INTRODUCTION
Rationale
English has emerged as a dominant global language, with approximately two billion speakers and over one billion learners worldwide This widespread use underscores its importance as a vital tool for accessing numerous opportunities Proficiency in English enables individuals to connect globally, facilitating communication in key areas such as diplomacy, trade, science, and technology, highlighting its significant role in today's interconnected world.
Learning English involves four essential skills: speaking, listening, reading, and writing Among these, speaking is often considered the most crucial skill for achieving overall English proficiency Prioritizing speaking skills is vital for English learners, as effective communication significantly increases their chances of securing well-paying jobs and successfully integrating into the workforce.
Mastering speaking skills remains a significant challenge for many students in Vietnam, particularly at Hai Phong Private University, where English majors often struggle due to a lack of motivation and supportive environments Common issues include fear of speaking and making mistakes related to pronunciation, grammar, and intonation As a result, students tend to focus heavily on grammar, writing, and reading, neglecting their speaking practice This leads to a passive approach among first-year English majors during speaking activities, resulting in low proficiency and limited fluency in English communication.
This study examines the English speaking experiences of first-year English majors at HPU and proposes key techniques to improve English speaking instruction By enhancing these teaching methods, students can significantly develop their English speaking skills, ultimately leading to greater fluency in communication.
To support first-year English majors at HPU in overcoming common speaking mistakes, this study titled “How to Help First Year English Majors at HPU Avoid Common Mistakes in Speaking Lessons” aims to enhance their English speaking skills The research is designed to benefit students in the Foreign Languages Department, equipping them with the necessary tools for improved communication and a successful future.
Aims of the study
This study aims to identify the key features and characteristics of speaking skills, as well as common mistakes and challenges faced by students in learning to speak English It focuses on the experiences of first-year English majors at HPU and offers targeted techniques to enhance their speaking abilities The ultimate goal is to help these students improve their English communication skills effectively.
Scope of the study
Learning English presents various challenges across multiple skills, but due to constraints in time and resources, it's impractical to address all difficulties simultaneously This study will specifically focus on speaking skills, involving two classes of English majors at Hai Phong Private University The participants, all freshmen, are expected to provide objective insights into their challenges, allowing for the development of practical and relevant solutions.
Method of study
This research involved extensive references and literature on speaking skills and student motivation, alongside online searches for detailed insights A survey was conducted among first-year English majors at HPU to collect relevant data, as these students rely heavily on English and face unique challenges in developing their speaking skills By identifying common difficulties they encounter, I aim to propose effective projects that will encourage and motivate students to enhance their speaking abilities.
Designs of the study
This study consists of three parts:
The introduction of the study outlines its rationale, objectives, and key research questions, while also defining the scope of the investigation Additionally, it presents the study's design, providing a comprehensive overview of the research framework.
The first are the definitions regarding speaking skill, stages of speaking, the difficulties which students faced to in learning speaking skills as well as some common mistakes
The upcoming chapter presents a survey conducted among first-year English majors at Hai Phong Private University, aimed at assessing their attitudes toward learning English speaking skills This section includes details on the survey questions, design, methodology, data analysis, and subsequent findings and discussions.
The last chapter provides the solutions and recommendations given to the first-years students in HPU to improve the speaking English ability
Part III, Conclusions, in this part, some limitations and suggestions for further research are stated
This section outlines the study's rationale and objectives, emphasizing the importance of enhancing speaking skills among first-year English majors It will delve into the theoretical framework surrounding speaking proficiency, detail the survey questionnaire used in the research, and propose effective strategies to support students in improving their speaking abilities.
DEVELOPMENT
This chapter aims to review relevant literature on the subject, structured into six key sections The first section defines speaking, while the second highlights its significance The third section addresses the challenges students encounter, and the fourth discusses common speaking mistakes The fifth section introduces Communicative Language Teaching (CLT), culminating in a concluding section that summarizes the chapter's findings.
Speaking is defined as an interactive process of constructing meaning, involving the production, reception, and processing of information, as noted by Bums & Joyce (1997) This process is influenced by various factors, including the context, the participants, their shared experiences, the physical environment, and the purpose of the communication.
Speaking is defined as the act of delivering language through verbal communication This process involves the coordination of various body parts, such as the lungs, vocal tract, vocal cords, tongue, teeth, and lips, to produce sounds There are two primary forms of speaking: informal and formal Informal speaking is commonly used in casual settings with friends and family, while formal speaking is reserved for professional or academic contexts, as well as initial encounters with new acquaintances.
Nunan and Cavid (2001) highlight that speaking a second language requires the development of specific communication skills This aspect of language learning has gained recognition in the field of language teaching over the past two decades, evolving into a distinct area of focus for teaching, learning, and assessment, yet it often overlooks the production of spoken discourse.
THEORETICAL BACKGROUND
This chapter aims to review relevant literature on the subject, structured into six key sections The first section defines speaking, while the second highlights its significance The third section addresses the challenges students encounter, followed by a discussion of common speaking mistakes in the fourth section The fifth section introduces Communicative Language Teaching (CLT), and the chapter concludes with a summary of the findings.
Speaking is defined as an interactive process of constructing meaning, involving the production, reception, and processing of information According to Bums & Joyce (1997), the form and meaning of speech are influenced by various contextual factors, including the participants, their shared experiences, the physical environment, and the purpose of the communication This highlights the complexity of speaking as a dynamic and context-dependent activity in language learning methodology.
Speaking is the act of delivering language verbally, utilizing various body parts such as the lungs, vocal tract, vocal cords, tongue, teeth, and lips to create sounds There are two primary forms of speaking: informal and formal Informal speaking is generally reserved for conversations with family, friends, or familiar individuals, while formal speaking is used in professional or academic contexts, as well as during initial meetings with new acquaintances.
Nunan and Cavid (2001) highlight that speaking a second language requires the development of specific communication skills This aspect of language learning has gained prominence in the last twenty years, evolving into a distinct field of teaching, learning, and assessment, though it has traditionally overlooked the production of spoken discourse.
Communication is fundamental in establishing and nurturing relationships, as it reflects the dynamics between the speaker and the listener According to Wilson (1983), speaking plays a crucial role in developing this relationship, guiding the application of various linguistic, psychological, and physical rules in specific communicative contexts To effectively achieve the goals of communication, it is essential for the speaker to articulate their message clearly and precisely.
In the realm of action, speaking involves conveying information and expressing emotions through verbal communication It encompasses the delivery of speeches and the use of a specific language to articulate meaning effectively.
(http://oxforddictionaries.com/definition/english/speaking)
Speaking is defined as a productive skill and an essential aspect of communication Effective speaking involves the ability to generate words that convey meaning clearly to listeners.
(http://wiki.answers.com/Q/What_is_the_definition_of_speaking_skills)
According to the Pendidikan Nasional, the Competence Based Curriculum emphasizes that speaking is one of the four essential competencies students must develop, playing a crucial role in effective communication (Department Pendidikan Nasional, 2004, p.1) However, students often encounter challenges in speaking, primarily related to the language itself Despite possessing a strong vocabulary and good writing skills, many students struggle to speak due to a fear of making mistakes.
Speaking ability refers to students' capacity to express their ideas verbally, as indicated by their speaking scores It encompasses various skills derived from grammar and vocabulary According to Freeman (in Risnadedi, 2001), speaking ability is more complex and challenging than commonly perceived The study of speaking, much like other aspects of language education, presents numerous considerations for language teachers.
In conclusion, speaking skills are a crucial aspect of language and linguistics, as emphasized by Clark and Clark (in Nunan, 1991, p.23), who stated that "speaking is fundamentally an instrument act." This highlights that speakers communicate to influence their listeners, making conversation skills a key focus in teaching speaking The development of these skills is essential for successful language teaching and learning, as language serves as a system for conveying meaning, according to Nunan.
(1991, p.39) states that the successful in speaking is measured through someone’s ability to carry out a conversation in the language
Speaking in the context of second language and foreign language studies is defined as the process of constructing and conveying meaning through verbal and non-verbal symbols This involves expressing ideas, opinions, or feelings to others using articulated words or sounds across various contexts The primary purposes of speaking include informing, persuading, and entertaining, and these skills can be developed through effective teaching and learning methodologies.
According to Zaremba (2006), language learning involves four essential skills: reading and listening as receptive skills, and writing and speaking as productive skills Among these, speaking is highlighted as the most crucial skill for effective communication.
According to Zaremba (2006), speaking and communication skills are prioritized over work experience, motivation, and academic qualifications in recruitment criteria This emphasis on speaking skills offers learners significant advantages, enabling them to effectively express their thoughts and emotions.
Effective leadership requires strong speaking skills, making it essential for business managers, educators, military leaders, lawyers, and other professionals to master public speaking By communicating clearly and confidently, these leaders can capture their audience's attention, allowing them to effectively convey their messages and enhance their visibility through impactful speeches.
The ability to be a captivating speaker significantly enhances negotiation skills, leading to the successful signing of important contracts that benefit both the individual and their company This skill not only boosts self-confidence but also fosters a sense of comfort when addressing large audiences As noted by Gerald Gillis (2013), effective speaking skills contribute to personal development, promoting the well-rounded growth we all strive for.
THE SURVEY QUESTIONNAIRE
2.1 Participants and purposes of the survey questionnaire
The participants were 48 freshmen from 3 English major classes of Hai
Freshmen at Phong Private University face limited opportunities to practice English, particularly in speaking skills, as their high school education focused primarily on grammar Developing strong speaking skills is crucial, as early success can ease future learning However, many students still lack awareness of the importance of English, often neglecting speaking practice To address this, it is essential to provide encouragement and motivation, helping students recognize the significance of English and adopt effective learning methods.
First-year English majors benefit from extended learning time at university, allowing them to effectively apply projects to real-world situations and enhance their speaking skills This additional time fosters motivation and provides ample opportunities for self-correction, setting them apart from other students.
The survey questionnaire is designed for 3 main purposes:
To know the students’ attitude for learning speaking skills
To find out the difficulties faced by student in term of speaking skills
To have the best suggestions to solve student’s problems
This study includes eight questions designed to identify the challenges students face in developing their speaking skills and to determine the most effective projects that can motivate them to engage in speaking activities.
In the initial questions, students reflected on their duration of English learning and expressed their views on the significance of speaking skills Subsequent inquiries focused on the challenges students encounter with speaking skills and their speaking habits Finally, the last set of questions explored various techniques designed to motivate students to engage in speaking at different stages of their language development.
The amount of time students have studied English
The amount of time students have studied
In this survey, I utilized quantitative data analysis techniques to evaluate the results from a questionnaire involving 48 participants This method is recognized as an effective approach for analyzing survey data I compiled the findings into tables and charts, which visually represent the number of students selecting each appropriate answer in the questionnaire.
Question 1: How long have you been studying English?
Figure 1: The amount of time students have studied English
The chart illustrates the duration of English study among 48 English-major students It is evident from the table that a significant number of students have been engaged in learning English for varying lengths of time.
Students who have learned English for over 10 years represent the largest group, accounting for 100% of the total, while those who studied for 5 to 10 years were not represented at all This data indicates that all students have extensive experience in learning and practicing English, highlighting their long-term commitment to language acquisition.
Speaking skill Listening skill Reading skill
Question 2: Which skills do you like most?
Figure 2: Student’s language skills preference
The aim of this question is to identify students' favorite language skill to tailor a learning plan that aligns with their interests Language learning encompasses four essential skills: speaking, listening, reading, and writing, each contributing to effective communication The results indicate that students show a strong preference for speaking, which accounts for 42% of their interest, while listening follows at 24% Interestingly, both reading and writing skills attract equal interest, each representing 17% of students' preferences in learning English.
On the whole, students tend to focus on communication skills including speaking and listening skill rather than another
How important is speaking skill ?
10 How important is speaking skill ??
Question 3: How important is speaking skill?
Figure 3: Students’ opinion on the importance of speaking skill
Chart 3 reveals the surveyed students’ opinions on the significance of speaking At the first glance it can be seen that, we are under the impression that, the very important role of speaking skill chosen by almost students takes a dominant figure while other percentage are shared equally to 3 other factors Most of students are of the thought that speaking seems to be the most productive skill require for communication There are 22 out of 48 students supported this attitude to the importance of speaking skill In addition to, 7 other students also consider speaking skill important which reveals a quite positive point
The data presented in the table indicates that eight students hold a neutral perspective on speaking skills, while notably, ten students do not recognize the importance of these skills.
Many students believe that speaking skills are not essential for their future careers, leading them to undervalue the importance of developing this ability.
The findings find out the fact that there are some different viewpoints about the role of speaking skill
Question 4: What difficulties related to speaking do you face up with?
Figure 4: Student’s difficulties related to speaking skill
The primary challenge students face in speaking English is psychological barriers, as indicated by 42% of respondents Factors such as fear of making mistakes, shyness, anxiety, and lack of confidence significantly hinder their ability to communicate effectively Overcoming these psychological obstacles is essential for students to enhance their English speaking skills and boost their motivation.
The chart indicates that students recognize the lack of an engaging environment as a significant barrier to their English language practice Outside the classroom, opportunities for conversational practice, particularly with native speakers, are limited This deficiency hinders students' ability to enhance their language communication skills through everyday interactions with foreigners.
Seventeen percent of students reported challenges with pronunciation, including stress and intonation Many of these students admitted to speaking English without focusing on stress, which negatively impacts their speaking skills and can lead to misunderstandings.
Lastly, grammar and other reasons represent the smallest figure about 8% and 2%
What difficulties related to speaking do you face up with?
Grammar Lack of environment Other reasons
On the general view, there are lots of different difficulties that students faced to when learning speaking English
Question 5: How often do you speak English?
Figure 5: Student’s speaking English frequency
The chart highlights the limited opportunities students have to practice speaking English, as indicated by the low percentage of students engaging in conversations in the language.
English ‘sometimes’ is highest about 62% corresponding to 30 students This figure points out that the students’ habit of speaking is a limitation for them to practice speaking English
THE SURVEY QUESTIONNARE FOR STUDENTS SURVEY 42
Using projects to motivate speaking skills for 1st year English major students
1 /How long have you been learning English?
2 /Which skill do you like most?
3 /In your opinion, how important is speaking skill?
4/ What difficulties related to speaking do you face up with?
□ Psychological barriers (feel shy, lack of confidence, fear of making mistake )
5/ How often do you speak English in the class?
6/How do your teachers motivate students’ speaking in the class?
□ Help you correct your mistakes
□ Give you more chances to speak
□ Give homework to practice at home
7/How do you motivate yourself to speak outside the class?
□ Do the tasks given by teachers
8/ Which pre-speaking activities do you prefer in the class?
□ Writing an outline of ideas
9/ Which while-speaking activities do you like most?
10/What do you prefer for post-speaking?
To enhance your English listening skills, consider exploring a variety of online resources Websites like Talk English and VOA Learning English offer structured lessons and engaging content tailored for learners BBC Learning English provides diverse materials, including videos and audio clips, to improve comprehension TED Talks feature inspiring speeches that can help with listening practice while exposing you to different accents and topics Additionally, ESL Commando lists the best websites for English listening exercises, and YouTube channels dedicated to language learning can provide valuable visual and auditory experiences Utilizing these platforms can significantly boost your listening proficiency and overall language skills.
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