Luận văn thạc sĩ a study on esp learners’ speaking anxiety at a university in vietnam

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES BÙI THỊ PHƢƠNG A STUDY ON ESP LEARNERS’ SPEAKING ANXIETY AT A UNIVERSITY IN VIETNAM NGHIÊN CỨU VỀ VIỆC LO LẮNG CỦA SINH VIÊN TIẾNG ANH CHUYÊN NGÀNH KHI HỌC NÓI TIẾNG ANH TẠI MỘT TRƢỜNG ĐẠI HỌC Ở VIỆT NAM M.A MINOR PROGRAMME THESIS Field: English Linguistics Code: 60140111 HANOI – 2017 z VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES BÙI THỊ PHƢƠNG A STUDY ON ESP LEARNERS’ SPEAKING ANXIETY AT A UNIVERSITY IN VIETNAM NGHIÊN CỨU VỀ VIỆC LO LẮNG CỦA SINH VIÊN TIẾNG ANH CHUYÊN NGÀNH KHI HỌC NÓI TIẾNG ANH TẠI MỘT TRƢỜNG ĐẠI HỌC Ở VIỆT NAM M.A MINOR PROGRAMME THESIS Field: English Linguistics Code: 60140111 Supervisor: Prof Nguyễn Hòa HANOI – 2017 z DECLARATION Title: “A STUDY ON ESP LEARNERS’ SPEAKING ANXIETY AT A UNIVERSITY IN VIETNAM” I certify that no part of the thesis has been copied or reproduced by me from any other works without acknowledgement and that the thesis is originally written by me under strict guidance of my supervisor Hanoi, 2017 Student’s signature Bùi Thị Phƣơng i z ACKNOWLEGEMENTS First of all, I would like to send my sincere and special gratitude to my supervisor, Prof Nguyễn Hòa, who has given valuable assistance, guidance, precious suggestions, advice, and reference materials to me so that I can complete this thesis I would also like to acknowledge Mr Khoi at University of Language and International Studies as the second reader of this thesis, and I am gratefully indebted for his very valuable instructions of how to conduct the study using a new research methodology I would also like to thank the third-year students in Transport Engineering in English who were involved in the validation survey for this research project Without their passionate participation and input, the validation survey could not have been successfully conducted Finally, I must express my very profound gratitude to my family and to my boyfriend for providing me with unfailing support and continuous encouragement throughout my years of study and through the process of researching and writing this thesis This accomplishment would not have been possible without them Thank you ii z ABSTRACT For many years, speaking anxiety has been a dilemma in the English classrooms and will no doubt continue being a serious obstacle to students in order to improve their English speaking skills However, the question with regard to detecting the reasons of speaking anxiety has not been solved properly in the teaching and learning of English in Vietnam The focus of English teaching in Vietnam has witnessed a shift toward providing students with greater communicative skills to meet the need of using English in the real world Therefore, this study, by utilizing a qualitative research method and narrative inquiry inviting the voice of technical Vietnamese university learners, aims to investigate the different causes of speaking anxiety among Vietnamese university participants in learning English speaking skills This study also provides a necessary justification for teachers and educators to some potential solutions and calls for further researches with regard to the correlation between speaking anxiety and the teaching and learning of English speaking skills in technical Vietnamese universities The findings reported that students mostly feel anxious when it comes to speaking in English speaking classroom due to several factors Results indicated that the causes of speaking anxiety could be divided into three main categories, namely: student factors, teacher factors and learning settings/environment It is suggested that actions to resolve this problem are necessary but not seem to be implemented successfully There is a need for teachers and educators, also researchers to carry out more studies on this topic, to create more motivating teaching methods by giving the students more opportunities to practice speaking, to make a more comfortable and friendly speaking environment; or to change the learning setting and testing formats by giving the students a more relaxing and practical format of speaking exams or to redesign English classes and reconsider the iii z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 aims of English teaching in order to enhance the effectiveness of English speaking lessons TABLE OF CONTENTS Error! Bookmark not defined iv 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 LIST OF FIGURES Figure 1: The timeline of the first student‟s story .17 Figure 2: The timeline of the second student‟s story 17 Figure 3: The key features of the third student‟s story .18 Figure 4: The percentage of subcategories causing speaking anxiety in student factors 20 Figure 5: The summary of subcategories of learning settings/ environment as considered as the cause of speaking anxiety 33 Figure 6: The proportion of subcategories of teacher factors 41 Table 1: Quanlitative opinions from students about the causes of their speaking anxiety 18 v 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 CHAPTER 1: INTRODUCTION This chapter provides the first look over the problems, the aims and objectives of the study, the significance of the study, the chosen research methods, and the structure of the study 1.1 Identification of the problems English for Special Purposes (ESP) is a learner-centered approach in which all teaching practices are governed by specific needs of specific learners (DudleyEvans, 1998) ESP courses (both academic and occupational) are designed for the learners who want English for their occupation in post-academic setting or for the ones who want it for academic purposes in a pre-occupational setting Within the communicative framework of ESP language teaching, learning to speak and communicate are major aims for learning English (Nunan, 2003) Despite the significance of speaking skills, most of students have problem in speaking the second language especially in the English class (Khairi, 2003) Anxiety has been identified as a common emotional reaction in foreign language classrooms Researchers have found that one-third of foreign language learners experience at least a moderate level of foreign language anxiety (Horwitz, 2001) Therefore, foreign language teachers and scholars have been interested in finding out the causes of foreign language anxiety in speaking classroom Among the four skills, speaking has been recognized as the most anxiety-provoking (Han, 2001) The view that anxiety can affect learner‟s learning performance is supported by MacIntyre and Gardner (MacIntyre, 1989) who found that students with high communicative anxiety tended to have lower scores on oral and written vocabulary tests Moreover, regardless of its significance of learning English as a second language, speaking skills have still received improper attention of the students in EFL context at the Hanoi-based technical university where the researcher decided to carry out the studies There are a few available researches that have been done in 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 this field in the institution To ensure the anonymity, the researched university is named University X in this study With an integration of the three emerging problems mentioned above, the researcher is urged to conduct the study “A study on ESP learners’ speaking anxiety in a university in Vietnam” with a hope to make a useful contribution to the School‟s Researches and Studies 1.2 Aims and objectives of the study First of all, the study aims at identifying whether there is an anxious feeling in speaking English among the ESP students at university X; then mentioning reasons that cause ESP learners‟ anxiety when speaking in English classroom in context of the university basing on some previous researches to point out the importance of this paper Also, from this study, educators especially lecturers in the university and other higher learning institutions will get useful information about students‟ anxiety level in speaking English as a second language The information will help them to design effective teaching methods that can help to reduce language anxiety and to create less stressful learning atmosphere In short, the aims and objectives of the study are to answer the following research question: What are the causes of ESP students’ speaking anxiety? 1.3 Significance of the study As one of pioneering studies on speaking anxiety among ESP learners in the university, the study would be helpful to related populations including teachers teaching speaking skills, sophomores, and the researchers who share the same interest As mentioned earlier, anxiety is one of major factors that affects second language learning Bearing in mind the fact that language learners, to some extent, experience debilitating levels of language anxiety in learning a new language and the new language anxiety can cause students to postpone language study 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 indefinitely; a thorough understanding of the causes of speaking anxiety may offer some potential solutions to improve learners‟ performances and increase their learning satisfaction Additionally, this study may serve as a guide for language teachers in terms of helping them to increase their understanding of language learning anxiety from the perspective of the learners Studies of this nature can also provide insights into how educators can develop appropriate interventions to decrease language anxiety among ESP learners In addition, by understanding the causes of speaking anxiety, strategies and interventions to boost the self-confidence of learners and lower their anxiety in language learning in general, and speaking in particular can prove to be beneficial to all stakeholders With regards to other researchers, this study offers some reliable and useful information for their future researches Particularly, future researches could be made better after limitations of this study are considered 1.4 Methods of the study Qualitative method was applied in this study The instruments used to collect data for the recent study were a questionnaire which included an open-ended question and narrative inquiry The open-ended item in the questionnaire was included to examine to some extent the participants‟ opinions towards the causes of speaking anxiety The narrative inquiry was carried out to further evaluate the causes of speaking anxiety among participants that they could not express fully in the questionnaire 1.5 Structure of the study The present study consists of chapters: Chapter presents the introduction to the study, in which identifies the research problems, aims and objectives of the study, the significance of the research and the methods were used 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 Nghĩ lại , nhiều lúc thấy hối tiếc kiểu ý, thiệt thịi q, so với bạn thành phố cô Mà quê em hồi ý, có tố chức thi Tiếng Anh, thi ngữ pháp- từ vựng, từ cấp trường đến cấp thành phố Chả có thi liên quan đến thi nói, hùng biện Tiếng anh, nên thực bọn em bị bỏ bê nhiều Cấp em kiểu bị lung lay, chưa xác định theo khối nào, nên môn chừng Tiếng Anh Mãi sau e định theo A (thi mơn Tốn, Lý, Hóa) Kể từ lúc định ơn thi tập trung vào môn thi đại học, em bỏ qua gần hết môn học khác tập trung vào môn trên, Tiếng Anh gần em không động đến Cô giáo cấp em lại nặng nề thành tích, nên dạy ngữ pháp thôi, không trọng phần phát âm, nghe nói mấy, nên bọn em học vơ lệch Ngữ pháp biết tí ti, nghe nói mù tịt Lên đại học em phải chiến đấu lại từ đầu, q trình ý Lên đại học, buổi học tiếng anh em vô chống, bạn lớp tồn dân ngoại đạo mà bắn Tiếng Anh siêu khủng, cánh bạn T, H , B … Đấy xem Tồn trai Hà Nội bắn Tiếng Anh xiếc Em chủ quan nghĩ Tiếng Anh mức độ tương đối, không xấu hổ, sau buổi học lớp e cảm thấy vơ lo lắng Buổi yêu cầu lớp giới thiệu thân Bạn bắn trơn tru tự tin Em nghe cịn lống thống từ từ khơng nghe bạn nói, đẩy hoang mang lo lắng em lên tới độ Và không sai, đến lượt e đứng dậy nói; em ú a ú “My name L I‟m come from Yen Bai I like read book Thank you” Thật xấu hổ cô Lúc ý, em nhớ số bạn lớp nhao nhao lên, có người cịn nhại lại em nữa” Phải reading books chứ” “ like read book á” Ôi lúc ý tim em kiểu muốn bắn ngồi ln Và kể từ đó, lần phải nói trước lớp, hay trước đám đông, em lại nghĩ đến kỉ niệm đau buồn này; tim lại đập loạn xì ngầu lên, nói bị run run ý Hic Ngay sau đó, em đăng kí lớp học trung tâm Tiếng Anh Nói chung trung tâm ý em theo học khóa thích Vì học nói đó, tạo nhiều hoạt động, nhiều trị chơi, bọn em nói mà IV 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 cảm thấy khơng áp lực Với số học viên hẳn í Lớp em hồi ý có 15 bạn, mà lớp biết Nói vậy, khơng hẳn em chê chương trình trường, thấy đấy, lớp Hơn 50 bạn lớp Lớp đông quá, bạn nói có tí xíu, thầy chả chữa kỹ cho Với học lớp, bọn em bị nặng nề điểm số cô Kiểu áp lực thi cử điểm số nên nhiều học nói khơng thoải mái ý Cịn trung tâm thoải mái học thui Sau học trung tâm, lên đại học thầy cô hướng dẫn, bước đầu em xác định phương hướng học nói cho Cái em yếu phát âm Em tìm đọc video mạng phát âm, học theo họ Series BBC em thấy hay Em luyện phải cố gắng ý Với cả, mau nản ý Học chán nên em rủ bạn T học T học Tiếng Anh tương đối, trình độ em, nên hai đứa rủ học, luyện nói chat chit Tiếng Anh ý Thi thoảng bọn em rủ lên phố bộ, phần để giải trí thư giãn, với gặp anh Tây chat chit chém gió vui mà Xong em xem phim Tiếng Anh, chương trình giải trí Tiếng Anh; em từ bỏ hết show “Việt Nam got talent”, “Giọng hát Việt” thứ để ép phải tự học Tiếng Anh kiểu, đặc biệt trọng vào học nói Có phim em thích em xem xem lại đến hàng chục lần, xem có phụ đề, em tắt phụ đề, em nghe họ nói, bắt chước lại ngữ điệu họ Xem mãi, nghe mãi, thành phản xạ Em luyện nói Tiếng Anh lúc nơi Lắm lúc, nói mãi, khơng quan trọng sai ngữ pháp, tự nói có, nói với bạn khác có Nhiều bạn bè, người thân khơng biết, thấy lấm bẩm mình, cịn tưởng bị Ở lớp, tiết Tiếng Anh lớp em cố gắng dùng Tiếng Anh nhiều có thể, nói Tiếng Anh Cơ giáo dạy nói hay tạo hoạt động cho bọn em nói, tiết học ngắn ( 45 phút tiết) , nhiều ổn định lớp xong thứ vào học học chút hết Lớp đông, cô quản lý lớp vất vả, nhiều bạn cịn khơng có động lực học, khơng học, làm việc riêng ,nên cô thời gian lôi kéo bạn ý vào tiết học, nên đứa muốn học bọn em khơng chữa cho nhiều Cơ có nhận xét nhận xét qua loa, không chi tiết Ví dụ V 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 nói cịn sai phát âm, ngữ điệu chưa tốt Em mong lúc rõ cho em, em sai phát âm từ nào, ngữ điệu sai nào, để em sửa cho tốt Đằng cô nhận xét chung chung Xong nhiều khi, chủ đề nói khơng thiết thực với bọn em (ví dụ sống vũ trụ…), chương trình học có nên khơng thể bỏ qua.Thành chủ đề chán, bọn em am hiểu khơng rộng, khơng có kiến thức , nên khơng biết nói Đấy, cố gắng cố gắng khả nói em lên chút Nói chung q trình dài phấn đấu Bây khả nói em chưa tốt lắm, nói đơi ngập ngừng, em cố gắng nhiều để rèn luyện thêm 1.2 Translation I like English and I know that English will be of tremendous importance for my future career You know that I always dreamt of working in the Ministry of Transportation Moreover, I am a big fan of Western men, Western movies and also Western music so English is an indispensable tool I hope that I will try hard to improve my English with your help As you may know, I come from Yen Bai Tourism is the backbone of economy in this area; consequently, local people can speak English quite fluently, especially ones in the ethnic minorities But they can neither read nor write However, the situation is different in my neighbourhood; tourism is not one of our strength, so English doesn‟t receive proper attention We learn English just to deal with the exams only I started learning English from grade But I didn‟t get much in that time We had English once a week During that time, we were simply provided with some new words, and then they were copied down on the notebook and chanted together Finally, we did some exercises in the textbook Not even a single speaking activity is corporate in the lesson Disappointingly, my English teacher also mispronounced some words, even the basic ones Is /iz/ was pronounced “i sì”, and from time to time, “goắt I VI 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 nêm”, “hau” for how, goắt for watch No ending sounds or stress were noted She was heard to be an initially Russian learner So, English in my primary classes was really hopeless as it meant to be When I was in secondary school, English was paid a bit more attention, but not that much Speaking skills were almost ignored One good point was that my English teacher gave quite interesting lessons and he was the one who inspired me to learn But just like the teacher in my primary school, he never taught us how to speak English or communicate in English Every single speaking, listening, or writing lessons were simply ignored for the reasons of not being importance for the test and exam Also, we didn‟t have chances to get access to various materials, but only Standard English textbooks One more thing, at that time, different contests were held to promote learning spirit of students, and English was one of them However, only grammar and vocabulary contests were held Never ever did we take part in a speaking or eloquence contest, so that we had never such skills to speak out in English When I was in high school, I couldn‟t determine yet which university I should take, so I didn‟t learn English properly At last, I decided to take A group (math, Physics and Chemistry were included) From then on, most of my time went to the exam preparation and other subjects were nearly ignored, including English My English teacher in high school also paid little attention to speaking skills or pronunciation So I think that the leaning background contributes to my speaking anxiety as I didn‟t get any chances to practise The first day at English class was a nightmare to me I was dazzled as many of my classmates Even though English was not our major, they spoke very well, such as T, H and B They come from different parts of the country, but mostly from the cities Subjectively, I thought that my English was good enough, but then I felt a surge of panic when my friends came to speak English We were allowed to VII 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 introduce ourselves in front of the class However, I couldn‟t catch up with all my friends‟ speech I was too nervous that I even almost burnt into tears And finally things came as it had to be I stood up and said: “My name Linh I‟m come from Yen Bai I like read book Thank you” Some of classmates giggled and interrupted me: “should it be like reading books”, “I come from, not I‟m come …” I was almost speechless at that time So from then on, whenever giving a speech in front of the class or the crowd, this sad memories cross my mind and leaves a terrible feeling inside Right after that, I registered a communication class in an English centre and I really like it Teachers integrated a lot of speaking activities in the lesson and gave us chances to practise speaking We didn‟t have any burden or pressure Also, there were 15 members in the class, which is much smaller in compared with the class size in the university You know that when there are too many students in class, teacher hardly gives feedback to every student And also, we had a lot of pressure on tests and scores, which leads to the speaking anxiety At the centre, we felt more comfortable and flexible After courses in centre, together with the instructions of how to self-study at home, I myself found a way to learn to speak at home My weakness is pronunciation, so I learnt pronunciation series provided by BBC on the Internet tried to imitate them and practise day by day I asked T- my classmate to learn with me to avoid boredom T is quite competent in English so we practiced English together, speaking and chatting in English whenever and wherever we could Sometimes, we went to the walking street to relax and make friends with some foreigners there Also, we watched English films, English reality shows I paid special attention to speaking skills as it is one of my weakness Some movies I especially liked, I watched over and over and then imitated the intonation VIII 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 I tried to speak out as much as I could regardless of grammatical mistakes I spoke on my own Sometimes, my family and friends felt weird when they saw me just speak to myself, but no one else In class, I tried to speak English as much as I can Teacher also creates a lot of speaking activities for us, but the lessons last for a short period of time (45 minutes), so after class management, we had a few time left to learn The class size is big so teacher takes time to manage the class Some students don‟t have motivation to learn, so teacher has to get them involved in the lessons As a result, we not receive many feedbacks from teacher And the feedbacks, I think, are not detailed and informative enough Teacher just said we mispronounced some words, wrong intonation but I think it could be better if teacher could specify the pronunciation mistakes so that we could make it better next time Moreover, some topics are not practical for us like life on space so we not have background knowledge and ideas to speak I believe that there are many other things that contribute to my speaking anxiety, but here are some utmost reasons I have to try my best to improve my speaking skills Narrative 2.1 Origin version Tiếng Anh từ trước em ác mộng cô ạ, mà kĩ nói thơi, em “chỉ biết câm nín” thơi Bắt đầu em học tiếng anh từ lớp Em quê thành phố Thái Bình Quê em hồi ý Tiếng Anh chưa trọng, kiểu moi người hồi ý chưa nhận thức tầm quan trọng tiếng anh Em bạn em coi Tiếng Anh môn phụ, học để đối phó, qua kì thi Mà đặc biệt bọn em khơng thi nói Xã hội đặt nặng vấn đề thi cử, bọn em lại bỏ bê, nên đứng trước người nước ngoài, bọn em nói câu: Hello, Hi, How are you, I am fine thank you ngó lơ mặt chỗ khác khơng biết nói IX 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 Lên cấp vậy, thi cử, ngữ pháp, từ vựng, kĩ nói – nghe dần bị lãng trơi theo năm tháng Lên cấp tình hình không thay đổi Vẫn chưa em học tiết nói cho tử tế, hay tiết phát âm theo nghĩa Chưa Lên đại học, thực em bắt đầu làm quen với Tiếng Anh, hay xác làm quen với việc học nói Tiếng Anh cho nghĩa Nhưng em thấy khó q Vì miệng lúc ý cứng vào rồi, em cảm giác nói ngại ngại ý Quả thật tâm lý sợ sai Dù có tiết học nghe nói, học giao tiếp Nhưng em thấy thân em vẩn đứa trẻ, ê a tí, khơng biết nói thêm Em nghĩ lý do: Tính cách em Em đứa bình thường nói, giao tiếp Hay ngại ngùng Em hiểu muốn học nói tốt phải bật được, khơng kể sai đúng, em thấy ngại Em cảm thấy thân khơng tự tin phải giao tiếp ngôn ngữ tiếng mẹ đẻ Mà tính em lại hay xấu hổ, trước người lạ, trước đám đông, chân tay cuống quýt lên, mặt đỏ bừng lên ,đầu óc em lơ lửng mây, kiểu khơng có chữ đầu nên em khơng nói cả, khơng bật Xong kiểu em bị ám ảnh Một lần em lên bảng, trả lời câu hỏi “What are you going to this summer”? , em nói “I want to go to beach”, em đọc /bɪtʃ/ Cả lớp cười lên, bạn trai lăn lộn cười, kìa Em khơng hiểu sao, biết sai đó, lúc sau hỏi biết sai phát âm, dẫn đến từ nghĩa xấu Từ trờ đi, lần lên bảng em lại nhớ cảm giác “ muốn độn thổ” ý, cảm giác quên được, nên em lại bối rối Xong nói lớp học Lớp học em đông cô Một lớp đến 50 người lận, mà chất lượng Theo em nghĩ lớp tầm 15-20 người vừa tầm, đằng đông, nên cô giáo em k thể chữa cho người X 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 Thêm giáo viên Em xin lỗi nhận xét chủ quan riêng em Em thực cảm thấy tiết học nói khơng có hứng thú Em nghĩ học nói tốt phải khơi gợi hứng thú cho học sinh, cho học sinh động lực để học, đằng em thấy tiết học chán chán kiểu ý, em số bạn kiểu khơng muốn tham gia , chả muốn nói, có nói tồn nói tiếng Việt :D Xong học nói em nghĩ phải xuất phát từ niềm yêu thích thân, từ động lực thân, từ áp lực chuyện thi cử Nhà trường tính đầu điểm nói vào thi, làm bọn em cảm thấy thực áp lực chuyện thi cử, áp lực lại áp lực, mà tâm lý nặng nề cịn đâu động lực học nói ạ? Ngày trước cấp 1, 2, bọn em bị áp lực thi cử nặng nề rồi, tưởng lên đại học đỡ hỡn chút, tình hình khơng khả quan Bao em hết áp lực thi cử Thêm nữa, em chơi với nhóm bạn em tồn đứa … kiểu bọn em với Tiếng anh chung chiến tuyến, chán khơng học.Sắp thi cử rủ chống đối Bọn em tồn nhờ giỏi giỏi lớp, làm kiểu “ đề cương ôn tập” , cho sẵn vài câu hỏi mà hay bị hỏi vấn đáp, xong trước thi “nhớ” “đọc” lại Chắc ngưu tầm ngưu, mã tầm mã Nên chả bọn em học nói với tử tế Tâm lý sợ sai đa số người Việt Người Việt đơng nói sợ sai, sợ người khác phê bình, nên khơng dám đưa quan điểm Em nằm số Nhiều nói trước lớp, sợ nói sai, sợ bị chê cười, sợ bị phê bình nên em khơng dám nói ln 2.2 Translation English has always been a nightmare to me, especially speaking skills I started learning English from grade I come from Thai Binh In my hometown, no one was aware of the enormous importance of English It was considered as a subsidiary subject, and the main purpose was to scrape through the exam We never have the speaking tests been a part of the exams, so we just ignored it and focused on other skills XI 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 As a result, when communicating with foreigners, all I could say was Hello, Hi, How are you, I am fine thank you and then turned around as I had nothing to say And the situation still remained when I moved to secondary school, even to high school I still didn‟t get a chance to practise speaking skills Never had I been exposed to a real speaking or pronunciation classes Things have changed a bit since I went to the university But I found it quite challenging because I think it was a bit late to start learning pronunciation and speaking skills seriously And I was a bundle of nerves Although I fully attended the speaking and communication classes, I still feel nervous and experience a nagging anxiety when speaking Here are some reasons that I could figure out by myself:  My personal traits: I am the type of person who is usually shy and not eager to communicate with other people at first I understand that in order to speak well and confidently, learners have no other ways but speak out over and over, regardless of grammatical mistakes However, I still appear to be highly nervous when communicating in a language that isn‟t our mother tongue It is my characteristics to feel anxious and not confident whenever delivering a speech even in front of a small group of people At the time, my hands trekked; my face turned red my mind went blank, and I had nothing to say Also, there is an embarrassing moment that I can never forget, which contributes to my speaking anxiety One day, teacher called me out and asked me” What are you going to this summer” I replied: “I want to go to the beach” But the thing is, instead of pronouncing /biːtʃ/ I made it /bɪtʃ/ My classmates laughed out loud I couldn‟t figure out the reasons at first, but that was a crying shame I was so embarrassed I could only hide my face in shame Later on, my teacher explained my mistake But from then on, whenever I made a speech, that feeling rushed back and it made me more confused XII 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 About the class setting, I think there are too many students in the class We nearly have up to 50 people per class, so it can hardly be effective To me, the ideal class size is around 15 students per class In that case, teacher can give feedbacks and correct for every single student in the class Teacher is one of the reasons that contribute to my speaking anxiety I am so sorry but that is only my own subjective comments I have no interest in the lessons at all To my viewpoint, to have students speak, teachers have to get them involved in the lessons first and inspire them to learn But I feel faintly bored at the lessons I and some other classmates don‟t want to participate in the lesson, and we speak Vietnamese most of the time In my opinion, the nature of learning should derive from learners‟ interest and motivation, not pressure Speaking skills are graded, so we feel a lot of pressure and tension, which rises the nerve and worry of us In primary school, secondary and high school, we were put under pressure; and I think that things would change when I went to the university, but it didn‟t Moreover, I made friends with a group of our classmates, but all of us don‟t like English The exam was about to come, but we didn‟t anything to prepare We asked a good student in our class and readily made some materials for us The questions were supposed to be common in the exam; and we should learn by heart at home and then showed off at the exam later on That‟s true when it comes to an old saying: Birds of a feather flock together Maybe that is the reason why we never have a true speaking lesson The social norms of Vietnamese people are being afraid of making mistakes, especially in front of the crowd or a group of people We are afraid of being criticized and being given feedbacks So that is one of the reason we are too nervous to speak out XIII 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 Narrative 3.1 Original version Em bắt đầu học Tiếng Anh từ bé Bố mẹ em kiểu đón đầu xu thế, hiểu tầm quan trọng Tiếng Anh, nên từ bé bố mẹ rèn luyện cho em học Tiếng Anh, với mong muốn học Tiếng Anh cho tử tế, ý định hồi ý em vào đại học cho em du học Nhưng đời không mơ cô Bố mẹ em cho em học trung tâm từ nhỏ, điều khiến em thuận lợi bạn Em bắt đầu học từ em tuổi Em nhớ hồi em học thích Cơ giáo em cho em chơi nhiều trò chơi, hát nhiều hát tiếng anh, nên em tiếp xúc tự nhiên Em cịn nói chuyện với người nước ngồi từ bé nên em có hội sử dụng ngơn ngữ từ cịn nhỏ, có lẽ mà âm em tốt Thêm vào đó, gia đình em lại du lịch nước ngồi, có nhiều hội nói từ cịn nhỏ, nên khả nói em không tệ Mọi thứ bắt đầu thay đổi kể từ em lên cấp cô Lên cấp em có định hướng theo khối ngành kỹ thuật em thích nghề kỹ sư Em xác định phải đỗ đại học X từ khoảng đầu năm học lớp 11 Vậy bao kế hoạch vạch hướng đến mục tiêu Đ Đ I H C Khối thi em chọn khối A, tập trung vào mơn Tốn, Lý, Hóa Vậy kể từ năm lớp 11, thời gian, công sức em đầu tư trọn vào môn kể Tất môn học khác em học để đối phó Và Tiếng Anh không ngoại lệ Em học Tiếng anh mong qua tốt nghiệp Mà cô biết đấy, muốn qua tốt nghiệp cần không bị điểm liệt Vậy nên, dù có tảng vững trước đó, em xác định Tiếng Anh không cần thiết cho mục tiêu ngắn hạn trước mắt em, nên em bỏ qua tất Em không học, không luyện tập, không thực hành kỹ Chỉ học theo kiểu chống đối Cô giáo em đứa khối A thường tập trung vào môn thi, nên kệ, bọn em qua tốt nghiệp XIV 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 Nghĩ lại em thấy hối tiếc vô cô Tiếng Anh cuẩ em theo đà mà sa sút Em khơng cịn “nhạy bén” trước nữa, khơng mài dũa Miệng cảm thấy gần cứng đơ, khơng nói Tai gần ù đặc, chán Nhưng em nghĩ khả nói em có ngày hơm thực học trường lớp em nghĩ em không Ở trường em học tiếng anh từ lớp Cấp em không ấn tượng nhiều, nhớ em học bảng chữ cái, học từ vật, đồ dùng, nghề nghiệp… Cấp chủ yếu học ngữ pháp, em thực thấy bọn em chủ yếu phát triển khả ngữ pháp+ từ vựng, kĩ nói bọn em khơng trọng Mà em thấy giảng thầy cơ, nói nhỉ, kiểu khơng truyền thống Hầu thầy cô cung cấp ngữ pháp cách nhạt nhẽo, không áp dụng Em nghĩ đơn giản đưa ngữ pháp lý thuyết mà khơng thực hành, khơng đươc nói bọn em hứng thú Xong lại chứ, nhiều bọn em nói, nói ngắt, ngắt lời nhiều ngun Khi nhắc bạn trật tự, ngắt hỏi rõ ý Thật lên bảng bình thường em hay run, xong mạch nói, hỏi hỏi, thơi, qn ln idea Em nhớ có lần đề yêu cầu: Describe a place that you like most Đang theo mạch kể chuyện hăng say cô ngắt, hỏi rõ chi tiết nên em bị cuống cuồng, trả lời câu hỏi nên qn ln mạch nói mình, hậu phần nói ấp a ấp úng, qn hết mạch nói Đấy với chủ đề em quen thuộc, có nhiều để nói, cịn nói Nhiều chủ đề em cịn khơng biết chém sao, sợ bốc vào mà khơng thể chém được, lên bảng gà mắc tóc sợ Ví dụ, chủ đề kể sản phẩm cơng nghê mà em thích Em vốn đứa khơng thích cơng nghệ, khơng quan tâm đến cơng nghệ, nên nói chủ đề khơng biết nói gì, khơng có thơng tin ấp a ấp úng Vừa nói, vừa nghĩ idea, nên em hay bị cuống quên ý À, xong bị ảnh hưởng văn hóa người Việt cô Việt Nam nằm khu vực Đông Nam Á, ngơn ngữ học (Tiếng XV 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 Anh) lại nằm cách xa Việt Nam mặt địa lý, nên có nhiều khác biệt văn hóa, nên học ngơn ngữ, mà đặc biệt học để nói, để giao tiếp em cảm thấy có nhiều rào cản Người Việt kiểu sợ nói sai, sợ bị nhận xét nên nhiều nghĩ khơng dám nói Em có bạn nước ngoài, bạn ý kiểu thẳng thắn phê bình, thẳng thắn đưa suy nghĩ mình, Việt Nam cịn e dè chuyện q Thế nên kỹ nói mà phải suy nghĩ này, phải tránh kia, em thấy hiệu chưa cao phần Thêm vào đó, ngơn ngữ mà bọn em học ngơn ngữ thật, bọn em có hội tìm hiểu đời sống vật chất tinh thần người phương Tây, quốc gia phát triển; thực tế điều hoàn toàn xa lạ với người học bọn em Thậm chí có khái niệm bọn em tự tra từ điển, bọn em chưa hiểu hết khác xa với đời thực Có tiếp xúc thực tế có làm bạn với dăm ba anh Tây, thứ đâu có phải có hội để nói chuyện với Tây,để tiếp xúc thực tế đâu ạ? Thế nên khác biệt văn hóa khác biệt văn hóa, việc học nói bọn em chẳng dung hịa được, nên ì ạch ì ạch 3.2 Translation I have been learning English since I was small My parents are quite updated, and they understand the importance of English, so they advised me to learn English with the aim to improve my English skills and later on, to study abroad But everything happened differently from what we had expected My parents took me to some English centres since I was years old, which is definitely an advantage for me As far as I could remember, the lessons at that time were so interesting Teacher gave us a lot of activities and games We sang, played together in English So I was exposed to English naturally and regularly Also, I had some chances to practise with foreigners when our family went on holidays That made me pronounce English quite well, so I must say my English speaking skills are not too bad XVI 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 Things have changed since I went to high school At that time, I intended to pursue technical major as I was really fond of being an engineer; therefore, enrolling in the university X was a must to me Plans were made in attempt to PASS THE UNIVERSITY ENTRANCE EXAM My chosen group was group A, which include math, physics and chemistry As a result, since I was in grade 11, I just focused on the above subjects and the others were almost ignored and English was not an exception I studied English with a hope to pass the high-school graduation exam And as you may know, it was as easy as a piece of cake, provided that all the marks of the subjects were above Consequently, English were paid no attention to as it was not important for my short-term goals But I think I couldn‟t have made that far if I had only learnt in school In my primary school, I didn‟t get that much, as I just learnt some letters, and some basic words such as objects, animals… In my secondary school, we mainly focused on grammar and speaking skills were mostly ignored One more point, the teaching approach of my teachers were somehow traditional, and teacher role was the most important in class Teacher only gave us some theoretical grammar without any practice That made me nervous when I spoke as I was not confident enough to speak out, since I didn‟t get any chances to practise As a result, when we were speaking, teacher sometimes interrupted us for different reasons Sometimes, it was for class management; sometimes it was clarification I think that would interfere the flow of speaking I had butterflies in my stomach when speaking in front of other people; so if being interrupted, my mind went blank and I had nothing else to say I remember one day, teacher asked me to talk about: Describe a place that you like most When I was in the middle of the story, teacher kept asking me questions to clarify ideas Consequently, I couldn‟t stand the pace and I got a bad mark XVII 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99