An investigation into the academic difficulties among 2nd year students of english major in speaking classes at hue university college of foreign languages

STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is mine The data and findings discussed in the thesis are true, used with permission from associates and have not been published elsewhere Author LI BIN i ABSTRACT Normally, EFL students with academic difficulties, is widely known as lack specific skills such as proper study habits, lack preparation of learning and feel anxiety in doing classroom activities Helping the academic difficulty students well in speaking English is the major job for most of the English speaking teachers nowadays The aim of this study was to explore the Conversational Implicature and Cooperative Principle employed by 2nd-year students of English major in learning speaking skills; the perceptions of students on using Conversational Implicature and Cooperative Principle in overcoming academic difficulties, the types of learning and suggestions raised from students and teachers in learning speaking skills were then investigated Data were mainly collected through questionnaire for students and interview as a supplementary for a accomplishment One hundred nd-year English major students at Hue University, College of Foreign Languages took part in the questionnaire survey as well as nine students and five teachers who are teaching speaking skills joined in the interview to probe their perceptions on Implicature and Cooperative Principle, and suggestions raised for preparation of both students and teachers before speaking classes The important findings include: (1) Most of the students and teachers are satisfied with using Conversational Implicature and Cooperative Principle in speaking English classes (2) Two third of students are suffered from academic difficulties (3) Teachers‘ teaching methods, the classroom activities, and group works could meet the requirements of students to overcome academic difficulties Key terms: academic difficulties; English speaking learning; English speaking skills ii Acknowledgement First of all, I would like to gratefully acknowledge to my supervisor, Asso Prof Dr Tran Van Phuoc, for his whole-hearted guidance, valuable feedback and support I own all of the contents and the look of my thesis to him I would like to say thank you to the 2nd-year students and teachers of English Major, who participated in my research survey and provided me with helpful suggestions Finally, thanks are due to all my teachers, classmates and students who are studying in Hue University, College of Foreign Languages iii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP .iv ABSTRACT iv ACKNOWLEDGEMENT ……………….…iv TABLE OF CONTENTS iv LIST OF TABLES AND FIGURES … iv LIST OF APPENDICES… .…iv LIST OF ABBREVIATIONS ……………………………………………….…… iv CHAPTER 1: INTRODUCTION 1.1.Background of the study 1.2.Problem statement…………………………………………………………… 1.3.Purpose of the Study………………………………………………………… 1.4.Significance of this Study…………………………………………………… 1.5.Research Questions……………………………………… .4 1.6.Scope of this Research…………………………………………………………4 1.7.Structure of this thesis………………………………………………………….5 CHAPTER 2: LITERATURE REVIEW…………………………………………6 iv 2.1 Cooperative Principle and Converstional Implicature in this study…………6 2.2 Academic Difficulties………………………………………………………….8 2.2.1 Definition………………………………………………………………… 2.2.2 Previous Study of AD………………………………………………………8 2.3 The Importance of Studying Students‘ AD in English Speaking Classes…… 2.4 The significant of this study………………………………………………….10 2.5 Conclusion………………………………………………………………….11 CHAPTER 3: RESEARCH METHODOLOGY…………………………… …12 3.1 Research Design………………………………………………………… ….12 3.2 Research Subjects………………………………………………………… 12 3.3 Research Instruments……………………………………………………… 13 3.3.1 Survey Questionnaire………………………………………………… 14 3.3.1.1 Reliability of collected data……………………… .14 3.3.2 Interview………………………………………………………………… 15 3.4 Data Collection Procedures………………………………………………….15 3.5 Data analysis Methods……………………………………………………….16 3.6 Summary…………………………………………………………………… 16 CHAPTER FINDINGS & DISCUSSIONS………………… 17 4.1 Research Q1: What are students‘ perceptions on CI in learning English speaking skills? .17 4.1.1 Discussion of the responses from questionnaire to using CI in learning speaking skills…………………………………………………………………… 17 4.1.2 Discussion of the responses from interview to using CI in learning speaking skills…………………………………… 20 4.2 Research Q2: How have 2nd year students of English major learnt speaking skills in Hue University, College of Foreign Language? 23 4.3 Research Q3: What suggestions should be recommended improving to overcoming academic difficulties in learning English speaking skills in Hue v University, College of Foreign Language? .31 4.3.1 Students‘ Preparation of Learning English Speaking Skills………………32 4.3.2 Teachers‘ Preparation of Teaching English Speaking Skills…………… 33 CHAPTER 5: CONCLUSION………………………………………………… 37 5.1 Summary of Findings…………………………………………………………37 5.2 Suggestions for learning and teaching speaking skills………………………38 5.3.Limitation of the study and suggestions for future study…………………… 40 REFERENCE…………………………………………………………………46 LIST OF TABLES AND FIGURES Figure 3.1 Students‘ Perceptions on Learning Speaking Skills…………………13 Table 3.3.1.1: Reliability of the data collected from the students………………15 Table 4.1 Speaking Conditions of 2nd –Year EFL Students…………………… 17 Table 4.2 Degree of Satisfaction to Using CI in Learning Speaking Skills…….18 Table 4.3 The Organization of Speaking Classes……………………………….23 Table 4.4 the length of time in studying speaking skills……………………… 23 Table 4.5 Teachers‘ Teaching Material………………………………………….24 Table 4.6 Organization of Classroom Activities……………………………… 25 Table 4.7 Students‘ Satisfaction after Speaking Class………………………….26 Table 4.8 Students‘ Role in Speaking Class……………………………………26 Table 4.9 Evaluation of Speaking Level……………………………………….27 Table 4.10 Students‘ AD in Learning Speaking Skills…………………………29 Table 4.11 Students‘ Confusion about Subject Matter…………………………30 Table 4.12 Three Types of Learning AD………………………………………31 vi LIST OF APPENDICES Appendix …………………………………………………………………45 Appendix 2………………………………………………………………… 53 Appendix 3……………………………………………………………………57 Appendix 4……………………………………………………………………58 Appendix 5……………………………………………………………………59 vii LIST OF ABBREVIATIONS AD : academic difficulty CI : Conversational Implicature CP : Cooperative Principle viii CHAPTER 1: INTRODUCTION 1.1 Background of the study With the development of world economics, English is becoming more and more important in Vietnam, as the same to all over the world It‘s no hard to see that English has become the most global of languages Crystal (1997) notes that a total of 670 million people in the world use English with a native or near native command With so many people communicating in English every day, it will become more and more important to have a good knowledge of English, especially spoken English In many cities in Vietnam, English has become a compulsory subject in secondary school At these levels, English teacher tends to focus on heavily on grammar, reading and writing, whereas listening and speaking generally receive little attention As Brown and Yule (1983) pointed out that language teaching has been concerned with the teaching of written language in a long history Furthermore, since the National Entrance Examination just focuses on English grammar, reading and writing, as a result, most secondary school teachers don‘t want to provide students with the knowledge of listening and speaking Therefore, when students become EFL students, to learn speaking English may be the most challenging job for them Mastering the art of speaking is the single most important aspect of learning a second or foreign language (Nunan, 1991) To most EFL students, learning to speak a foreign language is quiet difficult they must recite the vocabulary and basic grammar, acquire the linguistic knowledge of how the English native speakers use in communication (Kang, 1997) Contemporary, in speaking classes under traditional teaching patterns, the teacher spent a lot of time in lecturing, leaving the students receiving linguistic knowledge passively (Lu &Huang，2012) As we all know, speaking is ―the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts‖(Chaney, 1998) As Kayi (2006) said today‘s world requires that the goal of teaching speaking can help students express themselves and follow the cultural rules in communicative circumstance For this reason, the purpose of learning speaking English is not only to handle this language but also to know how to use this language properly to communicate with people from other countries Hence, ―for foreign language learners, effective oral communication is especially difficult because it requires the ability to use the language appropriately in social interactions.‖ (Mo, 2011) For the reasons above, teaching and learning speaking skills might be a big challenge in non – English speaking countries In order to help EFL students well in learning speaking skills, many researchers have focused on studying the requirements and difficulties in students‘ language learning On the grounds of a study from Abbas (2011), learners with bad pronunciation will not be understood by others even if no any mistakes in their grammar and such learners may avoid speaking in English and employ difficulties in further study And from another researcher Fu (2006), who did a study, showed that 90.5% students kept silence in speaking classes because they felt their English speaking skills are poor; meanwhile, large a number of students felt nervous or lacked of courage to speaking in front of their teachers and peers In terms of classroom teaching, it is difficult for teachers and students to exchange ideas by English in large classes‘ size; as a result, the large classes will have fewer opportunities for teachers to aid individual students (Bao, 2010) To help students overcome these problems, teachers need to plan appropriated teaching methods on the basis of their needs, monitor their learning interesting to get good results in learning speaking skills Additionally, CP and CI are the rapidly growing fields in contemporary linguistics It is concerned with the study of meaning as communicated by a speaker or a writer, and interpreted by a listener or a reader It has greatly influenced foreign language teaching Therefore, this research intended to explore how to help 2nd- year English major students 12 How did you evaluate your English speaking proficiency level? Cumulative Valid Frequency Percent Valid Percent Percent Excellent 2.0 2.0 2.0 Good 15 15.0 15.0 17.0 Average 73 73.0 73.0 90.0 Poor 10 10.0 10.0 100.0 Total 100 100.0 100.0 14 Have you found it difficult to make your teacher and classmates understand? Cumulative Valid Frequency Percent Valid Percent Percent Very difficult 2.0 2.0 2.0 Difficult 56 56.0 56.0 58.0 Less difficult 39 39.0 39.0 97.0 Not difficult 3.0 3.0 100.0 100 100.0 100.0 Total 50 15 Are you confused about the subject matter in English speaking classes? Cumulative Valid Frequency Percent Valid Percent Percent Always 11 11.0 11.0 11.0 Usually 23 23.0 23.0 34.0 Sometimes 64 64.0 64.0 98.0 Never 2.0 2.0 100.0 Total 100 100.0 100.0 16 Do you find it difficulty to initiate a speech in English speaking classes? Cumulative Valid Frequency Percent Valid Percent Percent Very difficult 19 19.0 19.0 19.0 Difficult 46 46.0 46.0 65.0 Less difficult 33 33.0 33.0 98.0 Not difficult 2.0 2.0 100.0 100 100.0 100.0 Total 51 17 Do you find it difficulty to maintain the conversation when you are learning speaking skill? Cumulative Valid Frequency Percent Valid Percent Percent Very difficult 19 19.0 19.0 19.0 Difficult 49 49.0 49.0 68.0 Less difficult 27 27.0 27.0 95.0 Not difficult 5.0 5.0 100.0 100 100.0 100.0 Total 52 Appendix Questionnaire This questionnaire aims at collecting data from the research “An Investigation into the Academic Difficulties among the 2nd- Year Students of English Major in Speaking Classes at Hue University, College of Foreign Languages” All the data collected in this questionnaire are only for the purpose of the survey Please take a few minutes to complete this form Please complete the questions by indicating your answers with a tick （√） or by writing your response in the space provided Thank you very much for your contribution Part A: Students’ Perception on Conversational Implicature and Cooperative Principle in Learning Speaking Skills Your gender: □ Male □ Female Age: _ (optional) How is the role of speaking skills in English language learning according to you? □ Most important □ Important □ Less important □ Not important Does your speaking English influence on your English learning? □ Always □ Sometimes □ Rarely □ Never What kind of conditions makes you go smoothly when you are speaking? □ Speaking confidently □ Sufficient Grammar rules □ Abundant vocabulary □ A good idea to go on speaking In the following condition, which one can make your English speaking more effective? □ Using Conversational Implicature and Cooperative Principle □ Having a good language knowledge □ Having quality of a good communicator 53 Are you satisfied when using Conversational Implicature and Cooperative Principle to overcome academic difficulties in speaking classes? □ Very satisfied □ Satisfied □ Not satisfied □ No idea Part B：Reality of Learning Speaking Skills in Hue University, College of Foreign Language How have your speaking classes been organized? □ Large class (over 30 students) □ Normal class (15- 30 students) □ Small class (not exceeding 15 students) How many hours have you learnt English speaking skills per week? □ Over hours □ to 3hours □ to hours □ Not exceeding 1hour What source of material did your teacher often use teaching English speaking skills? □ Multimedia □ CDs □ Movies or VCDs □ Tapes How has your teacher organized to classroom activities? □ Divided students into small groups □ Let students present individually □ Gave students good opportunities to have free talk □ Others: 10 Have you been satisfied with your spoken English after English speaking classes? □ Very satisfied □ Satisfied □ Not satisfied 54 □ No idea 11 How have you thought about your role in speaking classes? □ Most important □ Important □ Less important □Not important 12 How did you evaluate your English speaking proficiency level? □ Excellent □ Good □ Average □ Poor 13 What difficulties have you met in learning speaking skill? □ Do not have solid grammar rules □ Limited vocabulary □ Dare not open the mouth □ Can‘t pronounce well □ No ideas to go on speaking □ Others: 14 Have you found it difficult to make your teacher and classmates understand? □Very difficult □Difficult □Less difficult □Not difficult 15 Are you confused about the subject matter in English speaking classes? □ Always □ Usually □ Sometimes □ Rarely □ Never 16 Do you find it difficulty to initiate a speech in English speaking classes? □Very difficult □Difficult □Less difficult □Not difficult 17 Do you find it difficulty to maintain the conversation when you are learning speaking skill? □Very difficult □Difficult □Less difficult □Not difficult Please turn to next page and answer open-ended questions Thank you for your cooperation! 55 Part C：Suggestions from Students for Learning Speaking Skills 18 Do you think obeying Cooperative Principle and Conversational Implicature will overcome academic difficulties in learning speaking skills? Why or why not? _ _ _ _ _ 19 What knowledge, skills, and methods of learning you think students should prepare for learning speaking skills? _ _ _ _ _ 20 What kind of knowledge, skills, and methods of teaching you think teachers should prepare for teaching speaking skills? _ _ _ _ _ _ 56 Appendix Interview Questions for Students Are you satisfied with your English speaking level? Why or why not? How you think about your English speaking level? Do you think obeying Cooperative Principle and Conversational Implicature will overcome academic difficulties in learning speaking skills? Why or why not? What knowledge, skills, and methods of learning you think students should prepare for learning speaking skills? What kind of knowledge, skills, and methods of teaching you think teachers should prepare for teaching speaking skills? 57 Appendix Interview Questions for Teachers Are you satisfied with your students‘ English speaking level? Why or why not? How you think about their English speaking level? Do you think obeying Cooperative Principle and Conversational Implicature will overcome academic difficulties in learning speaking skills? Why or why not? What knowledge, skills, and methods of learning you think students should prepare for learning speaking skills? What kind of knowledge, skills, and methods of teaching you think teachers should prepare for teaching speaking skills? 58 Appendix Questionnaire This questionnaire aims at collecting data from the research “An Investigation into the Academic Difficulties among the 2nd- Year Students of English Major in Speaking Classes at Hue University, College of Foreign Languages” All the data collected in this questionnaire are only for the purpose of the survey Please take a few minutes to complete this form Please complete the questions by indicating your answers with a tick （√） or by writing your response in the space provided Thank you very much for your contribution Part A: Students’ Perception on Conversational Implicature in Learning Speaking Skills Your gender: □ Male 12 □ Female 78 Age: _ (optional) How is the role of speaking skills in English language learning according to you? □ Most important（65）□ Important（35） □ Less important （0）□ Not important（0） Does your speaking English influence on your English learning? □ Always （61） □ Sometimes （30） □ Rarely （9） □ Never（0） What kind of conditions makes you go smoothly when you are speaking? □ Speaking confidently □ Abundant vocabulary （25） （38） 59 □ Sufficient Grammar rules （9） □ A good idea to go on speaking （28） In the following condition, which one can make your English speaking more effective? □ Using Conversational Implicature （42） □ Having a good language knowledge （30） □ Having quality of a good communicator （28） Are you satisfied when using Conversational Implicature to overcome academic difficulties in speaking classes? □ Very satisfied （14） □ Satisfied （72） □ Not satisfied （4） □ No idea （10） Part B Reality of Learning Speaking Skills in Hue University, College of Foreign Language How have your speaking classes been organized? □ Large class (over 30 students) （78） □ Normal class (15- 30 students) （12） □ Small class (not exceeding 15 students) （10） How many hours have you learnt English speaking skills per week? □ Over hours（33） □ to 3hours（25） □ to hours（40） □ Not exceeding 1hour （2） What source of material did your teacher often use teaching English speaking skills? 60 □ Multimedia （43）□ CDs （37） □ Movies or VCDs（18） □ Tapes （2） How has your teacher organized to classroom activities? （ multiple choices） □ Divided students into small groups （75） □ Let students present individually （24） □ Gave students good opportunities to have free talk （28） □ All of them （4） 10 Have you been satisfied with your spoken English after English speaking classes? □Very satisfied （5）□Satisfied （35）□Less satisfied （55）□Not satisfied （5） 11 How have you thought about your role in speaking classes? □ Most important（31） □ Important（44） □ Less important （24） □Not important（1） 12 How did you evaluate your English speaking proficiency level? □ Excellent （2） □ Good （15）□ Average （73） □ Poor （10） 13 What difficulties have you met in learning speaking skill? □ Do not have solid grammar rules (11） □ Dare not open the mouth □ No ideas to go on speaking □ Limited vocabulary （42） （30） □ Can‘t pronounce well （25） （17） □ Others: (3 : lacked confidence to speak) 61 14 Have you found it difficult to make your teacher and classmates understand? □Very difficult（2） □Difficult（56）□Less difficult （39）□Not difficult（3） 15 Are you confused about the subject matter in English speaking classes? □ Always （11） □ Usually （23） □ Sometimes（64） □ Never （2） 16 Do you find it difficulty to initiate a speech in English speaking classes? □Very difficult（19）□Difficult（46）□Less difficult (33）□Not difficult（2） 21 Do you find it difficulty to maintain the conversation when you are learning speaking skill? □Very difficult（19）□Difficult（49）□Less difficult（27） □Not difficult（5） Part C Suggestions from Students for Learning Speaking Skills 18.Do you think obeying Cooperative Principle and Conversational Implicature will overcome academic difficulties in learning speaking skills? Why or why not? (There were 87 students given answers in here) 82 Yes 57 It can help students to overcome AD 34 It can have ideas to go on a speech 24 It can speak more confident 21 It can support each other how to overcome AD 13 It can improve speaking skills 13 It can understand easily Remember longer 62 No Students can what they want It is difficult in following my partner‘s idea It will make students don‘t have enough words and knowledge to learn well It will make students lazy to express their ideas 19 What knowledge, skills and methods of learning you think students should prepare for learning speaking skills? (There were 81 students given answers in here) 57 New words (vocabulary) 41 Pronunciation 37 Practice at home 32 Self- confident 23 Prepare Knowledge 21 Grammar 17 Work in group or pairs 17 Communication skills 14 Practice with English native speaker Body language Share experience 20 What knowledge, skills and methods of learning you think teachers should prepare for teaching speaking skills? (There were 80 students given answers in here) 41 Interested topics (content) 39 Encourage students to speak/ open the mouth 33 Provide students with multimedia 31 Teaching methods 63 29 Classroom activities 24 Provide students with new words/ grammar 18 Divide students into small groups to practice speaking 18 Teachers‘ selves- study Experience Pronunciation Environment 64