nâng cao kĩ năng nghe nói của sinh viên năm ba ngành ngôn ngữ anh giúp sinh viên xác định được khó khăn trong kĩ năng nghe nói và đưa ra một số giải pháp để nâng cao kĩ năng hơn bên cạnh đó, khảo sát những khó khăn mà sinh viên đã gặp phải improve listen

nâng cao kĩ năng nghe nói của sinh viên năm ba ngành ngôn ngữ anh giúp sinh viên xác định được khó khăn trong kĩ năng nghe nói và đưa ra một số giải pháp để nâng cao kĩ năng hơn bên cạnh đó, khảo sát những khó khăn mà sinh viên đã gặp phải improve listening and speaking skills nâng cao kĩ năng nghe nói của sinh viên năm ba ngành ngôn ngữ anh giúp sinh viên xác định được khó khăn trong kĩ năng nghe nói và đưa ra một số giải pháp để nâng cao kĩ năng hơn bên cạnh đó, khảo sát những khó khăn mà sinh viên đã gặp phải improve listening and speaking skills nâng cao kĩ năng nghe nói của sinh viên năm ba ngành ngôn ngữ anh giúp sinh viên xác định được khó khăn trong kĩ năng nghe nói và đưa ra một số giải pháp để nâng cao kĩ năng hơn bên cạnh đó, khảo sát những khó khăn mà sinh viên đã gặp phải improve listening and speaking skills nâng cao kĩ năng nghe nói của sinh viên năm ba ngành ngôn ngữ anh giúp sinh viên xác định được khó khăn trong kĩ năng nghe nói và đưa ra một số giải pháp để nâng cao kĩ năng hơn bên cạnh đó, khảo sát những khó khăn mà sinh viên đã gặp phải improve listening and speaking skills

THU DAU MOT UNIVERSITY FACULTY OF FOREIGN

LANGUAGES

REPORT WRITING

COMMON METHODS FOR THIRD-YEARS MAJOR TO SELF-STUDY

ENGLISH SPEAKING SKILLS

Student name: Dang Thi Cam Nhien 1822202010546 Class: D18AV08

Course: 2020-2021 Major: English Language Lecturer: Mrs Tran Thanh Du

Binh Duong, 11/2020

TRƯỜNG ĐH THỦ DẦU MỘT CỘNG HOÀ XÃ HỘI CHỦ NGHĨA VIỆTNAM KHOA NGOẠI NGỮ Độc lập –Tự do – Hạnh phúc

Bình Dương, ngày … tháng … năm 2020

PHIẾU CHẤM ĐIỂM MÔN REPORT WRITING

1 Họ và tên giảng viên chấm:

2 Họ tên sinh viên: Mã số SV:

3 Lớp: ……… Khoá học: Ngành:

4 Phần đánh giá và cho điểm của giảng viên: (Theo thang điểm 10, lẽ đến 0.1 điểm)

Các cấp độ đánh giá

Điểm

Điểm

tối đa

giá

Xác định

Tên đề tài không rõ

Xác định được tính Tên đề tài hay, phù

ràng.

Mục đích, Không trình bày Trình bày được Trình bày được mục

2 mục tiêu được yêu cầu cơ bản mục đích nghiên đích, mục tiêu 0.75

nghiên cứu của việc nghiên cứu cứu nghiên cứu rõ ràng.

Rút ra được các luận Tổng quan

Chỉ liệt kê không Rút ra được các điểm và có đánh giá

rút ra được các luận luận điểm và có của các tác giả

điểm của tác giả đánh giá của tác giả trước, từ đó đưa ra nghiên cứu

cứu mới.

Chưa trình bày được

Trình bày được các

Trình bày được các phương pháp, cách phương pháp, hướng

rõ ràng.

Thu thập tài liệu thứ Thể hiện rõ cách

Thể hiện rõ phương

nghiên cứu liệu.

liệu khoa học.

Có nhiều lỗi ngữ pháp, văn phong không phù hợp

Có ít lỗi ngữ pháp, văn phong tương đối phù hợp

Hầu như không có lỗi ngữ pháp, văn phong phù hợp, hành văn trôi

trãi.

Văn phong

Bài viết

7 Đạo đức Không trung thực, Trung thực, có trích Trung thực, có trích 1.5

nghiên cứu có hiện tượng sao dẫn nguồn tư liệu dẫn nguồn tư liệu rõ

chép, trích dẫn rõ ràng ràng Tôn trọng các

định của các tác giả khác.

Không đúng quy

Đúng quy cách, Đúng quy cách, văn

định.

văn, câu chữ không lỗi hành văn.

Có độ dài không

Có độ dài gần đúng đúng quy định: ít

quy định đúng quy Có độ dài đúng quy hơn 5 trang hoặc

định:6 trang, hoặc định: 4-6 trang và nhiều hơn 10 trang,

hoặc có độ dài đúng

ảnh, biểu mẫu, sơ sơ đồ trình bày hợp quy định nhưng

đồ trình bày khá lí, khoa học.

hình ảnh, biểu mẫu,

hợp lí.

sơ đồ quá nhiều.

6 Nhận xét khác:

Giảng viên chấm

(Kí tên)

COMMON METHODS FOR THIRD-YEARS MAJORS TO

STUDY TRANSLATION-INTERPRETATION

Dang Thi Cam Nhien

Abstract

This study aims to find solutions to improve the English speaking skills of Thu Dau Mot University students The sample includes 35 students (25 females and 10 males) and all of them are third-year students in English language To achieve the objectives of the present study, we used questionnaires to collect data The results

of this study revealed that third-year students of Thu Dau Mot University face many problems related to speaking English, such as: less vocabulary, grammar, lack of confidence, do not have ideas, slang/idioms and pronunciation The results also showed that the most frequent problems were the limited vocabulary among students, while the least frequent problems were the difficulty in slang/idioms This study also presented some of appropriate solutions for students to overcome the weakness as well as improve English speaking skills, such as: using speaking English apps (Elsa, Cake, …), learning English through social media (Youtube, Facebook,…), finding foreigners to practice, and attending all the classes in University to practice Listen skills.

Key words: Thu Dau Mot University, English speaking skills, third-year students

Introduction

Nowadays, English language plays a key role in almost areas including working and education all over the world In 2006, English is considered as the

"mother tongue" of 600-700 million people, the second language of more than 1.5 billion people In 2015, English has become primary language of 67 nations around the world and secondary language of 27 countries That is a reason why young people nowadays choose English language as their subject at university to follow

Besides that, the English language major is one of the fields that graduate with higher employment rates than other professions It is presented in almost all fields and jobs As it is mostly used in the internet, the present e-business has been

in progress and attaining good results in the field of trade and commerce It is also the language used not only by the diplomats but also by some world organizations such as UNO, WHO, UNESCO, UNICEF, OPEC, EFTA, ASEAN, UNHRC, WTO, ILO, BRICS, INTERPOL and so on (Parupalli, 2019) When a student applies for a job and has an additional degree in English, it takes precedence over the others However, learning a language is not a small deal Moreover, as observed, most of the third-year English language students are very shy about communicating, socializing with their friends and their teachers, or giving presentations in English, even some of them do not communicate in English well

Realizing that students' communication skills are still very limited, many of them do not fully express their ideas, have poor language ability, or are influenced

by personal emotions On the other hand, one of the other reasons are maybe from the colleagues and classes in training students in basic skills such as communication are still very limited, from a theoretical point of view is the lack of practice and activities Limited collective, club organizations also cause difficulties for students

to apply English in communication

For the students majoring in English language is no exception, they are also having difficulty communicating right in their major Maybe they are lacking background knowledge or that the teaching’s methods at the university level is different from the high school methods and just like that they are discouraged because after two years of college, students do not even speak very well and confidently When university students graduate from colleagues and it will affect to find jobs because communication skills are not good

For these reasons, we decided to conduct a research paper to find the appropriate method for third-year students to improve our speaking skills

Methodology

We conducted a survey of 35 third-year English language students (25 females and 10 males) at Thu Dau Mot University The data are accurate and up-to-date In fact, in order to accomplish the objectives of this study, the primary methods used were questionnaires The questionnaires were carefully constructed and reviewed on the basis of research objectives, including 8 questions, of which

personal information and 5 multiple choices The participants give their comments

on a scale of one to five for each question (1- Very bad, 2- Bad, 3-Normal, 4- Good, 5- Very good) After the survey, the data are classified into different categories by removing inappropriate or unnecessary information Then, the information is selected based on the outline laid out; and is analyzed to highlight the situation In addition, using charts to evaluate and statistic data

Research questions:

This study guided by the following research questions:

1 What difficulties do students face when studying Translation-Interpretation?

2 What common study methods are the students using in developing Translation-Interpretation skills?

Literature

Euis, M., Nazzala, A.R., Danang, D.H & Nurmala, D (2020) investigated a method to increase English Speaking skills through Youtube They focused on implementing Youtube as a method for teaching speaking that is different, interesting, and fun, while creating a classroom atmosphere that is comfortable and increases students’ enthusiasm for learning The sample of the study was 10th grade

in SMA IT Rahmaniyah by observation They found that using Youtube was very effective because students speak English with more confidence and expression In addition, students also were not worried about the phrases they used when speaking because they could see how foreigners speaking English properly and correctly However, learning through Youtube also has lot of limitations Students need a long time to bear in mind all the conversation from the video Moreover, students are often distracted by popular videos on Youtube rather than learning

Lai-Mei, L & Seyedeh, M A (2017) studied a research “An Analysis of Factors Influencing Learners’ English Speaking Skill” They showed four difficulties in speaking English First, these are inhibition, lack of topical knowledge, low participation, and mother use (Tuan & Mai, 2015) Secondly, the learners cannot remember anything to say and they do not have any motivation to express themselves In addition, the participation in speaking is very low The final

difficulty is speaking ability because students do not have enough knowledge and vocabulary about topic they talk In addition, they also showed that there are five factors affecting Speaking Skills: pertinent to performance conditions, affective, listening ability, topical knowledge and feedback during speaking activities

Abdel-Rahman, Al E., Dr Mahmoud, A Al, Dr Samer, M Al & Dr Fadi,

Al (2016) conducted a research “Improving English Language Speaking Skills of Ajloun National University Students” The sample of the study included 20 students (12 female students and 8 male students) and all of them are studying English language They used semi-structured interview as an instrument for data collection They found that the students of ANU facing with many problems in speaking English, such as confusing and embarrassment; students did not learn speaking lessons correctly at school, and have problem in pronunciation In addition, students are facing with the limited amount of vocabulary They also found some solutions for students such as practicing speaking English inside and outside the classroom effectively, using modern social media to communicate in English and to express the students’ feelings and needs

Thanyalak Oradee (2012) researched a method for students to develop speaking skills by using three communicative activities: Discussion, Problem-Solving, and Role-Playing The sample of the study consisted of 49 students at a secondary school in Udon Thani, Thailand and classified by high, medium, and low according to their abilities of English speaking proficiency level She found that the students’ English speaking abilities after using three communicative activities were significantly higher than before their use (Pretest = 60.80; Posttest = 85.63) in addition, the students’ attitude towards teaching English speaking skills using the three communicative activities were rated as good (X = 4.50)

Results and analysis

This section presents and discusses the results of the study according to the research questions

Fig 1: The difficulties’ students are facing in speaking English

Figure 1 shows that the difficulties’ students are facing in speaking English

It includes: less vocabulary, grammar, lack of confidence, do not have ideas, slang/idioms and pronunciation

- Less vocabulary:

Vocabulary is one the most important parts in learning a foreign language because vocabulary is very diverse and ambiguous According to the survey, we realized that about 31 students (88.6%) do not have a wide range of vocabulary to communicate with the others

- Grammar:

The above diagram shows us that grammar accounts for only a small part of speaking English about 37.1% (13 students) When they communicate with others, they do not care about grammar because if they pay more attention to correct grammar It will interrupt the conversation or sometimes it makes the speaker forget their thoughts

- Lack of confidence:

The above diagram shows us that grammar makes up an important part in speaking English roughly 71.4% (25 students) When students communicate with

others, especially when they present in front of many people, they feel ashamed and not confident, resulting in a lack of fluency They are afraid of making mistakes, so they are scared to speak or present

- Do not have ideas:

According to the table above, many students have problems with lacking ideas or have no ideas when speaking English about 29 students according for 82.9% When they communicate, they cannot understand the answer' partner

- Slang, idioms:

This is considered an important part of speaking English because It helps us

to understand what foreigners say and then, we can communicate well However, it

is also an extremely difficult part for students because it is difficult for non-native speakers to figure out the image of the idiomatic expression due to the different cultures of each country According to the survey results, about 11 out of 35 people (accounting for 31.5%) have difficulty with this problem

- Pronunciation:

For some students in Southern Vietnam, they did not distinguish a few sounds In English, the system of vowels and consonants has many different and complex words Besides, stress is also very complicated and difficult to distinguish because when the stress is wrong it will translate another meaning About 29 out of

35 third-year students have pronunciation problems

Fig 2 The ways to improve speaking English skills

Figure 1 shows that the ways that required from the third-year students inside the classroom at TDMU are: learning English through apps (Elsa speaking, Cake, etc), social media (Youtube, Facebook, etc), find foreigners to practice and attend all the classes in University

- Learning English through apps

The results of this study showed that there are many learners choose apps to improve their English (10 people) However, learning English apps do not useful for students (more than 15 people)

- Learning English through social media

The results presented that social media is more useful than apps (more than

15 people) Along with the explosion of social media in recent years, the need to learn English is no longer limited to English-specific courses or applications.Social media platforms have helped create a new wave of English enhancement, from online courses to private groups, everything can be free Nowadays, not only young people but most people of all ages are participating in social networks, so learning and receiving English here is really handy, not surprising when "LETSM" receives feedback is very positive (more than 5 people rate it is very good)

- Find foreigners to practice

This is definitely a highly effective way, the majority of them voted good and very good Only a few votes in an ineffective direction possibly because approaching a foreigner is quite difficult not only that but also have to talk to them This also points to two problems, first maybe their living area does not have the ability to contact foreigners, secondly due to their fear of facing a stranger but also

of the different ethnic country and it also shows that person is lacking confidence If you have the opportunity to try bravely find a foreigner to chat with, make sure your English level will improve faster than you think

- Attend all the classes at University