learning strategies and use of english communication skills in the speaking class of 3rd year english major students at nguyen tat thanh university

At Nguyen Tat Thanh University, the English language major is a newly launched training program, so the development of communication skills for students of the language major is a must t

NGUYEN MINH DUC

HO CHI MINH CITY, Month, Year

NGUYEN MINH DUC

HO CHI MINH CITY, Month, Year

1.1 BACKGROUND OF THE STUDY

In an increasingly "flat" world with a shift in thinking in the field of economic cooperation and promotion of free trade between countries around the world, foreign languages are becoming more and more important The demand for human resources, especially those with foreign languages in general and English in particular, is increasing day by day However, in order to work in English effectively, English communication must be highly effective, so communication strategy 1s one of the important tools to increase English communication capacity At Nguyen Tat Thanh University, the English language major is a newly launched training program, so the development of communication skills for students of the language major is a must to improve their job competitiveness with the priorities and barners associated with students studying and working in an integrated, professional and multicultural environment 1n the future Through the above, students can build their own appropriate communication strategies, apply it in typical speaking skills class or even interact with foreigners Therefore, in our

group's research, we have conducted research on communication methods through investigation targeting the focus audience who are third-year students of English language major at Nguyen Tat Thanh University, a field of study with the ability to think, create and is also the common home of the research team and the students studying here

1.2 STATEMENT OF THE PROBLEM

As the current situation among third-year students shows us, students often use communication strategies that are defined by themselves but have no definition of what they are called A large number of third-year students at Nguyen Tat Thanh University, especially the third year students of the English language major, these are the talents of the future, they have extensive, dynamic knowledge and have creativity allows them to thrive if mastering communication methods gives them confidence in any situation But not everyone can choose as well as know which communication strategy is appropriate, it is not a criterion for an individual student to be satisfied, like it or not, but we have to delve into the analysis communication strategies Communication strategy is an important tool, it brings progress so that one student can outperform another, even develop a communicative mindset that makes them feel that learning English or a foreign language other languages become more inspiring and easier

1.3 AIM OF THE STUDY

The purpose of this study is to determine the current status of using English communication strategies in the speaking skills class of third-year English language students at Nguyen Tat Thanh University, thereby proposing Effective communication strategies for third year English language students at Nguyen Tat Thanh University

1.4 SIGNIFICANCE OF THE STUDY

There are three main groups of communication strategies that could benefit from this research that are most commonly used by English golf third-year students The first group consists of students who want to achieve high communication goals and want both sides to come to a common agreement in communication Students apply when the listener does not understand or partially understand to achieve the goal of both sides understanding the message of the speaker called a strategic group "compromise on meaning” The second group that can benefit from this research is the strategy group “Simplify and change the message” most students focus on the speaker's reaction

depending on the situation will make the decision to use the strategy What is the next strategy and the most commonly used strategy would be “using familiar words” This shows that the majority of students believe that these strategies are very effective in maintaining the flow of conversation Students often face many problems in communication due to lack of knowledge of linguistics, so they often use their knowledge present with the intention of conveying a message that is easy to understand and achieve the purpose of communication This strategy has a positive effect on the second language learning process, students often check that the listener understands their intentions, then make interactive modifications to maintain interaction and avoid communication interruptions Finally, there is the "socio-emotional" strategic cluster, a remarkable feature of this strategy is trying to relax when feeling anxious with the assumption that English language students feel nervous when having to communicate continue in English during Speaking class This may happen because students are still unfamiliar with the environment in the Speaking class and it may also be because students are still internally limited in their English language proficiency Behind this strategy are two strategies “motivate yourself to say what I want to say” and the strategy of “make a good unpression on the listener” Near the bottom of the strategies in the cluster is “don't be afraid to take risks even though I know I can make mistakes” as taking risks is arguably one of the most successful strategies language learners should use

In addition, according to our research, there are additional sub-strategic groups, these are strategic groups with a low percentage, but the research still partly affects the importance of these strategic groups First, students frequently use eye contact and body language in communication This is a quick back and forth process that requires you to focus fully on experiencing each moment It plays an important role in how we convey meaning and information to others, as well as how we interpret the actions of those around us The mnportant thing to remember when looking at such nonverbal behaviors is to consider group actions What a person actually says along with his or her facial expression, appearance, and voice can tell you a lot about what that person is really saying The

second group of strategies “Fluency Orientation” aimed at fluency is used frequently, meaning that students rarely pay attention to these strategies when they are communicating with someone In particular, they pay the most attention to pronunciation but pay little attention to rhythm and intonation From that, it can be seen that students often focus too much on pronunciation and ignore the equally important thing that is rhythm and intonation Research results show that most students can realize the unportance of correct pronunciation i communication that if the speaker pronounces it difficult to understand, and the expression is not clear, it can lead to misunderstandings in communication That's also why they try to pronounce the target language correctly or speak loud and clear to make them heard, to keep the conversation going smoothly and for the listener to understand the content clearly clear In third place with less frequency of use is the strategy group "trying to think in English", students tend to think in English sentences they know more in advance and then change to suit their needs context With the results obtained about being last in terms of frequency of use is the strategic cluster "discard the message” Students only occasionally use the strategy of "Emphasizing the subject and verb in the sentence" and also the strategy of "using expressions in accordance with the learned rules" Finally, the strategy of "self-correcting when recognizing mistakes" is used frequently by students, this is a good signal that students have the spirit of self-examination and know their mistakes

1.5 SCOPE AND DELIMITATION

This study is limited to the perception of English language majors students about common communication strategies used when communicating in English and the steps to apply communication tools in speaking skills class as well as in life This study is limited to the Department of Foreign Languages only and officially applies to students majoring in English Area to open research topics on the intersection between students majoring in teaching, students majoring in business English and translation and interpretation For the purpose of this study, communication strategy is defined as an important tool to help improve communication skills and abilities in the process of learning English In a foreign language learning environment, especially with a new training environment, this is an essential tool for English students to fully hone their knowledge of communication tricks Data for this study were collected in April 2022

CHAPTER 2: LITERATURE REVIEW 2.1 DEFINITION OF TERMS

Nêu định nghĩa các thuật từ/khái niệm xuất hiện trong bài nghiên cứu

2.2 REVIEW OF RELATED LITERATURE According to Rickheit, G., & H Strohner, learning strategies are specific actions learners take to make their learning easier, faster, more enjoyable, more effective, and possibly easier easier to adapt to new situations A student who wants to achieve high academic results must not only have the right learning motivation and positive learning attitude, but also have the right learning strategy This is the reason why many students love English, invest a lot of time in learning English but still do not achieve the desired results In summary, motivation, attitude, and learning strategy are closely related and have an effect on each other have a great impact on the process of learning foreign languages in general and the practice of English communication skills of students in particular When students have the nght learning motivation, they will have a positive learning attitude From there, they can find for themselves an effective learning strategy, bringing high results

Using Diaries to Develop Language Learning Strategies in Karen Fedderholdt Toyama University Successful language learners make use of different types of learning strategies The language learner who is able to use a wide variety of language learning strategies appropriately, is better equipped to improve her language skills However, being able to use the best strategies out of a carefully cultivated range does not always come by itself Students need guidance in learning how to learn The language teacher must be able to help students recognize the various components which make up the learning process Skills development in three areas are needed Metacognitive strategies munprove organization of learning time, self-monitoring, and self-evaluation Cognitive strategies include using previous knowledge to help solve new problems, or note taking Leamers also need to become familiar with socio-affective strategies, which include asking native speakers to correct their pronunciation, or asking a classmate to work together on a particular language problem Possessing these skills help the language learner build up learner independence and autonomy whereby she can take control of her own learning One way of developing these skills is through the use of diaries, in which students keep a record of their language learning strategy development

Through the use of journaling to document strategic use, 17 third-year, mostly female, students who attended my weekly 90-minute oral communication class at a school National University At the beginning of the semester, the researcher briefly talked about what foreign language learning strategies are and their advantages The research team asked students to think about whether they would be interested in developing their study strategies next semester, and let me know next week If they were, they would have to commit to a semester and keep a Language Learning Strategy (LLS) in their diary They feel it is important for students to be motivated, for without this, what Wenden and Rubin (1987) describe as an "intrinsic shift of consciousness" can take place and development can take place language learning strategies may be impaired

According to O'Mally and Chamot (1990), effective learning strategies include planning learning, monitoring learning and evaluating work done Learning strategies also include being aware of ways to handle learning such as taking notes, using dictionaries, and other sources It is also the interaction with classmates, the same pair or the same class in communication activities in class A student who wants to achieve high academic results must not only have the right learning motivation and positive learning attitude, but also have the right learning strategy This is the reason why many students love English, invest a lot of time in learning English but still do not achieve the desired results When the study was proposed with the participation decision of fifteen students Before starting with the journaling procedure, students are encouraged to speak in English about what language learning means to them, how they learn the language, and their perception of themselves when learning the language Those who do not wish to keep a diary also participate in this discussion Discussion is a regular feature of classes, so this is not an unusual activity It is clear that students did not plan when they would learn English, but squeezed their study time between university club activities, part-time jobs and other subjects of high credit value just higher Students did not self-monitor their progress, and assessment will be done by the teacher Furthermore, they used very fixed, limited strategies that they had not yet evaluated for effectiveness For example, most students reported that in order to remember words, they wrote them down many times on paper, but when asked why they would use one method and not another, they could hardly umagine any other possible way There is a stark difference between what students say would be helpful, such as speaking to English speakers and listening to tapes, and what they actually did For example, there are only two people in the class of seventeen who have ever tried to talk to any foreigner Furthermore, some strategies, which appear to be ostensibly good techniques, such as listening to tapes, have been imperfectly developed Aside from turning on the radio or putting a cassette tape on a tape deck, it's clear that students don't have a clear idea of how to listen effectively In general, students have limited understanding of the components of language learning, and little awareness of their role as language learners To help them, I have provided a brief, simple guide to the