportunities for practice and productions tricks

According to Stern (1992), there are five main language learning

strategies These are as follows:

• Management and planning strategies

• Cognitive strategies

• Communicative -Experiential strategies

• Interpersonal strategies

• Affective strategies

Oxford (1990:9) sees the aims of language learning strategies as being

oriented towards the development of communicative competence Oxford

divides the language learning strategies into main classes, direct and indirect,

which are further divided into 6 subgroups In Oxford’s system,

metacognitive strategies help learners regulate their learning Affective

strategies are concerned with the learner’s emotional requirements such as

confidence, while social strategies lead to increased interaction with the target

language Cognitive strategies are the mental strategies the learners use to

make sense of their learning, memory strategies are those used to the storage

of information, and compensation strategies help learners overcome their

knowledge gaps to continue the communication

Oxford’s (1990:17) taxonomy of language learning strategies is shown in

the following:

I Memory strategies

a Creating mental linkage

1 Using imaginary

2 Semantic mapping

3 Using key words

4 Representing sounds in memory

c Reviewing well 1 Structured reviewed

d Employing action

1 Using physical response or sensation

2 Using mechanical techniques

II Cognitive

strategies b Receiving and

sending messages

1 Getting the idea quickly

2 Using resources for receiving and sending messages

c Analyzing and reasoning

1 Reasoning deductively

2 Analyzing expressions

3 Analyzing contrastively (across languages)

4 Translating

5 Transferring

d Creating structure for input and output

1 Using linguistic clues

2 Using other clues

b Overcoming limitations in speaking and writing

1 Switching to the mother tongue

2 Getting help

3 Using mime or gestures

4 Avoiding communication partially of totally

5 Selecting the topic

6 Adjusting or approximating the message

7 Coining words

8 Using a circumlocution or synonym

Table 1: Direct learning strategies

(Source: Oxford (1990:18)

Group Set of strategies Specific strategies

I Metacognitive

strategies

a Centering your learning

1 Overviewing and lining with already known material

2 Paying attention

3 Delaying speech

b Arranging and planning your learning

1 Finding out about language learning

reading/speaking/writing)

5 Planning your task

6 Seeking practice opportunities

c Evaluating your learning

2 Using music

3 Using laughter

b Encouraging yourself

1 Making positive statements

strategies 2 Taking risks wisely

4 Discussing your feelings with someone else

1 Cooperating with peers

2 Cooperating with proficient users of the new language

c Empathizing with others

1 Developing cultural understanding

2 Becoming aware of others’

thoughts and feelings

Table 2: Indirect learning strategies

(Source: Oxford (1990:20)

1.3 Speaking learning strategies

Oxford (1990) further claims that 46 out of 62 strategies from whole strategy

taxonomy are useful for the learning of speaking The strategies are

summarized in table 3 below:

Item Strategy Group

1 Placing new words into a context

5 Formally practising with sounds and writing

15 Using mime or gesture

16 Avoiding communication partially or totally

17 Selecting the topic

18 Adjusting or approximating the message

19 Coining words

20 Using a circumlocution or synonym

21 Overviewing and linking with already known

material

22 Paying attention

23 Delaying speech production to focus on listening

Metacognitive

24 Finding out about language learning

25 Organizing

26 Setting goals and objectives

27 Identifying the purpose of a language task

28 Planning for a language task

29 Seeking practice opportunities

35 Making positive statements

36 Taking risks wisely

37 Rewarding yourself

38 Listening to your body

39 Using a checklist

40 Writing a language learning diary

41 Discussing your feelings with someone else

42 Asking for correction

Social

43 Cooperating with peers

44 Cooperating with proficient users of the new language

45 Developing cultural understanding

46 Becoming aware of others’ thoughts and feelings

Table 3: Language learning strategies useful for speaking skills:

Oxford’s (1990) general strategy taxonomy and list of strategies useful for the

learning of speaking form the theoretical foundation in the study 46 language

learning strategies is spread over six groups that are useful for speaking skills

1.4 Methods of teaching speaking skills

1.4.1 Why teaching speaking is important?

Nunan (1991) wrote, "success is measured in terms of the ability to carry

out a conversation in the (target) language." Therefore, if students do not

learn how to speak or do not get any opportunity to speak; particularly, they

are not guided and supported by teachers, how could they perform

effectively? In the language classroom, teacher plays an indispensible role in

imparting knowledge, skills as well as techniques

Teaching speaking is not merely asking students to produce sound

According to Nunan (1991), “speaking is the same as oral interaction which

are conventional ways of presenting information, expression our ideas and

thought have in our mind”, so speaking itself requires learners not only how

to produce specific point of language such as grammar, pronunciation or

vocabulary (linguistic competence), but also they have to understand when,

why, what way to produce the language (sociolinguistic competence) These

are reasons why teaching speaking is important

1.4.2 Methods of teaching speaking

English language teachers are trying to find out the most suitable and

efficacious methods of teaching English They are now applying the world’s

latest frameworks of English Language Teaching to enhance the effectiveness

in teaching speaking: Audio-Lingual Method (ALM), Direct Method and

Communicative Approach (CLT)

1.4.2.1 Direct method

The direct method, sometimes also called as the ‘reform’ method,

‘natural’ method, ‘psychological’ method, ‘phonetic’ method, and

‘anti-grammatical’ method, was established in France and Germany around 1900s

This was developed, as Rao has pointed out, “as a reaction against the

grammar-translation method”

The aim is to enable the learner to think in foreign language and to

cultivate an unerring language sense It recognizes that language sense has its

roots in the spoken language and lays stress on the oral approach

In the opinion of Diller this method has one basic rule: “no translation is

allowed” In fact, this method receives its name from the fact that meaning is

to be conveyed directly in the target language through the use of

demonstration and visual aids, with no recourse to the students’ native

language

For example, in a speaking lesson to class P, a new word ‘watch’ occurs

If we associate it with its intermediate in the vernacular, i.e ‘đồng hồ’, we are

teaching the meaning indirectly; but if on the other hand, we associate the

word with an actual ‘watch’ or with the picture of a watch, we are teaching

the meaning directly

If such a direct association is not possible, the teacher can explain the

meaning of new words by giving synonyms, definitions, explanations, or by

inference from the context

According to Bhatia, the main aim of teaching English by this method is

to enable the learner “to think in English and to discourage the practice of

inwardly thinking in ones’ vernacular and then overtly translating the thought

into the foreign language He should be able to grasp what he hears or reads in

English and should be able to express his thoughts and wishes directly and

fluently so that in due course of time he obtains a real command over the

language”

The other significant assumption of this method according to Thirumalai

is: “Adult Language learners can learn a second language in essentially the

same manner as a child Therefore, if possible, the teacher should try to create

a natural learning environment within the classroom Instead of explicit

grammar instruction, the major emphasis is on communicating Classes are

carried out totally in the second language with absolutely no reliance on the

first language or on any form of translation The expectation is that through

question-and-answer dialogues, the second language will gradually be

acquired Problems have arisen with such an approach because adults do not,

in fact, learn exactly like children, and they express the need for explicit

instruction in grammar and other aspects of the second language.”

W.F Mackey points out the main characteristics of this method as:

“there is an ample scope for the use of everyday vocabulary and structures;

grammar is taught by creating situations through visual presentations There is

ample scope for extensive listening and imitation until form becomes

automatic.” Thus, it becomes evident that there is almost no scope for the

learners’ mother- tongue The method presupposes that a second language

could be acquired as one acquires one’s mother-tongue through its ample

natural exposure

However, one limitation of this method in Verghese’s opinion “arises

from its neglect of the language skills like writing and reading because of

overemphasis on oral work This method practically ignores the study of

grammar, this isnot desirable because the knowledge of grammar is useful to

the students to correct errors and strengthen language habits.”

1.4.2.2 Audio-Lingual method (ALM)

The term ‘Audiolingualism’ was coined by Nelson Brooks in 1964,

highlighting the basic belief of structuralism that: ‘speech is primary’

The Audio-lingual method, according to Thirumalai, in some sense:

“represents a return to the Direct Method, as its main goal is to develop

native-like speaking ability in its learners It is an extension as well as

refinement of the direct method Translation and reference to mother tongue

are not permitted.”

Underlying this method, he further adds that: “L2 learning should be

regarded as a mechanistic process of habit formation Audiolingual learning

comprises dialogue memorization and pattern drills, thus, ensuring careful

control of responses None of the drills or patterns are to be explained, since

knowledge of grammatical rules would only obstruct the mechanical

formation of habits.”

This method provided ‘contextualized’ language practice in true-to-life

situations including dialogue Again, it provided a wide variety of activities to

help maintain interest, and it made extensive use of visuals It arranged for

abundant practice although “the grammar based audiolingual approach moved

cautiously from supposedly simple to more and more linguistically complex

features, often without adequate consideration for what might be needed in

everyday situations

William Moulton has stated five important characteristics of this method

as follows: “(i) Language is speech, not writing (ii) A Language is a set of

habits (iii) Teach the language, not about the language (iv) A language is

what its native speakers say, not what someone thinks they ought to say; and

(v) Languages are different.”

It becomes clear that this method emphasizes teaching through oral

presentation prior to written presentation It believes in the fact that the

children learn to speak before they learn to read or write Thus, the teaching

materials, that we prepare, should be based on the ‘primacy of speech.’

Dr Sharada Bhat has recorded the main strengths of this method as

follows: “the teaching materials are more scientifically and systematically

prepared than the one-author texts; it teaches a language in a graded manner;

the motivation of the students is of a higher degree; the students enjoy

learning the target language because the teaching materials are specially

designed to interest the students avoiding boring passages from the classes”

Albert Valdman says: “Drills are inherently unnatural, contrived

examples of the use of language Humanizing these devices is left to the

teacher Unless the students are stimulated by variety, novelty, and a quick

change of cues, they may be mouthing meaningless sentences and in this

unwilling frame of mind no learning takes place.”

Thus, no Audio-lingual method can, however, be successful in the

absence of a qualified, trained, inventive and resourceful teacher Machines

cannot replace teachers The approach is and ought to be teacher-centred; that

is to say, the aids require planned utilization by specially trained teachers The

high incidence of poorly qualified teachers only increases the waste of student

time and public resources Good teachers and good materials are an

indispensable condition for the successful implementation of any scheme of

teaching English as a second language

1.4.2.3 Communicative language teaching (CLT)

Dr Sharada Bhat opines that the communicative approach to teaching of

English is organized on the basis of certain communicative functions, such as

apologizing, describing, inviting, promising etc This approach, according to

Dr Bhat, does not ignore the role of grammar in the process of language

learning, but it insists that the grammatical rules are useless unless they are

applied to real-life situations

Communicative approach focuses on the significance of language

functions because the learner needs knowledge of both meaning and

functions It lays emphasis on functional, communicative and social

interactive activities

Allen Widdowson points out: ‘utterances can take on an enormously

wide range of meanings in different contexts” He further adds that the learner

must be aware of the social meanings of the language forms in different types

of social contexts which he may have to face in his life The classroom

teaching should preserve the communicative character of the language and it

should enable the learner to face the real-life situations

Howatt distinguishes between a ‘strong’ and ‘weak’ version of this

approach as:

“There is in a sense, a ‘strong’ and ‘weak’ version of the communicative

approach The weak version which has become more or less standard practice

in the last ten years, stresses the importance of providing learners with

opportunities to use their English for communicative purposes and

characteristically, attempts to integrate such activities into a wider program of

language teaching The ‘strong’ version of communicative teaching, on the

other hand, advances the claim that language is acquired through

communication, so that it is not merely a question of activating an existing but

inert knowledge of the language, but of stimulating the development of the

language system itself If the former could be described as ‘learning to use’

English, the latter entails ‘using English to learn it”

Summarising the main characteristics of the communicative approach

Richards and Rodgers asserts: “i) Language is a system for the expression of

meaning ii) The primary function of language is for interaction and

communication iii) The structure of language reflects its functional and

communicative uses iv)The primary units of language are not merely its

grammatical and structural features, but categories of functional and

communicative meaning as exemplified in discourse”

Breen and Candlin describe the learner’s role within CLT in the

following terms: “The role of the learner as negotiator-between the self, the

learning process, and the object of learning, emerges from and interacts with

the role of joint negotiator within the group and within the classroom

procedures and activities, which the group undertakes The implication for the

learner is that he should contribute as much as he gains, and thereby learn in

an interdependent way”

Thus, the CLT teacher’s primary role is to organize the classroom as a

setting for communication and communicative activities The teaching

materials are also designed to promote communicative language use Richards

and Rodgers consider three kinds of instructional materials currently used in

CLT and label these as: ‘text-based, task-based, and realia’

To conclude, the communicative approach takes into account all the

four basic linguistic skills: listening, speaking, reading, writing and also the

conversational skill where the social context of utterances play the

significant role

1.5 Error analysis

1.5.1 Definition of errors

It is unavoidable that the student does some errors in his language

learning process The realization of the second language student errors is

important for understanding a foreign language learning process and planning

of a course In other words, errors give sign to the teacher and researchers

how target language learning is successfully achieved