BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG
——————————-
KHÓA LUẬN TỐT NGHIỆP
NGÀNH : NGÔN NGỮ ANH
Sinh viên : Lê Thanh Thảo
Giảng viên hướng dẫn: Nguyễn Thị Phương Thu
HẢI PHÒNG 2021
BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG
———————————–
COMMON SPEAKING ERRORS MADE BY 1ST YEAR
ENGLISH MAJORS AT HPU
KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC HỆ CHÍNH QUY
NGÀNH: NGÔN NGỮ ANH
Sinh viên : Lê Thanh Thảo
Giảng viên hướng dẫn: Nguyễn Thị Phương Thu
HẢI PHÒNG 2021
BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG
————————————–
NHIỆM VỤ ĐỀ TÀI TỐT NGHIỆP
Sinh viên: Lê Thanh Thảo
Mã SV: 1412751061
Lớp : NA1801
Ngành : Ngôn Ngữ Anh
Tên đề tài: Common speaking errors made by 1st year English majors at HPU
NHIỆM VỤ ĐỀ TÀI
1. Nội dung và các yêu cầu cần giải quyết trong nhiệm vụ đề tài tốt nghiệp
………………………………………………………………………………….
………………………………………………………………………………….
………………………………………………………………………………….
………………………………………………………………………………….
………………………………………………………………………………….
………………………………………………………………………………….
2. Các tài liệu, số liệu cần thiết
………………………………………………………………………………….
………………………………………………………………………………….
………………………………………………………………………………….
………………………………………………………………………………….
………………………………………………………………………………….
………………………………………………………………………………….
………………………………………………………………………………….
………………………………………………………………………………….
3. Địa điểm thực tập tốt nghiệp
………………………………………………………………………………….
CÁN BỘ HƯỚNG DẪN ĐỀ TÀI TỐT NGHIỆP
Họ và tên : Nguyễn Thị Phương Thu
Học hàm, học vị : Thạc sĩ
Cơ quan công tác : Trường Đại học Quản lý và Công nghệ Hải Phòng
Nội dung hướng dẫn: Common speaking errors made by 1st year English majors at
HPU
Đề tài tốt nghiệp được giao ngày tháng năm 2020
Yêu cầu phải hoàn thành xong trước ngày tháng năm 2020
Đã nhận nhiệm vụ ĐTTN Đã giao nhiệm vụ ĐTTN
Sinh viên
Giảng viên hướng dẫn
Hải Phòng, ngày tháng năm 20
TRƯỞNG KHOA
CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM
Độc lập – Tự do – Hạnh phúc
PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN HƯỚNG DẪN TỐT NGHIỆP
Họ và tên giảng viên:
………………………………………………………………………………………
Đơn vị công tác:
……………………………………………………………… ……………………..
Họ và tên sinh viên:
…………………………………… Chuyên ngành: ………………………….
Nội dung hướng dẫn:
…………………………………………………. ………………………………….
………………………………………………………………………………………………………………..
1. Tinh thần thái độ của sinh viên trong quá trình làm đề tài tốt nghiệp
…………………………………………………………………………………………………………………………….
……. …………………………………………………………………………………………………………………………….
……. …………………………………………………………………………………………………………………………….
……. …………………………………………………………………………………………………………………………….
……. …………………………………………………………………………………………………………………………….
……. …………………………………………………………………………………………………………………………….
2. Đánh giá chất lượng của đồ án/khóa luận (so với nội dung yêu cầu đã đề ra trong nhiệm
vụ Đ.T. T.N trên các mặt lý luận, thực tiễn, tính toán số liệu…)
……. …………………………………………………………………………………………………………………………….
……. …………………………………………………………………………………………………………………………….
……. …………………………………………………………………………………………………………………………….
……. …………………………………………………………………………………………………………………………….
……. …………………………………………………………………………………………………………………………….
……. …………………………………………………………………………………………………………………………….
……. …………………………………………………………………………………………………………………………….
3. Ý kiến của giảng viên hướng dẫn tốt nghiệp
Được bảo vệ
Không được bảo vệ
Điểm hướng dẫn
Hải Phòng, ngày … tháng … năm ……
Giảng viên hướng dẫn
(Ký và ghi rõ họ tên)
QC20-B18
CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM
Độc lập – Tự do – Hạnh phúc
PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN CHẤM PHẢN BIỆN
Họ và tên giảng viên:
………………………………………………………………………………….
Đơn vị công tác:
……………………………………………………………… …………………
Họ và tên sinh viên:
……………………………….. Chuyên ngành: …………………………
Đề tài tốt nghiệp:
………………………………………………………………. ………………..
………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………..
1. Phần nhận xét của giáo viên chấm phản biện
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
2. Những mặt còn hạn chế
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
3. Ý kiến của giảng viênchấm phản biện
Được bảo vệ
Không được bảo vệ
Điểm phản biện
Hải Phòng, ngày … tháng … năm ……
Giảng viênchấm phản biện
(Ký và ghi rõ họ tên)
QC20-B19
Giảng viên hướng dẫn:
………………………………………………………………………………. 1
Giảng viên hướng dẫn:
………………………………………………………………………………. 2
ACKNOWLEDGEMENTS ……………………………………………………………………… 12
PART 1: INTRODUCTION …………………………………………………………………….. 13
1. Rationale
……………………………………………………………………………………………. 13
2. Aim of the study …………………………………………………………………………………. 14
3. Scope of the study
……………………………………………………………………………….. 14
4. Method of study ………………………………………………………………………………….. 14
5.Designs of the study
……………………………………………………………………………… 15
PART 2: DEVELOPMENT ……………………………………………………………………… 16
Chapter 1: THEORETICAL BACKGROUND ……………………………………………. 16
1.1.Introduction ……………………………………………………………………………………… 16
1.2. Speaking skill
…………………………………………………………………………………… 16
1.2.1. Definition of speaking skill ……………………………………………………………… 16
1.2.2. The significance of speaking ……………………………………………………………. 18
1.2.3. Stage of speaking …………………………………………………………………………… 19
1.2.3.1. Pre-speaking
……………………………………………………………………………….. 19
1.2.3.2. While-speaking …………………………………………………………………………… 19
1.2.3.3. Post-speaking ……………………………………………………………………………… 19
1.3. The importance of speaking ……………………………………………………………….. 20
1.4. The difficulties faced by student in learning speaking skills
…………………….. 21
1.4.1 Lack of environment ……………………………………………………………………….. 21
1.4.2. Fear of Mistake ……………………………………………………………………………… 21
1.4.3. Shyness ………………………………………………………………………………………… 21
1.4.4 Anxiety …………………………………………………………………………………………. 22
1.4.5. Lack of Confidence ………………………………………………………………………… 22
1.4.6 Lack of Motivation………………………………………………………………………….. 23
1.5. Common mistakes in speaking ……………………………………………………………. 23
1.5.1 Grammar ……………………………………………………………………………………….. 23
1.5.2. Vocabulary
……………………………………………………………………………………. 24
1.5.3. Pronunciation ………………………………………………………………………………… 24
1.5.3.1 Ending sound ………………………………………………………………………………. 25
1.5.3.2. Sound connection ………………………………………………………………………… 25
1.5.3.3. Mispronunciation ………………………………………………………………………… 26
1.5.3.4. Stress
…………………………………………………………………………………………. 26
1.5.4. Intonation ……………………………………………………………………………………… 27
CHAPTER 2: THE SURVEY QUESTIONNAIRE ……………………………………… 28
2.1. Participants and purposes of the survey questionnaire
…………………………….. 28
2.2. Design of the questionnaire ………………………………………………………………… 28
2.3. Data analysis ……………………………………………………………………………………. 29
Question 1: How long have you been studying English?
……………………………….. 29
Figure 1: The amount of time students have studied English………………………….. 29
Question 2: Which skill do you like most?
………………………………………………….. 30
Figure 2: Student’s language skills preference …………………………………………….. 30
Question 3: How Important is speaking skill? ……………………………………………… 31
Figure 3: Opinion of students on the importance of speaking skill ………………….. 31
Question 4: What difficulties related to speaking do you face up with? …………… 32
Figure 4: Student’s difficulties related to speaking skill ………………………………… 32
Question 5: How often do you speak English? …………………………………………….. 33
Figure 5: Student’s speaking English frequency…………………………………………… 33
Question 6: How do your teachers motivate students in speaking lessons? ………. 34
Figure 6: Students’ opinion on teachers’ techniques to motivate their speaking … 34
Question 7: How do you improve your own speaking skill outside the class? …… 36
Figure 7: Students’ techniques to improve their speaking ……………………………… 36
Question 8: Which pre-speaking activities do you prefer in the class? …………….. 37
Figure 8: Students’ point of view on pre speaking activities in the class ………….. 37
Question 9: which while-speaking activities do students like most?
………………… 38
Figure 9: Students’ viewpoint on while-speaking activities
……………………………. 38
Question 10: What do you prefer for post-speaking? ……………………………………. 39
Figure 10: Students’ attitude toward post-speaking activities
…………………………. 39
2.4. Finding and discussion. ……………………………………………………………………… 40
CHAPER 3: SUGGESTIONS TO DEAL WITH STUDENT’S SPEAKING
ERRORS ………………………………………………………………………………………………. 42
3.1. Suggestions to improve listening skill ………………………………………………….. 42
3.1.1. Favorite topic ………………………………………………………………………………… 42
3.1.2. Dictation ………………………………………………………………………………………. 43
3.1.3. Music and songs
…………………………………………………………………………….. 43
3.2. Solutions to improve speaking skill
……………………………………………………… 44
3.2.1. Pre-speaking activities ……………………………………………………………………. 44
3.2.1.1. Warm-up games ………………………………………………………………………….. 44
3.2.1.2. Outline of ideas …………………………………………………………………………… 48
3.2.2. While-speaking activities ………………………………………………………………… 49
3.2.2.1. Self- talking
………………………………………………………………………………… 49
3.2.2.2. Group discussion
…………………………………………………………………………. 50
3.2.2.3. Role-play
……………………………………………………………………………………. 50
3.2.2.4. Simulation ………………………………………………………………………………….. 50
3.2.2.5. Presentation
………………………………………………………………………………… 51
3.2.2.6. Management speaking opportunity
…………………………………………………. 51
3.2.3. Post-speaking activities …………………………………………………………………… 51
3.2.3.1. Reporting …………………………………………………………………………………… 52
3.2.3.2 . Interview …………………………………………………………………………………… 52
Part III: Conclusion.
………………………………………………………………………………… 53
APPENDIX 1: THE SURVEY QUESTIONNAIRE FOR STUDENTS SURVEY.
…………………………………………………………………………………………………………….. 54
REFERENCES ………………………………………………………………………………………. 57
ACKNOWLEDGEMENTS
In the process of doing the graduation paper, I have received a lot of help,
assistance, guidance, encouragement and idea contribution from my teachers,
family and friends.
My great gratitude goes to my supervisor for her enthusiastic guidance, very
helpful ideas and instructions for the preparation and her corrections during the
completion of this graduation paper.
It would be a mistake if I didn’t mention the first year English major at Hai
Phong Private University who took part in my survey questionnaire
enthusiastically. Thanks to their participants. I had data survey, analysis and gave
the appropriate solutions.
Last but not least, I would like to give my heartfelt thanks to my family, my
friends who always, encourage and inspirit me to complete this graduation paper.
Haiphong, January, 2020
Student
Le Thanh Thao
PART 1: INTRODUCTION
1. Rationale
In recent years, English has become a very popular language in the world
and in Vietnam as well. People use English for communication, travel, culture and
trade exchanges and so in many other fields in life. Vietnam is one of the countries
which use English as the second language and as a result, English has been adopted
as one of the most important subjects in many schools. Four English skills are
essential for English learners of all ages; nonetheless; learners seem to focus on
reading and writing rather than speaking. They spend a lot of time on learning
grammar for weekly tests and examination in each semester; meanwhile, they are
quite afraid of speaking English. In high school, speaking English seems to be less
paid attention than the others. They do not spend much time practising speaking in
class and that is the main reason why they get difficulties with speaking. Moreover,
many students are weak on grammar, they lack vocabulary and feel so shy when
communicating in English. During my speaking periods in class and speaking tests,
fact shows that there are many students who get trouble with speaking like I do,
especially English beginners in English speaking becomes a popular problem.
After long time of observing and investigation, gramama, vocabulary and
intonation are popular mistakes of first year English majors at Haiphong Private
University. As can be seen, if students want to speak English correctly and
fluently, they need to pay attention to these errors. Vietnamese is kind of language
that is different from English. That is reason why Vietnamese learners have
difficulties with English speaking and that is also main problem of first year
English majors at HPU. Therefore, in order to study this problem in depth, the
author has conducted the research entitled: “Common speaking errors made by 1st
year English majors at HPU.” Hopefully, this study will help students understand
deeply about the issues that they have not noticed before and suggest some
solutions to solve the problems and help them improve their speaking.
2. Aim of the study
The purpose of this study is to discover and characterize speaking skills,
some common mistakes and common points of students when learning speaking
skills, as well as suggest suitable techniques for students to improve their skills in
which research focuses on finding the reality of the first-five major problems in
English learning to speak English and giving them suggestions for better
communication. It is expected that first-year English majoring students at HPU can
improve their English speaking skills.
3. Scope of the study
In terms of learning English, there can be many problems not only related to
speaking but also related to other skills. However, due to time, knowledge, and
other shortages, it is not possible to deal with common problems and flaws of all
skills. In this regard, research will focus only on speaking skills. The participants
of this study are HPU’s two main English classes. The participants are all
freshmen, so they can give their objective opinions to understand their problems.
From there, the suggested projects may somehow be more practical and relevant.
4. Method of study
In order to conduct research, many references and books related to speaking
skills and motivational projects for students were approached. In addition, Internet
searches are also used to gain a deeper understanding of specifics. In addition, a
survey questionnaire was conducted for first-year English majoring students at
HPU to gather information and evidence for the study. The participants were
freshmen of the English Department because English is absolutely essential for
them to use and they can use it more often than other non-major students. When
students use English regularly, they tend to face common problems or difficulties
that can prevent them from learning speaking skills effectively. As a result, it can
be easier for me to propose sensible projects to students that will give them more
motivation and encouragement so they can arouse their ability to speak effectively.
5.Designs of the study
This study consists of three parts:
Part I: Introduction, includes the rationale to the study and the aims of the
study, the research question and the scope of the study. The design of the study is
also presented.
Part II: Development.
The first is the definitions of speaking skills, stages of speaking, difficulties
encountered by 1st year non-majors when learning speaking skills as well as some
common mistakes.
The next chapter focuses on the first-year non-major student survey
questionnaire at HPU on English speaking attitudes, including survey questions,
design and methodology, data analysis as well as the finding and discussion.
The last chapter provides the solution and recommendations given to the
first-year students in HPU to improve their speaking English ability.
Part III: Conclusion, in this part, some limitation and suggestions for further
research are stated.
PART 2: DEVELOPMENT
Chapter 1: THEORETICAL BACKGROUND
1.1.Introduction
The aim of this chapter is to review theoretical background which is related
to speaking errors in English. Errors could exist in the English speaking
from the first semester to high semester possible make error. The errors can be
simple error or complex. The students must know the type of errors, the knowing
of knowledge of errors, the students can minimize making error and improve their
speaking skill and understand the definition of speaking skill, grammatical,
vocabulary and so on…
1.2. Speaking skill
1.2.1. Definition of speaking skill
Speaking is one of the most important skills to be developed and enhanced
as means of effective communication. Speaking skill is regarded one of the most
difficult aspects of language learning. Many language learners find it difficult to
express themselves in spoken language. They are generally facing problems when
using the foreign language to express their thoughts effectively. They stop talking
because they face psychological obstacles or cannot find the suitable words and
expressions. The modern world of media and mass communication requires good
knowledge of spoken English. This paper aims at establishing the need to focus on
the factors affecting on language learners’ English speaking skill. This review
paper traces out the body of research concerning the term speaking, the importance
of speaking, characteristics of speaking performance, speaking problems, and
factors affecting speaking performance.
Speaking is defined as an interactive process of constructing meaning that
involves producing, receiving and processing information. Its form and meaning
are dependent on the context in which it occurs, the participants, and the purposes
of speaking
(Burns & Joyce, 1997).
According to Brown (2001:272), there are micro skills of speaking as
follow: produce chunks of language of different lengths, orally produce differences
among the English phonemes and allophonic variants, produce English stress
patterns, words in stressed and unstressed positions, rhythmic structure, and
intonational contours, produce reduced forms of words and phrase, use an adequate
number of lexical units in order to accomplish pragmatic purpose, produce fluent
speech at different rates of delivery, monitor your own oral production and use
various strategies devices (pauses, fillers, self correction, backtracking) to enhance
the clarity of the message, use grammatical word classes, systems, word order,
patterns, rules, and elliptical forms, produce speech in natural constituents-in
appropriate phrases, pause groups, breath groups, and sentences, express a
particular meaning in different grammatical forms, and use cohesive devices in
spoken discourse.
Besides, Nunan and Cavid (2001) develop the idea that speaking in a second
language involves the developments of a particular type of communication skill. It
has occupied a special position in the history of language teaching, and only in the
last two decades has it begun to emerge as a branch of teaching, learning and
testing in its own right, rarely focusing on the production of spoken discourse.
In the field of action, speaking is the actions of conveying information or
expressing one’s feeling in speech, the activity of delivering speeches,
communicating in a speacified language, conveying meaning as though in words.
(oxforddictionaries.com/definition/English/speaking)
In conclusion, speaking skill is always considered as domain of language
and linguistic proper. Therefore, Clark and Clark (in Nunan,1991, p.23) stressed,
“speaking is fundamentally an instrument act”. Speakers talk in order to have some
influences on their listeners. It is the result of teaching learning process. Students ‘
skill in conversation is mainly aimed at in terms of teaching speaking skill, it
becomes vitally aspect in language teaching learning success if language functions
as a system for conveying meaning, as Nunan (1991, p.39) states that the
successful in speaking is measured through someone’s ability to carry out a
conversation in the language.
From the above definitions and the explanation of second language speaking
and foreign language studies, the speaking definition in this study is summarized as
the process of constructing and sharing meaning through the use of verbal and non-
verbal signs, in a different context. to express ideas, opinions, or feelings to others
by using words or sounds of expressions to inform, persuade, and entertain that can
be learned by using some teaching method- learning.
1.2.2. The significance of speaking
Zaremba (2006) pointed out that while reading and listening are considered
to be two receptive skills in learning and using language, writing and speaking are
two other useful skills needed to be integrated into the development process,
efficiently communicate. Of all four macro English skills, speaking seems to be the
most important skill needed to communicate.
Zaremba (2006) also explains that speaking or communication skills are
often placed before work experience, motivation, and education certificate as
criteria for new recruiting into employment. It is worth mentioning that speaking
skills tend to help learners benefit more with some specific advantages. The ability
to express thoughts, feelings, emotions and so on can give learners the following
advantages.
I want to mention the ability to stand out. When it comes to speaking, people
tend to think of it as a common skill. However, being able to excel and speaking
English effectively and confidently is not a common ability. It is more remarkable
that there are not too many talented speakers in the world, but if one speaker has
good skills and is developed with relentless opinions and effort, it can stand out.
1.2.3. Stage of speaking
According to Brown (2007), a perfect teaching lecture must follow three
stages:
1.2.3.1. Pre-speaking
Pre-speaking starts before students actually speak. The pre-speaking activity
involves thinking, then reflection providing opportunities for students to plan and
organize to speak.
There are several purposes for speaking in advance, such as choosing the
topic to speak, defining purpose, object, and format.
1.2.3.2. While-speaking
While-speaking engages students to interact with colleagues and other
audiences. Students who are provided with the environment, support, and
opportunity to prepare for their formal and informal speaking experience will be
more likely to be more confident to “go public” with their ideas and information.
Some of the purposes when speaking are to express personal feelings, ideas, or
opinions; to tell a story; for entertainment or entertainment; describe; to inform or
explain; to ask or question; to classify thinking; to explore and experiment with
many different ideas and to converse and discuss.
1.2.3.3. Post-speaking
The stage of post- speaking is a time for reflection and goal setting. As
experience says, both formal and informal, it is important that students reflect on
their performance. Their reflection should include teachers who can help them set
personal goals to improve their speaking skills.
1.3. The importance of speaking
The English language has become an international language. Among nations
it serves as a lingua franca. It is spoken, learnt and understood even in those
countries where it is not a native’s language. English is playing a major role in
many sectors including medicine, engineering, education, advanced studies,
business, technology, banking, computing, tourism etc. All our software
development today, the communication facilities available to us through internet,
our access to a variety of websites, are all being carried
out in English. Most of the research works are conducted and compiled in
English. Anything written and recorded in this language is read and listened to, in
wider circles. As a result, English is being taught and learned around the world as a
second language today.
According to Zuliati (2013) Speaking is an important language skills, in
which communications take an important role in the world of information,
speaking is a spoken language that is taught in the era of globalization. Because of
speaking, students can communicate with other students in our country or different
countries, we can share ideas and opinions. There are some people who see the
skills of the student based on their speaking skills and not of language skills.
Students can effectively use speaking skills.
The use of English has become popular nowadays. English can make the
students’ communicate with strangers in the world. When someone makes a trip
abroad, English language is also very useful because it is accepted as an
international language. In Indonesia, many schools which develop into the
International schools based on standards that use English as the instructional
language in all subjects. Therefore, speaking is a very important skill to get to the
carrier and education.
(Ridyani: 2009)
1.4. The difficulties faced by student in learning speaking skills
1.4.1 Lack of environment
When speaking, students can face many difficulties. The first reason why
English speaking students have difficulty is that the environment does not support
English speaking students regularly. The environment here means people outside
of the classroom. Those people may think that students only want to show off
when speaking English in everyday conversations. The feedback students receive
causes them to lose confidence in improving their speaking.
1.4.2. Fear of Mistake
Fear of making mistakes becomes one of the main factors of students
speaking English in the classroom. The fear of making mistakes is the problem,
and this fear is related to the problem of correction and negative reviews. In
addition, this also affects the student’s fear of being ridiculed by other students or
being criticized by the teacher. As a result, students often stop participating in
speaking activities. Therefore, it is important for students to consider making
mistakes is not wrong or bad as they can learn from their mistakes.
1.4.3. Shyness
Shyness is also one of the biggest factors that prevent students from
speaking English. It is a kind of sensation that students feel when speaking
English. They are not ready in front of the teachers and their friends. Because of
shyness, they cannot say what they are thinking and what they want to say. Due to
shyness, they are not confident when speaking, cannot remember the correct
grammar rules and vocabulary when speaking English. Due to shyness, they feel
uncomfortable and anxious in front of people when speaking English. Teachers
should encourage students to be confident, okay when feeling awkward in front of
people, but they should know they can do it and encourage them to speak English
as much as possible.
1.4.4 Anxiety
Anxiety is part of the human condition and it has a broad definition. Anxiety
in general can be defined as “the subjective feeling of tension, apprehension,
nervousness, and worry associated with an arousal of the autonomic nervous
system”
(Horwitz et al, 1986, p.125)
The fear of speaking in public is related with anxiety or communication
apprehension. It’s a panicky feeling associated with physical sensations that are too
painfully familiar to those affected- increased heart and breathing rates, increased
adrenaline, over-rapid reactions, and a tension in the shoulder and neck area.
1.4.5. Lack of Confidence
Lack of confidence is also one of the reasons why students cannot speak
English in public. They are not confident in themselves to speak English in front of
people. This is often caused by the teacher, the teacher discouraging enough to
speak English in public. Usually, teachers discourage them from speaking English
in the classroom or in front of everyone. They learn the English language but they
don’t learn to speak. This is one of the problems that most students encounter in the
classroom or in front of everyone. Confidence plays a very important role in
speaking English if students do not believe and believe in themselves they cannot
speak English. The confidence and confidence of students are completely
dependent on the teacher. Teachers must encourage and motivate them to believe
in themselves and to have confidence in speaking English in public. If students
worry about making mistakes, so teachers have to teach them that no one can be
born perfectly, everyone learns from their mistakes. They had confidence in
speaking even when they were wrong. They will learn from their mistakes and
correct them when they come back. Therefore, confidence in speaking English is
very important.
1.4.6 Lack of Motivation
Lack of motivation is also one of the reasons why students cannot speak
English. Motivation plays a very important role in speaking English. Motivation
can be motivated by teachers, other students as well as their parents. But they don’t
motivate them to speak English well. Due to a lack of motivation to speak English,
they are not interested in speaking English.
1.5. Common mistakes in speaking
1.5.1 Grammar
The first problem is grammar. Hetrkul (1995) said that grammar is also very
important for students when learning speaking skills. If they want to master
English, it is necessary for them to use grammar appropriately so that they can
produce meaningful sentences. Grammar considers as the first step in learning any
language besides the pronunciation. In fact, Vietnamese students focus on
grammar rather than speaking English. However, Vietnamese students do not
know how to apply the grammar taught in their speech, so most Vietnamese
students often speak the wrong grammar.
Learning English grammar is very difficult for students. As professional
Jack C. Richard, grammar is divided into two dimensions which focus on how to
use grammatical system to create a sentence, and how to use grammatical system
in the process of creating spoken as well as written text. Mostly, when speaking
English, students make grammatical mistakes. Usually, students make mistakes in
tenses, active and passive, and vocabulary when speaking English. They have
misused tenses sometimes they want to say in the past tense, but they often say in
the present tense instead of the past tense. They cannot easily distinguish the
differences between past, present, and future tense uses.
1.5.2. Vocabulary
Vocabulary can be defined as “words we must know to communicate
effectively; words in speaking (expressive vocabulary). While Ur (1998) states:
“Vocabulary can be defined, roughly, as the words we teach in the foreign
language. However, a new item of vocabulary may be more than just a single
word. A useful convention is to cover all such cases by talking about vocabulary
“items” rather than “words.” In addition, Burns (1972) defines vocabulary as “the
stock of words which is used by a person, class or profession. According to
Zimmerman cited in Coady and Huckin (1998) vocabulary is central to language
and critical importance to the typical language learning. From the definitions
above, it can be concluded that vocabulary is the total number of words that are
needed to communicate ideas and express the speakers’ meaning. That is the
reason why it is important to learn vocabulary in speaking.
Therefore, when entering a specific communication situation, Vietnamese
students often have difficulty trying to translate words from Vietnamese into
English word by word and then put together sentences to say. In addition, they will
also have many difficulties in communicating English with poor vocabulary, and
obviously, the rich vocabulary will greatly support them and make them become
professional with diversity in speaking. In fact, first-year English majors still have
a lot of limitations in communication when speaking only English with simple
words.
1.5.3. Pronunciation
According to the Oxford dictionary, pronunciation is how the word is
pronounced. In fact, one of the main mistakes in speaking English by Vietnamese
students is pronunciation. I have listed some common errors in English
pronunciation.
1.5.3.1 Ending sound
The first pronunciation error is the ending sound .According to Mark (2008),
ending sound errors can be defined as “the inaccurate pronunciation of the final
consonant in a word”. In fact, nearly half of all English major students have
forgotten the pronoun ending or did not know how to say the ending sound
correctly. In English, consonants are even more important than vowels. It is
essential to pronounce all consonants of the word including the ending sound.
Therefore, English pronunciation is also different from other languages. That is
why the ending pronunciation error is considered the most common English
speaking error by non-native speakers. They forgot to pronounce the ending
clearly, resulting in grammatical mistakes as well as misunderstandings.
Most non-native speakers often do not pronounce the ending sound clearly:
/s/, /iz/, /z/, /d/, /ed/.
The main reason leading to the above mistake is that they do not know the
rule of ending sound pronunciation. Almost English major students at HPU do not
know whether the pronoun / s / or / z / in case of adding “s”, “es” at the end of a
word or confusing / d / and / ed / in the verb.
1.5.3.2. Sound connection
One of the problems that Vietnamese is different from English is the sound
connection. In Vietnamese, the sounds are pronounced clearly. On the other hand,
in English, native speakers tend to match the syllable of the previous word with the
first sound of the next word so that when native speakers speak quickly, it makes it
difficult for non-native speakers to understand what they said. Because of this
difference, students often forget the sound connection while speaking. All most
English majoring students speak English in Vietnamese-like ways, in which each
