Rationale of the study
Research indicates that errors in language learning, particularly speaking errors, are prevalent in English classes worldwide, including non-native contexts like Vietnam Scholars such as Dulay, Burt, and Krashen (1982) emphasize that making errors is an essential part of the language acquisition process, stating that "people cannot learn language without first systematically committing errors." Additionally, Edge (1989) describes learner errors as "learning steps," highlighting their role in the educational journey Other researchers, including Bartram and Walton (1991) and Widdowson, also support the notion that errors are integral to language learning.
Language errors are a significant indicator of learners' progress in acquiring a target language, highlighting their role in both language learning and performance assessment Teacher feedback in English classes is crucial, as it serves to inform, regulate, and eliminate errors While speaking errors among students are inevitable and often not explicitly addressed in textbooks, it is essential for teachers to attentively and seriously consider these errors The manner in which teachers provide feedback can greatly influence students' learning outcomes, yielding both positive and negative effects Therefore, researching effective feedback strategies for addressing students' speaking errors is vital for enhancing their overall success and achievement in language learning.
Numerous studies have investigated language errors and correction methods in both written and oral forms within classroom settings Despite extensive research, the effectiveness of feedback strategies for correcting speaking errors remains a contentious topic among scholars Some researchers, such as Pienemann (1985), argue against the efficacy of error correction, suggesting that the teachability hypothesis indicates that instruction can only enhance language learning under certain conditions.
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Error correction in language learning is most effective when learners are ready to acquire the targeted structures; otherwise, it may have little value (Clampitt, 2001) Truscott (1996) argues that grammar correction can negatively impact motivation and discourage learners However, the drawbacks of error correction often stem from how feedback is delivered rather than the correction itself In contrast, supporters of feedback, like Carroll and Swain (1993), highlight that both explicit and implicit corrections can aid L2 learners in grasping abstract linguistic concepts, suggesting that negative feedback can be beneficial when applied appropriately.
To effectively interpret data, it is essential to narrow down the range of possible hypotheses (p.358) Additionally, Nunan and Lamb (1996, p.68) highlight that errors made by learners, along with teacher corrections, offer valuable insights into the target language, enhancing the learning process.
At People's Police College I in Vietnam, English is a compulsory subject aimed at equipping students with fundamental language skills and communication abilities However, many students face challenges in speaking due to limited vocabulary, low motivation, large class sizes, and anxiety about making mistakes As a result, they frequently make speaking errors and struggle to articulate their thoughts in English This persistent issue suggests that the methods employed by English teachers at PPC I in addressing these speaking errors could significantly impact students' speaking proficiency.
To conclude, the study proceeds from three main reasons, the first of which
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Teachers' feedback plays a crucial role in addressing students' errors, significantly influencing their learning success and overall achievement There are ongoing debates among researchers about the effectiveness of feedback, highlighting the complexities of its impact Additionally, the practical hypothesis at PPC I suggests that implementing specific feedback strategies by teachers can enhance students' speaking competence to a notable degree.
Aims of the study
The study is aimed at:
- Finding out the most frequent speaking errors that the second- year students make in speaking class at PPC I
- Exploring teachers’ beliefs and use of feedback strategies for their second- year students’ speaking errors
This study explores the attitudes of second-year students regarding teachers' feedback strategies for addressing speaking errors The goal is to provide recommendations for educators on how to effectively implement these feedback techniques to improve students' speaking performance.
With the given aims, the study was conducted to answer the three following questions:
1/ What are the most frequent speaking errors made by the second-year students at PPC I?
2/ What are teachers’ beliefs and application of feedback strategies for students’ speaking errors at PPC I?
3/ What are the second-year students’ attitudes towards teachers’ use of feedback strategies for their speaking errors?
A study at People’s Police College I in Ha Noi examined the common speaking errors made by second-year students, the feedback strategies employed by teachers to address these errors, and the students' attitudes towards the feedback received.
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4 teachers’ feedback Thus, students’ uptake or progress from feedback is beyond the scope of this study
Data for this study were gathered through questionnaires administered to teachers and students, semi-structured interviews with educators, and eight observations of English speaking lessons conducted for second-year students at PPC I.
This study employed both qualitative and quantitative research methods in order to get a more detailed and comprehensive picture about what is investigated
Quantitative data were gathered through closed questions in questionnaires directed at both teachers and students, alongside class observations This data collection method enabled an analysis of the most common speaking errors made by second-year students, the feedback strategies employed by teachers to address these errors, and the students' perceptions of the feedback received from their instructors.
Qualitative data were collected from six semi-structured interviews with teachers to gain in-depth insights into their feedback strategies in the classroom Additionally, an open-ended question in the student questionnaire allowed for further evaluation of teachers' feedback from the students' perspectives.
This study aims to assist English teachers at PPC I in recognizing the importance of providing feedback on students' speaking errors and identifying the most common mistakes made by learners It also explores feedback strategies from both theoretical and practical perspectives, while highlighting students' attitudes towards the feedback they receive Ultimately, the findings will offer valuable pedagogical implications, encouraging teachers to implement tailored feedback strategies that effectively enhance students' speaking performance in the classroom.
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The study consists of three main parts:
This study aims to explore key aspects of [insert topic], addressing specific research questions within a defined scope Utilizing a comprehensive methodology, the research highlights its significance in contributing to the existing body of knowledge The design of the study is structured to ensure clarity and coherence, facilitating a thorough understanding of the findings Part B includes three chapters that delve deeper into the development of the subject matter, providing valuable insights and implications for future research.
Chapter 1 - Literature Review - reviews the theories on communicative language competence, second language acquisition, errors and feedback strategies for students’ speaking errors
Chapter 2 – Methodology outlines the study's settings, research design, and participant details It also explains the data collection instruments used by the researcher and the procedures followed during the study.
Chapter 3 - Findings and Discussions explores the common speaking errors made by second-year students, examines teachers' beliefs regarding feedback strategies, and analyzes students' attitudes towards the feedback they receive from their teachers.
In the conclusion of Part C, the study summarizes key findings and offers valuable suggestions for teachers on selecting effective feedback strategies for addressing students' speaking errors This section provides a comprehensive overview of the research conducted and outlines recommendations for future studies in this area.
This chapter outlines the study's purpose, focusing on analyzing second-year students' speaking errors, teachers' beliefs regarding feedback strategies, and students' evaluations of that feedback To accomplish these objectives, the research utilized teacher and student questionnaires, semi-structured interviews, and classroom observations as data collection methods The subsequent chapter will provide a review of the relevant literature to support the study.
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PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW
This chapter aims to examine the literature on students' speaking errors and teachers' feedback strategies, organized into six sections It begins with a discussion on communicative language competence and second language acquisition, followed by an overview of general language errors and feedback strategies The fourth and fifth sections focus specifically on issues related to speaking errors and corresponding feedback strategies Finally, the chapter concludes with a review of studies comparing feedback in second language acquisition, highlighting both similarities and differences.
1.1 Communicative language competence and second language acquisition 1.1.1 Communicative language competence
As globalization advances, learning English as a second language has become essential in our interconnected world, with a primary goal for learners being the attainment of "communicative competence." Education systems worldwide, including those in non-native countries, have embraced the Communicative Language Teaching approach to enhance English language instruction The concept of communicative competence, introduced by Chomsky in 1965, distinguishes between linguistic competence—the idealized knowledge of a native speaker—and performance, the actual use of language However, Hymes (1966) challenged Chomsky's view, emphasizing that true linguistic ability involves producing and understanding contextually appropriate utterances.
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7 found that Chomsky’s distinction between competence and performance too narrow as well as too idealized to describe actual language behavior as a whole
Canale and Swain (1980) explored communicative competence in language learning, emphasizing its definition as the ability to interpret and perform appropriate social behaviors This concept necessitates active learner participation in producing the target language According to their framework, communicative competence consists of three essential components: grammatical, sociolinguistic, and strategic competence Furthermore, Canale and Swain elaborated on sociolinguistic competence, highlighting its significance in effective communication.
(1983) into two separate components: sociolinguistic and discourse competence
Communicative competence, as defined by Canale (1983), encompasses the essential knowledge and skills necessary for effective communication It consists of four key components: grammatical competence, which involves understanding phonological, morphological, syntactic, semantic, and lexical rules; sociolinguistic competence, focusing on the pragmatic aspects of speech acts, including cultural values and social norms; discourse competence, which pertains to the cohesion and coherence of various discourse types; and strategic competence, involving the use of verbal and nonverbal strategies to address communication breakdowns and enhance overall effectiveness.