Вы находитесь на странице: 1из 46

DECLARATION

Title: How to break the ice and build up the confidence for fresh en in speakin! En!lish of "acult# of En!lish at Hanoi Open $ni%ersit# (Graduation paper submitted in Partial Fulfillment of the Degree of Bachelor of Arts in English) I certify that no part of the above report has been copied from any other persons work without acknowledgements and that the report is originally written by me under instruction of my supervisor.

Hanoi, 2 April, 2!"#

&tudent

&uper%isor

'ha

Thanh Loan

'ha

To Hoa( )*A

AC+NO,LED-E)ENT
This graduation paper could not have been completed without the timely incentive and whole-hearted support and help of the teachers, friends and relatives. Therefore, talking the opportunity, I would like to express my sincere gratitude to them. Firstly, I would like to send my deep gratitude to contributed greatly to completion of the thesis. #econdly, I would like to know sincere thank to the !resident of "anoi $pen %niversity as well as the &ean and 'eading (oard of )nglish Faculty for giving me an opportunity to do the thesis. Thirdly, I also take this opportunity to thank my friends. 'ast but not least, I feel very indebted to my parents and relatives to sharing with me every *oy and worry continuously encourage me during years of studying. rs !ham To "oa, my supervisor who professional knowledge, precious instructions

"anoi, +, -pril, +./0 #tudent

!ham Thanh 'oan

TA.LE O" CONTENT&


DECLARATION AC+NOLED-E)ENT CHA'TER /: INTROD$CTION /*/ Rationale /*0 Ai s of the stud# /*1 &cope of the stud# /*2 )ethods of the stud# /*3 Desi!n of the stud# CHA'TER II: LITERAT$RE RE4IE, 0*/* O%er%iew of speakin!: +./ $verview of speaking +././ &efinition of speaking +./.+ Types of speaking +./.0 &ifference between speaking and conversation +./.1 #ome factors affecting the speaking +./.1./ 'istening 2omprehension +./.1.+ 3rammar +./.1.0 4ocabulary +./.1.1 !ronunciation +./.1.5 )nglish fluency +./.1., #elf-confidence

0*0 ,hat is 5.reakin! the ice6 7 +.+./ &efinition of 6breaking the ice7 +.+.+ The importance of student to break the ice in speaking )nglish +.+.0 $rigin of the word 6breaking the ice7 0*0 ,hat is 5Confidence6 7 +.+./ &efinition of 6confidence7 +.+.+ !urpose of students confidence in speaking )nglish +.+.0 $rigin of the word 6confidence7 CHA'TER III: THE &T$D8 1*/ &ur%e# 9uestionnaire 0././ -ims of the survey 0./.+ ethod of the survey 0./.0 $b*ects of the survey 0./.1 &ata collection and analysis 1*0 Obser%ation 1*1 "indin!s 0.0./ $bstacles of the *unior student of F$) in "$% to lessen the shyness and promote confidence in speaking )nglish 0.0././ "aving negative attitudes towards )nglish speaking 0.0/.+ 'ack of confidence 0.0./.0 'ack of practicing 0.0./.1 !oor vocabulary

0.0./.5 2ultural barriers 0.0./., &ifficulties in getting the peoples attention 0.0./.8 Fear of making mistake 0.0./.9 $ther obstacles - Fear of peoples laugh emory loss while speaking )nglish

CHA'TER I4: RECO))ENDATION The ways that help to build up the confidence in speaking )nglish /. "aving positive attitude when speaking +. Improving grammar 0. Improving vocabulary 1. !racticing listening and reading yourself 5. Taking part in )nglish clubs or communicative groups regularly ,. $ther methods: - Thinking in )nglish - (ecoming interested in other people - #mile on purpose aking eye contact - ;ot comparing yourself to others, instead, compare yourself to your own previous results

CHA'TER 4: CONCL$&ION References Appendi:

CHA'TER I: INTROD$CTION /*/* Rationale ;o one can deny the importance and necessary of )nglish in the world. It is spoken as a first language by most of people of several countries, including -merica, -ustralia, 3reat (ritain, most of 2anada, -frica and some other areas of the world. In fact, )nglish has become the international language. !eople read books, maga<ines, newspapers everywhere on a variety of sub*ects: science, sociology, anthropology, geology, entomology, political science and so on. In many countries, the textbooks in university are in )nglish. =ith the help of advanced technology, )nglish has been playing a ma*or role in many sectors including medicine, engineering, and education, which, in my opinion, is the most important arena where )nglish is needed. !articularly, as a developing country, 4ietnam needs to learn )nglish. It cannot be denied that today )nglish is the widely used language in the world. Therefore, )nglish is the language most often studied as a main sub*ect at school and even )nglish is taught in many university classes in 4ietnam. In modern time, speaking )nglish among people shows one of the necessary re>uirements of todays society. (eside other skills and knowledge, it is considered as one of the most influencing factors when finding a *ob or promoting a work position. "owever, it is difficult to all

)nglish learners speak )nglish fluently and confidently. They can be easy to get high marks in tests but they are fro<en when asked to speak an )nglish topic. Therefore, with the hope of helping the writer and other students to break the ice and build up the confidence in speaking )nglish, this thesis is conducted, focusing on the freshmen of Faculty of )nglish at "anoi $pen %niversity.

/*0* Ai s of the stud# #peaking )nglish is an essential skill of students nowadays. -lso, learning how to speak )nglish will help them communicate with others, and lead to better scores on the T$)F', T$)I2, I)'T# and other exams. 2onfidence is one of the most important components in speaking )nglish. It is all about believing in your abilities to understand and articulate )nglish well. To improve speaking )nglish skill, in this thesis, the writer would like )nglish learners to reali<e how important speaking is in every day situations and focus on working out the obstacles creating the shyness and then give some ways to promote students confidence in speaking )nglish.

/*1* &cope of the stud# y research applies for first-year students of Faculty of )nglish at "anoi $pen %niversity in the academic year of +./+- +./0. The surveys and observations are carried out in studying )nglish speaking classes.

/*2* )ethods of the stud# In this study, I have used some following methods: - %sing >uestionnaire to carry out surveys and analy<e the results - 'istening and observing some speaking lessons at class - (asing on many linguists books as possible to collect information and main factors improving my study. - 2onsulting the supervisor, other teachers in the faculty and knowledgeable friends /*3* Desi!n of the stud# This study consists of five chapters: Introduction, 'iterature ?eview, The #tudy, ?ecommendation and 2onclusion. 2hapter / is 6Introduction7. This is chapter including rationale, aims, scope, methods and design of the study. 2hapter + is entitled: 6'iterature view7. It points out things related to the overview of the speaking, such as definitions and some factors affecting speaking. oreover, it gives some notions of 6breaking the ice7, 6confidence7 and the importance of breaking the ice and purposes of speaking )nglish confidently of students. 2hapter 0 is named 6The study7. It describes the methods used to collect information for the study including survey >uestionnaire and class observations.

2hapter 1 is entitled: 6?ecommendation7. It gives some ways to overcome the shyness and build up the confidence for the *unior students in speaking )nglish. 2hapter 5 is 62onclusion7. It summari<es the main idea. The writer would like to sum up what have been mentioned in the paper as well as some of her own comments.

CHA'TER II: LITERAT$RE RE4IE, 0*/ O%er%iew of speakin! #peaking is generally regarded as the ma*or productive skills. It is also one of the most necessary means of communication. For most people, the ability to speak a foreign language is synonymous with knowing that language because speech is for them the basic means of human communication. (alancing between fluency and clearly is the )nglish studentss aim of speaking and is the most suitable for those students whose purpose is to gain the confidence in speaking and conversation. "owever, speaking in )nglish is considered as the most important of the four skills. 6$hile listening and reading in%ol%e the abilit& to correctl& recei%e messages and are therefore referred to as recepti%e s'ills, spea'ing and (riting, on the other hand, in%ol%e language production and are referred to as producti%e s'ills.7 @"armer /AA5, /,B !roducing spoken language also means that learners often find the difficulty and obstacles when studying )nglish. #tudents must have fluent speech, such as using of slang, fixed phrases or pronunciating well in the natural spoken language. "owever, lack of practicing, studentss spoken language would sound unnatural and inflexible. The shyness and embarrassment is also usually caused by inability to ad*ust to speak in front of the class. Therefore, it is really essential to practice effective speaking within studying process.

0*/*/ Definition of speakin! -ccording to =ipipedia, speaking is a model socio-linguistic study @represented as a mnemonicB developed by &ell "ymes. It is a tool to assist the identification and labeling of components of linguistic interaction that was driven by his view that, in order to speak a language correctly, one needs not only to learn its vocabulary and grammar, but also the context in which words are used. (ygate @/A98B shares the specific point of view about speaking: 6 )pea'ing is in man& (a&s as under%alued s'ill* Perhaps this is because (e can almost all spea', and so ta'e the s'ill too much for granted* Ho(e%er, spea'ing is a s'ill that deser%es attention e%er& bit as much as literar& s'ill, in both first and second language7 C+,/AD. )very people contact through voice in the process of speaking. It is popular, so they always forget that it is also need a correct grammar. c &onough and #haw @/AA0B stated that + )pea'ing is a s'ill (hich enables us to produce utterance* $hen genuinel& communicati%e spea'ing is desire and purpose dri%en*, C/0,0D. In other words, the opinions can be showed through speaking. In addtition, thanks to speaking we can express feelings, reach a negotiation, social friendships. 0*/*0 T#pes of speakin! 2*"*2*" -mitati%e: is a one end of continuum of types of speaking performance is the ability to simple parrot back @imitateB a word or phrase or possibly a sentence.

2*"*2*2 -ntensi%e: is a second type of speaking fre>uently employed in assessment context is the production of short stretches of oral language designed to demonstrate competence in a narrow band of grammatical, phrasal, lexical or phonological relationship. 2*"*2*# .esponsi%e: its include interaction and test comprehension but at the somewhat limited level of very short conversation, standard greeting and small talk, simple re>uest and comments. 2*"*2*/ -nteracti%e is the difference between responsive and interactive speaking is in the length and complexity of the interaction, which sometimes includes multiple exchanges and or multiple participants. 2*"*2*0 E1tensi%e @monologueB: is extensive oral production tasks include speeches, oral presentation, and story-telling, during which the opportunity for oral interaction from listener is either highly limited or ruled out together. 0*/*1 Difference between speakin! and con%ersation )nglish learners often find the difficulty to distinguish two terms 6speaking7 and 6conversation7 even though it may seem clear. !ublic speaking tends to be a lot more formal than conversation but create a lot more fear. #peaking presents the students ability to express the opinions, thoughts and ideas to a particular matter. It is usually based on story telling,

giving speech or presentation, is the necessity for later successful conversation. 2onversation typically does not have a predetermined sub*ect and usually develops spontaneously, while public speaking is usually about a certain topic or range of topics with very little room for deviation. In conversation, all participants have e>ual opportunity to communicate, but public speaking consists of one person speaking to a group of people with little to no expectation of their response. -lso, conversation is essential to any meaningful relationship, but public speaking is not. ;olasco @/A98, 0B mentions that being able to speak reasonably correct and even fluent )nglish is one thing, but being able to engage in ongoing, interactive, mentally satisfying conversation is another. 2onversation is such a natural part of our lives that many people are not conscious of what happens within it. "owever, conversation follows certain rules which should be obeyed in order for participants to feel relaxed and be satisfied with it.

0*/*2 &o e factors affectin! the speakin!


0*/*2*/ Listenin! Co prehension 'istening comprehension is a basic skill students must pay attention to be a good )nglish speaker. $ne of the most common mistakes students of )nglish make is spending their time and effort in improving their )nglish speaking skills without first practicing their )nglish listening comprehension skills. - lot of them actually know grammar rules clearly and can construct even complex sentences. To my surprising, *ust when you thought they can speak well in )nglish, they suddenly feel confused when asked.

#ome students find difficulty answering >uestions, because the one asking speaks too fast or the speakers accent. They would often ask the speaker to repeat the >uestion several times or speak more slowly until they understand the >uestion. In some situations, some people make impression in answering and then finding out that he or she misunderstood the >uestion, and therefore gave a wrong answer.

0*/*2*0 -ra

ar

3rammar is the system of )nglish. !eople sometimes describe grammar as the ErulesE of )nglishF but in fact no language has rules. #omebody often created the rules and then spoke the language, like a new game. (ut languages did not start like that. 'anguages started by people making sounds which evolved into words, phrases and sentences. ;o commonly-spoken language is fixed. -ll languages change over time. =hat we call EgrammarE is simply a reflection of a language at a particular time. $xford -dvances &ictionary writes that: 6Grammar is the (a&s that are used in a language for changing the form of (ords and 2oining them into sentences*7 - number of people in the world speak their own, native language without having studied its grammar. 2hildren start to speak before they even know the word EgrammarE. (ut if you are focus on learning )nglish, the grammar can help you to learn )nglish more >uickly and more efficiently. ItGs important to think of grammar as something that can help you, like a friend. =hen you understand the grammar @or systemB of a language, you

can understand many things yourself, without having to ask a teacher or look in a book. 3rammar influences the order in which words appear, and also dictates small but important changes in their form, which add vital temporal or relational information. In the case of most natural languages, the gradual and hapha<ard evolution of grammar has resulted in many exceptions to its own rulesH This makes it very difficult to master the grammar of a new language as an adult I though young children often absorb it without too much difficulty. "ere are some basic problems when we use grammar. Firstly, wordorder is the one of the thing which learners should consider, especially at the first stage because wrong word-order may lead to misunderstanding. The same words but in different orders make different meanings: - - straight white hair woman. ;gJKLi phuM nJN toOc baMch kim thPQng. - - straight hair white woman. ;gJKLi phuM nJN da trPOng toOc thPQng. 4ietnamese students usually make mistakes with the )nglish wordorder because 4ietnamese and )nglish have diffirent word order. In 4ietnam, we say: RMt caOi baLn maLu hRLng - table pink In )nglish: - pink table #econdly, tenses in )nglish and 4ietnamese are also different which cause some troubles. In )nglish, people always use exactly tense to express

the time of the action when it happens, whereas in 4ietnamese, people use words like 6SaN7 @pastB, 6Sang7 @continuousB, 6seN7 @futureB, 6vJLa mKOi7 @present perfectB, etc. For example: In )nglish: I painted the house last week. @past simpleB I will paint a house tomorrow. @futureB I have already painted the house. @present perfectB In 4ietnamese: TRi SaN sKn ngRi nhaL vaLo tuTLn trJKOc. TRi seN sKn ngRi nhaL vaLo ngaLy mai. TRi vJLa mKOi sKn ngRi nhaL. Thirdly, having good command of grammar can be useful, especially when we want to express exclamation, feelings, surprise, and admiration or to talk about our interest. =hile in 4ienamese we add the words 6>uaO7, 6tuyUMt vKLi7, etc. to the end of the exclamatory sentences, in )nglish it would be much more interesting when we use inversion or structure with that 6what7 or 6how7, etc. For example: In 4ietnamese: (JOc aQnh naLy SeMp tuyUMt vKLiH -nh yO SeMp trai >uaOH In )nglish: "ow beautiful this photo isH =hat a handsome boyH In short, grammar is an important factor in improving )nglish speaking skill. !eople use grammar to produce accurate, colorful utterances.

0*/*2*1 4ocabular# 4ocabulary is one of the important elements of language. 4ocabulary can be defined, roughly, as words we teach in the foreign language. It includes the single or compound words, which express one idea, such as: 6air- condition7, 6mother-in-law7, 6inter-depend7, 6head-master7V or multi-word idiom of which the meaning cannot be deduced from an analysis of the component words. %sing vocabulary in speaking is extremely essential. The listeners can not understand if we lack of structure or use wrong stress. oreover, a speaker can not have a good presentation if they use too much vocabulary. (rown @/AA1B said that: 6-t is an effecti%e spea'ing if the spea'ers can select %ocabular& that is understandable and appropriate for the audience, the topic being discussed and the setting in (hich the speech act occurs.7 To speak among listeners is not easy because this re>uires us to choose suitable words and analysis listeners well. ;on-native learners always have obstacles when using vocabulary for speaking skill. They fail to find suitable words that express what they want to talk and forgot the appropriate situation applied. They can write the words well but it is difficult to speak at all. 'ittlewood @/A9/B comments 6there are a number of (ords and phrases used onl& mainl& in spo'en English* )o the amount of %ocabular&7. C/0,01D. 4ocabulary, much more than grammar, is the key to people understanding what they hears and reads in schoolF and to communicate successfully with other people. #ometimes when youre speaking )nglish, you have a sentence in mind, but youre missing two or three important

vocabulary words I and then it becomes difficult to say what youre thinking. For this reason it is very important for people to >uickly build up a large store of words. In addition to, c2arthy @/A91B gives other obstacle in using vocabulary: 63ne (a& to see the o%erall tas' of %ocabular& learning is through the distinction bet(een 'no(ing a (ord and using a (ord* -n other (ords, the purpose of %ocabular& learning should include both remembering (ords and the abilit& to use them automaticall& in the (ide range of language conte1ts (hen the& need arises7. )nglish learners should distinguish 6knowing how to use a word7 with 6knowing a word7 because if we know a word but we do not know how to use is suitably in context, we cannot use them automatically and express our ideas. To use vocabulary successfully, speakers should read and find a lot of examples of the way how a word to be used in each context, combinations of words and phrases. The obstacles also appear in pronounce an individual word, namely, ending sound and linking sound. For example: Think W inkW - thing W i W "eight WhaitW - WhaiW Thank you There is For a while In short, it is useful to be aware of the ways sound, stress, and intonation interact within entire utterances to produce comprehensive pronunciation. - good one makes us successful in speaking )nglish. -lso,

we should remember that stress and intonation is the key to understand and to be understood. 0*/*2*2 'ronunciation !ronunciation refers to the ability to use the correct stress, rhythm, and intonation of a word in a spoken language. - word can be spoken in different ways by various individuals or groups, depending on many factors, such as: the area in which they grew up, the area in which they now live, if they have a speech or voice disorder, their ethnic group, their social class, or their education. =hen studying )nglish, 4ietnam learners often make mistakes when they put stress on words because most of the words in 4ietnamese are monosyllabic whereas most of )nglish words are polysyllabic. Thus, learners may even stress to all syllables. -ccording to 2oulthard and Xohns @/A9.B: 6)tress, for e1ample, is most commonl& indicated not b& the increased %olume but b& a slight rise in intonation7. #yllables are counted as units of sound @phonesB that they use in their language. The branch of linguistics which studies these units of sound is phonetics. !hones which play the same role are grouped together into classes called phonemesF the study of these is phonemics or phonematics or phonology. !hones as components of articulation are usually described using the International !honetic -lphabet @I!-B. -lso, intonation is an important element of the pronunciation of )nglish. The rises and the falls in tone that makes the Ytime of an utterance. - native speaker often has litter difficulty in hearing intonation changes in his own languageF however, the learners may not find it easy. )mber @/AA.B

stated that 64ost of us ha%e had the e1perience tr&ing to learn another language and finding some sounds are e1ceeding difficult to ma'e.7 )nglish words cannot be easy to pronounce and we must focus on the pronunciation of every words and the connection between the words in the sentence when speaking )nglish. Theres also the 6rhythm7 and intonation of the sentence to consider and sometimes your mouth gets confusedH 0*/*2*3 En!lish fluenc# )nglish fluency is used informally to denote broadly a high level of )nglish proficiency. "owever, fluency is necessary but not sufficient for )nglish proficiency. Fluency in )nglish is basically ability of people to be understood by both native and non-native listeners. - higher level would be bilingual, which indicates one is native in two languages, either having learned them simultaneously or one after the other. There are many factors playing an important role in your )nglish fluency I your stress levels at the time of speaking, your overall mental performance, familiarity with the topic youre discussing and also fre>uency of your spoken )nglish practice. The more often you speak )nglish, the better you should be able to perform. =henever we speak in )nglish with someone and indeed, we adopt a certain stance, certain attitude depending on who we speak with. It may happen unbeknownst to you, yet if you *ust think about it its obvious that depending on what situation youre in and what people youre communicating with your attitude changes and so does your )nglish fluency.

0*/*2*; &elf<confidence #elf-confidence is an important attitude which helps us to have a realistic and positive perception of ourselves and our skills. It is expressed by personal attributes such as optimism, enthusiasm, affection, pride, independence, trust, the ability to face criticism and emotional maturity. 2onfidence is not natural or inherited when being born, we must learn in process of practicing gradually. If you lack confidence, it probably means that, as a child, you were critici<ed, or suffered great misery, for which you either blamed yourself or were blamed by others. -lthough, a lack of confidence will not last permanently, it can be if it isnt taken notice. The influence of the culture or our religion which formed our gender, social class and our parents, in particular, are all factors which influence and contribute to our level of confidence and esteem. 2onfident people always believe in themselves and can know exactly their abilities. They are also able to control everything in their lives and have a deep faith within reason, they can do what they desire, plan and hope, no matter what the unforeseen barriers. (ut this faith is guided by more realistic expectations so that, even when they cannot reach their goals, those will continue to be positive confidently, never give up, to trust in themselves and reali<e their mistakes and continue with renewed energy. In the other hand, having high self-confidence does not mean they will be cable to do everything they want. That opinion is unrealistic, one for the perfectionists. - desire to be good at everything we do in order to impress others stems

from a competitive instinct and lack of personal reinforcement. -ny truly successful life has both rewards and the ability to learn from any setbacks, which give our resilience, self- belief and determination. ?eal confidence re>uires that we face the possibility of failure constantly and deal with it. "owever, if we consistently lose out on both achievement and validation, even our identity is called into >uestion.

0*0 ,hat is 5 .reak the ice67


0*0*/ Definition of 5break the ice6 6Brea' the ice7 is an idiom that is the same meaning as getting over the initial shyness when meeting new friend or standing in front of many people. It is also a social awkwardness involved when talking with new friends for the first time. -ccording to $xford -dvanced 'earnerss &ictionary@+..5B, -.# "omby, 6brea' the ice7 is 6to brea' do(n social formalit& and stiffness.7 0*0*0 The i portance of student to break the ice in speakin! En!lish (reaking the ice is the important step to get through first difficulty in beginning a speaking. -lso, breaking the ice is to have a start or get to know people avoiding awkwardness and shy. 0*0*1 The ori!in of the phrase 5 break the ice6 The earlier meaning of this phrase, i.e. Gto forge a path for others to followG alludes of course to the breaking of ice to allow the navigation of

boats. The figurative use is >uite old and was recorded by #ir Thomas ;orth in his /58A translation of !lutarchGs 'ives of the noble 3recians and ?omanes: E5o be the first to brea' the -ce of the Enterpri6e.E It wasnGt until the latter part of the /8th century that it took on its current establish a relaxed relationship in socially awkward situationsG meaningF for example, #amuel (utlerGs "udibras, /,89: E5he 3ratour 7 At last bro'e silence, and the -ce.E Two hundred years ago, 6breaking the ice7 reverts to its original usage, when specialist ice-breaking ships were introduced. These ships, known as ice-breakers, were e>uipped with strengthened hulls and powerful engines, were employed in the exploration of polar regions. #oon after the ships were introduced the term Gice-breakerG began to be applied to social initiatives which were intended to get strangers ac>uainted with one another. In /990, ississippi: E5he& closed up the inundation (ith a fe( (ords 7 ha%ing used it, e%identl&, as a mere ice7brea'er and ac8uaintanceship7breeder 7 then the& dropped into business.E ark Twain used the word that way in 'ife on

0*0 ,hat is 5Confidence6 7


0*0*/ Definition of 5confidence6 These nouns denote a feeling of emotional security resulting from faith in oneself. 2onfidence is a firm belief in oneGs powers, abilities, or capacities: E9ou gain strength, courage and confidence b& e%er& e1perience in (hich &ou reall& stop to loo' fear in the face.E @)leanor ?ooseveltB.

0*0*0 'urpose of students= confidence in speakin! En!lish In )nglish speaking, 6students:s confidence is one of the factors to impro%e their learning, @Zelly and =atson, /A9,, p. 1B. &ornyei @+../B suggested the ways to promote students confidence were through providing experience of success, encouraging the learners and reducing anxiety. 2onfidence helps students develop positive skills, personal characters and meaningful opportunities to successful learning. #aetan @/AA/, p. 9B identified self-confident learners as likely to rely on selective monitoring or none whereas others tend to rely on use of the monitor. It means students who are self-confident learners tend to choose ways to self-check their learning whereas others re>uire someone to check their understanding of language learning. #*oberg @+..,, p. 50B saw that less confident learners, or shy members may initially be gently encouraged to participate by the facilitator and introduced to a few of the other more confident members. #tudentss confidence in language learning, especially speaking, is one of the main factors to drive or to inspire students to reach their goals. 0*0*1 Ori!in of the word 5confidence6 62onfidenceE is a derivative of EconfideEF both go back to 'atin Efis, fidesE, which means EtrustEF EconE actually means EwithE.

CHA'TER III: THE &T$D8 In this chapter, the survey >uestionnaire is designed to present statistics by the first year students of faculty of )nglish at "anoi $pen %niversity. (esides, the writer analy<es the data collected, and then comes up with certain findings on the shyness and confidence factors affecting the students in the speaking process. oreover, the classroom observation provides evidence information to point out the obstacles that students always have. -fter that, some suggestions to minimi<e the difficulties and improve their speaking skill are pointed out as well. 1*/ &ur%e# 9uestionnaire 3.1.1 Aims of the survey The study does not only help the writer and students of )nglish have a deep sight into speaking skill but also find out the difficulties that make them shy. &ue to the framework of a thesis, to map out the obstacles given by students at all the educational level is impossible. Therefore, this thesis only focuses on the difficulties in speaking skill that the freshmen of faculty of )nglish at "anoi $pen %niversity often have. 3.1.2 Method of the survey

There are many ways to conduct this study and get information but in my thesis, the writer chooses survey >uestionnaire and class observation. #he believes that the survey >uestionnaire will be the most practical way to find out the difficulties students often get and class observation will help to find the main factors which affect on study )nglish especially speaking skill of freshmen in university. The survey >uestionnaire is designed for first-year-student in faculty of )nglish at "anoi $pen %niversity which pay attention to the obstacles they often meet when speaking )nglish and how to get it away. In addition to, class observation helps to collect information. To carry out this method, the writer asked for permission of lecture in "anoi $pen %niversity to attend )nglish speaking lessons of class Z/A-0 in four weeks. &uring this period of time, she tried to observe the students. 3.1.3 Objects of the survey The number of students participating in the survey >uestionnaire is nearly four hundred first-year students of faculty of )nglish at "anoi $pen %niversity. They are the freshmen )nglish ma*or, so they have a lot of chances to speak )nglish in many sub*ects such as speaking lessons, presentation, listening and so on. ost of the students have been studying )nglish for ten years. #ome are really good at speaking but others are not. 3.1.4 Data collection and analysis

This survey is carried out with the help of fresh men of faculty of )nglish at "anoi $pen %niversity- Z/A. The writer chooses Z/A-/--+, of which includes /.. students. The >uestionnaire consist // >uestions. To begin with, 0 >uestions will express the attitude toward )nglish speaking skill.

2hoice [uestion / +

81 59

( /8 +1

2 9 /+

& / ,

Following the data in four first >uestions, the ma*ority of students I 81\ - aware of the important of speaking, /8\ think it is >uite important, 9\ of them believe that it plays as an important but not really much while /\ say that it is not necessary. [uestion + gets students attitude towards speaking lesson in the class. The result is 59\ of them speak only once a week, +1\ do it twice a week, /+\ of them make speaking regularly- from 0 to 1 times a week and ,\ never speak. In the fourth >uestion, the writer wants to show students habit in practicing )nglish. 2hoice ( 2 &

[uestion 0 1 5

A +/ 5

58 8A /.

+9 8.

. /5

This >uestion will get the information about the way improving speaking skill. The result is only A\ of students usually speak )nglish with their friends. "owever, the numbers of students practice speaking sometimes is 58\ and +9\ seldom have that habit. -lmost students do not take part in any )nglish clubs or organi<ation8A\ say 6]es7 and +/\ say 6;o7. This shows that, in general, have not paid much attention to create an )nglish environment for themselves. [uestion 5 asks about the fre>uency of talking with foreigners. The ma*ority- 8.\ claim that they sometimes go out and communicate with native people, 5\ - talk every day, /.\- often and only /5\ never talk with foreigners. Through the next three >uestions from number seven to ten, I would like to show the students ability. 2hoice [uestions ,. 8. 9. A. /.. +5 /1 +, 0, 55 ( 05 +5 1. ++ 15 2 /0 1. 01 1+ & +8 +/ .

;ervousness is a big problem in speaking.

ost of students @9+\B

admitted that they feel shy when speaking )nglish. =hen they feel nervous, +5\ forget everything they want to say. Tension ruins their voice, postures, and makes their mind empty. 05\ feel losing self-confident and /0\ have a fear of making mistakes. =hat a pity, +8\ have 0 above points. It is sure that no one can speak fluently when feeling nervous. [uestion 8 mentions on students feeling when being asked to speak )nglish. There are 1.\ students get confused, +/\ feel shy, +5\ lost confident and only /1\ of them feel confident when speaking )nglish. [uestion 9 is designed to know how much student understand when )nglish teachers speak )nglish. +,\ students say that they can understand everything teachers say while 01\ them understand a little, 1.\ understand almost everything and no one do not understand anything. ;ext, >uestion A is about the ability to get attention to their listeners. 0,\ believe that they are can have attention of audiences while 1+\ find that they cannot. (esides, ++\ claim that it is too difficult for them to reali<e the listeners focus on their speaking or not. [uestion /. asks student whether they use non-verbal to their speaking. /..\ of students said that non-verbal communication is important in speaking, but *ust 55\ usually use non-verbal communication when they speak while 15\ do not.

2hoice [uestion //.

,A

( /8

2 0

& //

The >uestion // is designed to get students opinion about how much practice speaking in )nglish bring them self-confident. ,A\ believe that they are more confident after confident and //\ think that practicing does not make them nervous only base on their feelings. 1*0 Obser%ation $bservation is also an important way to conduct the study. %nder the permission of lectures in "anoi $pen %niversity, the writer was allowed to attend )nglish lessons of class Z/A-/--+ for three weeks. #he tried to do this through observing the speaking activities happening in the speaking class. The first aim of applying this method is to discover which activities make students shy and which one taking places in classes to improve the confidence. (esides, she can know the attitude of students to speak )nglish and method of teaching of teachers. Through observation, the writer can find the difficulties of students in speaking skill or why students always feel nervous when being asked to speak )nglish. -lso, she can have the right methods to help students to speak confidently and fluently. #tudents usually have speaking skill twice a week and each lesson lasts A. minutes. )ach lecturer has his own method of teaching. There are three stages of speaking lessons: =arm up- &iscussion- #peaking out. In first stage, the lecturers give students a topic and re>uire students to give some main ideas concerning the topic. Then, they call students to answer but

not many voluntary students. -t that time, this will give students a chance to speak )nglish but they always keep silent, some write a lot but they do not reali<e that this is speaking lesson, not writing skill. -fter that, in the second, stage- discussion, the lecturer divides the class into groups of work in pair to discuss. Then, member of each group or a student stand up and speak out their own ideas. $verall, the lecturer gives comments and some ideas to make their speaking better. 3enerally, while discussing, students use 4ietnamese a lot which is not good to their )nglish. In 4ietnam, studying is considered as the *ob of students. #tudents always think going to class in really necessary and they must follow everything from lecturer because they are knowledgeable and professional. Therefore, they always think that every words teachers say are right, they become good listeners all the time. Their *ob is only listening without asking any >uestions. =hen getting a new topic or interesting sub*ect, the lecturer wants to listen students ideas but no voluntary. The atmosphere of the class is >uiet. #o, the lecturer call random among silent student. -t that time, students always look shy and do not know what to say or how to express their ideas. The lecturer also shows his dissatisfaction. This makes student feel stressed and worried more about being asked to stand up. It is sure that students do not want to practice speaking. -lso, students are under pressure by teachers re>uirements. Therefore, teaching methods and students attitude are really important in speaking )nglish skill.

1*1 "indin!s
1*1*/ Obstacles of the >unior student of "OE in HO$ to lessen the sh#ness and pro ote confidence in speakin! En!lish 1*1*/*/ Ha%in! ne!ati%e attitudes towards En!lish speakin! ost students have negative attitudes towards )nglish learning, especially speaking, because of many reasons such as )nglish background, teachers roles, teaching approaches, activities. They often thought that they cannot study )nglish well because they have never got good skill or they could not pronounce )nglish correctly. They always thought that speaking was out of their reach. $n the other hand, they think )nglish is too difficult for them to study. In addition to, students often meet with stressful air if they are speaking in a large room with many people. They can be pretty nervous and their speaking can be limited even they have prepared well before. 1*1*/*0 Lack of confidence In general, students feel nervous when they speak )nglish. =hy do they feel shy^ (ecause they are afraid of standing up in front of the audience, at that time, their mouth is getting dry, their tongue grumbling up, and their hand shaking. -lso, lacking of knowledge and afraid of making mistakes make them unconfident. "owever, they often lack of specific knowledge about the presented topics. They do not useful expression effectively in their speaking. -nother reason why students lose their

confidence is that they are too shy to speak )nglish and they are >uite frightened of being listened to by others. 1*1*/*1 Lack of practicin! It is know that the most effective way to learn )nglish is the daily practice but almost students do not have that habit. They have only two lessons per week and there are many students in class that they cannot practice a lot. (esides, many students do not have habit of speaking )nglish with their both inside and outside class. Therefore, whenever, they want to say something in )nglish, it takes time to think, to prepare, to arrange ideas in their mind. -ctually, students always lack the opportunity to practice speaking because all teachers focused on sentence analysis and technical text. =hen teachers find students mistake and they tell their students immediately, this make student feel confused and do not know what should to talk continuously.

1*1*/*2 'oor %ocabular# 4ocabulary is also a problem that students have to face. - rich vocabulary and a choice for words are very important for a good )nglish speaker. "owever, students always lack of vocabulary. They *ust remember a few words and only use these words. #ometimes, they want to express idea in )nglish but suddenly they forget a main word, their speaking would be failed. Then they cannot have a good speech because they do not know other

same words. (esides, students often do not study the relationships among words. They do not know antonyms or synonyms of words with similar meaning. (esides, students sometimes add words when expressing their ides without thinking about functions of words or that meaning is suitable the context or not. In some phrases, students may understand all the individual word but still not the meaning, for example, they may know meaning of 6heart7 and 6gold7. "owever, they may not know the idiom: 6heart of gold7 means a kind and nice heart. -s a result, not knowing enough words can prevent a person from effective speaking or understand a language. That is a reason why they complain that they do not know what to say in their speaking. Therefore, the students failures of )nglish speaking always are happened.

1*1*/*3 Cultural barriers The relationship between language and culture could not be separated and is now challenged by the global spread of )nglish as a means of wider communication. 'anguage is a part of culture. 'anguage reflects culture and is influenced by culture. Therefore, the writer thinks it is very important to know culture clearly while students are studying a language. #ocio-cultural factors might also affect failure of language learning. -lso, cultural aspects are obstacles to )nglish students learning. 4ietnam traditional culture aspects might inhibit students confidence in expressing ideas and they lacked the opportunity to take a risk to speak in various situations and then tried to avoid speaking to their teachers in the class and also other people outside the class. In 4ietnam, the common teaching is

teacher- centered. Teacher is never contradicted nor publicly critici<ed and students feel comfortable in structured leaning situations: precise ob*ectives, strict timetable and detailed assignment. #tudents always feel shy when asking any >uestions which they do not know. They are also la<y to speak because they are afraid of making mistakes. In addition to, avoidance is another thing often happening in 4ietnamese students. =hen they meet unstructured, unclear, or unpredictable situations, they often ignore them, or they behave less aggressively, unemotionally. Therefore, perceiving students feelings by asking them directly may help teachers to understand some tough situations that happened in the class as the writer recogni<ed in the research. !earce @+..,, p. 85B, likewise, concluded that the ability of both =hite and 2hinese -merican students to weather school transitions and to remain on track for high achievement and attainment can be explained by both social structural and cultural factors. 2ultural factors are seen as either leading to or limiting achievement or attainment @+..,, p. 95B. ;ot only students have to break cultural barriers but also the teacher has to be brave enough to take a risk to change for the better. Xohal @+..,, p. //B argued that development education has a history of including a variety of perspectives, all aiming to create change. "owever there are certain ideas which tend to dominate and it is the experiences coming from outside these dominant ideas which can bring about some of the most exciting new ways of thinking and doing.

1*1*/*; Difficulties in !ettin! the people=s attention -bout 1+\ of students admit that they have difficulties in getting listenerss attention. =hen speaking, looking at their listeners helps to lessen distance between the speaker and listeners. ;obody wants to listen to a speaker whose eyes glued to notes. any students do not use the body languages which helps them connect nonverbally with the others effectively. They also have a gradually voice that makes the listeners feel tired and bored, especially the class is hot. In addition to, approximately ,5\ of the students do not know how to handle the >uestions to get the listenerss attention even they recogni<e that the >uestions and answers are vital to create rapport with the audience.

1*1*/*? "ear of

akin!

istakes

The fear of making mistakes is ma*or problems in their speaking. It prevents them from trying anything new or moving out of your comfort <one. This is such a terrible waste of your skills and your talents and robs you from truly en*oying your life. Xust the word 6mistake7 will strike fear in a lot of peopleGs minds when it really shouldnt. They are actually good things not bad. 1*1*/*@ Other obstacles

#*2*"*;*" 4emor& loss (hile spea'ing English any students admit that their mind often turn blank and have nothing to talk about whenever they are re>uired to say something in )nglish. -t that time, the teacher expresses their dissatisfaction. #o, the students feel shy and more difficult to speak what they decide to say. #*2*"*;*2 Fear of people:s laugh #ome students are often afraid of other peoples observation around them. They scare their mistakes or speak nothing that makes other laugh

CHA'TER I4: RECO))ENDATION The ways that help to build up the confidence in speaking )nglish /* Ha%in! positi%e attitude when speakin! - positive classroom atmosphere and the use of activities and authentic materials will motivate students. "ere was no right and no wrong about their feelings while expressing ideas. The writer reali<es that students have positive attitudes towards those aspects and en*oy learningF they were eager and enthusiastic to find more opportunity to speak and rehearse. -s a result, whenever students en*oyed learning and expressing or participating in the activities, there was evidence that their speaking improved. #tudents need to be brave enough to ask and negotiate while participating in the class and have positive attitudes, spoke without being afraid of making mistakes, observed how to speak. #tudents need to be aware of their language learning styles and try to find what strategies can help them to speak and then further develop to increase their confidence in speaking )nglish. -ttitudes towards confidence can empower students. Thinking of a compliment also is a great way to have positive and confident attitude. For examples, some thoughts for themselves such as: 6=ell, I wear a beautiful clothes today7, 6I have an ama<ing voices7 or 6 preparation is so greatH7 will motivate and help them to be more confident and decrease shyness. y

0* I pro%in! !ra

ar

)very people know that the strength of a tree lies in its roots. #imilarly, the strength of any spoken language lies in its grammar. #o if students seriously want to improve your spoken )nglish, then they have to work on their grammar. 3etting a good grammar is re>uired so that they can speak correct )nglish. -nd they must have a tight grip over their nouns, pronouns, verbs, ad*ectives, adverbs and prepositions. #peaking in )nglish to a teacher, watching )nglish movies to get the correct grammar usage, etcV will have students build up their grammar. -lthough, a student not be a master for it, the basic skill set is re>uired. 3rammar is something which goes within them and the output is >uality )nglish. It defines the basic rules for the )nglish language and must be adhered to. In addition to, fresh men need to started with good )nglish grammar book and spend free time to read and practice every day. "owever, learning grammar can be boring initially, but once they gain momentum and start learning new rules, it will start to become fun. ?emember that the more they learn the more confident they will become. 1* I pro%in! %ocabular# -ccording to 'ittlewood @/AA9B: 65here are a number of (ords and phrases use onl& mainl& in spo'en English,* )o the amount of %ocabular& is %aried in sentences in spea'ing7. It means that vocabulary plays an

important role in speaking. -nd here are some effective ways to improve vocabulary Firstly, the learners should begin to read a lot and have diversity of topics, they will meet new words. oreover, they should get a book to write vocabulary which they come across down together with sentences in which they found it whenever they read. Therefore, their vocabulary will be improved gradually. (esides, listening to )nglish programs on the radio, television, to the tape, to )nglish songs, directly to native speakers also help students to build up vocabulary. =hen they cannot ask the teacher or do not know the meaning of new words, they should write down, after guessing and looking up in the dictionary, they will know the new words. 2* 'racticin! listenin! and readin! #ourself ?eading is a very useful way to improve speaking skill. =hen students read the text loudly in )nglish, they cannot only practice )nglish speaking but also check and correct their pronunciation, stress, intonation. -dditionally, reading brings more background knowledge and ideas to give the students opinions about some topic. #pecifically, reading different types of writing, such as letters, emailVto note carefully the writing style of each type of document and learn new words. -lso, writing a diary will be useful. 'istening is a skill. Through listening, students can imitate structures, intonation, learn vocabulary, get associated with different accents from native speakers.

3* Takin! part in En!lish clubs or co

unicati%e !roups re!ularl#

#tudents should try to find more opportunity to practice speaking not only in the class but also outside the class, such as *oy clubs or groups. The more students practice speaking, the more students speaking increases as well. In the )nglish clubs, they can express their ideas about the topics freely. It is )nglish-environment that can force everybody use )nglish all the time. These ways helps students more self-confident. They can also study a lot of vocabulary and new structures as well as the way to speak well in public through taking part in games or singingV ;* Other ethods:

< Thinkin in !n lish #tudents should not EtranslateE @from their mother tongue into )nglishB before speaking because this immediately creates a language barrier. For example, when they want to leave an appointment, they have in mind: EI want to cancel that appointment.E Then they translate it into )nglish. =eGre going to have problems because we can not remember or do not know the word EcancelE and EappointmentE to form the sentence EI would like to cancel the appointment.E If they think in )nglish, they would not be having this problem and there are many ways to express this situation in )nglish, for example: EIGm sorry. IGm not free tomorrow EorE I am afraid I can not come tomorrow. E

- "ecomin interested in other #eo#le If students are truly interested in other people, they will instantly become more likable, more social, and more confident. The writer heard individuals say 6I hate other people7. These same people seem to always live more depressed and angry lives, without confidence, and unable to build solid relationships. &edicate themselves to loving people and getting to know them. This principle is also the key to making friends. =hen students are interested in others they will take an interest in them. - $mile on #ur#ose ;ow students should try to smile fre>uently. It not only makes them more confident, it diffuses any opposition, and makes them more likable. % &ot com#arin yourself to others' instead' com#are yourself to your o(n #revious results. That would result in less self confidence and damage to their self esteem. % Makin eye contact This can be hard, but by forcing themselves to make eye contact they say 6Im honest, unafraid, and confident7. They will not only gain self confidence by practicing this, they will gain others confidence as well.

CHA'TER 4: CONCL$&ION In the thesis, the writer tried to deal with speaking as one of four basic skills and highlight its importance in every day situations. #he pointed out that speaking plays a crucial role in our lives and without it we would not be able to exchange the information and share our knowledge. It is not denied that speaking skill is very important in the language system. "owever, it often causes embarrassment to students of )nglish, even advanced learners. For this reason, the thesis has focused on how to break the ice and promote the confidence among the first students of faculty of )nglish at "anoi $pen %niversity. Taking this point into consideration, the thesis gives a complete and understandable picture of speaking. )verything related to speaking such as definition, some factors affect speaking )nglish. (esides, some useful methods also have been mentioned. The writer hopes that the students will have a full look at speaking )nglish.

RE"ERENCE& /. -.# "omby. @+..5B. 31ford A%anced <earner:s Dictionar&. $xford %niversity !ress. +. (rown, 3. and ]ule, 3. @/A90B. 5eaching in the )po'en <anguage. 2ambridge %niversity !ress. 0. (ygate, ;ew ]ork. 5. &ornyei and Thurrell, #. @/AA1B. English <anguage 5eaching =ournal* 'ondon. ,. )mber, 2 and )mber, )ngland. 9. Xohal, #. @+..,B. 5he De%elopment Educational =ournal. %niversity of 'ondon. A. Zelly and =atson @/A9,B. )pea'ing (ith confidence and s'ill. "arper _ ?ow !ress, ;ew ]ork. /.. c&ough, X. and #haw, 2 @/AA0B. 4aterial and 4ethods in E<5. 2ambridge %niversity !ress. //. 'ittlewood, =.T @/A9/B. >ommunicati%e <anguage 5eaching. 2ambridge %niversity !ress. /+. !earce, ?.?. @+..,B. American Education .esearch =ournal* )ngland. /0. #aetan, Z. @/AA/B. 5he Effect of .ole7pla& on )tudents:s )elf7>onfidence in ?sing English for >ommunication. (angkok. A''ENDIA @/AA.B. >utural Anthropolog&* ;ew Xersey. 8. "armer, X. @/AA5B. 5he Pratice of English <anguage 5eaching. 'ongman, . @/A98B. )pea'ing. $xford %niversity !ress, $xford 1. 2oulthhard and Xohns @/A9.B. An -ntroduction to Forensic <inguistics*

&$R4E8 B$E&TIONAIRE Buestionnaire for the fresh en En!lish En!lish( Hanoi Open $ni%ersit# This >uestionnaire is designed to survey the factors that affect students confidence, real situation of learning and some ways to overcome shyness. 'lease answer the followin! 9uestions as honestl# as #ou can* /. To your thinking, how important is speaking skill^ -. very (. >uite 2. a little &. not a>ors( "acult# of

+. "ow often do you speak in the class^ -. once a week (. twice a week 2. 0-1 times a week &. never

0. &o you often speak )nglish with your friends^ -. very often (. sometimes 2. seldom &. never

1. &o you take part in any )nglish clubs^ -. ]es (. ;o

5. "ow often do you communicate with foreigners^ -. every day (. often 2. sometimes &. never

,. =hen you feel nervous, you mayV^ -. forget everything you want to say

(. lose self-confident 2. fear of making mistakes &. all ideas above 8. "ow do you feel when you are asked to speak in )nglish^ -. 2onfident (. 'ost confident 2. confusing &. shy

9. =hen )nglish lecturers of your friends speak )nglish to you, how do you understand^ -. everything (. -lmost everything 2. - little &. ;othing

A. 2an you get much attention to your speaking^ -. ]es (. ;ot sure 2. ;o

/.. &o you use non-verbal communication in speaking^ -. ]es (. ;ot much 2. ;o

//. &oes practicing speaking in )nglish many times bring you selfconfident^ -. ]es (. ;ot much 2. ;o &. uch

Thank #ou for #our cooperationC

Вам также может понравиться