Những khó khăn học sinh trung học phổ thông gặp phải trong việc rèn luyện kĩ năng nói và cách khắc phục

HANOI PEDAGOGICAL UNIVERSITY FALCUTY OF FOREIGN LANGUAGES THÂN THỊ THÙY DƯƠNG ASSIGNMENT FOR SCIENTIFIC RESEARCH DIFFICULTIES FACING HIGH SCHOOL STUDENTS IN PRACTICING SPEAKING SKILLS AND HOW TO OVERCOME THEM (NHỮNG KHĨ KHĂN HỌC SINH TRUNG HỌC PHỔ THƠNG GẶP PHẢI TRONG VIỆC RÈN LUYỆN KĨ NĂNG NÓI VÀ CÁCH KHẮC PHỤC) Field: English Linguistics Code: 7220201 Supervisor: Đỗ Tiến Đức, MA XUAN HOA, 2020 TABLE OF CONTENTS CHAPTER TWO: LITERATURE REVIEW Page number Overview of speakin 2.1 2.1.1 Definition of speaking .1 2.1.2 Features of speaking skills 2.1.3 The important of speaking skills 2.1.4 Speaking activities .3 2.1.5 Ways to practice speaking skills 2.2 Difficulties in practicing speaking skills 2.2.1 Lack of vocabulary 2.2.2 Common pronunciation mistakes 2.2.2.1 Consonants 2.2.2.2 Vowels 2.2.2.3 Ending sounds 10 2.2.3 Hesitation 10 2.2.4 Stress and intonation .11 2.2.5 Shyness and unconfident in practicing speaking skills 12 2.3 How to overcome difficulties in practicing speaking skills 13 REFERENCES 14 CHAPTER TWO LITERATURE REVIEW 2.1 Overview of speaking skills 2.1.1 Definition of speaking Speaking is one of four skills that English learners must be proficient at There are some definitions to help readers better understand about speaking Speaking is defined as a meaning-building interactive process involved in the production and reception and processing of information In this complex process, the form and meaning of speaking depend on the context in which it appears, including the participants themselves, their experiences, and the purpose of speaking[ CITATION HDo94 \l 1033 \m Ann97] This opinion mentions speaking as an information-generating activity This is an academic and scientific explanation and is pretty difficult to understand Chaney and Burk (1998) have different opinion that speaking is "the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts" These two researchers have a unique point that definition is not only verbal but also through non-verbal gestures while other researchers mainly only mentioned the verbal aspect In Oxford Advanced Dictionary, speaking is defined to show opinions, feelings, ideas, etc., by talking and it involves the activities in the part of the speaker as psychological, physiological, and physical stages Likewise, Trịnh (2019) also defined speaking as expressing ideas, opinions, and feelings to others by using words or sounds of joints to inform, persuade and entertain, which can be learned by using some teaching-learning methods These opinions which the time closest to the present and can be considered as understandable definitions and relatively embrace They focus on what the speaker wants to convey is expressed through words and voices From the definition of speaking, speaking skills is one of the four language skills that language learners must master We can understand that speaking skills are the ability to express verbally, is a kind of ability expressed through speech to convey information, express thoughts, feelings accurately, clearly, convincingly It will easy for students to communicate and also explore their ideas if they can speak fluently In addition, students can access easily information thanks to having good speaking skills 2.1.2 Features of speaking skills According to Mazouzi (2013), activities for learners should be designed based on two important criteria to be achieved, namely fluency and accuracy The reason is that these are two important elements of foreign language teaching in the direction of communication Practical activities in class can help students develop their communication skills, so they need to understand the proper functioning of language systems The first feature of speaking is fluency, and this is the primary goal that teachers want their students to achieve in speaking skills Thornbury (2005) considers fluency to be possible achieved The ability to present problems in an easy-to-understand way so as not to interrupt ongoing communication, that the listener feels bored and doesn't want to continue listening For Hedge (2000), this is the ability to respond tightly and coherently by combining words and phrases together, pronouncing sounds clearly, and using stress and intonation when to speak Accuracy is the second most important feature of speaking Learners need to pay attention to grammatical structure, vocabulary, as well as pronunciation while speaking Therefore, teachers should focus on both accuracy and fluency of words in teaching speaking skills to students According to Thornbury (2005), the correct use of grammatical structures in speaking requires learners to pay attention to the length, complexity of statements, and the complete structure of propositions In terms of vocabulary, learners have to choose words that are suitable for the context, the same word, or a phrase that is used in different contexts has different meanings use words and idioms correctly to avoid misleading the listener Thornbury (2005) affirms that pronunciation is also a factor that learners need to pay attention to while speaking Pronunciation is very important in speaking because pronunciation can affect the meaning of a word Hornby (1995: 928) argues that pronunciation is the way of speaking a language, the pronunciation of a word, or the way a person speaks the words To be able to speak English correctly, learners should have a good understanding of the phonemic rules as well as the pronunciation of different words in English These features help learners speak English easily and effectively 2.1.3 The importance of speaking skills According to Grillis (2013) stated, “Speaking skills are a vitally important method of communication.” The four language skills of listening, speaking, reading and writing are all interconnected Mastery of each skill is essential to being a well-rounded communicator, but the ability to speak skillfully gives the speaker several distinct advantages such as ability to inform, persuade, and direct, ability to stand out, ability to benefit derivatively, career enhancement, and personal satisfaction In other words, among the four main language skills, speaking is considered the most important skill in learning foreign language Speaking is the most essential skill for all English learners In the modern world, everything is tied to speaking skills Good communication is a passport to get better job opportunities, improve your career, improve your business, enhance confidence levels, speak in public, present, participate in interviews, participate in debates and group discussions, etc [ CITATION Rao19 \l 1033 ] The views of both two researchers above are very close to the actual purpose of English learners Speaking skills can improve one's personal life and thus bring about the holistic development that we all should be looking for When learning any language, the ultimate goal is to be able to communicate naturally and fluently with native speakers Therefore, studying in class and doing homework to reinforce grammar must always accompany the process of practicing speaking English 2.1.4 Speaking activities According to many teaching theorists, speaking activities can be implemented in class such as monologue, dialogue, interview, presentation, discussion, debate, role-play and etc Research by Oradee (2012) shows that the English speaking ability of students is significantly higher than after using three activities: discussion, problem-solving, and role-play The nature of the activities may have encouraged interaction among students in the language class This can provide opportunities for language practice These types of activities can help experienced students use language for real-world communication This idea is consistent with the learner knowing the purpose of saying and how to use the appropriate language It can be said that these are the three most common activities that teachers apply in English classrooms According to Beare (2019), practicing dialogues is a great way for English students to test their skills and develop a better grasp of the language Conversations are very useful because they provide models for students to rely on their conversations This is the most common speaking activity in English speaking classes Conversation forces students to focus on creating language in a way that helps them practice correct usage In addition, student-generated dialogue can be used to encourage creativity Conversations usually take place in pairs This is the most common speaking activity in English speaking classes A presentation is also a speaking activity that is commonly used in the classroom Presentation is to present a problem in a systematic way in front of a group of people or many people in order to provide the necessary information and knowledge to the audience This activity, if practiced a lot, will help students increase their confidence in speaking in public and at the same time improve their speaking skills However, the limitation of this activity is that students who are not really confident can lead to hesitation and the next time, students may be shy and refuse to participate Discussion can be considered as one of the speaking activities that bring positive effects to high school students' speaking ability Kayi (2006) claimed that the discussion should be based on a particular topic Students can make conclusions or share ideas in their discussion group It is essential that speaking should be shared equally among the group members In class, the teacher could hold a contest between the groups and decide which team won the best defenders of the idea This activity promotes critical thinking and quick decision-making, and students learn to express and justify themselves For group discussion effectively, it is best not to form large groups, as quiet students may avoid participating Team members can be assigned by the teacher or the student can identify themselves, but groups should be rearranged in every discussion activity so students can work with people and learn to be open with different ideas Finally, in class or group discussion, whatever the purpose, students should always be encouraged to ask questions, interpret ideas, show support, check for clarification, and more From the above studies and views, it can be seen that there are many speaking activities in life and the learning process So students have many options to select ways to practice speaking skills that best suit themselves 2.1.5 Ways to practice speaking skills There are many ways to practice speaking English The following methods are very popular in practicing English speaking skills: Mai (2018) suggested three ways to practice and improve speaking skills as follows:  Using the simplest and most concise responses  Learning through the sample conversations carefully  Using language to talk about language Although these three methods have many good points and can help students practice speaking skills well, there are still limitations and shortcomings The use of short sentences is only suitable for beginners Currently, high school students' English proficiency is required higher than before High school students should only apply in the beginning and gradually must use longer sentence patterns Learning from sample conversations is a good idea, but students may pattern it out Students should refer only and be able to use their own language at will X3English has some effective ways for students to practice speaking:  Thinking about everything in English  Practice speaking English in front of the mirror to help confidently communicate  Focusing on fluency and disregard for grammar will increase communication skills  Try to pronounce with the sentences, difficult words to help pronounce correctly, speak fluently  Listen and "parody" native speakers  Pay attention to stress to avoid misunderstanding for the listener  Sing along with favorite English songs to help speak English fluently  Learn all the forms of words to enrich vocabulary  Learn phrases, not word for word These are great ways to practice speaking skills and received good feedback from many students However, there is a limitation that these methods are only suitable for practice alone Sometimes in real situations, students may still be trembling, anxious, and fussy when speaking to native speakers because they are still not used to this Students need to combine self-training at home and in class as well as participate in extracurricular sessions Practicing speaking in pairs, groups are considered to be advantages to help students practice speaking skills effectively in class [CITATION Hạn16 \l 1033 ] First of all, students need to understand that it is normal to make mistakes in the process of practicing speaking skills Through this activity, students actively present, exchange, and express their own opinions Since then, not only speaking skills have been trained but also listening and analytical skills These are just some of the most common ways to practice speaking skills Students can learn, experiment, and find out the best way to learn for themselves 2.1 Difficulties in practicing speaking skills Speaking appears in most aspects of our life, therefore it is also considered an easy skill to learn In fact, however, Levelt (1993) stated that speaking is “one of our most complex cognitive, linguistic and motor skills.” In other words, speaking is a complex skill because of its strong connection with the knowledge, perception, or experience of a speaker People often speak or react quickly to something they are familiar with That is why in most conversations, when both the speaker and the listener have nothing to continue talking about, they will tell or talk about small but popular topics such as weather, climate, preferences, etc These topics are so close that people can chat or share to keep their conversation going and becoming closer From this point of view, it is certain that speaking, like any natural phenomenon in our world, always exists with others, and one of them is knowledge, awareness, personal understanding of the participants in speaking activities And this relationship is the main answer that this thesis is looking for Celce-Murcia and Olshtain (2000) argued that in many terms aspect, speaking is considered a difficult skill to comprehend and achieve progress because it requires learners integrate many auxiliary and complementary skills such as vocabulary, choose suitable words, use grammar, and need both social knowledge related to the topic of practice, etc It is true that speaking is a complex skill and requires a combination of many factors However, they can still be improved over time if the learner exercises regularly and properly Therefore, this view is only partially correct Therefore, in a country where English is not the national language like Vietnam, difficulties in learning foreign languages are inevitable The following are the difficulties that high school students most often encounter in practicing speaking skills 2.2.1 Lack of vocabulary Learners need to acquire the knowledge of vocabulary initially Vocabulary learning is an imperative part of learning foreign languages[ CITATION Sch00 \l 1033 ] The main purpose of a majority of English learners is to develop proficiency in communication Nation (1990) claims the importance of vocabulary language as “Vocabulary is not an end itself A rich vocabulary makes the skills of listening, speaking, reading and writing easier to perform.” From the two opinions above, it can be seen that vocabulary plays a key and vital role in practicing speaking skills Therefore, lack of vocabulary is one of the major factors impacting on speaking English For example, many times a student is speaking English and already has a thought in mind, but he or she does not know or forget 2- important words, making it difficult for him/her to say what is he/she thinking Students tend to forget newly learned words after a short period of time August, Carlo, Dressler, and Snow (2005) stated that students with limited vocabulary take longer to learn new vocabulary items, and are difficult to engage in text comprehension and communication with their friends Furthermore, due to their small vocabulary, it is often difficult for students to speak and convey their ideas accurately Indeed, there are a lot of students who start learning English in elementary school, but until high school, vocabulary and sentence structure are still relatively small because learning to take notes many times often not work with memorization and communication 2.2.2 Common pronunciation mistakes In the process of practicing English speaking, the correct pronunciation is one of the top factors towards expressing our ideas through verbal communication However, there is a fact that many students have a very rich vocabulary, but they only write correctly but not read correctly This is also a challenge because English pronunciation is extremely important There are three factors that students often make mistakes in English pronunciation: 2.2.2.1 Consonants Consonants are the sounds in the production of which one articulator moves towards another or two articulators come together, obstructing the air-stream and the air-stream cannot get out freely Consonants in English are not easy to pronounce if students are not familiar with and practice There is the phonemic chart: Table 1: Phonemic English chart From Table 1, English consonants are the same with Latin alphabet, there are many similarities between English writing and pronunciation This is both a benefit but also a disadvantage for English learners The habit of pronouncing English sounds as Vietnamese sounds is a mistake that leads to wrong pronunciation Part of the reason is that in the curriculum, students are not familiar with and focus on learning the pronunciation of each consonant Here are the common consonant pronunciation errors: Consonant /ð/ pronounced / z / or / d / Consonant / θ / sound pronounced / t / or / th / Consonant / j / is pronounced as / z / 2.2.2.2 Vowels Students also often encounter difficulties and fundamental mistakes in vowel pronunciation The table below is a table of Vietnamese monophthongs: Table Vietnamese monophthongs From Table and 2, it can be seen that the English vowel system has many differences from Vietnamese That is why students often make mistakes in vowel pronunciation - Vietnamese has only one type of monophthongs: /a/, /â/, /ă/, /o/, /ô/, /ơ/… - English monophthongs are divided into two types: short vowels and long vowels Short vowels: /ʌ /, /æ/, /i/, /e/ /ə/… Long vowels: /ɑ:/, /u:/, /i:/, /ɔː/, /ɜ:/ These short, long vowels contribute to the difference in word pronunciation and meaning Distinguishing which sound is long and which is short is quite difficult for us Vietnamese Therefore, many learners often confuse short and long sounds with each other; even ignore them when speaking English For example, if you pronounce the word "leave" /liːv/ with the short vowel /i/, the listener might interpret it as "live" /l ɪv/ Another example, many people also sometimes confuse the vowels / ʊ/ and /u ː/, so the words "foot" /fʊt / and "food" /fuːd / sound very similar The diphthongs in English and Vietnamese don't have too much difference, so students are only often wrong and have the most difficulty in monophthongs 2.2.2.3 Ending sounds Lack of ending sound is the most common mistake of English learners, especially Vietnamese The reason is that the sound systems of Vietnamese and English are quite different But more dangerous is that many people even know they lack the final sound but still not know how to fix it The ending sound /ʤ/ is the most forgotten For example, the word "bridge" /brɪdʒ/, many students not pronounce /ʤ/ This is partly due to the influence of Vietnamese words, when speaking Vietnamese, Vietnamese people not pronounce the final consonants /ʤ/ is a voiced organic sound and is a combination of the two sounds /d/ and /ʒ/ [ CITATION Ala01 \l 1033 ] So this is a very difficult sound to pronounce for Vietnamese because it is not available in Vietnamese as well as not like any sound in Vietnamese Similarly, a significant number of students not pronounce when pronouncing the final consonants like /θ/ and /ð/ 2.2.3 Hesitation Hesitation means to pause for a while before you continue talking, especially because you are nervous or not certain Hesitation is a natural part of speech and so it is not a big problem However, learners have to keep it to a minimum A little hesitation in speaking is acceptable; however hesitation too much goes beyond natural speech and shows you are not able to maintain fluency and the conversation becomes awkward and unnatural Students often hesitate while speaking Đỗ and Nguyễn (2014) claimed that students always have the thought of speaking correctly to say so it takes a lot of time and hesitates to think and find ways to express, sometimes just a simple sentence, while English communication requires students to react quickly The opinion of these two authors is completely true to high school student psychology The reason also may be due to the habit of thinking sentences and ideas in Vietnamese and then translated into English Another reason is that they think in their mind what others might think if they find out the error They may laugh at them or offend them [ CITATION Kha15 \l 1033 ] This point of view is not really enough, but it also gives a very common reason among 10 students, especially high school students To be safe, they like to keep quiet or talk as little as possible 2.2.4 Stress and intonation Stress and intonation play a key and decisive role when learners communicate in English In primary school, students are often prioritized learning pronunciation, so when in high school students often have difficulty practicing stress and intonation Stress is the most important thing in English pronunciation skills The correct pronunciation of English stress is a difficulty for Vietnamese students [ CITATION Thủ04 \l 1033 ] During communication, if you not emphasize correctly, then surely the native people will not understand what you mean In her research, the author focuses on in-depth and detailed research on the mistakes of Vietnamese students about word stress This can be considered the most serious error in English speaking practice Vietnamese is considered a monosyllabic language, so when learning English - A polyphonic language with many complex stress properties, learners will have difficulty Some phrases have up to two stresses, causing many of you to press the wrong or unstressed sound Besides, intonation is also very important in conversational communication with others people, especially foreigners If the words are not correctly pronounced, but correctly intonation, foreigners will also understand On the contrary, if we pronounce the words correctly, but the intonation is wrong, foreigners will be difficult to understand In English, the intonation is quite diverse, with the same sentence but different intonation, there is an up and down voice to express different information transmission to listeners This causes many difficulties for English learners In fact, students are familiar with the intonation in Vietnamese, so their English pronunciation will also be affected, and they tend to apply similarly in speaking English According to Ngũ (2008) stated, the majority of students not show the correct basic intonation even though they know the basic intonation theory For example, participants tend to express intonation at the end of questions even though this is an informative WH-question Almost in the high school program, the practice of intonation for students has not been focused; teachers only teach students to pronounce [ CITATION Diệ09 \l 1033 ] Many students, when they first learn English, think that they just need to pronounce correctly words without paying attention 11 to intonation Actually pronouncing the words correctly is just a necessary but not enough condition In a normal English sentence, words with meaning and main expressive content are often used with a rising tone or falling tone Different types of speech use different intonation 2.2.5 Shyness and unconfident in practicing speaking skills Students are still passive, shy, afraid to speak because they are afraid of being wrong, afraid of being laughed at by their friends Gebhard (2000) stated that shyness is an emotion many students experience when they are forced to speak in English class This indicates that shyness can be the source of problems in speaking activities Therefore, it is also important to pay attention to this aspect to help students develop their full speaking ability Synonymous with this, Baldwin (2011) further explains that speaking ahead of time is one of the common phobias students encounter, and feeling shy makes their minds go blank, or they forget what they need to say This theory is also supported by the results of this study, in which most students not perform at their best in speaking In other words, it can be said that shyness affects a student's speech performance Self-esteem in communication is also a challenge when learning speaking skills Psychology is a big barrier that directly affects the process of improving English communication Ordinary people are afraid of speaking wrong, making many mistakes will be afraid to communicate in English Arifin (2017) claimed that most beginner students are a little uncomfortable having to speak aloud or individually to answer questions in class Kurtus (2019) also said that the main reason for being afraid of being wrong is that students are afraid of looking stupid in front of others and they worry about how others see them Some students are so confused and unconfident that they avoid participating and practicing classroom conversations that are necessary for the development of language skills Indeed, it is not easy to learn a foreign language like English Students may still have low self-esteem, not comfortably express themselves through communication in English as their mother tongue However, today, young people are much braver than before They also understand the importance of speaking skills in life and have made many improvements in learning 12 and practice On the other hand, society has also had many changes The English language ability and proficiency requirement are much higher than in previous years These have created new challenges and difficulties for students that other researchers have not mentioned Therefore, this study will go into depth about the current situation of speaking skills and find out new existing difficulties that high school students are facing 2.3 How to overcome difficulties in practicing speaking skills English is the same as any other language taking perseverance to achieve success To maintain this perseverance, it requires ensuring a learning environment, an ideal and rational learning method that makes students genuinely interested For students to overcome all the above difficulties in learning English, they initially need to understand that making mistakes in the process of practicing speaking skills is inevitable They should have positive thinking, confidence, and not be afraid of being wrong It is essential to actively participate in the speaking activities in class Teachers and classmates can help correct mistakes as well as provide opinions and ideas to improve understanding Besides having to have the right way to learn and regularly practice speaking English in class, they need to practice speaking English at home This problem can be improved if students learn vocabulary, increasing communication, visualizing communication situations by themselves so that they can form a natural reflex in a real communication situation or integrate learning into everyday life Quizlet is considered to be a useful tool for students to improve their vocabulary and pronunciation so that they not get stuck in speaking In addition, there are currently many online learning websites and online courses where students can interact with native speakers such as HelloTalk, Italki, and Verbling Students can get acquainted and practice speaking English Students also should actively participate in extracurricular activities, English exchange events These activities not only help them practice speaking more, interact with many people, create an English speaking environment but also help them relax and entertain 13 REFERENCES Ann L Chaney, Tamara L Burk (1998) Teaching Oral Communication in Grades K-8 Boston: Allyn and Bacon Arifin, W L (2017) Psychological Problems and Challenge In EFL Speaking Classroom Language & Language Teaching Journals Baldwin, C (2011, February 17) How to Overcome Shyness During an Oral Presentation Retrieved from Pen and the pad: http://www.ehow.com/how_7852354_overcome-shyness-during-oralpresentation.html Beare, K (2019, August 23) Dialogue Activities for ESL Students Retrieved from ThoughtCo.: https://www.thoughtco.com/english-dialogues-for-learners-1210119 Brown, H D (1994) Teaching by principles: an interactive approach to language pedagogy Englewood Cliffs, N.J : Prentice Hall Regents Burns A & Joyce H (1997) Focus on speaking Sydney: National Center for English Language Teaching and Research Cruttentden, A (2001) Gimsons Pronunciation of English UK: Arnold Diane August, Maria Carlo, Cheryl Dressler, Catherine Snow (2005) The critical role of vocabulary development for English language learners Learning Disabilities Research & Practice, 20(1), 50-57 Dương, T T (2004) Lỗi phát âm trọng âm từ tiếng Anh học sinh Việt Nam Đại học Khoa học xã hội Nhân văn Gebhard, J G (2000) Teaching English as a Foreign or SecondLanguage Michigan: The University of MichiganPress Gillis, G (2013, 10 17) Gerald Gillis Retrieved from The Importance of Speaking Skills: http://www.geraldgillis.com/importance-speaking-skills/ Hedge, T (2000) Teaching and Learning in the Language Classroom Oxford: Oxford University Press Hồng Thị Minh Đỗ, Hào Danh Nguyễn (2014) Phương pháp luyện nói tiếng anh hiệu cho học sinh phổ thơng học sinh giỏi quốc gia Bắc Giang: THPT Chuyên Bắc Giang Hornby, A S (1995) Oxford Advanced Learner’s Dictionary Oxford: Oxford University Press Kayi, H (2006) Teaching Speaking: Activities to Promote Speaking in a Second Language The Internet TESL Journal, 11, 1-6 Khan, G M (2015, December 28) Linkedin Retrieved from Gulam Mustafa Ali Khan: https://www.linkedin.com/pulse/difficulties-speaking-english-possible-solutionskhan Kurtus, R (2019, 11) School for champions Retrieved from Overcome the Fear of Speaking to Groups: https://www.school-forchampions.com/speaking/fear.htm#.X7VPW-w3vIU Levelt, W J (1993) Speaking: From Intention to Articulation Mai, A L (2018, May 25) Một số chiến lược nâng cao kỹ nói cho sinh viên không chuyên tiếng Anh Retrieved from Zaidap.com: http://zaidap.com/mot-so-chienluoc-nang-cao-ky-nang-noi-cho-sinh-vien-khong-chuyen-tieng-anh-d300425.htm 14 Marianne Celce-Murcia, Elite Olshtain (2000) Discourse and context in language teaching Cambridge: Cambridge University Press Mazouzi, S (2013) Analysis of Some Factors Affecting Learners’ Oral Performance A Case Study: 3rdyear pupilsof Menaa’s middle schools Mohamed Khider University of Biskra, People’s Democratic Republic of Algeria Nation, I (1990) Teaching and learning vocabulary New York: Newbury House Ngũ, H T (2008) An investigation into basic English intonation patterns performed by the Vietnamese learners at Ben Tre continuing education center Trường Đại học Đà Nẵng Nguyễn, H T (2016) Luyện kỹ nói cho học sinh lớp qua hoạt động cặp nhóm Trường THCS Võ Duy Dương Oradee, T (2012) Developing Speaking Skills Using Three Communicative Activities (Discussion, Problem-Solving, and RolePlaying) International Journal of Social Science and Humanity, 2(6), 533-535 Phan, D T (2009) Phương pháp dạy tiết tấu, ngữ âm, ngữ điệu loại câu tiếng Anh trường THPT Hanoi: Trung học phổ thông Yên Lãng Rao, P S (2019) The importance of speaking skills in English classrooms Alford Council of International English & Literature Journal, 2(2), 6-18 Schmitt, N., & Carter, R (2000) The lexical advantages of narrow reading for second language learners TESOL Journal, 4-9 Thornbury, S (2005) How to teach speaking London: Longman Trịnh, H T (2019) A study on difficulties in English speaking skill of the non-major students Hai Phong Private University X3English (n.d.) 14 cách luyện nói tiếng Anh đơn giản hiệu 2020 Retrieved November 20, 2020, from X3English: https://x3english.com/luyen-noi-tieng-anh/ 15