Moreover, we would like to express our particularly thanks to all BIO students of National Economics University, especially Intakes 9 who had helped s to collect all the data as well as giving us some experiences to do the report. Lastly, we wish all the best to our teacher and friends. Vi They Dung Unguent Ha Line vi Tine Nat Mini Table of Contents ABSTRACT This report has two main parts named “Difficulties of speaking English” and “Solutions to improve Speaking skill”.
In the first part, terminal general difficulties were pointed out and 4 challenges in speaking English of BIO students were also found out through our questionnaire results They are pronunciation, lack of useful vocabulary and structures, lack of communicating with native beakers accompanied With lack Of confidence. The second part is all about methods to solve this problem. There are many solutions suggested by some experienced learners and teachers. However, the most appropriate method depends on each person’s learning method.For instance, although Effortless English is an effective method, it still remains some limits that are not relevant for learners with academic purposes. CHAPTER :INTRODUCTION-? 1. Background: According to UNESCO, there are 2750 languages all over the world. Among them, English is considered as an officially international language that 508 million people can speak fluently.
Despite the existence of many other languages, English possibly dominate and become the most powerful one because of its simplicity.It is easier than other languages because there are only 26 letters and none of them are hieroglyphic. The grammar in English is quite simple in comparison with French, and Russian. English is used in every aspect such as science, business, trade, and etc, on account of its popularity, It cannot be denied that globalization is a common phenomenon in the 21st century, which involves the popularity of English.
People from different countries cooperate and aka the world more homogeneous. Some well – known groups try to expand their market in other continents.This situation leads to the establishment of numerous multinational companies. Obviously, in those companies, English is used as an official language to exchange information, do business work, make contracts and so on.
Therefore, they putt high value on the employees’ ability to use English. It is said that as long as you are good at English, you will be recruited and the employer will retrain you later. It seems that you cannot find a well – paid job without English International schools and programs have been quickly evolving because international degrees are highly considered nowadays.For these programs in universities, especially IBID (International Bachelor Degree) program at National Economic university, English plays a leading role in both teaching and studying. Learning this language is a prerequisite requirement for BIO students.
IBO’s freshmen have to complete studying English in the first year. There are 3 English levels beginning With level 2. However, the fact is that a lot Of students do not succeed in passing 3 levels. Especially, a number of them fail at level 3, Which eve are studying now. Most Of students there think Speaking skill is the hardest part of the exams.Besides, they also find it difficult to speak English fluently and spontaneously. 2. Rationale: There are three main reasons for our group to do this research: First of all, the difficulties of speaking English draw much of our attention.
For Vietnamese students, English is a foreign language so they do not have an instinct for speaking it well at the beginning. Besides, English teachers at schools to commonly educational system spend much of their time teaching grammar and vocabulary. That prevents learners from practicing speaking truculently.It is also the biggest difference between international schools and public schools. The fact is that for BIO students who take part in an international program, Speaking is still the hardest one among four skills. It makes a number of students fail at the first year. This situation should be improved as soon as possible in the effective manners.
Secondly, potential solutions for these problems hold no less importance. Speaking English is not just a subject at school, it is an essential skill for learners who want to use this language as a mother tongue.Therefore, we want to find solutions and help other students to be confident even speaking English. Doing research on Speaking skill may create a golden chance for us to improve our knowledge. That Will certainly help us to learn better. Last but not least, the topic is quite easy for us to access and carry out because we are freshmen and we are still learning English.
We can easily figure out the difficulties we (night challenge when we speak English. Because of being a student, we are likely to understand deeply the anxiety that students have to cope with before they take Speaking exam.Furthermore, we are going to collect datum through questionnaires from Obtuseness intake 9, which is more accurate than asking students from other programs. 3. Purposes tooth research: Our project aims at three targets: First and tremors, tinning out the problems of BIO students about speaking English is importantly necessary. Not only the Speaking test but also oral presentations are difficult parts of the first years syllabus. Many students feel nervous whenever they speak English, and this situation must result from numerous reasons.We hold the strong belief in helping them to improve the ability to speak this foreign language fluently through our research.
It may provide some new consideration for teachers to understand students’ problems. Secondly, we possibly find and correct some mistakes in other researches. It is commonly known that some other researchers have done some studies about “Speaking English” such as Dry. Agog He is a founder off new method named “Effortless English” which helps learners improve their Speaking skill.
However, this method may remain some limits that are not suitable for Vietnamese learners.Finally, we are preparing ourselves to acquire more knowledge and elated tips in speaking English. There are two important exams in each level and we all have to pass the Speaking test in both midterm and final exams. Therefore, this research could be a lot helpful for us when we are studying in the first year. 4. Scope: Being mentioned in the research title, our researched objects are Difficulties and Solutions of Speaking English. In addition, the state of speaking English in Vietnam and IBID program are supporting objects.
Interviewees are 100 IBID students Intake 9. . Research Questions: Basing on 3 main purposes mentioned before, we have made 2 questions for our research: What are the difficulties that BIO students have to cope with when speaking English? What are possible solutions to enhance speaking skill? 6. Research Mythology: Method: In order to do this research, we certainly use both Quantitative and Qualitative method: Quantitative Method This method is to collect exact numbers and then these numbers are used to point out the problems. Information collected by quantitative method is called “Primary data”.
TO use this method effectively, we collect necessary data through our online questionnaires ( we made survey form in Google Docs), and then analyses them to solve the problems. Qualitative Method: Qualitative method is to collect information from many sources such as other researches, newspapers, websites, etc. This type of information is “Secondary data”.
We are going to use some relevant data from other researches. Tools: The primary data is used to figure out difficulties of IBID students when they speak English.By answering our questionnaire, they will provide more details about each difficulty they have to cope with. Besides, we collect some opinions about possible solutions for these problems through the open ended question. The questionnaire we made is a combination of multiple choice questions, Yes No questions and one open ended question, The secondary data is used for finding information from other researches and searching some solutions that they suggested. After that, we sort them out and give our own suggestions which are more appropriate.Participants: There are ICC people taking part in our survey. They are IBID students Intake 9 at National Economic University.
Procedure: We have made a form of questionnaire with 6 questions After collecting information from 100 students, we start analyzing them. At first, we classify these questionnaires to omit some forms that cannot be used, Then, we use the charts ND tables which are automatically made by Google Docs. Next, we will analyses the results and jump to some conclusions. CHAPTER 2 : IF ENDINGS AND DISCUSSIONS 1.
Difficulties of speaking English a. Difficulties in general It can be easily seen that a large number of Vietnamese learners have difficulties in speaking English. This phenomenon results from numerous reasons and among them, the most serious reason is the learning method which focuses too much on grammar Structures and how to get high marks in exams. In the book named “How to Speak Fluent English with Limited Vocabulary’, the author Robbery said ” think it would be very appropriate to compare English learning with music”.
He means that English should be learned in the natural ways through daily conversations instead of stiff lessons in classes. According to some recent researches, there are 3 main difficulties of speaking English. They are pronunciation, lack of confidence and lack of ideas as well as useful vocabulary.
In the first place, pronunciation is a huge priority, Obviously, English phonology is different from Vietnamese one, which challenges most of learners. They are incapable of getting used to new syllables immediately.For example, ’61, /B/, /do,’ are 3 difficult syllables to pronounce and to distinguish – “mother, ‘thank”, and “orange?’. The fact is that not all the learners can say them exactly, Vietnamese people also make mistakes when they pronounce long and short vowels because there are no long and short syllables in Vietnamese, Take 2 words “knit” ‘nit/ and “neat” /in:t/ for instance, they usually pronounce in the same way – may be the middle /i/, Similarly, ending sounds are forgotten when learners speak English. This is the most common mistake that almost all the speakers have made at least one time.Native speakers put a high value on these ending sounds because they are absolutely important to recognize different words such as “save” /sees “safe” /skiff/, “need” /in:d/ – “neat” /in:t/, etc. And to show verb forms.
In addition to phonetic problems, learners have problems with stresses and intonation. They often put a stress on the wrong syllable, which makes a word sound unnatural. For example, the word “music” or “visit” should be stressed on the first syllable but some non -? native speakers pronounce the second syllable stronger. Intonation is the rise and fall of the voice in speaking according to the meaning in Oxford Dictionary.
It is an essential factor to speak more naturally and interestingly. However, learners do not apply these factors mentioned above effectively when they practice speaking so their sentences seem to be difficult to understand. Secondly, the lack of confidence holds no less importance. English is not the first language, so that students cannot speak it every time with all people they meet. That somehow contributes to the lack of confidence.
People feel shy when speaking English because they are afraid of making mistakes. So whenever they speak, they often look down or spend too much time on thinking.This situation involves the incoherence and severely grammatical mistakes. It is said that ” The higher anxious the students were about speaking English, the lower scores they gained on the oral performance. The higher confident they were, the higher oral performance they showed” – (L 2 Learners’ Anxiety, Self – Confidence and oral performance). Last but not least, the lack of ideas and vocabulary draws much of the attention, A person who is good at speaking English should be able to maintain a conversation although whatever topic is discussed. Therefore, it is necessary to know a wide range of vocabulary and structures.
However, it does not mean that the more academic words you use, the better speaker you are. If you cannot remember long and different words, just use the simple and usual ones effectively. Besides, some learners think it is difficult to have an idea when they focus on speaking and Others say they just only think Of several ideas which are inadequate to keep speaking continually. B. Difficulties of BIO students Intake In this part of the research, we study more carefully about the difficulties of IBID students Intake 9 (including both Spring and Fall semester).We had asked 100 students to analyses factors that cause the problem. According to the pie chart above, almost 80% (78%) of IBID students Intake 9 find it difficult to speak English.
It is relatively similar to our prediction that three quarter of the students choose answer ‘Yes”. Just a bit more than 20% (22%) people doing our survey choose “No”. They are possibly confident when they speak English. There may be some reasons such as having practiced for a long time, possessing a standard voice, pronouncing well, etc. We have listed 8 difficulties that IBID students might cope with.They are divided into 2 main types: subjective and objective factors. Only factor wreathed onto teach enough skills” is objective and “Lack of time in exam” may be both subjective and objective. 51 people think pronunciation makes speaking English difficult.
It has the highest proportion among 8 elements. The lack of useful structures and vocabulary ranks the second place faith the similar number of people choosing (50 people). There are more students considering the lack of communicating than ones who think about the lack of confidence as a difficulty. 4 people find it challenging because they cannot come up with ideas overhears 22 students think they do not have enough time in the Speaking test.
According to one fifth of 78 students (who choose “Yes’ in question 1), they are not taught enough skills. Just only one person think there is another factor named Wintertime?’. In general, the percentage of almost all factors is higher than 25%. This number shows that some students don’t have just only one problem With speaking, they are confronted with several difficulties at the same time.The top 4 problems are pronunciation, the lack Of Structures and vocabulary, the lack Of communicating and confidence. It is same as the general trend, so we have asked more questions on these fields (question 4 and 5) As our expectation, pronunciation occupies the largest part, 27%.
It means that IBID students put a high value on pronunciation and some of them certainly want to improve their current situation. The second place belongs to factor named Talk of communicating with native speakers”, The fact is that some students do not take tulle advantage time in class, they look ashamed and rarely speak to the native teachers. % of 100 students who did the questionnaire consider that “Teachers don’t teach enough skills” is the biggest problem. We had asked 100 students if translating Vietnamese into English when speaking was a good idea. Surprisingly, there are still 39 out of 100 people choosing Yes”. It is quite certain that all teachers advise their students to not translate Vietnamese into English because learners need to develop the way of thinking like native speakers. In question 5, 95% of students think it is essential to practice speaking in an English environment.
Then, these students continued to answer question 6 to give more details for the previous question. Language centers and BIO program have the same percentage (31 and both rank the first place. 2% Of 95 students think there are some other places such as home, Internet, and workplaces. In conclusion, IBID students (Intake 9) have 4 main difficulties in speaking English included pronunciation, lack of structures and vocabulary, lack of communicating and confidence. If these problems are not solved as soon as possible, they will surely affect the learners’ results.To improve this temporary situation, not only teachers but also students should make great effort.
2. Solutions to improve Speaking skill There are plenty of solutions which are suggested by successful learners and some researchers as well as English teachers in the Internet. First and foremost, renunciation should be improved gradually. According to some researchers, the only way to learn how to speak English fluently is to find anymore you can listen and speak English as much as possible, In those places, learners can imitate the intonation and the way native speakers put stress on words.
To pronounce exactly, each person should have an Oxford Dictionary (the version on computer is much more preferable) so that students are likely to learn thoroughly every single syllables and then words. Remember to pay attention to the ending sounds. Moreover, watching foreign programs is a good idea to improve both peaking and listening in an interesting way _ Secondly, learners need to expand their vocabulary constantly. Collocations are highly important. It is advisable to remember as many collocations (phrasal Verb, idioms, etc. ) as you can.
Author Robbery said on his book that “The more phrases and idiomatic expressions you learn, the more automatic your speech is going to become” (December 15th 2011). However, do not use too much academic words and structures (such as specific words, inversion Structures, etc. ) because it Will make your sentence more wordy and incoherent.
Remember that Merriment English is from Venus, Spoken English – from Mars” (by Robbery on November 2010). Therefore, you may not need to force yourself to speak as you write English. Ideas should be in a clear and logical order along with examples. Linking words are totally necessary to connect ideas together.Another method to learn vocabulary is to read more; books and stories provide a giant amount of useful vocabulary. Thirdly, to speak English fluently, students have to remove all the prejudices that prevent themselves from being confident. Just be like a child, he says whatever he wants and doesn’t worry about making mistakes.
Actually, even native speakers still make grammar mistakes, but they do not pay much attention to them as long as another person understands what they said. “Practice makes perfect”, so never give up. Students are advised to record their voice, then listen and correct themselves (by Ms.Arlene of program). This is such an effective method that students can self – study and gradually prevent mistakes. More importantly, IBID students contributed to our research by giving their possible solutions. Many students agree with the statement “Practice makes perfect”; they advise speaking English regularly. Some says listening to music and watching English movies are much more easier to improve the ability of speaking.
Others consider participating English clubs to communicate more with native speakers. Several students insist on learning Speaking in group which they can help each other. 3.Discussions Nowadays, more and more methods to help improve speaking are created. Effortless English is a new English learning method Which is founded and developed by Drag. Hose.
It helps learners learn Spoken English in the powerful way. There are 6 rules in this method: Learn naturally and playfully like a child Never study Grammar rules Learn with your ears, not your eyes Learn spoken Grammar with Fun stories Learn actively by answering simple questions Emotional lessons that are memorable It is also said that the old study methods are boring compared to this program because this system no longer learn by heart vocabulary and structures.They said that this method would help to remember words and grammar real conversations without any rules. Learners might experience new lessons that are completely fun and relaxing.
It cannot be denied that this new method is popular and appropriate for such a huge number of learners, However, the question is ” f learners never study Grammar rules, how will they speak correctly? “. To some extent, we agree with not focusing too much on Grammar but eve cannot ignore it.From our own viewpoint, it is impossible for learners who want to take academic certificates like LILTS, TOEFL etc, to follow this one because the examiners will put low marks to simple grammatical mistakes. CHAPTER 3 :CONCLUSION 1.
Recapitulation In our research, main difficulties of speaking English have been figured out and we have also provided some potential solutions to improve the ability of speaking English for IBID students Intake g. Although they may be not appropriate for every learner, we hold the strong belief in helping DE students to speak English better and more fluently.It is expected to enhance Speaking tests results. 2. Limits of research It can be easily seen that our research still remains several limits. First, we had collected information from 100 students through questionnaires in the Internet, so it means that we are not sure about which class they are in. They may be in the same class, which makes the results inaccurate. Secondly, the research does not show the reasons of these difficulties.
That is the reason why some solutions are not appropriate.