ACKNOWLEDGEMENT First and foremost, I would like to acknowledge my sincere gratitude to my supervisor, Mrs Phạm Thị Phượng who has given me the supervisor, valuable guidance, correction, critical feedback and encouragements during the process of completing this study I also would like to express my thankfulness to the teachers and students for their help in completing my survey questionnaires As they support and share a lot of information, ideas about aspects of my research They are ready to show me document as introduce me to find the authentic information In addition, I am grateful to our group with 10 members who help me find authentic document, recommend me source materials Especially, I am indebted to all the member in my family, my friends who gave me assistance, and encouragement to complete this study Finally, I wish to thank all those who have kindly given their advice to help to complete this paper Hanoi, April Ha Nguyen Thi Ngoc Ha 1 ABSTRACT English is a language which is used globally and you can find English speaking people in mostly all continents and countries According to Wikipedia, the total of country's populations who can speak English in the word are nearly 999 billions of people If you can speak English well, you will have a lot of benefits when you know English especially: English communication If you are traveling lover, you will be confident to visit many countries in around the world to communicate If you are student, you can read a lot of books, magazines, documents from foreign country by English or you will be higher education Some of the best universities and educational institutes worldwide located in Great Britain, Unites States, Canada, Australia, New Zealand and Singapore where the main language of providing instructions is English English is also the importance factor for job seekers in almost any field be it technology, marketing, operations or even Human resources In the context now, it will be so big damages for not knowing English, especially students who are young generations, will dominate try their best for the country development Therefore, this paper concentrates on the practical problems of English communication of non English major freshmen at Thuongmai University It was conducted by researcher with the hope of finding the relationship between obstacles faced by students and solutions for improving English communication skills for them All data used for analysis in this study mainly collected through survey questionnaires during the time of experiments the proposed methods By several means of both quantitative and qualitative collected data, it reveals existing difficulties and problems encountered by non English major first year students in this university From all the findings, the researcher could draw the lessons, work out useful recommendations and effective solutions to tackle all the challenges 2 LIST OF TABLES AND FIGURES Table 3.1:The barriers causes difficult in English communication (students) Table 3.2:The barriers causes difficult in English communication (teachers) Figure 2.1: The communication process Fgure 3.2: The problems in English communication encountered by Thuongmai University freshmen with non English major Figure 3.3: The stragedies for English communication encountered non English major students at Thuongmai University Figure 3.1: The most difficult skill of English communication 3 LIST OF ABBREVIATION TMU ASIAN L1 L2 EFL Thuongmai University The Association of Southeast Asian Nations First Language Second Language English as a Foreign Language TABLE OF CONTENTS 5 CHAPTER 1: OVERVIEW OF THE STUDY 1.1 Rationale Nowadays, English has become the most widely used language all over the world It is considered as the medium of communication in many different fields such as: science, technology, aviation, international sport, diplomacy, and soon Globalization and integration in the Vietnamese trend of English education have continued to grow stronger and stronger, from public policies to specific actions, from teachers to students, from schools to the society, at every level, especially higher education oversea English is used as the working language of the Asian Trade group ASEAN and the second language which is taught as native language and considered important as English In fact, with the spread of globalization and the rapid expansion of information and technology as result of explosion in the demand for English is in the worldwide In Vietnam, in recent years, the study of English has been gaining momentum firstly because it is an international language and secondly because it is also seen as a mean to promote mutual understanding and cooperation between Vietnam and other foreign country English is most widely taught at schools and universities In learning English, learners have a lot of difficulties in vocabulary, pronunciation and so on especially grammar Like all other languages, English grammar has a number of parts of speech including personal pronouns Personal pronouns are known to be one of the first and easiest parts of speech taught in English lesson However, the fact shows that while learning English, especially Vietnamese, Vietnamese students have great difficulties in communicating with native people The things metioned above are the reasons why “Study about difficult in English communication with native people.” When Viet Nam joined the regional and international organizations, it is lacking of English communication skills making barriers in communication and misunderstanding in working process Thus, requirement of English communication the training programs according to the most popular language in the world – English becomes essential Moreover, our society develops day by day, more and more raise foreign working environment with multi 6 national people, the needs of communication is more than For these reasons, I chose “A Study about difficult in communication with native people of freshmen in non English major of Thuongmai University” for my graduation 1.2 Previous study Turner & Upshur (1995) relates the significance of grammatical accuracy with communicative effectiveness in interactive tasks The appropriate use of grammar in extended discourse is vital for meaningful communication (Yi’an Wu, 2001) Besides developing linguistic skills, the focus on developing interactional skills for discussion is vital in the present context of education (Lee, 2009) Interactional communication is widely inclined through the pedagogical challenges of adopting critical discourse in the classroom (Kumaravadivelu, 1994, 2006) The students need to practice English communication as oral presentations, discussions, debate for developing rhetoric skills, writing skill: with English major students can write mail in business or writing thesis, however in this thesis, researcher only focus on non English students who can develop English writing by short story or diary Richard & Suksawat (1985) have shed light on cross cultural issues that also appear to be crucial in foreign language speaking Lighrbown and Spada (1999) mention second language learning theories and some psychological factors affecting oral production in foreign language On the other hand, Harmer (1998) discusses this issue with more practical orientation of teaching spoken English Horak (1999) studied the issues assessment and outlines the findings relating to the prevalent factors students come across in foreign language speaking situations Recently Chowdhury (2000) has outlined how grammaticality of English language influences English language production and pleads for training of leaners, revision of the language syllabus and meaning focused teaching which might be indirectly beneficial students' spoken English provided right measures are taken in teaching in the country Through that communication is always big theme which attracted mostly people’s concerning and studying from many years ago They recognized English will be soon to become popular language in the world therefor if you are good at English communicating which will bring good chances, big promotion in learning as well as life When you know English as well as have good communication means 7 that you will have a lot of chances to exchange knowledge with different foreign people as result of your variety knowledge More foreign people you talk making you gain more knowledge about the life and people with diversity in feeling Springer & Collins (2008) showed the use of classroom learning and real world interactional use of language for developing communication in both academic and social contexts So that a student can be more confident with English communication in social, the basic requirement is fostering and practicing English from school as much as possible Jarvis & Stakounis (2010) stress on analyzing the needs of the students and urges to improve speaking skills in their social context The students need to interact for developing social and pragmatic communication skills (Yi’an Wu, 2001) According to Dornyei and Scott (1995), communication breakdowns are usually caused by four problems which they classified as resource deficit, processing time pressure, own performance problems and other performance problems These difficulties are showed to as problem orientedness in which they are valid in defining problems that get during communication Resource deficit is a problem faced by learners due to insufficient knowledge of the target language (Jamshidnejad 2011) The processing time pressure concerns with the difficulty of having too much time in constructing sentences in the target language (Dornyei & Scott 1995) According to Jamshidnejad (2011), this problem happens when learners are having spontaneous communication with the native speaker of the target language Learners will usually apply fillers as their hesitation device and repeat the target language words for several times (Dornyei & Scott 1997) The own performance problems are detected when learners realise mistakes in their own target language productions (Dornyei & Scott 1995, Dorneyi & Scott 1997) Usually, this difficulty is covered by paraphrasing, self repairing and editing The other performing problems include the difficulties of perceiving what is said by the interlocutors (Dornyei & Scott 1997, Jamshidnejad 2011) 1.3 Aim of the study This thesis will provide learner with definitions of English communication The skills are required to be good at English communication Finding and discussing some difficulties in English communication with native people of Thuongmai University with non English major freshmen 8 To investigate factors affecting English communication process of freshmen Giving some suggestions for the above obstacles and recommend some suggestion for learning English to be better in English communication 1.4 Research subject Reality of English communication of non English major freshmen at TMU and difficult they are facing 1.5 Scope of the study This research is restricted to study about the difficulty in English communications It is focused on making more clearly reason and factors affected learning process and English communication Syntactically, my study will investigate into English communication of the first year student of non English major at Thuongmai University To successfully complete this topic, I am patient and enthusiastic: To consult my supervisor, my friends To search documents and the sources of information such as on internet, TV, reference books, newspapers, universities and base on my experiences on education 1.6 Methodology 1.6.1 Participants Selection of Thuongmai University There reasons why Thuongmai university was selected Firstly, TMU’s departments usually focus on business environment, English major in TMU also relates economic as there have many universities’s English major: Ha noi University, University of Languages and International Studies…which not specialize economic only academic In addition, the good communication is so vital in society, with business environment this is more and more important Communication is so crucial for working that play role in connecting people to be more understanding between each other Moreover, the researcher had been studying in Thuongmai university for over years; therefore, it was convenient to collect data and worthwhile to study the difficulty of English communication Selection of the participants The participants in this study were 70 freshmen in non English major Thuongmai university and 10 teachers who are teaching English of TMU The participants which were willing to participate in this study were 70 first year non English major students and 10 teachers responsible They were asked about how English was taught, the ways they learn and practice English, the difficult they get in English communication process In addition, freshmen can compare the method 9 they were taught grammar at the secondary stage and at university and can express their preference for which way is beneficial to developing their learning of grammar, hence, their oral and written fluency The reason behind the choice of teacher in Thuongmai university, the teacher can compare their point of view to those of Thuongmai English major and draw a certain conclusion 1.6.2 Instruments The research instruments used by the study include questionnaires, interviews, documentary studies, and observation notes derived from a personal learning experience The key instrument in this research study was a survey questionnaire designed by the researcher It is included both close ended and open ended questions, which were self administered by the participants The participants were asked about their problems with English communication use and the strategies they used when they encountered problems during conversations or did not understand conversation with native people The questionnaire was revised according to expert advice to ensure the validity and appropriateness of the content, based on the suggestions of the thesis advisor and co advisor in English department at Thuongmai University The comments and suggestions from the experts and the implications of the pilot study contributed to the development of the final draft of the questionnaire of the actual study Therefore, this could be considered that the questionnaire of the study was appropriate In addition, to check the reliability of the questionnaire of the study, Cronbach’s alpha the most common measure of internal consistency of multiple Likert question in a survey/questionnaire, was also used to determine if the scale of the questionnaire is reliable prior to the actual study (Wikipedia, 2012) Questionnaire consisted of three parts Part I aimed to gather background information on the participants such as the participant’s gender, school year, major Part II was concerned with their English ability while communicating with native people Part III, asked about difficulties, barriers they get in English communication and strategies which they used to overcome the problems they experienced during conversation with native English speaking people The participants were asked to rate their problems and the strategies they used to overcome these problems by choosing one of five items on a Likert scale strongly agree, agree, moderately agree, 10 10 express our ideas in any topic 15 In most of the course we are generally passive so we 45.0 not agree to use the target language 16 Feeling of fearing errors when producing sentence 70.5 while English communication 17 Learning and practicing vocabulary unusually and 90.0 not right English learning method 15.0 10.0 5.0 - 15 5.0 15.5 5.0 - 3.0 - Table 3.2: The barriers causes difficult in English communication (for teacher) 33 33 5.0 The datas from questionnaire and interview teacher show that mostly teacher agree with that the barriers which are given, is really barriers to difficuties in English communication In the first part barriers from teacher the percentage of teacher who strongly agree with almost students are Vietnamese and teachers not want to use English to teach occupied 70% , English teaching methods and techiques used by teacher not encourage student to use the english take 20% agreement and 40%of disagreement In order to be more understanding about this barriers, researcher start to interview some teacher : Techer 1: “Almost students in my lesson, they not focus on English lesson, some students sleep while other student talk with each other “ Teacher 2: “ Now, student usually think that they are weak of any skill like speaking,writing… quicky to think that is from teaching methods and forget to studetn not try to practice” While the other barriers comparing with questionnaire to give for student, rate of agreement from teacher is decrease: English lesson per week is only a few (2 lesson perweek) occupied 40% of degree and 35% of disagree The barriers as teacher see during teaching process which receive the highest agreement rate: Students feel shy each talking with native English speaking people (60%) It is prefer expressing our ideas and thoughts in our native language (Vietnam) than English (60%) Comparing with results of students questionnaire, we can see that the rate of teacher and students in the English communication barriers are from teacher, is so differents The rate of agreement of this barriers mostly is 85-90% The students supposed that the difficulties of communication have a lot of barriers and the mostly from teacher barriers, hences, teacher supposed mostly reasons which cause difficulties in English communication started from students barriers While interview some teachers: The first teacher said that “In reality English communication in Thuongmai university of non English freshmen is so weak as english which is not major of students so the lesson per week is very little However, students also passive to join English communication inside class and outside” The second teacher told that “The use of English teaching is not popular for freshmen of non English major as they willl not understand knowledge of English and that lessons will not be really effective” 34 34 From the differents of opinion in both teacher and students researcher find: Between teacher and students not have much of understanding each other Researcher will recommend solution in the next chapter 3.5 Findings From the result of survey with questionnaire and, there are several main difficulties of English communication of students TMU: • • • • The capability of communicating English of TMU students English communicating ability of native people The barriers of English communication The problems of English communication encountered by non English major in Thuongmai University • The different of thinking of teacher and student during teaching process and the reason why? These problems require a list of effective solutions to help tackle the situation in Thuongmai University 35 35 CHAPTER 4: RECOMMENDATIONS AND SUGGESTIONS 4.1 Recommendations As investigation of chapter 3, researcher will give some recommendations to improve English communication of Thuongmai University According to the discussion in the previous chapter, the answer to the research questions (1) What kind of difficulties the students at Thuongmai University of non English major have in English Communication? (2) What are the barriers to students’ difficulties in English communication ? The researcher concluded as follows: With regard to students’ difficulties in English communication, the researcher found that most of them still find difficulties in English communication such as not being confident to speak English because the limit of their knowledge about vocabulary, their fear of making mistakes, their nervousness and their lack in fluency and grammar The factors contributing to students’ difficulties are the students prefer to speak in their own mother tongue and they were not interested in reading and learning new words The fact that they were lazy and not have motivation in learning new words The way the teacher taught the students in English class is also one of the factors contributing to students’ difficulties in speaking English The researcher give suggestion as below: With students: • Creating an international working environment by buying many English books that include the various fields such as: economy, construction, culture, etc • Spending at least 30 minutes consolidating learned knowledge, practicing English skill: reading, writing, listening, speaking and prepare lesson before learning in class • Besides, learner should join foreign organization (non government organization) with the participants of native English speaking people that create for foreign environment, surely improve your English • Find the suitable method in learning English • Need to be active in learning process With teachers: • Encourage the students to speak English in English class and in outside 36 36 • Encourage them to join social activity relating English, not using their mother tongue • Get them to have suitable English learning method and read the English book or English dictionary to enrich their vocabulary knowledge The next researchers are suggested to find more difficulties and the factors contributing to students’ difficulties in English communication, then find the best solution to overcome those matters 4.2 Limitations The investigation has significantly contributed to raising the knowledge of people about the important English communication, the barriers, difficulties in using English This study point out the reasons and then recommend some solution to develop this problem Firstly, this research only investigated freshmen with non English major, not included all students therefore the author did not have a deep overview of the whole company Secondly, in terms of study design, the time of finishing between the chapter three and chapter four was one week, which was a short period for the participants to have a reflection on the effectiveness of the adjustments made for chapter four Additionally, when carrying out the interview with the questionnaire and questions in English, sometimes the participants could not understand the meaning of these questions and ask for help to translate into Vietnamese 37 37 CONCLUSIONS The study embraces three main parts: literature review, research findings and recommendation Literature review provides theoretical background information on translation theory, communication as well as difficulties in English communication of freshmen non English major in Thuongmai University Research findings presents the research on some problems and difficulties of communication and find problems as barriers In this part, the researcher achieves valuable findings Besides, recommendation gives some solutions to improve the English communication ability of freshmen non English major in Thuongmai University and suggestions for the further study 38 38 REFERENCES Remland, M.S & Jones, T.S (1995) "Interpersonal distance, body orientation, and touch: The effect of culture, gender and age" Journal of Social Psychology Putsch, R W (1985) Cross cultural communication The special case of interpreters in health care The Journal of American Medical Association, p.161 Rampur, S (2011) Cultural barriers to effective communication Health Promotion Agency Retrieved from http://www.buzzle.com/articles/cultural barriers to effective communication.html Penn, S (2014) Cultural communication barriers in the workplace Retrieved from http://smallbusiness.chron.com/cultural communication barriers workplace 13888.html MacIntyre, P.D and R.C Gardner, (1991) Investigating language class anxiety using the focused essay technique Mod Lang J Lindsay, C and P Knight, (2006) Learning and Teaching English: A Course for Teachers Oxford University Press, Oxford, England, p.188 KHAM KHIEN (2010) “Teaching English Speaking and English Speaking Tests in the Thai Context: A Reflection from Thai Perspective” Myers, Penrase, & Rasberry( 2000) “Advanced Business Communication” , SouthWestern Pub (2001) Berelson and Steiner ( 1952) “What is communication”, p.11-p.26 Nguyen Quang (1998b, 38), Cross-cultural Communication, CFL - 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I Personal Information (Please filling the blank as below) Male Age: … Female II Major:… Questionnaire Questionnaire for students 1.1 English communication Barriers Please use (X) for your choice or expressing your ideas, opinions in the blanks (SA: Strongly agree, A: Agree, N: Neutral, D: Disagree; SD: Strongly disagree) SA Barriers are from Teacher Almost students are Vietnamese and teachers not want to use English to teach English teaching methods and techniques used by our 42 42 A N D SD instructors not encourage us to use the English Teacher not frequently use the target language in the lesson, so we prefer using our native language Our talking are regularly interrupted by teacher, so this discourages us for using the target language Our teacher not force us to express our ideas in the target language Plenty of teachers are non native speaker which we can use language as comfortably Almost tests, exams are writing structures, we not need practice English speaking which still get high score Other barrires English lesson per week is only a few Students feel shy each talking with native English speaking people 10 It is a easier to express our ideas and thoughts in our native language (Vietnam) 11 We not make any speaking and listening activities, so this affects us in a negative way in using the target language 12 Most of our exams are written, so we not need to practice listening or speaking to pass exams 13 When we use our native language during our English courses, we not get any punishment and sanction 14 Speaking course is not a part of the curriculum so this affects us in a negative way to use oral communication 15 Some courses because of their contents and the attitudes of our instructors make us not use target language orally 16 During the communication, the native people speak so quickly to follow Barriers are from students 17 Vocabulary knowledge is not sufficient enough to express our ideas and argue about any topics 18 In most of the course we are generally passive so we not agree to use the target language 19 Feeling of making a mistake while talking in the 43 43 target language increases our anxiety and it is dissuasive 20 Do learn and practice vocabulary unusually and not right English learning method 1.2 Some difficulties in English communication encountered by students in Thuongmai University during English communication process (Please take (X) with opinions which is the same your ideas If you have different ideas, can you write yours in others blank): Functions Difficulty Yes Listening Difficulties understanding speech during conversation Comprehension Inability to understand sentences when native people speak too quickly Difficult with accuracy during conservation Fluency Low fluency in spoken English Long pauses in spoken English Inability to respond spontaneously Grammar Producing grammar errors when speaking Vocabulary 10 Inability to respond with inappropriate words 11 Poor or insufficient vocabulary Cultural 12 Insufficient knowledge of the native people awareness cultural background Self confidence 13 Low confidence and anxiety when speaking English 14 Nervous about wrong communication Accents 14 Difficulties understanding foreign accents Pronunciation 15 Producing word stress misplacements 16 Poor English pronunciation Environment 17 Too noisy to hear enough information of English communication 44 44 No 1.3: The strategies are used by freshmen to communicate with native English speaking (Please tick (X) strategies which you agree or you used, if you never use, please skip the blank): Strategies Asking native people to spell out words Asking native people to use easy words Asking native people for repetition in a louder voice Asking native people to speak more slowly Asking native people for clarification Literal translation into first language Using a dictionary to translate unfamiliar words Word coinage (making up own new words) Asking for help with translation Only paying attention to what they have understood Pretending to understand the conservation Others Yes No Questionnaire for teacher: Please use (X) for your choice or expressing your ideas, opinions in the blanks (SA: Strongly agree, A: Agree, N: Neutral, D: Disagree; SD: Strongly disagree) 45 45 SA Barriers are from Teacher Almost students are Vietnamese and teachers not want to use English to teach English teaching methods and techniques used by our instructors not encourage us to use the English Teacher not frequently use the target language in the lesson, so we prefer using our native language Our talking are regularly interrupted by teacher, so this discourages us for using the target language Our teacher not force us to express our ideas in the target language Plenty of teachers are non native speaker which we can use language as comfortably Almost tests, exams are writing structures, we not need practice English speaking which still get high score Other barrires English lesson per week is only a few (2 lesson per week) Students feel shy each talking with native English speaking people 10 It is prefer expressing our ideas and thoughts in our native language (Vietnam) than English 11 We not make any speaking and listening activities, so this affects us in a negative way in using the target language 12 When we use our native language during our English courses, we not get any punishment and sanction 13 During the communication, the native people speak so quickly to follow Barriers are from students 14 Vocabulary knowledge is not sufficient enough to express our ideas in any topic 15 In most of the course we are generally passive so we not agree to use the target language 16 Feeling of fearing errors when producing sentence while English communication 17 Learning and practicing vocabulary unusually and not right English learning method Interview question: 46 46 A N D SD (Researcher will interview 10 teachers and some students out of 70 students to be clearer studying problem) Question 1: What are the problems students on communicating in English in the Thuongmai University? Question 2: Which of the strategies did you used to communicate with native English speaking? Question 3: What is the reasons which make difficulties in English communication with native speaker? 47 47 ... used as the working language of the Asian Trade group ASEAN and the second language which is taught as native language and considered important as English In fact, with the spread of globalization... discussing some difficulties in English communication with native people of Thuongmai University with non English major freshmen 8 To investigate factors affecting English communication process of freshmen. .. in English communication with native people. ” When Viet Nam joined the regional and international organizations, it is lacking of English communication skills making barriers in communication and