Common errors of english majored freshmen in banking academy during speaking lessons

Nguyen Thi Giang- Faculty of foreign languages BANKING ACADEMY FACULTY OF FOREIGN LANGUAGES GRADUATION THESIS Topic: COMMON ERRORS OF ENGLISH-MAJORED FRESHMEN IN BANKING ACADEMY DURING ENGLISH SPEAKING LESSONS Student: Nguyen Thi Giang Class: K21ATCA Academic year: 2018- 2022 Student ID: 21A7510027 Advisor: Dr Hoang Quoc Thinh Hanoi, May 2022 Tai ngay!!! Ban co the xoa dong chu nay!!! 17014125944281000000 Nguyen Thi Giang- Faculty of foreign languages BANKING ACADEMY FACULTY OF FOREIGN LANGUAGES GRADUATION THESIS Topic: COMMON ERRORS OF ENGLISH-MAJORED FRESHMEN IN BANKING ACADEMY DURING ENGLISH SPEAKING LESSONS Student: Nguyen Thi Giang Class: K21ATCA Academic year: 2018- 2022 Student ID: 21A7510027 Advisor: Dr Hoang Quoc Thinh Hanoi, May 2022 Nguyen Thi Giang- Faculty of foreign languages DECLARATION I hereby declare that the thesis “Common errors of English-majored freshmen in Banking Academy during speaking lessons” submitted to The Faculty of foreign languages at Banking Academy in Vietnam is the original work It is my personal research under the guidance of Dr Hoang Quoc Thinh, a supervisor of Banking Academy This thesis has never been submitted to any universities or organizations before In addition, I have acknowledged and I cited all sources that I mentioned in this research Hanoi, 20 April 2022 Author Nguyen Thi Giang i Nguyen Thi Giang- Faculty of foreign languages ACKNOWLEDGEMENTS In this part, I wish to show my appreciation to people who support me in this thesis First and foremost, I want to thank the Faculty of foreign Languages that gave me the chance to conduct this research Secondly, I express my sincere gratitude to my whole-hearted supervisor, Dr Hoang Quoc Thinh for his unequivocal guidance, useful advice and great encouragement through each stage of this process Thirdly, I would like to acknowledge Mrs Tran Thi Thanh Giang, Mrs Nguyen Thi Dieu Hang and participants in the Faculty of foreign languages for supporting me to conduct the survey successfully and get the valuable data used for this research Lastly, it is impossible to extend my special thanks to my family and my friends They always motivated me to complete my thesis and assisted me both mentally and physically ii Nguyen Thi Giang- Faculty of foreign languages LIST OF ABBREVIATION BA Banking Academy EFL English as a Foreign language iii Nguyen Thi Giang- Faculty of foreign languages TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii LIST OF ABBREVIATION iii TABLE OF CONTENTS iv LIST OF FIGURES vi LIST OF CHARTS vi ABSTRACT viii CHAPTER I: INTRODUCTION 1 Introduction Background 3 Objectives of the study 4 Research questions 5 Significance of the study 5.1 For students in faculty of foreign languages and freshmen 5.2 For teachers in the Faculty of foreign languages 5.3 For other researchers in relevant studies 6 Scope and limitations of the study 6.1 Scope 6.2 Limitations Structure of the thesis CHAPTER II: LITERATURE REVIEW Speaking skill 1.1 Definition of speaking and its role in our life 1.2 Roles of speaking English in our life 1.3 Factors affecting speaking skill 10 Theoretical framework and conceptual framework 11 2.1 Error analysis 11 2.2 Distinction between errors and mistakes 12 2.3 Common errors in English speaking lessons 12 2.4 Causes of common errors in English speaking lessons 14 2.5 The previous studies about common errors in speaking English 17 CHAPTER III: RESEARCH METHODS 24 iv Nguyen Thi Giang- Faculty of foreign languages Locale of the study 24 Data collecting procedure 24 Participants and sample description 25 Research instruments 25 Data analyses and presentation 27 Reliability 28 CHAPTER IV: FINDINGS AND DISCUSSIONS 32 Students’ background 32 First year students in faculty of foreign languages’ common errors when speaking English 38 Influential factors 47 Students’ perceived solution to improve their English speaking skill 50 CHAPTER V: CONCLUSION AND RECOMMENDATIONS 54 Conclusion 54 Recommendations 56 2.1 2.2 To BA and the Faculty of foreign languages 56 To students 56 REFERENCES 58 APPENDICES 62 v Nguyen Thi Giang- Faculty of foreign languages LIST OF FIGURES Figures Page Figure 5.1 Likert scales 26 Figure 5.2 Likerst scales 26 Figure 5.3 Stepps for analyzing data 27 LIST OF CHARTS Chart Page Figure 1.1 Evaluation about speaking skill- 32 Figure 1.2 Evaluation about students’ 33 English speaking skill Figure 1.3 Evaluation about the importance 34 of learning English speaking Figure 1.4 Time spending on learning 35 English speaking skill Figure 1.5 Frequency of practice English 36 speaking skill Figure 2.1 Common errors in speaking 38 lesson Figure 2.2 Frequency of Vocabulary errors 39 Figure 2.3 Frequency of pronunciation 41 errors Figure 2.4 Frequency of grammar errors Figure 2.5 Frequency of 42 interactive 44 communication errors Figure 2.6 Frequency of fluency errors 45 Figure 2.7 Frequency of intonation errors 46 vi Nguyen Thi Giang- Faculty of foreign languages Figure 3.1 Objective factors affect to your 47 learning English speaking skill Figure 3.2 Subjective factors affect to your 48 learning English speaking skill Figure 4.1 Methods that students often 50 apply Figure 4.2 Effectiveness of speaking 52 methods vii Nguyen Thi Giang- Faculty of foreign languages ABSTRACT Speaking is the essential skill that reflects English as a foreign language (EFL) students’ proficiency Many Vietnamese EFL students may have opportunities to improve this skill at high school or earlier, while others, unfortunately, not practice English speaking frequently As a results, students at Faculty of foreign languages in Baking Academy often enter their English-major programs with a wide range of English-speaking competence and challenges which need exploring so that these students can be better supported The purposes of the study presented in this thesis are threefold: 1) To explore first-year students in faculty of foreign languages’ perceptions about speaking competence; 2) To identify common errors that these students often commit; and 3) To suggest some feasible solutions to enhance the participating students’ speaking competence The participants of the study were 111 students in faculty of foreign languages who were invited to complete a survey questionnaire The results show that nearly 100% of the participants reported to have often committed errors when speaking English Those errors included Grammar, Fluency, Pronunciation, Vocabulary and Contact with audience, which are arranged from the highest to the lowest of frequency These students tended to spend 30 minutes to hour per day practicing English However, they tried diverse methods to improve their speaking skill In the last part of the thesis, the researcher suggests some recommendations for students to enhance their English speaking competence viii