INTRODUCTION
Rationale
English has emerged as a dominant global language, with approximately two billion speakers and over one billion learners worldwide This widespread use makes English a vital tool for accessing valuable opportunities across the globe Proficiency in English enables individuals to connect with others internationally, highlighting its essential role in diplomacy, trade, science, and technology.
Learning English involves four essential skills: speaking, listening, reading, and writing Among these, speaking is often considered the most crucial, as it significantly contributes to overall English proficiency Prioritizing speaking skills is vital for English learners, as effective communication enhances their chances of securing well-paying jobs and successfully integrating into the workplace.
Many students at Hai Phong Private University in Vietnam struggle to master English speaking skills due to factors such as lack of motivation, fear of making mistakes, and limited practice opportunities Despite dedicating significant time to grammar, writing, and reading, first-year English majors often neglect speaking, resulting in passivity during lessons and reluctance to participate in speaking activities Consequently, their English speaking proficiency remains low, with few students able to communicate fluently.
This study investigates the English speaking proficiency of first-year English majors at HPU and proposes key techniques to improve English speaking instruction By implementing these methods, students can enhance their speaking skills, ultimately achieving fluency in English communication.
To support first-year English majors at HPU in enhancing their speaking skills and avoiding common mistakes, the study titled “How to Help First-Year English Majors at HPU Avoid Common Mistakes in Speaking Lessons” was conducted This research aims to benefit students in the Foreign Languages Department by providing strategies to improve their English speaking abilities, ultimately paving the way for a brighter future.
Aims of the study
This study aims to identify the features and characteristics of speaking skills, as well as common mistakes and challenges faced by students in learning to speak English It focuses on first-year English majors at HPU, assessing their current speaking abilities and providing effective techniques to enhance their communication skills The ultimate goal is to help these students improve their English speaking proficiency.
Scope of the study
Learning English presents various challenges, particularly in speaking skills, as well as other areas Due to constraints in time and knowledge, it is often unfeasible to address all difficulties and common mistakes across every skill Therefore, this study will concentrate solely on speaking skills The research involves two classes of English majors from Hai Phong Private University, specifically targeting freshmen to ensure that their feedback is objective and relevant This approach aims to identify their challenges and develop practical solutions tailored to their needs.
Method of study
This research involved extensive references and literature on speaking skills and student motivation, along with online searches for detailed insights A survey was conducted among first-year English majors at HPU to collect relevant data, as these students require English proficiency more than non-majors Regular use of English presents common challenges that can impede their speaking skills Consequently, this study aims 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 this study outlines its rationale, clearly defining the objectives and research questions while establishing the scope of the investigation Additionally, it presents the study's design, setting the foundation for the subsequent analysis.
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 the survey questionnaire conducted among first-year English majors at Hai Phong Private University, exploring their attitudes toward learning English speaking skills It includes details on the survey questions, design, methodology, data analysis, and the subsequent findings and discussion.
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, present the survey questionnaire utilized in the research, and propose effective strategies to facilitate improvement in students' speaking abilities.
DEVELOPMENT
This chapter aims to review the literature pertinent to the study of speaking It comprises six sections: the first defines speaking, the second highlights its significance, the third examines the challenges students encounter, the fourth discusses common speaking mistakes, the fifth introduces communicative language teaching (CLT), and the final section concludes the chapter.
Speaking is an interactive process of constructing meaning that involves producing, receiving, and processing information, as defined by Bums & Joyce (1997) This definition highlights that the form and meaning of speech are influenced by the context, including the participants, their collective experiences, the physical environment, and the purpose of the communication Various researchers have focused on defining speaking within the realm of language learning methodology, underscoring its complexity and significance in effective communication.
Speaking is the act of producing language through verbal communication, utilizing various body parts such as the lungs, vocal tract, vocal cords, tongue, teeth, and lips There are two primary forms of speaking: informal and formal Informal speaking is generally reserved for conversations with family, friends, or acquaintances, while formal speaking is appropriate in professional or academic contexts and during initial meetings with new people.
Nunan and Cavid (2001) emphasize that speaking in a second language requires the development of specific communication skills Historically significant in language teaching, speaking has only recently gained recognition as a distinct area of focus in teaching, learning, and assessment, often neglecting the production of spoken discourse.
THEORETICAL BACKGROUND
This chapter aims to review relevant literature on the subject, organized into six sections: the first defines speaking, the second highlights its significance, the third addresses common difficulties faced by students, the fourth discusses frequent mistakes in speaking, the fifth introduces Communicative Language Teaching (CLT), and the final section concludes the chapter.
Speaking is defined by various researchers as an interactive process that involves constructing meaning through the production, reception, and processing of information According to Bums & Joyce (1997), the form and meaning of spoken language are influenced by the context, which includes the participants, their shared experiences, the physical environment, and the purpose of the communication.
Speaking is the act of delivering language vocally, utilizing various parts of our body 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 among family and friends, while formal speaking is appropriate in business or academic contexts, as well as in initial meetings with new acquaintances.
Nunan and Cavid (2001) emphasize that speaking a second language requires a distinct set of communication skills Historically, it has held a unique place in language education, but only in the past twenty years has it started to be recognized as an independent area of teaching, learning, and assessment, often neglecting the production of spoken discourse.
Effective communication is essential for building relationships, as it reflects the connection between the speaker and listener According to Wilson (1983), speaking plays a crucial role in developing this relationship and dictates the linguistic, psychological, and physical rules applicable in various communication contexts To achieve successful communication, the speaker must clearly articulate their intended message.
In the realm of communication, speaking involves conveying information and expressing emotions through verbal interactions It encompasses the delivery of speeches and the use of a specific language to articulate thoughts, ensuring that meaning is effectively communicated through words.
(http://oxforddictionaries.com/definition/english/speaking)
Speaking is defined as a productive skill and an essential aspect of communication Effective speaking involves articulating words clearly so that listeners can easily comprehend the message being conveyed.
(http://wiki.answers.com/Q/What_is_the_definition_of_speaking_skills)
According to the Pendidikan Nasional, speaking is one of the four essential competencies outlined in the Competence Based Curriculum that students must develop for effective communication (Department Pendidikan Nasional, 2004, p.1) However, many students encounter challenges in speaking, primarily due to language-related issues Despite possessing a substantial vocabulary and being able to write well, students often struggle to speak confidently, largely due to their fear of making mistakes.
Speaking ability refers to students' capacity to express their ideas verbally, as reflected in their speaking scores It encompasses a range of skills, including structure and vocabulary According to Freeman (as cited in Risnadedi, 2001), speaking is more complex and challenging than commonly perceived The study of speaking, much like other aspects of language learning, presents numerous considerations for language teachers.
In conclusion, speaking skills are a crucial aspect of language proficiency, as highlighted by Clark and Clark (in Nunan, 1991, p 23), who describe speaking as "fundamentally an instrument act." This emphasizes that speakers engage in conversation to influence their listeners, making it an essential outcome of the teaching and learning process Developing students' conversational abilities is vital for effective language education, as language serves as a system for conveying meaning, underscoring the importance of teaching speaking skills in achieving success in language learning.
(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 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 in various contexts using words or sounds to inform, persuade, or entertain Effective speaking skills can be developed through various 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 often prioritized over work experience, motivation, and academic credentials in recruitment processes This emphasis on speaking skills offers learners several distinct advantages, enabling them to effectively express their thoughts and emotions.
Effective leadership in various fields, including business, education, military, and law, requires strong public speaking skills Leaders must communicate clearly and confidently to capture their audience's attention, enabling them to convey their messages effectively and enhance their visibility through impactful speeches.
Effective speaking skills significantly enhance negotiation abilities, enabling speakers to secure important contracts that benefit both their company and personal success This proficiency not only boosts self-confidence but also fosters a sense of ease when addressing large audiences As noted by Gerald Gillis (2013), "Speaking skills can enhance one’s personal life; thereby bringing about the well-rounded growth we should all seek."
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 primarily focused on grammar This lack of speaking experience can hinder their progress, making it essential for them to develop these skills early on, as strong speaking abilities will facilitate their future learning Additionally, many students still undervalue the importance of learning English, especially speaking Therefore, it is crucial to provide encouragement and motivation to help them recognize the significance of English and adopt effective learning methods.
First-year English majors benefit from extended learning opportunities at university, allowing them to apply projects to real-world situations This immersive experience enhances their speaking skills more effectively than their peers, as they have ample time to stay motivated and self-correct their mistakes.
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 aimed at identifying the challenges students face in developing their speaking skills and determining the most effective projects to enhance their motivation to speak.
The survey consisted of ten questions aimed at understanding students' experiences with learning English and their perspectives on speaking skills Questions 1 to 3 focused on the duration of English study and the perceived importance of speaking proficiency Questions 4 to 6 explored the challenges students encounter regarding their speaking abilities and their speaking habits Finally, questions 7 to 10 provided insights into techniques that can effectively motivate students to engage in speaking activities at various stages of their learning journey.
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 questionnaire results This method is recognized as an effective approach for analyzing data collected from surveys After surveying 48 participants, I summarized the findings in tables and charts, which illustrate the number of students selecting each appropriate response 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 language study among 48 English-major students A quick glance at the data reveals the number of students who have been learning English for varying lengths of time.
The data reveals that the majority of students, accounting for 100%, have been learning English for over 10 years, indicating extensive experience and practice in the language Notably, there is no representation of students who have studied English for a duration of 5 to 10 years, highlighting a significant gap in this age range This long-term commitment to English learning underscores the dedication of our students to mastering the language.
Speaking skill Listening skill Reading skill
Question 2: Which skills do you like most?
Figure 2: Student’s language skills preference
The purpose of this inquiry is to identify students' preferred language skill, allowing for a tailored learning plan based on their interests Language learning encompasses four essential skills: speaking, listening, reading, and writing, each crucial for effective communication The results indicate that students show a strong enthusiasm for speaking, which accounts for 42% of their interest, significantly higher than listening 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 indicates that eight students hold a neutral perspective on their speaking skills, while notably, ten students do not recognize the importance of speaking skills.
Many students believe that speaking skills are not essential for their future careers, leading to a lack of interest in developing this important 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
This article explores the challenges students encounter when speaking English, highlighting that 42% identify psychological barriers as the primary difficulty Factors such as fear of making mistakes, shyness, anxiety, and lack of confidence significantly hinder their ability to communicate effectively These psychological obstacles are crucial for students to overcome in order to improve their English speaking skills.
The chart indicates that students are significantly hindered by a lack of external environmental factors, particularly in opportunities to practice speaking English with native speakers This limitation restricts their ability to enhance language communication skills through daily interactions with foreigners.
Seventeen percent of students reported challenges with pronunciation, particularly in areas like stress and intonation Many of these students admitted that they often speak English without focusing on stress patterns, 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 reveals the frequency with which students engage in speaking English It highlights that students generally lack ample opportunities to practice the language, as indicated by the low percentage of those actively speaking English.
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?
For effective English language learning, utilize a variety of online resources that enhance your listening and speaking skills Websites like TalkEnglish, VOA Learning English, and BBC Learning English offer structured lessons and engaging content TED Talks provide insightful presentations that improve comprehension and vocabulary Additionally, ESL Commando lists the best English listening websites, while YouTube channels dedicated to language learning can offer visual and auditory practice By integrating these tools into your study routine, you can significantly boost your English proficiency.
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