Difficulties in speaking of english majored sophomore at tay do university

TAY DO UNIVERSITY FACULTY of LINGUISTICS and LITERATURE DIFFICULTIES IN SPEAKING OF ENGLISH MAJORED SOPHOMORE AT TAY DO UNIVERSITY Supersivor: Student’s name: HUYNH NHU PHAN THI MINH UYEN, M.A Students’s code: 15D220201044 Class: Bachelor of English 10B April 2019 ACKNOWLEDEMENT My research could not be done without the guide, assistance and help of many people I would like to extend my profound gratitude to the supports of all who helped me to complete this research Firstly, I would like to express my special thanks to my supervisor for her enthusiastic guidance and useful admonition during the study process Secondly, I want to extend my sincerest thanks to Tay Do University, especially the lecturers in Faculty of Linguistic and Literature for teaching, helping and providing knowledge to me for the past four years Finally, I would like give my deep gratitude to my family and my friends for always supporting and encouraging me throughout the years of studying This is the motivation to help me complete this research i COMMENTS ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ii TABLE OF CONTENTS ACKNOWLEDEMENT i COMMENTS ii TABLE OF CONTENTS iii ABSTRACT v CHAPTER INTRODUCTION .1 1.1 Rationale 1.2 The significance of the research 1.3 The organization of study Chapter II LITERATURE INTERVIEW .3 2.1.1 Definition of speaking 2.1.2 The importance of Speaking 2.1.3 The Components of Speaking .5 2.2.1 Difficulties in learning speaking English 2.2.2 Background knowledge .7 2.2.3 Factor affecting speaking skill 2.2.4 Conclusion 10 CHAPTER III 11 RESEARCH AIMS - RESEARCH QUESTION - HYPOTHESIS 11 3.1 Research aims 11 3.2 Research question 11 3.3 Hypothesis 11 CHAPTER IV 12 RESEARCH METHODOLOGY 12 4.1 Design 12 4.2 Participants .12 4.3 Instruments .12 4.3.1 Questionnaire 13 4.4 Procedure 13 CHAPTER V .14 EXPECTED OUTCOME 14 iii REFERENCES vi APPENDIX A viii QUESTIONAIRE FOR STUDENTS viii APPENDIX B xi STUDENTS‟ INTERVIEW QUESTIONS xi iv ABSTRACT The research is about in speaking English skill of English-sophomore at Tay Do University is conducted to figure out common problems in studying speaking of students majoring in English The participants of this research are English majored freshmen course 11 at Tay Do University Questionnaire interview are used as the two main instruments of the study process to collect the data This research will show some difficulties that English majored sophomore at Tay Do University are facing in speaking English about linguistic (pronunciation vocabulary), background knowledge, etc and some soluble advice v CHAPTER INTRODUCTION Chapter one describes in detail (1) the rationale (2) the significance of study, (3) the organization of study 1.1 Rationale Today, English is an international language which is very important to be mastered well Everybody may speak English every time and everywhere To communicate with foreigner, it is impossible to use English language We must use English for communication with them Therefore English is an international language used to communicate with people from other countries Speaking is one of the most demanding skills in the daily life Every person needs to communicate with others through speaking Speaking plays an important role in making a social interaction with another people in order to gain information Thus, it is necessary for every people to have a good speaking skill As the needs of English increase over the year, people not only communicate with those who come from the same country, but also with those who come from different countries In order to be able to convey meaning and talk to people around the world, they must be able to speak English since it is an international language Due to its importance, it is very reasonable why English as a foreign language is taught as a compulsory subject from the elementary level to the university level It is supported by Finochiaro (1974:5), he says that “communication through spoken language means understanding and reacting to what someone says may be a statement, to ask question, to agree, or to negative with a long answer or with short answer” Mastering English well in speaking skill is very useful As we know, speaking is the indicator of mastering the language According to Stevick (Fauziati, 2002: 126) “speaking refers to the gap between linguistic expertise and teaching methodology Teaching speaking is not like listening, reading and writing It needs habit formation because it is a real communication Speaking needs practicing as often as possible It is not writing or reading but it must be practiced directly in full expression” Students majoring in English at Tay Do University have to face many difficulties in speaking English because they cannot realize their problems in speaking progress This leads to several problems related to linguistic knowledge such as pronunciation, intonation, accent and vocabulary, background knowledge and others elements as well For the above reasons, the aim of this paper is to investigate the difficulties in learning the English speaking skills among the second year at Tay Do university 1.2 The significance of the research Students often think that speaking skill does not play as an overriding role as listening, reading and writing skill in studying English However, many English learners have to face several problems in speaking English course E research is conducted to figure out the difficulties of the sophomore majoring in English at Tay Do University when studying speaking English In addition, some necessary solutions would be recommended to help them improve their listening abilities 1.3 The organization of study This research consists of five chapter: Chapter 1: Introduction Chapter 2: Literature review Chapter 3: Research aims-research question-Hypothesis Chapter 4: Research methodology Chapter 5: Expected outcome Chapter II LITERATURE INTERVIEW Chapter presents the definition of listening and importance, the components of speaking (vocabulary, grammar, pronunciation ), difficulties in speaking English (background knowledge, factors affecting speaking skill) and conclusion 2.1.1 Definition of speaking “Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information” (Brown et al, 1997) According to this definition, speaking is aiming at exchanging meanings To achieve the aim, people use their articulators to produce language so that they could express meanings to others In addition, they also make use of nonlinguistic symbols such as facial expressions and body language in order to make the meanings more clear Speaking is a two-way process between producing language and receipting it Byrne (1997:8) states that “speaking is a two-way process between speakers and listeners and it involves the productive skills of language and the receptive skills of understanding” This is in line with Widdowson (1996:59) who says that “the skill of speaking involves both receptive and productive participation Receptive aspect of speaking is the skill which is conventionally referred to as Listening” While productive aspect of speaking referred to as “saying” It can be said that speaking has a productive part when one participant in an interaction assumes the active role of speaker 2.1.2 The importance of Speaking Humans are programmed to speak before they learn to read and write In any given, human beings spend much more time interacting orally with language rather than using it in its written form Speaking is the most important skill because it is one of the abilities that is needed to perform a conversation English speaking is not an easy task because speakers should know many significant components like pronunciation, grammar, vocabulary, fluency, and comprehension Learners should have enough English speaking ability in order to communicate easily and effectively with other people Rivers (1981) studied “the use of language outside the classroom situation and understood that speaking is used twice as much as reading and writing combined.” According to Brown (1994), “listening and speaking are learners’ language tools.” Efrizal (2012) Pourhosein Gilakjani (2016) expressed that “speaking is of great significance for the people interaction where they speak everywhere and every day Speaking is the way of communicating ideas and messages orally.” If we want to encourage students to communicate in English, we should use the language in real communication and ask them to the same process Richards and Rodgers (2001) stated that “in the traditional methods, the speaking skill was ignored in the classrooms where the emphasis was on reading and writing skills.” For example, in The Grammar-Translation method, “reading and writing were the important skills and speaking and listening skills were not of great significance.” According to Ur (2000), “of all the four language skills called listening, speaking, reading, and writing, speaking is the most important one that is very necessary for the effective communication.” The significance of speaking is indicated with the integration of the other language skills Speaking helps learners develop their vocabulary and grammar skills and then better their writing skill Students can express their emotions, ideas; say stories; request; talk, discuss, and show the various functions of language Speaking is of vital importance outside the classroom Therefore, language speakers have more opportunities to find jobs in different organizations and companies These statements have been supported by Baker and Westrup (2003) who said that “learners who speak English very well can have greater chance for better education, finding good jobs, and getting promotion.” Previous researches approve that persons cannot learn a language without many opportunities for meaningful repetition Oral language interactions and the opportunity to produce the language in meaningful tasks provide the practice that is very important to internalizing the language Asher (2003) supports the idea that “very soon after teachers model the language, learners like to imitate what have systems and patterns we used to select and combine the words.” In order to communicate people must share a common system which is why people who speak different languages cannot understand one another- they are using different system, grammar is one of the essential systems, so, it means that people must know about grammar in order to use the language appropriately in social context c Pronunciation Kenyon (1969:3), states that “a remarkable aspect of our readiness to criticize pronunciation is the fact, which becomes overwhelmingly obvious to even the beginner in phonetics that we not know what sounds we ourselves actually pronounce, until we have attained some elementary knowledge of phonetics” In addition, Johnson (2001:16) states that “pronunciation comes a surprise to many there are definite „rules‟ which given govern how we pronounce our native language” Pronunciation ability depends on the similarity between individual sounds and supra segmental like stress and tone in the first language and second languages, the way in which these sounds combine with each other, called „phonotactic‟ grammatically and the relationship between the spelling and sound system Nowadays, all around the world, also students of all ages are learning to speak English They realize that they require mastering in speaking skills as a target language even speaking English is not easy In speaking English, the learners have to take rehearsal with the components of speaking, too, such from the explanation above, vocabulary, grammar and pronunciation Bayle (2005:2) defines “speaking is an interactive process of constructive meaning that involve producing and receiving and processing information It is spontaneous, open-ended, and involving, but it is not completely unpredictable.” As stated above, in the process of expressing utterances, people use their mind to think and produce something in their brains, and then they deliver it Of course whenpeople talk each other, they produce and receive some utterances to get information After getting information that be hoped, their mind process it again and again and deliver it That is all the cycles of sequences speaking 2.2.1 Difficulties in learning speaking English Zhang (2009:93) argued that “speaking remains the most difficult skill to master for the majority of English learners, and they are still incompetent in communicating orally in English” According to Ur (1996:121), there are many factors that cause difficulty in speaking, and they are as follows: Firstly, inhibition Students are worried about making mistakes, fearful of criticism, orsimply shy The secondly, nothing to say Students have no motive to express themselves The thirdly, low or uneven participation Only one participant can talk at a time because of large classes and the tendency of some learners to dominate, while others speak very little or not at all Finally, ,mother-tongue use Learners who share the same mother tongue tend to use it because it is easier and because learners feel less exposed if they are speaking their mother tongue 2.2.2 Background knowledge The findings of this study indicate that background knowledge has a significant effect on speaking ability Providing the learners with background knowledge as well as systemic knowledge provides learners with the necessary information to facilitate speaking on a previously unfamiliar topic An implication of this study is that topic familiarity is an important aspect in improving speaking about that topic The background knowledge that students bring with them helps them to perform the speaking task more successfully This knowledge helps the learners to match new information with what they already know about the topic Another implication of this study is that teachers must more than just providing learners with linguistic knowledge New information that is acquired should be put into practice Thus, learners should be provided with the opportunity to use language for communication in a meaningful context in class The findings show that speaking ability can be improved by providing appropriate instructions Teachers have to reevaluate their methods and start to recognize that they have to devote more attention to improving this skill in their course schedule In sum, this study has established that topic familiarity is an essential factor in the improving of speaking ability of secondly students Tay Do university It is hoped that these findings would serve as a guide to teachers, curriculum planners as well as text book writers to gear their materials and classroom activities towards a more effective approach to the teaching and learning of speaking 2.2.3 Factor affecting speaking skill If teachers want to help learners overcome their difficulties in learning speaking skill, they should identify some factors that influence their speaking performance “Learners’ speaking performance are influenced by factors like performance conditions, affective factors, listening skill, and feedback during speaking tasks” (Tuan ∧ Mai, 2015) The first factor is pertinent to performance conditions Learners carry out a speaking activity under different conditions Performance conditions impact speaking performance and these conditions involve time pressure, planning, the quality of performance, and the amount of support (Nation & Newton, 2009) The second factor is related to affective ones Oxford (1990) said that “one of the important factors in learning a language is the affective side of students” According to Krashen (1982), “a lot of affective variables have been connected to second language acquisition and motivation, self-confidence, and anxiety were the three main types that have been investigated by many researchers.” Listening ability is the third factor Doff (1998) says that “learners cannot improve their speaking ability unless they develop listening ability.” Learners should comprehend what is uttered to them in order to have a successful dialogue Shumin (1997) represented that “when students talk, the other students answer through the listening process.” Speakers have the role of both listeners and speakers It can be concluded that students are not able to reply if they cannot comprehend what is told That is to say, speaking is very closely related to listening Topical knowledge is the fourth factor Bachman and Palmer (1996) defined “it as the knowledge structures in long- term memory That is, topical knowledge is the speakers’ knowledge of related topical” According to Harmer (1991), the decisions that “instructors adopt towards their learners’ performance depend on the stages of the lesson, the tasks, and the kinds of mistakes they make” Harmer (1991) also continued that “if instructors directly correct their students’ problems, the flow of the dialogue and the aim of the speaking task will be spoiled.” Baker and Westrup (2003) supported the above statement and said that if learners are always corrected, they will be demotivated and afraid of talking It has been suggested that instructors should always correct their learners‟ mistakes positively and give them more support and persuasion while speaking According to Mahripah (2014), EFL learners‟ speaking skill is affected by some linguistic components of language like phonology, syntax, vocabulary, and semantics and psychological factors such as motivation and personality Phonology is a difficult aspect of language learning for EFL learners As we know, English is not a phonetic language That is, pronunciation of English words are not similar to their spellings Words with similar spellings are sometimes pronounced differently because of their surrounding contexts like tenses and phonemes that come after them This can cause a lot of problems for non-native speakers of English and they sometimes get confused in producing the English words EFL learners should have the knowledge words and sentences They should comprehend how words are divided into different sounds and how sentences are stressed in specific ways Grammatical competence can help speakers apply and perceive the structure of English language correctly that leads to their fluency (Latha, 2012) Native speakers say what they want without having any problems because they are familiar with the language If they have problems in expressing some concepts, they try to use other ways of telling those things They may make certain mistakes syntactically but these mistakes not change the meaning of the sentences they want to express and this doesn‟t create serious problems for the listeners to comprehend them But the mistakes nonnative speakers commit are those that change the meaning of utterances they want to convey and can create some problems for their understanding (Mahripah, 2014) 2.2.4 Conclusion This paper can be seen that, the factor that affect students‟ English speaking performance The mentioned factors in this paper have an important role in developing learners‟ speaking skill The factors make learners less self-confident and less comfortable in their speaking classes The findings of this paper indicated that learners with a low self-esteem, higher anxiety, and low motivation have serious difficulties in speaking skill in spite of having acceptable linguistic skills The paper showed that students who have higher motivation and lower anxiety can speak easily and effectively Thus, students should have a friendly and cooperative environment that can help them overcome their difficulties in oral performance Based on the review of the literature of the study, teachers should understand their students‟ interests and feelings, improve their learners‟ self-confidence, and choose the best teaching method to keep their learners‟ involved in the speaking activity To conclude-the process of acquiring the second language can be effective when both the leaner and the teacher are involved in the process and derive fun out of it This is the only way to keep the motivation and interest levels high When this is achieved all the problems of teaching and learning get resolved and better results are attained 10 CHAPTER III RESEARCH AIMS - RESEARCH QUESTION - HYPOTHESIS This chapter the researcher describes the research methodology of the study including (1) Research aims, (2) research questions and (3) hypothesis 3.1 Research aims The research is conducted to find out the difficulties in English speaking of second years student English majored at Tay Do University are facing to help them recognize difficulties Moreover, this research is expected that could help students overcome these difficulties and improve their speaking skill easier in speaking English 3.2 Research question This research is conducted to focus for the following research questions: What are some common difficulties in speaking of second year student English majored at Tay Do University? How can students overcome those difficulties? 3.3 Hypothesis According to almost of second years majored English at Tay Do University, speaking is not easy in speaking English Although students try to learn speaking, they are facing many difficulties in speaking process Therefore, through the literature review and research questions, it is hypothesized that linguistic, background knowledge, unfamiliar topic, etc, in process of speaking English are considered as the factors that make difficulties for students 11 CHAPTER IV RESEARCH METHODOLOGY In this chapter, the researcher shows the research methodology of the study including(1)the design, (2) participants, (3) instrument and (4) procedure 4.1 Design This proposal is performed to find out difficulties in English listening of English majored sophomore at Tay Do University have to face in learning speaking skill subject The design is based on the research question and hypothesis The main key of this survey was participants who are English majored sophomore at Tay Do University Questionnaire is supposed to be sent to students for collecting the information about heir difficulties in learning speaking English The research data will be collected and analyzed objective then show the common difficulties in learning speaking English that English majored sophomore are facing Finally, the researchers will use interview method to confirm the correct of the information in questionnaire 4.2 Participants The participants of this research are English major sophomores of English at Tay Do University These students come from different areas both rural and urban, both males and females and the ages ranged from 18 to 20 Vietnamese is their mother tongue and they learn English as their foreign language Besides students have been learning English from to 12 years To get the results of this research, students will be received questionnaires about difficulties that they have faced in learning speaking English 4.3 Instruments Questionnaires and interview are instruments of this research The questionnaires are used to find out difficulties of participant in learning listening English of English majored sophomores at Tay Do University It is very useful to collect of students 12 Besides, the interview is used to confirm the correct of and help researching more details in the survey 4.3.1 Questionnaire Group Summary of the content a 1,2,3,4,5,6,7 Student‟s background b 8,9 Student‟s attitude toward speaking c From 10 to 27 The problems student have face faced in speaking 4.4 Procedure Duration (12 weeks) Step 1: from the 1st week to 2nd week Activities in study process -Choosing the topic -Designing framework of the research/outline -Designing questionnaire and interview -Looking for references Step 2: from the 3rd week to 7th week -Writing chapter and chapter -Getting the teacher‟s guidance -Editing chapter 1,2 the questionnaire and interview -Writing chapter Step 3: from week 8th week to 12th week -Writing chapter 4,5 and getting the teacher‟s guidance -Editing chapter 3,4,5 and temporary completion of the main content in the research -Completing the paper 13 CHAPTER V EXPECTED OUTCOME Speaking is a key point in learning English but it is not easy to study English majored sophomores at Tay Do University often face many difficulties related to majored linguistic, background knowledge, etc However, it is hard for students to realize their problems in speaking process In the difficulties related to linguistic, lack of vocabulary is a big problems of students while studying speaking, it can cause limited the understanding of students about what they speaking Besides, students face many problems about improper pronunciation, intonation in sentences and different accents in speaking English, these problems are the reason of misunderstanding in English communication On the other hand, lacking background knowledge about social, cultural, graphy, etc can cause troubles for students in speaking process, it can cause geo reduced ability to understand the content of speech Unfamiliar topic is also the problem that students often face Almost students are only familiarity with academic field, sometimes they feel bored in the listening process because of the appearance of unfamiliar topics such as economic, sport, etc Moreover, lack of practice speaking will lead to poor results in speaking English For these reasons, I this research with the desire that students can realize their difficulties in speaking English and they can look for some suitable ways to improve their speaking skill 14 REFERENCES Asher, J J (2003) Learning Another Language through Actions (6th edition) Los Gatos, CA: Sky Oaks Productions, Inc Brown, H D (1994) Teaching by Principles-An Interactive Approach to Language Pedagogy Prentice Hall Regents Brown at al (1997),Novel Cdc42-binding proteins Gic1 and Gic2 control cell polarity in yeast Burns, A and Joyce, H (1997),Focus on Speaking Sydney: National Centre for English LanguageTeaching and Research Efrizal, D (2012) Improving Students’ Speaking through Communicative Language Teaching Methodat Mts Ja- alhaq, Sentot Ali Basa Islamic Boarding School of Bengkulu, Indonesia InternationalJournal of Humanities and Social Science Hornby (1995:1331) AS, 2000 Oxford Advance Learners’s dictionary of Current English New York:Oxford University Press Gerard Byrne‟s (1997:8),work consistently references a range of sources, from popular magazines ofthe recent past to iconic modernist playwrights like Brecht, Beckett, and Sartre Krashen, S D (1988) Second Language Acquisition and SecondLanguage Learning New York:Prentice-Hall Rivers, W M (1981) Teaching Foreign Language Skills (2nd edition) Chicago: University of ChicagoPress 10 McDonough, J., & Shaw, C (1993) Materials and Method in ELT; A Teacher’s Guide UK: BlackwellPublishing Ltd, 11 Mahripah, S (2014) Exploring Factors Affecting EFL Learners’ Speaking Performance: from Theoriesinto Practices Proceedings of the 3rd UAD TEFL International Conference 2014 “MaterialsDevelopment in Asia and Beyond: Directions, Issues, and Challenges.” English Department,Universitas Ahmad Dahlan, Yogyakarta, Indonesia vi Education 12 Pourhossein Gilakjani, A (2016) A Review of EFL Learners’ Speaking Skill and the Strategies forImprovement Modern Journal of Language Teaching Methods 13 Richards, J C., & Rodgers, T S (2001) Approaches and Methods in Language Teaching Cambridge:Cambridge University Press 14 Rivers, W M (1981) Teaching Foreign Language Skills (2nd edition) Chicago: University of ChicagoPress 15 Ur, P (2000) A Course in Language Teaching: Practice and Theory Cambridge: Cambridge UniversityPress 16 Baker, J., & Westrup, H (2003) Essential Speaking Skills: A Handbook for English Language Teachers.London: Continuum 17 Latha, B M (2012) Teaching English as a Second Language: Factors Affecting Learning SpeakingSkills International Journal of Engineering Research & Technology (IJERT), 18 Tuan, N H., & Mai, T N (2015) Factors Affecting Students’ Speaking Performance at LE Thanh HienHigh School Asian Journal of Educational Research, 3(2), 8-23 vii APPENDIX A QUESTIONAIRE FOR STUDENTS Dear friends, My name is Huỳnh Như and I am currently an English majored senior, which come from English 10B class Firstly, I am really grateful to you for spending your highly valuable time helping me I am right now carrying out a research entitled “A survey on the difficulties in speaking of English Majored Sophomore at Tay Do University” This is questionnaire used to collect the necessary information from you Your responses are extremely significant and helpful to the success of the research, so please take your time to finish these below questions carefully Once again thank you so much! PERSONAL BACKGROUND Student‟s full name: Age: Gender: Male  Female  Class: Part 1: Please read the following questions and circle the appropriate answer for each question Give specific answers if needed How long have you studied English? years Where you come from? a Urbanarea/city b Rural area/countryside Which subject did you learn when you were in high school? a Listening b Speaking c Reading d Writing According to you, which subject is the most difficult? a Listening b Speaking c Reading d Writing What you think about writing? viii a very important b important c normal d not important How long you spend time writing English? hours What you think about your writing skill? a excellent b good c average d bad e very bad Part 2: table according to the 5-degree scale, namely (1) Strongly agree (2) Agree (3) No idea (4) Disagree (5) Strongly disagree This below table is about your difficulties in writing English Statements (1) Strongly Agree Speaking is important in studying and daily life If am not good at speaking skill, I can meet misunderstanding in communication 10 Learning speaking English is not easy for me 11 I have faced many challenges in learning speaking 12 I usually make ix (2) Agree (3) No idea (4) Disagree (5) Strongly disagree grammatical errors in speaking such as tense, vocabulary, etc 13 The same sentences with the different intonation will lead to several meanings 14.Lacking background knowledge is an obstacle when speaking English 15 I not have enough words to understand the conversation in listening English 16 I often face many difficulties in speaking English because my pronunciation and intonation are not good 17 Lack of practice will prevent the development of my speaking skill 18 I often speak and translate word by word to Vietnamese in listening process x APPENDIX B STUDENTS’ INTERVIEW QUESTIONS Dear friends, My name is Huỳnh Như your precious time on helping me with questions of this interview This is one of the main instruments for my research on “ A survey on the difficulties in speaking of English Majored Sophomore at Tay Do University ”, so please take your time to finish these below questions carefully because your anwers are very essential and helpful to my research Once again, thank you so much! Student‟s full name:………………………………………………………… Age:……… Class:………………… Gender: Male  Female  What you think about the role of speaking in real life ? …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… ………………………………………………………………………… What difficulties you have faced in English speaking ? …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… ………………………………………………………………………… Which factor has become your biggest difficulty in learning speaking (vocabulary, pronunciation, background knowledge, etc ) Why ? …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… ………………………………………………………………………… …………………………………………………………………………… What you to improve your speaking skill ? …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… ………………………………………………………………………… …………………………………………………………………………… THANK YOU SO MUCH! xi