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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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 Englishlanguage major, to build a scientific research outline with all the

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

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

d Finish……… … 14

7 Scientific solution (solution)

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 proposalA 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

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in the English language major, to build a scientificresearch 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)

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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 speakingtechniques

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

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.

11 -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

12 -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

encourage them to engage in genuine dialogue The best audience for this response is those just starting to learn English.

The remarks used to express knowledge, agreement, uncertainty, or interruption of the speaker in order to control the communication situation are typically straightforward, everyday expressions (such as Mm/mhm/hm; Uh-huh; Okay; Alright; No; Yes ).

As a result, if students practice giving short, straightforward responses frequently, they will eventually stop listening and planning their responses in favor of simply concentrating on what others are saying.

-Find out more about illustrative conversations:

Sample dialogues are frequently used to guide some communication situations For instance, sample dialogues are frequently included with greetings, apologies, praises, invitations, and other functions impacted by cultural and social standards Transactional talks are also included.

These exchanges involve things like commerce and information collecting Switching between speakers and listeners, and vice versa, is typical in talks like this.

By making students aware of sample dialogues linked to various communication settings, teachers can aid students in improving their speaking abilities.

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As a result, individuals are able to anticipate what they will hear and how they will react in comparable circumstances.