the main contents of a scientific research proposal

Therefore, a key objective of the current foreign language curriculum is how to enhance students'''' speaking skills so that they can... No matter the foreign language or even the language

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Đ KIM TRA (BÀI TP K N䄃؀NG)

M伃ȀN: PH唃 伃 NG PH䄃ĀP LUN NGHI䔃ȀN C#U KHOA HỌC

Ma Môn : EN05

Đề : 2

Họ Tên : Trần Thị Phương Hoa

Lớp: FHTM517A

Ngành: Ngôn Ngữ Anh

MỤC LỤC

I- The main contents of a scientific research proposal………4

A What is a scientific research outline ? 4

II- Take for example a specific scientific research topic, in the English language major, to build a scientific research outline with all the above contents……….5

1 Title of the study (Title) ………5

2 Reason for the study (Rationale) ……… 5

3 History of the study ( History)……….

……… 5

a.Features of speaking activity……….

…… 6

4 Purpose & Objectives of the study ( Aims & Objectives )……… 7

5 Scope of the study ( Scope) ……… 7

6 Scientific thesis (Research hypothesis) ……….8

a A few issues that arise when learning speaking techniques… 8

b Factors affecting speaking skills………….………10

c Strategies for helping kids' speaking abilities……… 12

d Finish……… … 14

7 Scientific solution (solution)

……… …… 15

a English used in the University is academic……… ………15

b Review and read documentation……….15

c Seek for materials that promote critical thinking……….….16

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d What should students do when they are not in class? 16

e Become used to the university's culture………17

8.Conclude……… 17

I- The main contents of a scientific research proposal

A What is a scientific research outline ?

A written research plan that is published at the beginning of every research activity

is a scientific research proposal Briefly describe the motivation behind choosing the issue, its importance, and the research's methodology and procedures are described

The goal of scientific research is to explore and comprehend the world around us

It is an active, proactive, and systematic human endeavor An outline for a scientific research paper is comparable to a request for approval to do research on a particular subject

The scientific research outline's 10 essential contents include things like:

1 Title of the study (Title)

2 Reason for the study (Rationale)

3 History of the study ( History)

4 Purpose & Objectives of the study ( Aims & Objectives )

5 Scope of the study ( Scope)

6 Scientific thesis (Research hypothesis)

7 Scientific solution (solution)

8 Conclude

4

in the English language major, to build a scientific research outline with all the above contents.

1 Title of the study (Title)

Some strategies to improve speaking skills for non-English major

students

2 Reason for the study (Rationale)

Speaking is one of the most crucial abilities that has to be concentrated on and improved because it is a powerful tool for communication But this ability is also regarded as one of the trickiest parts of learning a language

Any student will enjoy enrolling in universities that only speak English, whether they are located domestically or abroad However, not all students are proficient in English or at the same level, and many of them, particularly international students, will undoubtedly feel lost and shocked by their new surroundings

Even though they have studied English nonstop for many years, many students still find it difficult to completely convey their ideas in this language and even feel hesitant to speak it Therefore, a key objective of the current foreign language curriculum is how to enhance students' speaking skills so that they can

communicate effectively No matter the foreign language or even the language learning, we must discover the best technique to make students enjoy and believe that learning a foreign language is not difficult process

3 History of the study ( History)

According to Mazouzi (2013), learning activities should be created based on two goals that must be met: speech accuracy and fluency

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Because these are two crucial components of communicatively teaching foreign languages Students' communicative skills can be developed in the classroom through practical activities They must therefore comprehend how the linguistic system should work

a.Features of speaking activity

Fluency is the initial characteristic of speaking activity, and teachers teach speaking skills to their pupils with the intention of helping them develop fluency According to Thornbury (2005), fluency is the capacity to communicate a problem

in an understandable manner without interfering with the conversation or don’t boring the listener desire to keep listening

Fluency, according to Hedge (2000), is the capacity to answer coherently and coherently by mixing words and sentences, clearly articulating sounds, and employing stress and intonation during speech

The second most crucial aspect of communicating is accuracy Grammar, vocabulary, and pronunciation accuracy must all be taken into consideration by students if they desire to speak fluently

Therefore, when teaching pupils speaking skills, teachers should emphasize both accuracy and fluidity of speech

According to Thornbury (2005), in order to correctly use grammatical structures while speaking, students must be aware of the complexity and length of their statements as well as the full structure of their sentences

Learners must pick words carefully to attain lexical correctness that are suitable for the situation In different circumstances, the same word or phrase might have 6

distinct meaning To prevent deceiving listeners, learners should be aware of proper word and idiomatic usage

According to Thornbury (2005), learners should be aware of their pronunciation when speaking Learners must comprehend both the rules of phoneme and the right pronunciation of English words in order to speak the language correctly various English terms Understanding the qualities of segmentation in sentences , such as stress, intonation, and rhythm, is also essential The ability to speak English fluently and effectively is facilitated by these qualities.According to Mazouzi (2013), learning activities should be created based on two goals that must be met: speech accuracy and fluency

Because, these are two crucial components of communicative foreign language instruction Students' communicative skills can be developed in the classroom through practical activities They must therefore comprehend how the linguistic system should work

4 Purpose & Objectives of the study ( Aims & Objectives )

The study was conducted to determine the nature of students'

English learning, highlight the issues, and evaluate the existing

situation of non-English speaking students A speaking technique

for students will be created using the information and data from

the survey after they have been analyzed

The experimental component of the topic involves evaluating the

efficacy of strategies developed based on survey data to aid

students in maximizing their own learning and vocabulary

development

5 Scope of the study ( Scope)

7

The scope of the study non-English majoring students from universities in the country or beyond, high schools, students preparing to graduate

6 Scientific thesis (Research hypothesis)

a A few issues that arise when learning speaking techniques

When helping students practice speaking in class, teachers

encounter a number of issues that impede their ability to

communicate, including low self-esteem, a lack of topical

knowledge, not actively participating, and the use of mother

tongue

- Self-worth:

Low self-esteem is the primary issue that prevents pupils from

learning speaking skills When they wish to deliver something in

class, students can feel guilty and underconfident because they are worried about making mistakes and being judged

They also experienced embarrassment when their classmates' gazes were directed at them Littlewood (2007) also made the argument that students who are studying languages in a classroom may have low self-esteem and fear

- Lack of knowledge:

The second issue is that students lament their inability to recall information for presentations and their lack of motivation to voice their thoughts

The teacher may have chosen a topic that is inappropriate for the class, and as a result, the students may not have enough background knowledge to discuss it In support of this notion, Baker and Westrup (2003) contend that it is

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exceedingly challenging for pupils to respond to a teacher's question when they have little to no prior understanding of the subject what to say, about the appropriate language to use to convey it, or about the proper grammar to use

- Absent from participation:

Third, just a small fraction of pupils participate in speaking exercises In a large class, each student must because only one person can talk at a time and the other students must listen,

students frequently have very little time to participate in

communication activities

In reality, some students actively engage in speaking exercises

and have the power to control the entire class, while others talk

only infrequently or not at all

-Using native language:

Another challenging issue is that students speak in their native

tongues when practicing their English speaking skills because it is

simpler for them to express and gives them more to say

There are a number of reasons why students use their native

language in English classes, according to Harner (1991)

First, they will attempt to speak in their native tongue rather than English when teachers ask them to discuss a subject for which they lack the necessary expertise

or comprehension

Second, it seems more natural to present in the mother tongue They will immediately use their native tongue to explain all pertinent information to their classmates if the teacher does not direct them to talk in English

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The students will become accustomed to it and feel natural and at ease speaking their mother tongue during English-speaking class if the teacher also frequently utilizes the source language in class

b Factors affecting speaking skills

-Cognitive influences:

According to Levelt (1989), conception, presentation, and pronunciation are all parts of speaking

Therefore, in order to effectively communicate, the speaker must first choose relevant material to deliver Next, consider how to correctly and appropriately use language

The students then present using the sound structures Due to the simultaneous operation of these three processes, learners are susceptible to making mistakes when speaking, especially in face-to-face situations As a result, speaking may lead

to issues including hesitancy, inappropriate topics, poor grammar, and a limited vocabulary

However, students are unable to focus on all elements at once Your ability to communicate fluently will suffer if you put too much emphasis on speaking correctly

On the other hand, if you put too much emphasis on speaking, your fluency will suffer Fluency will result in inaccurate vocabulary, grammar, or pronunciation in spoken language

-Language barrier:

Language-related characteristics include things like pronunciation, grammar, and 10

vocabulary

An key factor in making it simple for listeners to grasp what the speaker is saying

is pronunciation When a single sound is mispronounced or the improper stress and intonation are used, the speaker's intentions may be misunderstood

Additionally, it's crucial to employ proper grammar when speaking English because if the speaker chooses the incorrect term or word form, the listener will likewise misinterpret what the speaker is trying to say

The building blocks of a vocabulary are similar to bricks When learners' receptive vocabulary is small, they find it difficult to employ it in conversation and cannot fully communicate their views

As a result, anyone learning a foreign language must amass a huge vocabulary and retain it for a long time According to Carter (2001), speakers need a wide vocabulary to communicate effectively with their audience

-Psychological elements:

The success or failure of communication is also influenced by psychological elements such as anxiety, timidity, lack of confidence, or motivation Speaking nervously or shyly will make it difficult to communicate clearly If the speaker is overly anxious, they won't be able to say anything since they won't be able to come

up with any proper words or phrases, which will prevent effective communication

As a result, in order to communicate effectively, students must learn to manage their emotions In contrast to pleasant feelings the speaker is experiencing, negative emotional states will result in communication breakdown is capable of effective communication

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-Grammar knowledge:

This comprises understanding the rules of grammar, syntax, vocabulary, and phonetics This skill aids students in understanding the framework and speaking clearly

-Discussion Skills:

Coherence and coherence issues in various types of texts can be resolved with the use of discourse competency To master this competency, one must be able to link utterance forms (such as pronouns, conjunctions, and comparable structures) with semantic connection rules in order to combine meaning and grammatical form to produce meaningful written or spoken texts

-Sociolinguistic ability:

Socio-linguistic competence is the logical application of language forms (such as vocabulary, non-verbal cues, and intonation) and semantics (such as attitudes, speech acts, etc.) In other words, this skill aids in the production of appropriate utterances that listeners may understand in a variety of situations with a variety of communication goals and rules

-Tactical abilities:

This is the capacity to overcome communication barriers caused by deficiencies in other communicative abilities or barriers in the communication environment, such

as the inability to remember or utilize the correct grammatical forms Additionally, communication methods (such purposefully extending statements to produce rhetorical effects) boost the effectiveness of communication

c Strategies for help students’ speaking ability

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-Use the clearest, most succinct responses possible:

When other pupils are speaking, shy or insecure students frequently listen silently and remain silent Teachers might advise students to respond as simply and succinctly as they can in various communication circumstances in order to