HANOI OPEN UNIVERSITY FACULTY OF ENGLISH GRADUATION THESIS B.A DEGREE IN ENGLISH STUDY THE DIFFICULTIES IN LEARNING SPEAKING SKILLS ENCOUNTERED BY THE FIRST YEAR ENGLISH MAJOR STUDENTS AT HANOI OPEN UNIVERSITY Supervisor : Assoc Prof Dr Hoang Tuyet Minh Name of student : Pham Thuy Duong Date of birth : 26/01/1994 Class : 1271A04 (2012-2016) Hanoi - 2016 Graduation Paper DECLARATION TITLE: THE DIFFICULTIES IN LEARNING SPEAKING SKILLS ENCOUNTERED BY THE FIRST YEAR ENGLISH MAJOR STUDENTS AT HOU (Graduation Paper submitted in Partial Fulfillment for B.A Degree in English) I certify that no part of the above report has been copied and reproduced me from any other person’s work without acknowledgement and that the report is originally written by me under strict and enthusiastic guidance of my supervisor Hanoi, 15th April 2016 Student Supervisor Pham Thuy Duong Hoang Tuyet Minh Phạm Thùy Dương – 1271A04- (2012- 2016) Graduation Paper ACKNOWLEDGEMENT First and foremost, I would like hereby to extend my profound gratitude to my supervisor, Mrs Hoang Tuyet Minh, Assoc Pro Dr Hoang Tuyet Minh from whom I have received enormous kindness and guidance Without her encouragement and assistance, I could not have finished this research paper I also would like to take this opportunity to express my sincere thanks to all the teachers at the English Faculty of Hanoi Open University for their interesting and useful lectures which have built in me a firm foundation with immense ideas for the fulfillment of this paper In particular, my deepest gratitude goes to my parents who have, as it always goes, encouraged and supported me so much in all aspects Phạm Thùy Dương – 1271A04- (2012- 2016) Graduation Paper TABLE OF CONTENT PART A: INTRODUCTION 1 Rationale Aims of the study Scope of the study Methods of the study Research questions Design of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Speaking 1.1.1 Definition 1.1.2 The importance of speaking 1.2 Language learning strategies 1.2.1 Definitions of language learning strategies 1.2.2 Classification of language learning strategies 1.3 Speaking learning strategies 11 1.4 Methods of teaching speaking skills 14 1.4.1 Why teaching speaking is important? 14 1.4.2 Methods of teaching speaking 14 1.4.2.1 Direct method 14 1.4.2.2 Audio-Lingual method (ALM) 16 1.4.2.3 Communicative language teaching (CLT) 18 1.5 Error analysis 20 1.5.1 Definition of errors 20 1.5.2 Errors in the speech process 21 1.5.2.1 Pronunciation error: 21 Phạm Thùy Dương – 1271A04- (2012- 2016) Graduation Paper 1.5.2.2 Grammatical errors 22 1.5.2.3 Vocabulary errors 23 1.6 Conclusion 23 CHAPTER 2: THE STUDY 324 2.1 Methodology 24 2.1.1 Survey 24 2.1.1.1 Questionnaire 24 2.1.1.2 The subjects 24 2.1.2 Procedure 25 2.2 Results 25 2.3 Conclusion 29 CHAPTER 3: FINDINGS AND DISCUSSION 30 3.1 Actual difficulties that the first year English major students at HOU commit when learning speaking skills 30 3.1.1 The lack of self-confidence 30 3.1.2 The lack of vocabulary 30 3.1.3 The confusion of pronouncing and using grammar 30 3.1.4 The lack of background knowledge and culture 31 3.2 Probable causes of making errors 32 3.3 Suggested ways of overcoming the problems 33 3.3.1 Some suggestions for learning speaking 33 3.3.1.1 Improving self-confidence 33 3.3.1.2 Group work 35 3.3.1.3 Individual work 36 3.3.1.3.1 Improving grammar 36 3.3.1.3.2 Improving pronunciation 36 3.3.1.3.3 Vocabulary enlargement 37 Phạm Thùy Dương – 1271A04- (2012- 2016) Graduation Paper 3.3.1.3.4 Improving speaking through reading 37 3.3.2 Some suggestions for teaching speaking 38 3.3.2.1 Teaching speaking strategies 38 3.3.2.2 Some suggested activities 39 3.4 Summary 41 PART C: CONCLUSION 42 REFERENCES 43 APPENDIX 45 SURVEY QUESTIONNAIRE 45 APPENDIX 47 SOME REFERENCE WEBSITES 47 Phạm Thùy Dương – 1271A04- (2012- 2016) Graduation Paper LIST OF FIGURES AND TABLES Table 1: Direct learning strategies Table 2: Indirect learning strategies 11 Table 3: Language learning strategies useful for speaking skills: 13 Table 2: Difficulties encountered during speaking process 26 Table 3: Factor in English speaking is difficult 26 Table 4: How grammar affect students when speaking English 27 Table 5: Probable causes of making errors 27 Table 6-7-8: Suggestions for learning speaking skills 28 Table 9-10: Suggestions for teaching speaking skill 29 Phạm Thùy Dương – 1271A04- (2012- 2016) PART A: INTRODUCTION Rationale It is irrefutable that the importance of English in today’s global world since English is the most common language spoken everywhere With the succor of cutting-edge technology, English is of significant value in many sectors including education, engineering, medicine…Particularly, English is the chief language in international relations and diploma The information on means of media, today, - such as the Internet, television and the press is uploaded in this global tongue Magazines, newspaper and books are written and translated into English Therefore, this language is the key to access a reservoir of knowledge of humankind As a result of comprehension of international language, not only human beings have chances to approach new culture, open their vision but also reach the zenith of success as well We easily land high-paid jobs which are related to international communication and world-wide data sharing It is really essential for students to know English Language is one of the most powerful tools in human communication It is established to maintain contact, gives us identity, personality, social status and creates communities By speaking, we can express our feelings, attitudes, give others information Hence, speaking is one of the most important skills in learning another language However, this process of speaking another language is far from easy There still exist many difficulties in learning speaking skills facing English Language learners in Vietnam in general and English Language ones at HOU in particular Although many learners can write and read English quite well, hardly they speak fluently and correctly I have recognized some big obstacles such as: limited vocabulary, the lack of Phạm Thùy Dương – 1271A04- (2012- 2016) self-confidence or the poor comprehension on the part of the listeners which prevent English Language learners at HOU from reaching their aims Therefore, this study focus on clarifying the difficulties in learning English speaking skills encountered by the first year English major students at HOU as well as to find out solutions, teaching and learning methodologies to improve the quality of the learning of speaking skills Aims of the study This study is aimed at identifying the obstacles of the first year English students at HOU encounter when learning speaking and suggesting ways of overcoming in order to enhance the quality of learning and teaching speaking skills Scope of the study The research focuses on finding out learning methods, teaching methods of speaking skills and the difficulties that the first year English major students face when learning speaking skills at HOU and suggests several solutions which help them improve the quality of their learning Methods of the study In order to shed light on the aims of the study, quantitative method is used Then the data will be synthesized and analyzed to help find out students’ problems and the tips for improving their weakness Research questions This study aims at improving the quality of learning and teaching speaking skills for the first year English major students at HOU Therefore, the following questions need answering: - What are the problems that H.O.U learners encounter in learning speaking skills? Phạm Thùy Dương – 1271A04- (2012- 2016) - How to improve the quality of learning speaking skills to the first year English major students at HOU? - How to improve the quality of teaching speaking skills to the first year English major students at HOU? Design of the study The study consists of parts: Part A: Introduction This part presents the rationale, the aims, the scope, the method, research questions and the design of the study Part B: Development This part consists of chapters - Chapter I – Literature Review – deals with the concepts relevant to the study: methods of learning speaking, methods of teaching speaking and error analysis - Chapter II –The study – provides a questionnaire analysis on the current situation of learning speaking skills and HOU students’ specific errors - Chapter III –Findings and Discussion – Indicate actual errors that learners commit when learning speaking skills and suggest solutions to improve the quality of learning and teaching speaking Part C: Conclusion - The final part is to summarize all the key issues of the study and suggestions for further research Phạm Thùy Dương – 1271A04- (2012- 2016) 3.3 Suggested ways of overcoming the problems 3.3.1 Some suggestions for learning speaking 3.3.1.1 Improving self-confidence Confidence is one of the most important components in learning a new language In order to speak English fluently, students must have selfconfidence A matter of fact is that a majority of students speak English badly not because they lack vocabulary or understandings, but because they are nervous, worried, and afraid of appearing foolish Fear of making mistakes and being judged are the main factors which destroy students’ fluency in speaking English (Lao, 1993; Sweeney & farmer, 1994) Hence, it is necessary for students to be trained in this area The traditional way of teaching English in Vietnam, which is described as teachers-centered has resulted in the reluctance to speak of students Due to this fact, it is required for students to learn to develop their inner strength and confidence along with their study of English speaking skills Students should be encouraged to speak the language no matter how many mistakes they could possibly make In fact, learning from mistakes and rectifying them are the best exercises that one can for oneself If students are willing to take feedback in a positive manner, then they are in the right direction Building confidence takes time, patience and lots of practice Speaking English with confidence can be challenging sometime, but with hard work and the right learning tools It is absolutely possible Self-confidence is the difference between feeling unstoppable and feeling scared out of your wits Your perception of yourself has an enormous impact on how others perceive you Perception is reality-the more selfconfidence you have, the more likely you will succeed Phạm Thùy Dương – 1271A04- (2012- 2016) 33 Although of the many factors affecting self-confidence is beyond your control, there are a number of things you can consciously to build selfconfidence • Joining the English speaking club When English is the need of human beings, a series of English speaking clubs appear Learners have opportunities to practice speaking, to talk free about various topics and make new friends The atmosphere in English speaking clubs is different from that in class where students sometimes want to speak to her classmate; however, the others are too shy to communicate Thus there has little chance for students to talk; as a result, these students gradually become quiet thought they really want to communicate In these clubs, the exciting environment is deal for the fourth year students to communicate and overcome their shyness • Speaking to native people It is undeniable that speaking to natives is one of the fastest ways to improve students’ intonation, pronunciation, stress, vocabulary, and also their confidence The first year English major students are devised to have some foreign friends for developing their language skills and cultural knowledge In the conversation, students and foreigners interchange their life experience and information, by that way, students can understand more about the natives’ culture or get the consultancies if their way of expression is suitable in the foreigners’ way of speaking • Well preparing for the topic Another tip for being confident while speaking is well planning for what to say about the topic Once students can prepare a careful speech that presents accurate, it will be a good start to gain success in speaking Good preparation gives the first year English major students the confidence to announce the topic, present their ideas and interest the audience Phạm Thùy Dương – 1271A04- (2012- 2016) 34 Students can get a huge amount of information source concerned to the topic by searching through media By knowing enough about the topic, it creates abilities for students to answer questions about it and encourages audience response Thus students can improve their audience by involving in the discussion and forget their feeling of ‘’butterfly in the stomach”, feeling of anxiety while speaking 3.3.1.2 Group work • Work in pairs In this kind of work, the class will be divided into pairs who work simultaneously together (called simulneous pair work) Two students are in duty of discussing a small topic or sharing the answer to an exercise in which they in turn express their ideas Pair work brings the first year English major students the chance to talk to his or her partner freely, comfortably and confidently as he or she only speaks to one person, the strangeness and timidity will disappear and be replaced by free communication and mutual understand The work is also the base for students’ effective speaking in a bigger group as they are no longer timid and afraid to speak after working in pairs for a time • Work in groups Working in groups also provides benefits: (1) increased productivity and performance: groups that work well together can achieve much more than individuals working on your own A broader range of skills can be applied to practical activities and sharing and discussing ideas can play a pivotal role in deepening your understanding of a particular subject area (2) Skills development: being part of a team will help you develop your interpersonal skills such as speaking and listening as well as team working skills such as leadership, and working with and motivating others Phạm Thùy Dương – 1271A04- (2012- 2016) 35 3.3.1.3 Individual work This way of practicing speaking means that students work alone without being interrupted by others This kind of practice has its own advantages for upgrading the skills and absorbing lots of valuable knowledge 3.3.1.3.1 Improving grammar Grammar plays an important role not only in academic test but also in the activities of communication With the main purpose of conveying and exchange ideas, speaking will become more effective if speakers know how to use grammar accurately and fluently The progress of improving grammar when speaking, in my opinion, students practice reading grammar aloud at home each day, the first year English major students need only 15 minutes for reading the sentences in correct grammar rules After that, they can speak with correct sentence grammar without looking at them Gradually, students can speak with grammar accuracy and create the habit of choosing the best grammar structures for uttering instead of the not-sound-good ones with grammatical mistakes 3.3.1.3.2 Improving pronunciation Pronunciation is a set of habits of producing sounds The habit of producing a sound is acquired by repeating it over and over again and by being corrected when it is pronounced wrongly Learning to pronounce a second language means building up new pronunciation habits and overcoming the bias of the first language Therefore, it need to be seriously considered and practiced regularly by learners to reach the level that speakers can interest listeners by their pronunciation To have a good pronunciation, the first year English students should have own ways to practice pronouncing English, such as listening to native speakers and imitate the sound with the same stress, pronunciation and intonation Then, try to pronounce and speak naturally Phạm Thùy Dương – 1271A04- (2012- 2016) 36 3.3.1.3.3 Vocabulary enlargement There is no doubt that knowing the grammar can help the students speak English correctly However, more important, they need to have good vocabulary size to speak naturally and effectively Vocabulary is a vital aspect in language because it appears in every skill of language: listening, speaking, reading and writing Several ways enriching vocabulary: • Learning words to subjects A helpful way to remember and systematize new words is putting them in according to various subjects The various subjects about life are clearly performed in the book • Learning words in the context When reading a sentence or a text consisting of new words, the first year English major students should try to guess its meaning and finally look up it in a dictionary These new words should be written in a notebook and be revised before the students begin a new text with new words and structures Besides, students should also try to use these new words as much as possible or try to accumulate new words through the road signs, advertisement, or any words that they meet By considering new words in context and revise them regularly The first year English major students will remember them clearly for a long time and are able to achieve a large vocabulary • Learning new words as a routine By learning 10 new words, phrases, and structures each day, making sentences with these new words, the vocabulary of students will remarkably increased 3.3.1.3.4 Improving speaking through reading Reading is considered the effective activity to achieve speaking competence It involves interpreting meaning from text by decoding words, Phạm Thùy Dương – 1271A04- (2012- 2016) 37 understanding vocabulary, and creating connections between these and the readers’ prior knowledge and experience Reading improves learners’ vocabulary, command on the language and communication skills, as they regularly come cross new words, phrases, idioms, and writing styles Thanks to building reading comprehension skills, students can have background knowledge and culture to express their ideas and opinions when speaking 3.3.2 Some suggestions for teaching speaking 3.3.2.1 Teaching speaking strategies To enhance the ability of speaking, teachers teach their students speaking strategies which they can use to help themselves expand their knowledge of the language and their confidence According to Burkart (1998), speaking strategies include: using minimal response, recognizing scripts and using language to talk about language • Using minimal responses: Minimal responses are idiomatic phrases that conversation participants use to indicate understanding, agreement, doubt, etc They are very useful for unconfident students who often listen in silence while others the talking They can build a reservoir of minimal responses that they can use in different situations Possessing a stock of minimal responses facilitates students focus on what other participants are saying as they not have to plan responses • Recognizing scripts: In real-life communication, many situations are related to a script – a predictable set of language Language used in greetings, apologies, invitations, etc which are affected by social and cultural norm; hence, making students well aware of the scripts for different situations is a good way for teachers to help students improve their speaking ability Phạm Thùy Dương – 1271A04- (2012- 2016) 38 • Using language to talk about language Misunderstanding and the need for clarification can occur in any types of interaction However, students often say nothing when they not understand another participant or when the other speaker does not understand them Teacher can help students overcome this problem by giving them strategies and phrases used for clarification 3.3.2.2 Some suggested activities • Acting from script Playing scripts and acting out the dialogues are two kinds of acting scripts that should be considered by the teacher in the teaching and learning process In the playing scripts, it is important for the students to teach it as real acting The role of the teacher in this activity is as theatre directors, drawing attention to appropriate stress, intonation, and speed This means that the lines they speak will have real meaning By giving students practice in these things before they give their final performances, the teacher ensures that acting out is both a learning and language producing activity In acting the dialogue, the students will be very helped if they are given time to rehearse their dialogues before the performance The students will gain much more from the whole experience in the process • Communication games Games are designed to provoke communication between students The games are made based on the principle of the information gap so that one student has to talk to a partner in order to solve a puzzle, draw a picture, put a thing in the right order, or find similarities and differences between pictures Television and radio games, imported into the classroom, often provide good fluency activities Phạm Thùy Dương – 1271A04- (2012- 2016) 39 • Simulation and role play Simulation and role play can be used to encourage general oral fluency, or to train students for specific situations Students can act out simulation as them or take on the role of completely different character and express thoughts and feelings as they doing in the real world Those activities can be used by teachers to teach speaking Teachers can choose an activity that related to the topic and objective of the lesson Besides, they must consider the situation, condition of the students and materials that will be taught For example, they use simulation and role play activities when they teach expressions Teachers can ask them to write some dialogues and after that they have to act them out in front of the class It may be used by the teachers in using acting from script In discussion, teachers can use some pictures or maybe videos in a certain situation These activities can be used as the way to measure how far students can speak, say and express their feeling in English • Discussion Discussion is probably the most commonly used activity in the oral skills class Here, the students are allowed to express their real opinions According to Harmer (2001:272) discussion range is divided into several stages from highly formal, whole-group staged events to informal small-group interactions The first is the buzz groups that can be used for a whole range of discussion For example, students are expected to predict the content of a reading text, or talk about their reactions after reading the text The second is instant comments which can train students to respond fluently and immediately is to insert ‘instant comment’ mini activities into lessons This involves showing them photographs or introducing topics at any stage of a lesson and nominating students to say the first thing that comes into their head The last is formal debates Students prepare arguments in favor or Phạm Thùy Dương – 1271A04- (2012- 2016) 40 against various propositions The debate will be started when those who are appointed as ‘panel speaker’ produce well-rehearsed ‘writing like’ arguments whereas others, the audience, pitch in as the debate progresses with their own thoughts on the subject 3.4 Summary There are several methods for the first year English major students at Hanoi Open University to improve speaking skills Based on the experience on my own and the result from the analysis of the data collected, I suggest some solutions for the first year students’ problems in their process of speaking However, no method is perfect for all students, they should be wise and how to know link effectively to choose the most suitable and favorite ways for applying and bring it into the play Phạm Thùy Dương – 1271A04- (2012- 2016) 41 PART C: CONCLUSION It is irrefutable that English is of significant value in our life Learning speaking English is the urgent need for everyone However, there are many problems facing the learning of English in Vietnam With the hope of finding out the ways to improve the learning of speaking skills to the 1st year English students at HOU, I carried out this study In the study, I investigate the actual difficulties that the first year English major students commit when learning speaking skills Then, the paper focuses on giving background of speaking skills, speaking learning strategies and speaking teaching methods Therefore, finding the different methods help the speakers have the basic vocabulary, full of self-confidence, and avoid cultural misunderstanding when speaking Due to limited time and knowledge, mistakes are certainly unavoidable in my study Therefore, comments, suggestions and encouragement to better the research paper are highly appreciated Phạm Thùy Dương – 1271A04- (2012- 2016) 42 REFERENCES Brown, H.D (1994) Teaching by principles: an interactive approach to language pedagogy Englewood Cliffs, NJ: Prentice Hall Regents Burns, A., & Joyce, H (1997) Focus on speaking Sydney: National Center for English Language Teaching and Research Spratt, M (2005) Washback and the classroom: The implications for teaching and learning of studies of washback from exams Language Teaching Research, 9, 5-29 Webster, R L (1980) Evolution of a target-based behavioral therapy for stuttering Journal of Fluency Disorrkrs, 5, 303-320 Ramelan 1992 Introduction to Linguistics Analysis IKIP Semarang Press Wenden, A.L (1991) Learner strategies for learner autonomy London: Prentice-Hall International Stern, H H (1992) Issues and options in language teaching (edited posthumously by Patrick Allen & Birgit Harley) Oxford: Oxford University Press Oxford, R L (1990) Language learning strategies: What every teacher should know New York: Newbury House Nunan, David (1991) Language teaching methodology New York: Phoenix 10 Bhat Sharada, V., (1998) ‘ELT Methods and Materials :ACritical Study’, Udaipur: Himanshu Publications, P.49 11 Verghese C Paul (1990) 2nd ed ‘Teaching English as a Second Language’, New Delhi: Sterling Publishers, P.61 12 Rao.K Venugopal (2003) reprint (2004), ‘Methods of Teaching English’, Hyderabad: Neelkamal Publications, P.102 Phạm Thùy Dương – 1271A04- (2012- 2016) 43 13 Valdman, Albert, “Forward Self-instruction in Foreign Language Learning”, IRAL, 2:1 (1904), P 36 14 Allen, H.B ‘Teaching English as a Second Language’, cited in C.Paul Verghese (ed.), ‘Teaching English as a Second Language’, Delhi: Sterling Publication, 1989, P.111 15 Richards J.C & T.S Rodgers (1986), ‘Approaches and Methods in Language Teaching’, Cambridge: CUP, P.81 16 Breen M.P and C Candlin (1980), ‘The Essentials of a Communicative Curriculum in Language Teaching’ Applied Linguistics, 1(2) : 89-112, P.110 17 Richards J.C & T.S Rodgers (1986), ‘Approaches and Methods in Language Teaching’, Cambridge: CUP, P.77 18 Ellis, Rod & Barkhuizen, Gary (2005), Analyzing Learner Language Oxford: Oxford University Press 19 Duskova, L (1969) On sources of errors in foreign language learning International Review of Applied linguistics, 7, 11–36 20 Urquhart, A H., & Weir, C J (1998) Reading in a second language: Process, product, and practice New York: Longman Phạm Thùy Dương – 1271A04- (2012- 2016) 44 APPENDIX SURVEY QUESTIONNAIRE The Questionnaires below are designed for the first year English major students at Hanoi Open University Your assistance in completing the following items is highly appreciated How speaking English is important to you? A Very important B Rather important C A little important D Not important What are difficulties encountered during speaking process? A Lack of confidence B Lack of vocabulary to express ideas C The confusion of pronouncing and using grammar D Lack of background knowledge and culture Which factor in English speaking skill is difficult? A Vocabulary B Pronunciation C Grammar D Fluency How does grammar affect students when speaking English? A Very much B Quite much C Not very much D Not at all What is the cause of making errors? A Carelessness Phạm Thùy Dương – 1271A04- (2012- 2016) 45 B Translation C Incomplete application of rules D Ignorance of rule restriction How to improve self-confidence? A Joining English speaking club B Speaking with native speakers C Well prepare for the topic So you like pair/ group work? A Yes B No What we need to in order to learn speaking skills well? A Improve grammar B Improve pronunciation C Vocabulary enlargement D Improve speaking through reading Which speaking teaching strategies that teacher should use? A Using minimal response B Recognizing scripts C Using language to talk about language 10 Which activities are useful for teaching speaking? A Acting from script B Communication games C Simulation and role play D Discussion Phạm Thùy Dương – 1271A04- (2012- 2016) 46 APPENDIX SOME REFERENCE WEBSITES To learn vocabulary http://www.visualthesaurus.com/vocabgrabber/ http://learnenglish.britishcouncil.org/en/vocabulary-games http://www.esl-lab.com/vocab/index.htm To learn grammar http://learnenglish.britishcouncil.org/en/english-grammar http://elt.oup.com/learningresources/subjects/grammar/?view=Standard$cc To learn listening skill www.esl-lab.com http://learnenglish.britishcouncil.org/en/category/skills/listening-viewingcomprehension/reading-identify-sewuence http://www.quadrivialquandary.com/ To learn pronunciation http://www.readingbear.org/ http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/ To learn writing skill http://www.tienganhonline.net/writingskill.html http://www.englishclub.com/writing/ http://www.really-learn-english.com/learn-to-write-in-english.html To learn speaking skill http://www.talkenglish.com/ http://www.bbc.co.uk/worldservice/learningenglish/webcast/taebetterspeaking-archive.shtml http://www.youtube.com/playlist?list=PL2F706A85FD1A87CA Phạm Thùy Dương – 1271A04- (2012- 2016) 47