INTRODUCTION
Rationale
English has emerged as the global language for business, technology, and academia, necessitating effective communication across diverse linguistic and cultural backgrounds Today, most English speakers use the language as a foreign or second language, highlighting the importance of mastering English as a Second Language (ESL) or English as a Foreign Language (EFL) for successful interpersonal communication.
Learning English involves four fundamental skills: speaking, listening, reading, and writing These skills are interrelated and support one another, each playing a crucial role in language acquisition Among them, speaking is often considered the most essential skill for effective communication in English.
Many students, particularly English majors at Haiphong T&M University, struggle with speaking skills due to several challenges These include a lack of practice environments, fear of making mistakes, and outdated high school teaching methods that prioritize writing and reading over speaking and listening As English communication, which heavily relies on speaking and listening, becomes increasingly important for their future, addressing these obstacles is essential for their development.
This study investigates the speaking skills of second-year English majors at Haiphong T&M University, aiming to identify common errors and propose effective solutions for improvement By addressing these issues, the research seeks to enhance students' speaking abilities, ultimately increasing their opportunities for a successful future The findings are intended to benefit not only second-year students but also the broader community of English majors.
Aims of the study
This study aims to explore the challenges and mistakes faced by second-year English majors in developing their speaking skills It also seeks to provide practical suggestions for improvement The expectation is that the findings will effectively assist students in enhancing their speaking abilities and boost their confidence in communicating with foreigners in English.
Scope of the study
A study conducted with 40 second-year English majors at Haiphong T&M University revealed that, despite a year of university-level English study, many students continue to struggle with common speaking errors and difficulties The research highlights persistent challenges that these learners face in their spoken English skills.
Method of study
This study employs both qualitative and quantitative methods, beginning with my own experiences in learning English speaking skills as a second-year student and extending to a survey of second-year English majors The survey data aims to identify the challenges and errors they encounter in their speaking practice By integrating insights from my experiences and those of the participants, I aim to propose effective solutions for enhancing their speaking skills Additionally, I conducted further research through friends, books, and online resources to enrich the survey questionnaire A significant aspect of this study is the valuable guidance provided by Mrs Nguyen Thi Thu Huyen, who has been instrumental in its completion.
Design of the study
This study consists in three parts:
In this part, I introduce rationale, the aim of the study, the scope of the study, the method of the study and the design of the study
Firstly, this study introduces about English speaking skill and its definition Then, it points out some difficulties and errors that students will face when they learn English speaking
Next chapter mainly focuses on survey questionnaire by second year English majors at Haiphong T&M University It contains survey-questionnaire, data analysis as well as discussion
Last chapter includes solutions and recommendation for second year English-majors to improve their speaking skill in the future
In this part, some limitations and suggestions for further research are stated.
DEVELOPMENT
This chapter aims to provide a comprehensive literature review on key issues related to speaking It is structured into five sections: the first section defines speaking, the second highlights its significance, the third addresses the challenges students encounter, the fourth discusses common speaking errors, and the fifth concludes the chapter.
Researchers globally focus on defining speaking, which is essential in language methodology According to Bums & Joyce (1997), speaking is an interactive process that constructs meaning through the production and reception of information The form and meaning of spoken language are influenced by the context, including the participants, their shared experiences, the physical environment, and the purpose of the communication.
According to Nunan and David (2001), speaking a second language requires the development of specific communication skills This aspect of language learning has played a significant role in the history of language teaching Over the past two decades, speaking has increasingly emerged as an independent branch of teaching, learning, and assessment, yet it often receives limited attention regarding the production of spoken discourse.
Speaking is the act of delivering language through the mouth, utilizing various parts of the body such as the lungs, vocal tract, vocal cords, tongue, teeth, and lips to produce sounds There are two primary forms of speaking: formal and informal Formal speaking is appropriate in business or academic contexts and during initial meetings, while informal speaking is generally reserved for conversations with family, friends, or acquaintances.
THEORETICAL BACKGROUND
This chapter aims to examine the relevant literature concerning the study's issues, structured into five key sections The first section defines speaking, while the second highlights its significance The third section addresses the challenges students encounter, followed by a review of common speaking errors in the fourth section Finally, the chapter concludes with a summary of the findings.
Researchers globally have focused on defining speaking, with various interpretations emerging in language methodology According to Bums & Joyce (1997), speaking is an interactive process that constructs meaning through the production and reception of information The form and meaning of spoken communication are influenced by the context, which includes the participants, their shared experiences, the physical environment, and the purpose of the interaction.
According to Nunan and David (2001), speaking a second language requires the development of specific communication skills This aspect has played a significant role in the history of language teaching Over the past two decades, speaking has emerged as a distinct area within the fields of teaching, learning, and assessment, yet it often receives limited attention regarding the production of spoken discourse.
Speaking is defined as the delivery of language through the mouth, involving the coordination of various body parts such as the lungs, vocal tract, vocal cords, tongue, teeth, and lips It manifests in two primary forms: formal and informal Formal speaking is utilized in business, academic settings, or during initial meetings with new acquaintances, while informal speaking is commonly employed among family, friends, or familiar individuals.
Relationships are established through communication, as highlighted by Wilson (1983:5), who emphasized that speaking develops the connection between the speaker and listener Effective communication relies on the application of logical, linguistic, psychological, and physical rules tailored to the specific context Therefore, it is essential for speakers to clearly express their intentions to convey the purpose of their message.
In the realm of communication, speaking involves conveying information and expressing emotions through verbal language It encompasses the delivery of speeches and the effective transmission of meaning using words.
(http://oxforddictionaries.com/definition/english/speaking)
Speaking is a dynamic form of communication that involves two or more participants who take on the roles of both listeners and speakers Each participant actively responds to what they hear while contributing to the conversation at a rapid pace This interactive process is driven by the intentions of each individual, as they aim to convey their thoughts and engage meaningfully with others.
Speaking skills are essential for effective communication, as they enable individuals to use language appropriately to express their ideas, opinions, and feelings This ability facilitates the exchange of information and knowledge between people engaged in conversation.
Language serves as a vital tool for communication, allowing individuals to express and exchange ideas, as highlighted by Ishrat Aamer Qureshi (2006) Effective communication relies heavily on speech; without it, language becomes merely a written script The significance of speaking skills is immense for language learners, as communication occurs within various social contexts Any breakdown in communication can lead to misunderstandings and issues, underscoring the necessity of proficient speaking abilities.
For a smooth running any system, the speaker of a language need to be especially and purposefully trained in the skill of speaking
To become a well-rounded communicator, proficiency in the four essential language skills—listening, speaking, reading, and writing—is crucial Among these, speaking skillfully offers distinct advantages, allowing individuals to articulate their thoughts, opinions, and feelings effectively This ability to convey ideas not only fosters meaningful connections with others but also enhances self-understanding As Robert Frost aptly noted, reflecting on our expressions can lead to deeper insights about ourselves.
I talk in order to understand, I teach in order to learn.’’ Undoubtedly, the clarity in speech reflects clear thinking
An effective speaker captivates their audience and maintains their attention throughout the entire message Strong speaking skills are crucial for career advancement and play a significant role in personal development as well Mastering these skills can lead to success in both professional and personal realms.
According to Brown (2007), a perfect teaching speaking lesson has to follow three following stages
Pre-speaking activities are essential as they prepare students for effective communication by fostering thought and reflection before they engage in conversation These activities allow students to plan and organize their ideas, enhancing their overall speaking skills and confidence.
Purpose of pre-speaking is choosing the topic, determining purpose, audience and format
While speaking promotes interaction among students, allowing them to gain the confidence needed for public speaking The primary purposes of this activity include expressing feelings and ideas, as well as sharing stories.
Post-speaking stage is a time for reflection and setting goals Following speaking experiences, both formal and informal, it is important to have students reflect up their performance
Students often face various challenges in speaking, with one significant issue being ineffective learning methods It's crucial to learn the right techniques from the start, as using incorrect methods can negatively impact their speaking skills If students begin their learning journey with flawed approaches, they are likely to encounter difficulties later on, leading to persistent errors in their communication abilities Therefore, mastering speaking skills requires a proper foundation from the beginning to ensure future success.
Students often struggle to develop their speaking skills due to a lack of practical environments for practice While schools primarily focus on theoretical knowledge, it is essential for students to engage in speaking practice Unfortunately, when they attempt to use English in public or school settings, they may be perceived as showing off, which can undermine their confidence and hinder their improvement.
Solutions to improve speaking
This chapter presents effective methods and activities aimed at enhancing students' speaking skills, based on survey analysis The majority of surveyed students reported challenges such as ineffective learning methods, insufficient practice environments, fear of making mistakes, and a lack of motivation To address these issues, the suggested methods and activities focus on the learners' experiences By consistently practicing these approaches, students are expected to see significant improvements in their speaking abilities over time.
Many students continue to rely on outdated methods of learning English, even after years of study and a year in university It is crucial for them to adapt their learning strategies, particularly for speaking skills, as effective communication requires more practice than theory This shift should occur not only in the classroom but also in their home study routines, as teachers find it challenging to assign homework that fosters speaking proficiency To enhance their speaking abilities, students should embrace recommended practices that encourage active engagement and consistent practice.
3.1 Change your attitude to speaking skill
To enhance their speaking skills, students must first shift their attitudes towards the importance of this ability According to survey results, only about half of the students recognize speaking as a crucial skill, while the other half undervalue its significance This misconception highlights the need for a change in mindset, as fostering a positive attitude towards speaking is essential for effective learning and development in this area.
Shyness and the fear of making mistakes often hinder students from enhancing their speaking skills in English If you find yourself hesitant to speak or feeling tongue-tied, you're not alone To help overcome these challenges, consider implementing effective techniques designed to boost your confidence and improve your ability to communicate.
To enhance your English skills, consistent practice is essential Engage in spoken English regularly, whether alone or with friends, rather than just thinking through conversations silently This active approach helps you articulate words and attune your ears to the sounds of the language, fostering better communication.
Plan ahead and warm up
Before engaging in a conversation or delivering a speech in English, take the time to consider your message and practice key phrases Familiarizing yourself with the sounds of these phrases will enhance your preparedness for effective communication.
Motivation is crucial for success in learning a second language, particularly in speaking classes Students with high motivation tend to learn more effectively and quickly compared to their less motivated peers In contrast, unmotivated students often lose focus, misbehave, and create discipline issues Conversely, highly motivated learners engage actively and concentrate better on tasks and activities, enhancing their overall learning experience.
Many students often view their speaking skills negatively, thinking thoughts like, “My speaking is full of errors” or “I’m afraid to speak.” To improve your speaking abilities, focus on what you can achieve rather than your limitations Start with simple tasks, such as practicing common sentences or reading aloud from English books As you continue this practice, you may discover that speaking becomes easier and even enjoyable These small successes can boost your confidence and lead to greater achievements Conversely, if you maintain negative beliefs like “speaking is hard” or “I feel shy to speak in public,” you will struggle to improve your speaking skills.
To enhance your speaking skills, it's essential to incorporate variety into your study routine Instead of sticking to the same grammar exercises or revisiting old topics, mix things up by listening to podcasts or news, joining an English club with friends, or watching films This diverse approach not only keeps your learning experience interesting but also significantly benefits your speaking abilities while preventing boredom.
Enhance your learning experience by playing engaging games with friends that specifically target speaking skills These interactive activities not only boost verbal communication abilities but also motivate students and make lessons more enjoyable.
Engaging in various activities is essential for enhancing students' speaking skills, both at school and at home If students shy away from these opportunities, the theoretical knowledge they acquire becomes ineffective To maximize their English proficiency, particularly in speaking, I suggest incorporating specific activities that can significantly benefit their language development.
If you want to participate in a club that familiar to you, you should join English club held up by Mrs Lien, the Dean of Foreign Language Department
This club fosters a relaxed learning environment, emphasizing hands-on interactions among students Unlike traditional classrooms, the atmosphere is informal, making lessons more engaging and enjoyable.
The English club serves as a vibrant and healthy environment for students, fostering interaction among peers who share similar hobbies and interests It provides a valuable opportunity for students to build relationships both inside and outside the club Meeting on weekdays and weekends, the club acts as a refreshing outlet for socializing, allowing students to connect and engage with one another.
The club warmly invites new members to participate in its sessions, fostering a vibrant atmosphere that enhances interaction among both new and returning participants Regular meetings and activities not only strengthen community ties but also equip students with essential social skills applicable beyond the club environment.
In club, students won’t feel discouraged when committing errors since they know other members and lectures are there to help them improve through feedback sessions
These methods are highly effective because they foster an engaging environment where students can participate in discussions based on their interests, reducing the monotony of traditional lectures When students are actively involved, they are more likely to stay attentive and interested in the lesson Additionally, presenting in front of peers helps students build confidence and confront their shyness, ultimately enhancing their communication skills.
CONCLUSION
This graduation paper investigates the learning situation in the Language Department at Hai Phong Technology & Management, focusing on students' difficulties and common errors in speaking skills Chapter 1 outlines the study's aim, scope, and rationale, while Chapter 2 provides theoretical definitions related to speaking and identifies challenges faced by students A survey was conducted to analyze these difficulties, leading to the development of effective strategies to motivate students in their speaking practice Chapter 3 offers suggestions for students to enhance their skills both at home and in class Due to time and knowledge constraints, the research primarily addresses speaking skills, with hopes for future studies to explore additional areas such as pronunciation and listening Ultimately, this paper aims to encourage those interested in improving their speaking abilities.
2 Limitations and suggestions of the further study
This study explores techniques to enhance speaking skills among second-year English majors at Haiphong T&M University, acknowledging limitations such as the small sample size and a focus solely on speaking, excluding related skills like writing and listening The findings suggest that these techniques represent just a fraction of the broader strategies that can be creatively and flexibly implemented in English language teaching Future research should aim to include a larger student population and address additional English skills to improve overall language learning outcomes.
1 Bums, A & Joyce, H (1997) Focus on speaking Sydney: National
Center for English Language Research
2 Nunan, Cavid (2001) Language Teaching Methodology Textbook for teachers Syney: National Center for English Language Teaching and Research
3 Flucher (2003) Testing Second Language Speaking Centre For Applied Language Studies, University of Dundee
4 Ishrat Aamer Qureshi (2006) The Important Of Speaking Skill for EFL
5 Brown, H Douglas (2007) Principles of Language Learning and Teaching Fifth Edition New York: Pearson Education Inc
6 Ashwill, Mark A and Thai Ngoc Diep (2005) Vietnam Today: A Guide to a Nation at a crossroads Intercultural Press
7 Gayle, L N., Mahmoud, A B., & Waguida, E B (2002) International Journal of Intercultural Relations 26 Elsevier Science Ltd
8 Wilkins D.A (1972) Linguistics in language teaching
9 Kavin Hetrakul (1985) The second language
Speaking is a fundamental aspect of communication that involves the articulation of thoughts and ideas through spoken language It plays a crucial role in daily interactions and is essential for effective expression in both personal and professional contexts Resources such as Oxford Dictionaries and Cambridge Dictionary provide definitions and insights into the nuances of speaking Additionally, platforms like EnglishClub and FluentU offer valuable tools and content to enhance English speaking skills, making learning engaging and practical For visual learners, videos on YouTube can further aid in understanding and improving speaking abilities.
%20to,the%20word%20you're%20learning https://ieltsonlinereview.wordpress.com/2017/09/14/advantages-of-practicing- english-with-native-speakers/
This survey aims to investigate the common errors encountered in speaking lessons among second-year English major students at HP T&M University Your participation in completing the questionnaire is greatly valued, and rest assured that all responses will be used solely for research purposes, ensuring your anonymity in any data discussions.
Please tick (V) and fill in where appropriate
1/ How long have you learned English? 5 years 5-7 years More than 7 years
2/ Which skills do you like most? Speaking Listening Reading Writing
3/ In your opinion, how important speaking skill is? Important Neutral Unimportant
4/ How often do you speak English in other lesson apart from speaking lesson? Often Sometimes Rarely Never
5/ How often do you have problems in your speaking skill? Always Often Sometimes Rarely
6/ What difficulties do you often face up with in speaking?