An investigation into how students make and identify oral mistakes and its influences on their motivation to study

MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES - - GRADUATION THESIS AN INVESTIGATION INTO HOW STUDENTS MAKE AND IDENTIFY ORAL MISTAKES AND ITS INFLUENCES ON THEIR MOTIVATION TO STUDY SAMPLE: ENGLISH MAJORED STUDENTS AT INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY STUDENT’S NAME: TRAN VAN DOAN STUDENT ID NUMBER: 13015581 CLASS: DHAV9 COURSE: 2013- 2017 SUPERVISOR: TRAN KIEU MY AN, Ph.D HCMC, May 2017 MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES - - GRADUATION THESIS AN INVESTIGATION INTO HOW STUDENTS MAKE AND IDENTIFY ORAL MISTAKES AND ITS INFLUENCES ON THEIR MOTIVATION TO STUDY SAMPLE: ENGLISH MAJORED STUDENTS AT INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY STUDENT’S NAME: TRAN VAN DOAN STUDENT ID NUMBER: 13015581 CLASS: DHAV9 COURSE: 2013- 2017 SUPERVISOR: TRAN KIEU MY AN, Ph.D HCMC, May 2017 Date of submission: ………………………… Student Name: Trần Văn Đoàn Supervisor’s Name: Trần Kiều Mỹ An “I certify that this work is entirely my own and has not been accepted as part of a submission to another purpose elsewhere.” Signed: …………………………………………………… Word length: 12156 words DECLARATION My name is Tran Van Doan, a senior majoring in English in Faculty of Foreign Languages at Industrial University of Ho Chi Minh City I declare that this graduation thesis entitled “An investigation into how students make and identify oral mistakes and its influences on their motivation to study in Faculty of Foreign Languages at Industrial University of Ho chi minh city” is my own work I also certify that the content of the paper is the result of my hard working process of creation and effort and does not involve any plagiarism TABLE OF CONTENTS CHAPTER I: INTRODUCTION 1.1 Rationale 1.2 Research’s goals 1.3 Significance of the research 1.4 The scope of the research 1.5 Research questions CHAPTER II: LITERATURE REVIEW 2.1 Definitions of terms 2.1.1 Definition of mistakes 2.1.1.1 Definition of mistakes as a noun or a verb 2.1.1.2 Definition of mistakes including errors and slips 2.1.1.3 The differences between mistakes and errors 2.1.2 Definition of speaking 2.1.3 Definition of motivation 2.2 Kinds of mistakes are made by third-year students 2.2.1 Grammatical mistakes 2.2.1.1 Some kinds of grammatical mistakes 2.2.1.2 Grammatical mistakes in terms of spoken English 2.2.2 Pronunciation mistakes 10 2.2.2.1 The importance of pronunciation 10 2.2.2.2 Researches about pronunciation mistakes 10 2.2.3 Lexical mistakes 12 2.2.3.1 The significance of lexical knowledge 12 2.2.3.2 Types of lexical mistakes and relevant research 12 2.3 Identification of students’ mistakes in English speaking 13 2.3.1 Sources of mistakes 13 2.3.1.1 Mother tongue interference 13 2.3.1.2 Loan Words 13 2.3.1.3 Inherent difficulties of the Target language 13 2.3.1.4 The model 13 2.3.1.5 The materials 14 2.3.1.6 Inadequate Exposure to the target language 14 2.3.1.7 Overgeneralization 14 2.3.2 Analyzing errors approaches 15 2.3.2.1 Contrastive Analysis (CA) approach 16 2.3.2.2 Error analysis (EA) approach 17 2.4 Influences of making mistakes to students to studying speaking 17 2.4.1 Positive influences 17 2.4.2 Negative influences 18 CHAPTER III: METHODOLOGY OF THE RESEARCH 20 3.1 Participants 20 3.2 Methods 20 3.2.1 Interviews 20 3.2.2 Questionnaires 21 3.3 Procedures 22 3.4 Data analysis 23 CHAPTER IV: FINDINGS AND DISCUSSIONS 25 4.1 Results from the interview: 25 4.2 Result from the questionnaires: 29 CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS 43 5.1 Conclusions 43 5.2 Recommendations 44 5.2.1 For the students: 44 5.2.2 For the teacher: 45 5.2.3 For other studies 45 REFERENCES 46 APPENDIX 50 TABLE OF FIGURES Figure 1: Common mistakes based on the interview 25 Figure 2: Grammatical mistakes based on students’ interview 26 Figure 3: Vocabulary mistakes based on the students’ interview 27 Figure 4: Pronunciation mistakes based on the students’ interview 28 Figure 5: Common mistakes students often make in the previous speaking tasks 29 Figure 6: Grammatical mistakes students often meet in English speaking tasks 30 Figure 7: Vocabulary mistakes students often meet in English speaking tasks 31 Figure 8: Pronunciation mistakes students often meet in English speaking tasks 32 Figure 9: Typical reaction from students after making mistakes in speaking 33 Figure 10: The role of making mistakes in learning English speaking 34 Figure 11: The positive reasons of making mistakes in learning English speaking 35 Figure 12: The negative reasons of making mistakes in learning English speaking 36 Figure 13: The impact of making mistakes to students’ feeling 37 Figure 14: Making mistakes to students’ motivation in learning English speaking 38 Figure 15: The impact of the teacher’s correction and feedback to students’ motivation in learning English speaking 39 Figure 16: Students’ feeling after having feedback from the teacher 40 Figure 17: The role of the last mistakes in improving students’ ability 41 Figure 18: Making the same mistakes from the students after being corrected by teacher 42 TABLE OF ABBBREVIATIONS IUH: Industrial University of Ho Chi Minh City FFL: Faculty of Foreign Languages DHAV10: The third-year English-majored class at IUH EFL: English as a Foreign Language ESL: English as a Second Language CA: Contrastive Analysis EA: Errors Analysis ABSTRACT During the past decades, the learning and teaching foreign language in Vietnamese educational system have been currently being upgraded However, the improvement of it, in one way or another, still has some challenges and difficulties that partly impact on the applying the language of learners in real life situations Making errors or mistakes, along with that, is also the important element contributed to the conveying and acquirement knowledge of the languages For this study, with the language of English, I would like to investigate the making oral mistakes and its influences on third yearstudents‟ motivation to study in the Faculty of Foreign Languages at Industrial University of Ho Chi Minh City This research is divided into five chapters with different purposes contributed to the topic In the first chapter, the author draws the overviews of the research including its purposes, the significances and the study‟s limitations For the next chapter, I progress reviewing the literature which is related to the research questions of the topic Chapter three is about the methodologies of the topic that are conducted by using the methods of questionnaires and interviews In the fourth sections, the researcher gives the results from the collection data process and discuss more about that The last chapter, I conclude and summarize the whole study and then recommend some suggestions for the next research Hopefully after this research, the teacher and students can somewhat recognize some common oral mistakes that they often make in the class and can notice partially the roles of making mistakes to the students‟ motivation to study speaking lesson ACKNOWLEDGEMENT During the period of the thesis, I received a plenty of enthusiastic help and support motivated me to fulfill the research with carefulness and thoughtfulness and to overcome all the challenges and difficulties With boundless love and appreciation, the researcher would like to express my profound gratitude to people who helped me finish this thesis Firstly, I would like to appreciate the School Board of Industrial University of Ho Chi Minh City and the Faculty of Foreign Languages creating the convenient conditions for me to complete my thesis Next, the author wants to give his gratitude to the supervisor, Ph.D Tran Kieu My An, whose expertise, consistent instructions and advices and ample time spent that helped him fulfill the paper successfully My struggles and challenges were all resolved through her advice and led me to the found-out way of difficulty In addition, I would like to thank all of my best friends who gave me the great support and assistance during the process of doing this research They are somehow the great motivation helped me whenever I fall down and the inspiration for my thesis words Last but not least, I am grateful to the devoted students in DHAV10 class helped me complete the two methods of interviews and questionnaires enthusiastically and carefully In short, I would like to thank all great people who supported me to finish this graduation thesis Submitted by: Tran Van Doan ID number: 13015581 REFERENCES A.G, G (1997) Definition of Speaking skill Providence: Jamestown Publishers Broussard, S C., & Garrison, M E B (2004) The relationship between classroom motivation and academic achievement in elementary school-aged children Family and Consumer Sciences Research Journal, 106–120 Blair, R W (Editor) (1982) Innovative Approaches to Language Teaching Massachusetts: Newbury House Publishers, Inc Botha, H L (1986) Suggestopaedia for Second Language Acquisition Doctoral dissertation, University of Stellenbosch, Stellenbosch Brown, H (2000) Prentice-Hall Inc Investigating writing problems among Palestinian students studying English as a foreign language Principles of Language Learning and Teaching Brumfit, C (1984) Communicative Methodology in Language Teaching The roles of fluency and accuracy Cambridge: Cambridge University Press Burns, A., & Joyce, H (1997) Focus on speaking Sydney: National Center for English Language Teaching and Research Cambridge Dictionary, 2007, the 4th edition Corder, S P (1967) The significance of learners' errors International Review of Applied Linguistics Corder, S P (1971) Idiosyncratic dialects and error analysis IRAL, 9, (2), 147-160 Corder, S P (1974) Error Analysis: Perspectives on second language acquisition London: Longman Deci, E L., Koestner, R., & Ryan, R M (1999) A meta-analytic review of experimentsexamining the effects of extrinsic rewards on intrinsic motivation Psychological Bulletin, 627–668 Dulay, H.C Burt, M.K and Kreshen, S (1982) Language Two New York: Oxford University Press Ellis R (2000) Learning a Second Language through Interaction Amsterdam: John Benjamins Supervisor: Tran Kieu My An, Ph.D 46 Submitted by: Tran Van Doan ID number: 13015581 Fisiak, J (1981) Contrastive Linguistic and the Language Teacher Oxford: Oxford Pergamon Press Fries, C.C (1945) Teaching and Learning of English as a Foreign Language Ann Avbor: University of Michigan Press Guay, F., Chanal, J., Ratelle, C F., Marsh, H W., Larose, S., & Boivin, M (2010) Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children British Journal of Educational Psychology, 711–712 Hammer, J (2007) How to teach English Pearson Longman Hornby ( 1995) Definition of Speaking skill New York: publisher J., N (1983 ) Language Learners and Their Errors London: Modern English Publications James, C (1998) Errors in language learning and use: Exploring Error Analysis London: Longman James, C (2001) Errors in Language Learning and Use Exploring Error Analysis Beijing: Foreign Language Teaching and Research Press Joki, K (2016, June 28) of the Most Common Grammar Mistakes and How to Avoid Them Retrieved from Grammarly: https://www.grammarly.com/blog/5-of-the-most- common-grammar-mistakes/ Kaỗani, L (2014) Grammatical mistakes of Albanian students in learning English as a foreign language Rome: MCSER Publishing Keshavarz, M H (2008).Contrastive Analysis and Error Analysis Tahran: Rahnama Press Krashen, S.D., and Terrell, T.D 1983 The Natural Approach Language Acquisition in the Classroom New York: Pergamon Press Ltd Lado, R (1957) Linguistic across Culture Annrbor: University of Michigan Press Long, M (1991) Focus on Form: A design feature in language teaching methodology Mary Spratt, Alan Pulverness and Melanie Williams (2011) The TKT Course Cambridge University Press Mishra, K C (2005) Correctionof Errors In English A Training Course Sarup and Son Supervisor: Tran Kieu My An, Ph.D 47 Submitted by: Tran Van Doan ID number: 13015581 Norrish, J (1983) Language Learners and Their Errors: Essential language teaching series London: Modern English publications Oxford dictionary , 2010, the 8th edition Park, T.-J (2013) An Analysis of Errors in English Writing Made by Chinese and Korean University Students Academy Publisher Pit Corder, S (1974) Techniques in applied linguistics Edinburgh : Oxford: Oxford University Press Richards, J.C (1971) A Non- Contrastive Approach to Error Analysis Journal of ELT 25, 204-219 Rivers, Wilga (1983) Communicating Naturally in a Second Language Cambridge: Cambridge University Press Rula Tahsin Tarawneh and Islam Mousa Almomani (2013) The Spoken Errors and Mistakes Committed by Senior English Students at Princess Alia University College Academy Publisher Rula Tahsin Tarawnehand Islam Mousa Almomani (2013) The Spoken Errors and Mistakes Committed by Senior English Students at Princess Alia University College ACADEMY PUBLISHER Manufactured in Finland Ryan, R., and Edward L Deci "Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions." Contemporary Educational Psychology 25.1 (2000): 54-67 Http://www.idealibrary.com University of Rochester Web 17 Jan 2012 Shanks, Nancy H "Chapter 2." Management and Motivation Jones and Barlett 23-35 Print Sterbenz, C (2013, Sep 12) The 11 Most Common Grammatical Mistakes And How To Avoid Them Retrieved from Bussiness Insider: http://www.businessinsider.com/11- common-grammatical-mistakes-and-how-to-avoid-them-2013-9 Su-Hie Ting, Mahanita Mahadhir and Siew-Lee Chang (2010) Grammatical Errors In Spoken English Of University Students In Oral GEMA Online™ Journal of Language Studies Tugend, A (2011, Sep 6) The Role of Mistakes in the Classroom Retrieved from Edutopia: https://www.edutopia.org/blog/benefits-mistakes-classroom-alina-tugend Supervisor: Tran Kieu My An, Ph.D 48 Submitted by: Tran Van Doan ID number: 13015581 The Errors Vs Mistakes English Language Essay (2013), November ) Retrieved from Essays, UK: https://www.ukessays.com/essays/english-language/the-errors-vs- mistakes-english-language-essay.php?cref=1 Webster's Dictionary, 2016, the new edition Whitman, W (1885) Slang in America The North American Review Wilkins, D (1978) Linguistics in Language Teaching London: Edward Arnold Supervisor: Tran Kieu My An, Ph.D 49 Submitted by: Tran Van Doan ID number: 13015581 APPENDIX Sample of questionnaire Topics of interview and sample questions Tapescript (of the interview response) Supervisor: Tran Kieu My An, Ph.D 50 QUESTIONNAIRES My name is Tran Van Doan, a senior majoring in English from DHAV9 class in the FFL at IUH I am doing a research about making oral mistakes and its influences on third year students‟ motivation to study in the FFL at IUH In order to investigate it brilliant, I need your help by answering the following questions Years of study: I Reflection on your previous speaking task (For this question, you can more than one option) Which kinds of mistakes you made in the speaking task given previously?     Grammar Vocabulary Pronunciation Others (Choose the equivalent reasons for the mistakes you made above, you can choose MORE THAN ONE option) Grammar: Grammatical mistakes that you think you made:       Tenses Word order Structures Translate word for word and think that the sentences are correct Using the wrong word forms (noun, verb, preposition ) Others: Vocabulary: Vocabulary problems that you think you made:     Lacking of new words related to the topic Using unappropriated words Using words in the unsuitable situations Others: Pronunciation: Pronunciation mistakes that you think you made:      II Pronounce the words without the suffix sounds Automatically add the extra sounds when pronouncing the words Problems with the stress word Pronounce “es, s, ed,” in the wrong ways Others: The way mistakes influence your learning motivation When you realize you have made mistakes, your typical reaction is (choose one option only) A Nothing at all You continue speaking You can‟t be distracted from the thoughts B You admit the errors, think about it and continue C Ask your teacher about the errors and the correct solution D You are frustrated because of it and not want to go on speaking E You get out of balance so much that you forget what you were saying F Others Do you find making mistakes that positive, negative or indifferent? (choose answer only) A Positive B Negative C Indifferent (Choose the equivalent reasons for your answer above, you can choose MORE THAN ONE)  Positive because :  It gives you the opportunities to take risk that lead to personal growth in speaking  It builds problems solving and critical thinking  You can learn from the mistakes that you will notice the next time you speak  Others:  Negative because:  It‟s a shame to make mistakes in front of classmates and teacher  Mistakes will make you get the eyes of loser in teacher‟s and other students‟ view  Mistakes can‟t help you improve the mark in the class  Others:  Indifferent (Neutral) because: (For question to 8, please choose one option only) After making mistakes, you blame yourself for that? A Always B Usually C Often D Sometimes E Never How does making mistakes affect your motivation of speaking in the class? A It makes you feel bad and don‟t want to speak B It affects your emotion that makes you confuse about what you are saying C It makes you doubt whether what you are about to say is correct or not D You are afraid of making mistakes and give up voluntarily for the next activities E Others: A B C D E Does the teacher‟s correction and feedback affect your motivation to go on studying speaking? A Yes B No How you feel after being corrected and having feedback by your teacher in the class? A Sad B Happy C Angry D Normal Can you learn from your last mistakes? A Yes B No After being corrected and having feedback by teacher, how often you making the same mistakes? Always Usually Often Sometimes Never Thank you for your cooperation! Topics of interview and sample questions Topic 1: Family How many people are there in your family? What you like doing most with your family? Who are you close to in your family? Is your family important to you? Topic 2: Best friends Do you have any best friends? Can you describe her for me? What you often together? What you think can destroy your relationship? Topic 3: Hobbies Do you have any hobbies? What you think about some dangerous hobbies like climbing or skiing? Do you often share your hobbies with anyone? What are the benefits of having hobbies in life? Student 1: Family How many people are there in your family? - people in my family Who are they? - My father, my parent, one, I have one brother and 4, sisters What you like doing most with your family? - I think travel and, or have a dinner together Who are you close to in your family? - My sister, cause we are , she older than me years, yeah, we are always go out together, shopping together and also she always tell me about her secret and I keep her secret Is your family important to you? - Yes, definitely, cause I think it to everybody, families all is so very very important Can you describe your mom for me? - She a, she is not tall, and she….she‟s quite generous always love me! Student 2: Best friends Do you have any best friends? - Yes, I a, I have a best friend, she‟s my friend in my hometown, today, she‟s also study with me at university Can you describe her for me? - She‟s quite beautiful, I think she‟s very “socialble” and friendly and actually she also has a sense of humor, that‟s always make me feel happy and relax when I sad What you often together? - Actually, we often together when we have free time and we talk about the film, music What you think can destroy your relationship? - In my opinion, I think the mainly destroy the relationship is the really difficult and I think never… Student 3: Family How many people are there in your family? - In my family, there are people, my parents, my grandmother, older brother, me and I have younger brother What you like doing most with your family? - In my family has a lot of thing that I really like, like my parents teaching me plays the guitar, she ah he‟s social people, and my family is very close-knit Who are you close to in your family? - Of course, my father is people that I close to, because when I was young, ah when I was a child, my father teach me a lot of thing that I remember, really really remember, teaching me play the guitar uh….a lot of thing… Is your family important to you? - Yes, my family is very important to me, because I This is become a part of in my life! Student 4: Family Can you tell me something about your family? - Oh, my family has people, my parents, my sister, my grandpa and me What you like doing most with your family? - I like eating I like eating dinner most with my family Because it brings me the peaceful after the city life when when I come back home Who are you close to in your family? - Oh, yes ah of course my mother I always I always (s) talk about myself with my mother everything from my study to my job so on Is your family important to you? - Yes, of course I think every family importances to everyone…family is the is the…they always support me when I meet difficulty in life Student 5: Best friends Do you have any best friends? - Yes, I have a two best friends Can you describe her for me? - She twenty years old She is tall and thin, short hair, a big eyes, What you often together? - I often…because ( missing s) now we live together so we have many things to do, watch (ch) film on internet, go to the movie, eat many food What you think can destroy your relationship? - I think about the truth….maybe… Student 6: Hobbies Do you have any hobbies? - Yes, I like go shopping and I like chatting with my friends, listening to music and watching TV What you think about some dangerous hobbies like climbing or skiing? - I don‟t know Do you often share your hobbies with anyone? - Yes, I think it will be more interested to be together than alone What are the benefits of having hobbies in life? - I think the hobbies like play sports, volleyball, ……will… Student 7: Family Can you tell me something about your family? - In my family, are there people, my father, my mother, one brother and one older brother and me Who are you close to in your family? - I think my mother is (s) the people who close to me, because I often share with my mother many thing, I also share many difficult in the HCMC, because I must be far away from mommy What you like doing most with your family? - When we stay together, I likes I very like remember have dinner together, together watch TV and share difficult in the life I think that my family is very friendly as (s) my friend! Is your family important to you? - My family is very important, they help you with difficult in the life, they are give the advice for you Student 8: Family Can you tell me something about your family? - Yes, my family (s) is a large family Yes, my family (s) includes members: my parents, and sisters, yes, and my family My father, my daddy is very thoughtful She make meal delicious My mother is very friendly And my sisters, of my oldest sisters are married and work in HCMC The third sister, she work in…university… Who are you close to in your family? - In my honest, my mother is close-knit with me in my family, as I said before, my mother is very friendly and whenever I have secret and often share with my mother Student 9: Best friends Do you have any best friends? - 3, there are girl Can you describe her for me? - Yes, one of my best friend, she is thin, she has short hair, she like wearing jeans and drinking milk tea What you often together? - I often go to drink milk tea with her When I sad, I share about my feeling with her What you think can destroy your relationship? - I sometimes lie to her, it make her upset but she‟s not angry with me Student 10: Hobbies Do you have any hobbies? - Yes, they are listen to music, chatting with my friends on facebook I also like reading book What you think about some dangerous hobbies like climbing or skiing? - I think that it too dangerous Do you often share your hobbies with anyone? What are the benefits of having hobbies in life? - I think it very good health… Student 11: Family Can you tell me something about your family? - There are people that is my mother, my sister and me What you like doing most with your family? - I just like the have a dinner with my family Sometimes I can go picnic with my family Who are you close to in your family? - I think it is my sister She is the same age (final sound) with me, so I can easily talk with her about my friend and my …at school… Is your family important to you? - It‟s very very important, because you have many friends but you just have family Student 12: Best friends Do you have any best friends? - Yes, best (s) friend at university and a lot of friends at highschool Can you describe her for me? - I have a girlfriend, she is very friendly She usually help me a lot in my study and anything that I need to What you often together? - We usually go out watching movie, eating or something, sometimes I share my secret thing with them What you think can destroy your relationship? - I think… yes, truthful can destroy our relationship… Student 13: Family Can you tell me something about your family? - There are 5…3 people in my family, grandmother, my mother and me What you like doing most with your family? - I would like to watch TV with family, hang out to have a dinner with my family Who are you close to in your family? - The person that I close the most is my mother Because she the one who share the most secret and she understand me the most Is your family important to you? - Yes, I think family is very important Because it‟s the place where we came home along day working Student 14: Hobbies Do you have any hobbies? - Basically, just English, that‟s it and some other like normal hobbies What you think about some dangerous hobbies like climbing or skiing? - Dangerous hobbies? No, I don‟t think that like dangerous hobbies, just like you have basic skills and you want to improve yourself, you have to like challenge yourself day by day It‟s not dangerous What are the benefits of having hobbies in life? - The benefit of hobbies is that if you have the right hobby, it can motivate your target, like if you really into English, you‟re interested in English and you considerate it like a hobbies, you will like somehow practice make perfect, like day after day, it makes you become a better person without realize that you are being better than yesterday Student 15: Best friends Do you have any best friends? - Yes, they are some secondary school friends and some in the university Can you describe her for me? - This is a girl and her name is My She beautiful and she has a sense of humor, she always (s) take care of me and exchange things with me What you often together? - Because I live far away from my home and she live in my hometown So, I met her one a month when I went home What you think can destroy your relationship? - I think that silence because we don‟t exchange anymore, we can‟t understand each other Student 16: Hobbies Do you have any hobbies? - Hobbies, yes, I have many hobbies If I have free time, I often listening to music, I like talking with my friends or go shopping What you think about some dangerous hobbies like climbing or skiing? - I have not been had dangerous hobbies What are the benefits of having hobbies in life? - Yes, it has (s) a lot of benefit I can improve my health I can have opinion for my family (wrong find sound) and my friends That‟s all Student 17: Family Can you tell me something about your family? - My family have people, me, my parents and I have two older brothers What you like doing most with your family? - The thing I like most maybe eating out with them Who are you close to in your family? - My mom, I think Because she always buy thing for me But she‟s kind of busy Is your family important to you? - Yes, it‟s very important Like when I have an entrance exam to the university, they always support me like making food, and something else Student 18: Family Can you tell me something about your family? - My family has people, they are my father, mother, sister and me What you like doing most with your family? - I like atmosphere in my family because my parents are happy, they make my family warm all the time Who are you close to in your family? - My sister Because we likes the same hobbies such as like the same singer (wrong pronun) And because we are all the girls we can share about the emotion Is your family important to you? - I think that it‟s the motivation because when I have a trouble in my job, my parents always encourage me and help me Student 19: Family Can you tell me something about your family? - My family have people, my parents, my sister and I What you like doing most with your family? - We like spending our time outside, maybe we have some square milk together and we like to speak with each other and share our stories Who are you close to in your family? - I think my mom, because whether I have something in my life, whether my study or my work I always share with my mom Is your family important to you? - I think family is really important to me because when I encounter difficulty in life, family is always the place that I turn to no matter the successful the fail, I always have to turn back to my family, I cannot anything without their supports Student 20: Best friends Do you have any best friends? - I used to have many best friends and we don‟t , we not close to each other anymore But when I enter the university, I have a group of friends like girls, they have a lot of common things Can you describe her for me? - Long hair, pretty girl, very active and she is can anything smoothly without…putting a lot of hard effort in it What you think can destroy your relationship? - That‟s a hard question, may be distance or not sharing things, lack of communication and maybe matter about loyalty, betray your friends ... that this graduation thesis entitled ? ?An investigation into how students make and identify oral mistakes and its influences on their motivation to study in Faculty of Foreign Languages at Industrial... INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES - - GRADUATION THESIS AN INVESTIGATION INTO HOW STUDENTS MAKE AND IDENTIFY ORAL MISTAKES AND ITS INFLUENCES. .. addition, the author also wants to figure out the reasons why students make mistakes and how teacher‟s correction affect to their study Along the way, how students identify their mistakes is also one