Difficulties in learning english speaking skills and suggested solutions the case of english major freshment at hanoi open university

HANOI OPEN UNIVERSITY FACULTY OF ENGLISH ======o0o====== GRADUATION THESIS B.A DEGREE IN ENGLISH STUDIES DIFFICULTIES IN LEARNING ENGLISH SPEAKING SKILLS AND SUGGESTED SOLUTIONS: THE C

HANOI OPEN UNIVERSITY FACULTY OF ENGLISH

======o0o======

GRADUATION THESIS B.A DEGREE IN ENGLISH STUDIES

DIFFICULTIES IN LEARNING ENGLISH SPEAKING SKILLS AND SUGGESTED SOLUTIONS: THE CASE OF ENGLISH-MAJOR

FRESHMEN AT HANOI OPEN UNIVERSITY

Supervisor : Ngô Thị Thanh Thảo, M.A

Student : Hoàng Trọng Tuấn Date of birth : 10/03/1993

Hanoi, 2015

CODE: 09

DECLARATION

I declare that this thesis with the title “Difficulties in learning English

speaking skills and suggested solutions: The case of English-major freshmen at Hanoi Open University” and the work presented in it is my own and has been

generated by me as the result of my own original research

I confirm that when I quoted from the work of others, the source was always given No part of this work has been published before submission

Hanoi, 28 May, 2015

Student’s signature Supervisor’s signature

ACKNOWLEDGEMENTS

First and foremost, I would like to express my great gratitude to my supervisor, Mrs Ngô Thị Thanh Thảo, M.A, for her enthusiasm, kindness and helpful advice which encourages me much during my time of implementing the thesis

Special thanks also go to all teachers, who have been teaching for many years at the Faculty of English, Hanoi Open University, always try to impart their knowledge and experience to the students and that cannot be expressed in words

I wish to acknowledge the kind help of the first year language students at Faculty of English, Hanoi Open University, who helped me to collect data, and their valuable support for finishing the study

Finally and most importantly, I would like to express my whole-hearted gratitude to my family I could not have come this far without their spiritual encouragement

Hanoi, 2015

Hoàng Trọng Tuấn

TABLE OF CONTENTS DECLARATION

ACKNOWLEDGEMENTS

TABLE OF CONTENTS

PART A: INTRODUCTION

I.Rationale……… ……… ……….1

II Aims of the study 2

III Scope of the study 2

V Methods of the study 2

VI Design of the study……… ……5

PART B: THE DEVELOPMENT CHAPTER I: LITERATURE REVIEW 1.1 Communication 4

1.1.1 The definition of communication 4

1.1.2 The communication process 9

1.2 Kinds of Communication 11

1.2.1 Verbal communication 11

1.2.2 Nonverbal communication 12

1.3 Speaking skill 14

1.3.1 The definition of speaking skill 14

1.3.2 The role of speaking 15

1.3.3 Characteristics of speaking 16

1.4 Problems with speaking and speaking activities……… 18

1.4.1 Problems with speaking……… 18

1.4.2 Problems with speaking activities 19

CHAPTER 2 : THE STUDY ON LEARNING ENGLISH SPEAKING

SKILLS AT FACULTY OF ENGLISH - HANOI OPEN UNIVERSITY

2.1 Practical situation of learning speaking skills at Faculty of English 21

2.1.1 Description of the freshmen‟s curriculum of Faculty of English 21

2.1.2 Description of the freshmen at Faculty of English 22

2.2 The study……… ……….23

2.2.1 Participants 23

2.2.2 The data collection mehods……… 23

2.2.3 Data analysis of the first year students's survey questionnaires…… 24

2.3.Summary……… …31

CHAPTER 3: SOME SUGGESTED TECHNIQUES IN LEARNING ENGLISH SPEAKING FOR THE FIRST YEAR ENGLISH MAJORS AT HANOI OPEN UNIVERSITY 3.1 Easy ways to extent English vocabulary and improve the pronunciation and intonation 32

3.1.1 Repeat and Re-phrase 32

3.1.2 Music and Songs 33

3.1.3 Audio-Recorder 34

3.1.4 TV and Video 34

3.1.5 Visual Aides, Maps, Pictures and Multimedia 35

3.2 Broaden the socio-cultural knowledge through English reading 36

3.3 Build an English speaking environment efficiently 36

3.3.1 Re-arrange tables and decorate classroom 36

3.3.2 Cooperate Groups and Peer Coaching 37

3.3.3 Simulation 38

3.3.4 Become more self-confident by role-play method 39 3.3.5 Games 40

3.4 Summary Error! Bookmark not defined

PART C: CONCLUSION…… ……….……… 47 LIST OF REFERENCES ……….……… 48

APPENDIX

PART A: INTRODUCTION

The current study begins with this introductory part, which describes the rationale of the study and presents the aims of the study It also discusses the scope of the study, the method of the study and provides the design of the study

I Rationale of the study

Since the open-door policy adapted to Vietnam, the need for integrating into the world has increased That is the reason why English learning has become very important to our country’s modernization and industrialization

Nowadays, learning English plays a much more important role in international interaction than ever before In a modern world, to adapt to this global village, the ability of communicating fluently in English is very important However, learning speaking English in Vietnam has been strongly influenced by the traditional methods, even in top universities and colleges Students pay too much attention to the grammatical items Many teachers mainly focused on explaining the grammatical rules and structures to students who were considered as passive recipients As a result, a great number of students might be structurally competent but communicatively incompetent That causes a lot of difficulties in using English in their real-life communication

At the beginning of getting into Hanoi Open University, the writer faced many difficulties learning English speaking skills As an English major student, the writer realizes how English learners try their best to reach their goals to study speaking skills effectively, but up to now the results have been still far from satisfaction Hence, the author would like to do a research with a hope to improve speaking skills for English major freshmen The research entitled

“Difficulties in learning English speaking skills and suggested solutions: The

case of English-major freshmen at Hanoi Open University”

II Aims of the study

The study is an attempt to:

 Investigate the attitudes of the freshmen at Faculty of English, Hanoi Open University towards the importance of speaking skills

 Discover the common obstacles preventing the English major freshmen from willingly taking part in speaking activities at the English class

 Make some recommendations for the English major freshmen to consult and apply in their learning speaking skills so that they could improve their speaking competence

III Scope of the study

The study was implemented with the participation of 200 first year students who are studying full-time at the Faculty of English, Hanoi Open University The writer only focuses on finding out the reality of learning English speaking to the first year English-major students Although the author is well aware that the survey statistics are not fully representative of all the English major students at many universities in Vietnam, the researcher hopes to propose some of the most popular facts that occurring in the study

IV Method of the study

Firstly, questionnaires are delivered to the students of K21 who are learning at Faculty of English (HOU) so that more information on the reality and problems they face in learning speaking skills and solutions implemented can be collected The information from questionnaires can help to draw a general

picture about the reality of learning speaking skills at Faculty of English, HOU and suggest some solutions for this situation

All comments, remarks, recommendations, and conclusions provided in the study will be based on the data analysis

V Design of the study

This study is going to be divided into three parts, as follows:

 Part A, Introduction, which presents the rationales, the objectives, the method

and the design of the study It expresses the reason why the author decided to choose this study and the methods for the fulfillment of the study

 Part B, Development, consists of the three following chapters:

Chapter 1 is intended to give some theoretical background related to

communication, kinds of communication, the definition and the role of English speaking skill, the characteristics of speaking skill as well as some problems

with speaking and speaking activities Chapter 2 provides an analysis on the

practical situation of learning English speaking skills at Faculty of English (HOU), the attitudes of English major freshmen towards speaking skills Also, the current learning of speaking skills accompanied by difficulties of first year students of Faculty of English (HOU) will be discussed Information about students, current

methods, materials and problems, is mentioned Chapter 3 focuses on

recommendations about using some activities to get over difficulties and improving speaking skills

 Part C, Conclusion, addresses the key issues in the study, summarizing some shortcomings revealed during the process of completing this research paper

PART B: THE DEVELOPMENT

CHAPTER 1: LITERATURE REVIEW

This chapter will focus on the theoretical background of speaking which is

of great importance to study It has contribution to any part of following sections

in order to make it clear in the fields of speaking

1.1 Communication

1.1.1 The definitions of communication

Whenever we participate in talking and exchanging activities in daily life,

we perform the communicative activities

According to the explanation of Wood (1992), “You spend more time than doing anything else We talk, listen, think, share, confidences with intimates, ask, and answer questions, participate on teams, attend public presentations, watch television programs, and so forth From birth to death communication is the central to our personal, professional and cultural lives

The word “communication” may be understood in many ways depending on different goals So the definition of communication ranges widely Here are some points of view: “Communication is defined as a process by which information is exchanged between individuals through a common system of symbols, signs, or behavior”

Communication is a process that allows organisms to exchange information

by several methods Exchange requires feedback The word “communication is also used in the context where little or no feedback is expected such as broadcasting, or where the feedback may be delayed as the sender or receiver use different methods, technologies, timing and means for feedback

Communication is the articulation of sending a message, whether it is verbal or nonverbal, so long as to produce understanding

Communication is the process by which any message is given or received through talking, writing, or making gestures There are auditory means, such as speaking, singing, and sometimes tone of voice, and nonverbal, physical means, such as body language, sign language, paralanguage, touch, eye touch, or the use

of writing

According to Susan Stokes, communication is a range of purposeful behavior which is used with intent the structure of social exchanges, to transmit information, observations, or internal states, or to bring about changes in the immediate environment Verbal as well as nonverbal behaviors are included, as long as some intent, evidenced by anticipation of outcome can be inferred Therefore not all vocalization, or even speech, can qualify as intentional communicative behavior

These point of views only a small number lying in the various number of communication definitions Because it is complex, communication is difficult to define The word “communication” is abstract and like all words, possesses multiple meanings Scholars have made many attempts to define

“communication”, but seeking a single definition may not be as fruitful as looking at the various concepts behind the term The term “communication” can

be used in a number of ways Frank Dance took a major step toward clarifying this muddy concept by outlining fifteen distinct conceptual components in the various definitions He used these components as the basic ideas to distinguish communication from other things According to Frank E X Dance, “The Concept of Communication,” Journal of Communication, 20, 1970, p 201-210:

1

“Communication is the verbal interchange of thought or idea.” John

B.Hoben, “English Communication at Colgate Re-Examined”

Journal of Communication 4: 76-86, p 77

2

“Communication is the process by which we understand others and in turn endeavor to be understood by them It is dynamic, constantly changing and shifting in response to the total situation.” Martin Andersen “What is Communication?”

3

“Interaction, even on the biological level, is a kind of communication; otherwise common acts could not occur.” George Herbert Mead “Mind, Self, and Society.” In Sociology, 3 rd ed (Edited by Leonard Broom and Philip Selznik) New York: Harper and Row, 1963

4

“Communication arises out of the need to reduce uncertainty, to act effectively, to defend or strengthen the ego.” Dean C

Communication.” Journal of Communication 12: 197-211, 1964,

5

“Communication: the transmission of information, ideas, emotions, skills, etc., by the use of symbols—words, pictures, figures, graphs, etc It is the act or process of transmission that is usually called communication.” In Bernard Berelson and Gary A Steiner Human Behavior New York: Harcourt, Brace and World, 1964, p 254

of participation It is in this sense, for example, that religious worshippers are said to communicate.” A.J Ayer “What is Communication?” In Studies in Communication Communication Research Centre, University College, London: Martin Sacker and Warburg, 1955, 11-28, p 12

7

“Communication is the process that links discontinuous parts of the living world to one another.” Jurgen Ruesch „Technology and Social Communication.” In Communication Theory and Research (Edited by Lee Thayer) Springfield, III.” Charles C Thomas, 1957

8

“It (communication) is a process that makes common to two or several what was the monopoly of one or some.” Alex Gode “What is Communication?” Journal of Communication 9:5, 1959

11

“Communication is the discriminatory response of an organism to a stimulus.” S S Stevens “A Definition of Communication.” Journal of the Acoustical Society of America 22: 689-90, 1950, p 689 “So, communication between two animals is said to occur when one animal produces a chemical or physical change in the environment (signs that influences the behavior of another…” Hubert Frings “Animal Communication in Communication: Concepts and Perspectives (Edited

by Lee Thayer), Wash., D.C.: Spartan Books, 1967, 297-329, p 297

12

Every communication act is viewed as a transmission of information, consisting of discriminative stimuli, from a source to a recipient.” Theodore M Newcomb, „An Approach to the Study of Communication Acts In Communication and Culture(Edited by Alfred G Smith) New York: Holt, Rinehart and Winston, 1966, 66-79, p 66

1.1.2 The communication process

13

“In the main, communication has as its central interest those behavioral situations in which a source transmits a message to a

behaviors.” Gerald A Miller, “On Defining Communication: Another Stab.” In Journal of Communication 16:88-98, 1966, p 92

 Sender

The sender needs to be clear about what to communicate and also needs to

be confident that the information is useful and accurate Shortly, the sender has

an intention to communicate with other person This intention will makes up the content of the massage

That is the communication process in detail However, we also can understand the process in brief by the way as follow:

• Thought: First, information exists in the mind of sender This can be a concept, idea, information that he or she can understand

• Encoding: Next, a message is sent to a receiver in words or other symbols

• Decoding: Lastly, the receiver translates the word or symbols into a concept or information that he or she can understand

1.2 Kinds of Communication

1.2.1 Verbal communication

The basis of communication is the interaction between people Verbal communication is one way for people to communicate face-to-face Some of the key components of verbal communication are sound, words, speaking, and language

At birth, most people have vocal cords, which produce sounds Some words may be imitative of natural sounds, but others may come from expressions of emotion, such as laughter or crying Words alone have no meaning Only people can put meaning into words As meaning is assigned to words, language develops, which leads to the development of speaking

The actual origin of language is subject to considerable speculation Some theorists believe it is an outgrowth of group activities such as working together

or dancing Others believe that language developed from basic sounds and gestures

Over 3,000 languages and major dialects are spoken in the world today The development of languages reflects class, gender, profession, age group and other social factors The huge variety of languages usually creates difficulties between

different languages, but even within a single language there can be many problems in understanding

Through speaking we try to eliminate this misunderstanding, but sometimes this is very hard thing to do Just as we assume that our messages are clearly received, so we assume that because something is important to us, it is important

to others Many problems can arise is speaking and the only way to solve these problems is through experience

Speaking can be looked at in two major areas: interpersonal and public speaking Since the majority of speaking is an interpersonal process, to communicate effectively we must not simply clean up our language, but learn to relate to people

In interpersonal speaking, etiquette is very important To be an effective communicator, one must speak in a manner that is not offending to the receiver Etiquette also plays an important role in an area that has developed in most all business settings: hierarchical communication In business today, hierarchical communication is of utmost importance to all members involved

The other major area of speaking is public speaking From the origin of time, it has been obvious that some people are just better public speakers than others Because of this, today a good speaker can earn a living by speaking to people in a public setting Some of the major areas of public speaking are speaking to persuade, speaking to inform, and speaking to inspire or motivate

1.2.2 Nonverbal communication

Even the best verbal communication skills are not enough to create and sustain successful relationships Good home and work relationships require the ability to communicate emotions without saying a word

Nonverbal communication, wordless communication conveyed through facial expressions, body language, pace, intensity and tone of voice captures are holds the attention of others and gives you a powerful means for self expression Nonverbal communication speaks louder than words It takes more than words to create productivity, safe, exciting and secure relationships It takes the ability to accurately pick up and send nonverbal cues that abstract and hold the attention of others Too often the signals we send are not those we intend to send When this happens, both connection and trust are lost in our relationships Nonverbal communication can be expressed love, suspicion, interest, anger, and hatred Physical object can symbolize professional identity, personal commitment, and lifestyles

Nonverbal communication is a perceptive and fresh aspect of the complex communication system that causes many debates including both positive and negative response For the most part of the history of the study of the human communication, the nonverbal element seems to be appropriately concerned Nonverbal communication is complex process involving people, words, and tone

of voice and body movements However, Woods (1992) defines nonverbal communication as a major dimension of human communication It includes all aspects of communication other than words In addition to gestures, and body language, nonverbal communication includes how people utter words, features of environments that affect meaning

In conclusion, form the above-mentioned points of views, we could understand about the complex notions of communication

1.3 Speaking skill

1.3.1 Definitions of speaking skill

Brown (1994); Burn and Joyce (1997) define speaking as follow:

Speaking is an interactive process of constructing meaning that involved producing and receiving and processing information Its form and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experience, the physical environment and proposes for speaking

Speaking is considered as a skill because it needs to be learned, practiced and developed There are some definitions help us understand more about this According to Cheung (1994), “Speaking skill is the ability to use oral language appropriately and effectively in learning activities within the classroom and in social interactions within the school.”

In addition, there are two simple definitions is given in Webster’s Revised Unabridged Dictionary (1913) The first is that “Speaking is the utterance of intelligible speech.” The other shows that “Speaking is the delivering an address

to public audience.”

According to Wc Donough and Shaw: “Speaking is a skill which enables us

to produce utterances When genuinely communicative, speaking is desire and purpose-driven” From this definition, we can understand that we genuinely want

to communicate with the hope to achieve a particular end When speaking, we hope to express ideas and opinions, express a wish or a dire to do something, negotiate and solve a particular problem: or establish and maintain social relationships and friendships

From these definitions, we can realize that speaking activities happened when we have exact goals There are three kinds of speaking situations in which

we find ourselves:

- Interactive: Interactive speaking situations include face-to-face conversations and telephone calls, in which we are alternately listening and speaking, and in which we have a chance to ask for clarification, repetition, or slower speech from our conversation partner

- Partially interactive: Some speaking situations are partially interactive, such as when giving a speech to a live audience, where the convention is that the audience does not interrupt the speech The speaker nevertheless can see the audience and judge from the expressions on their faces and body language whether or not he or she is being understood

- Non interactive: Some few speaking situations may be totally non-interactive, such as when recording a speech for a radio broadcast

1.3.2 The role of speaking

Speaking not only directly helps us to communicate, but also supports other three language skills: listening, reading and writing because it is used in coordination with them All these skills cannot be formed without another This

is a strict relationship among them and these skills always have interactive impact

Speaking skill is built up on the grammar, vocabulary, structures and so on These factors provide learners a steady basic to develop speaking skill Namely, when speaking, you are able to reinforce grammar, remember new words and apply the structures have learnt into real situation

Traditionally, you will speak with other people, so you also can improve your listening skill As I have referred to above, speaking is an interactive process of constructing meaning that involved producing and receiving and processing information So speaking coupled with listening Moreover, these two skills have close relation than other because they belong to oral communication which is important in learning language And the convenient thing is that you can practice both at the same time

Thanks to writing, learners can speak English accurately because they have already experienced in using right structures and sentences Writing is one of the steps supporting for the process of speaking

If you are good at reading, you will naturally enlarge your vocabulary so much This will bring speaking many benefits The more you read, the better your speaking will become Because through reading you is not only provided a large vocabulary, but also get background knowledge in many fields of life such as: society, technology, politics, and so on

In conclusion, these four skills cannot be learned separately One skill can make the others improved and be improved by others skills

1.3.3 Characteristics of Speaking

As for Bygate M (1987:12), in most speaking the person to whom we are speaking is in front of us and able to put right if we make mistakes He/ She can also generally show agreement and understanding - or incomprehension and disagreement Unlike readers or writers, speakers may need patience and imagination, too While talking, speakers need to take notice of the other and allows listeners chance to speak it It means that we take turns to speak Brown (1983) and her colleagues point out that a listener helps speakers improve their

performance as a speaker because being a listener gives learner models to utilize when acting as a speaker In addition, being a hearer first helps the learner appreciate the difficulties inherent in the task It is clear that giving speakers experience in hearer’s role is more helpful than simple practice in task in which a speaker is having real difficulties in appreciating what a particular task required

Speaking has the following characteristics:

Its form and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experiences, the physical environment, and the purposes for speaking It is often spontaneous, open-ended, and evolving However, speech is not always unpredictable Language functions (or patterns) that tend to recur in certain discourse situations can be identified and charted

Speaking requires that learners not only know how to produce specific points of language such as grammar, pronunciation, or vocabulary (linguistic competence), but also that they understand when, why, and in what ways to produce language (“sociolinguistic competence”)

Speech has its own skills, structures, and conventions different from written language A good speaker synthesizes this array of skills and knowledge

to succeed in a given speech act

Bygate (1987) considers speaking as an undervalued skill in many ways The reason is that almost all people can speak, and so take speaking skill too much for granted He also asserts that speaking skill deserves attention every bit

as much as literacy skilled Learners often need to be able to speak with confidence in order to carry out many of their most basic transactions Bygate

also highly appreciates speaking by stating that speaking is the medium through which much language is learnt

To sum up, it is undeniable that speaking is the key to communication By considering what good speakers do, what speaking tasks can be used in class, and what specific needs learners report, teachers can help learners improve their speaking and overall oral competency

1.4 Problems with Speaking and Speaking Activities

1.4.1 Problems with Speaking

Brown (1994:256) points out the characteristics of spoken language that make speaking skills difficult as follows:

- Clusterings: In order to speak fluently, speakers have to select from their store

of language clusterings, which is groups of words, not word by word

- Reduced forms: Contractions, elisions, reduced vowels, etc create difficulties

in teaching and learning spoken English If learners do not learn colloquial contractions, they can develop the kind of speaking that is stilted, bookish

- Colloquial language: Colloquialism appears both in monologues and dialogues

If learners are only exposed to Standard English and/or “textbook” language, they sometimes find it hard to understand and produce words, idioms and phrases of colloquial language

- Stress, rhyme and intonation: Learners of English often find it difficult to

pronounce English words, to stress the right syllables, to follow the stress-times rhythm and intonation patterns of spoken English

- Affective factors: Learners learning to speak often encounter the risk of saying

out things that may be wrong, stupid and incomprehensible At those times, they tend to be anxious because they do not want to be judged by other learners

- Interaction: The greatest difficulty that learners face in learning to speak

originates from the interactive natural of most communication Engages in process of negotiation of meaning with many discourse constraints, learners have

to do the complex task of choosing what to say, how to say, when to speak, etc Learners are affected by their interlocutors’ performance

1.4.2 Problems with Speaking Activities

Classroom activities that develop learners’ ability to express themselves through speech are an important component of a language course However, it is more difficult to design and administer such activities than to do so for listening, reading or writing Teachers often come across the problems that Ur (1996:121) lists out:

* Worries: Unlike reading, writing or listening activities speaking requires some

degree of real-time exposure to an audience The student speaker has to face the teacher and other students in class Learners are often worried about trying to says something in a foreign language in the classroom because they are worried about making mistakes, afraid of criticism or losing face, or simply shy of the attention that their speech attracts

* Nothing to say: Teachers often hear learners; even if they are not worried or

nervous, complain that they cannot have anything to say They may have no motivated to express themselves beyond the guilty feeling that they should speak When they say something in class, they feel that they are forced to say

* Uneven or low participation: Usually, there are many students in one class

(between 25 and 35 students) Only one student can talk at a time in a large group This means that each one have only very little time for talking This problem is compounded by the tendency of some learners to dominate the group,

while others speak very little or not at all In some cases some students haven’t got any chance, intentionally and unintentionally, to speak for a long time

*Mother-tongue use: When all, or a number of the learners share the same

mother tongue, they may tend to use it frequently This happens because the native language is easier to use and because they feel unnatural to speak to one another in a foreign language and become learners feel less “exposed” if they are speaking the language they master If they are talking in a small group, it can be quite difficult to get some classes; particularly the less disciplined or motivated ones, to keep to the target language

* Teacher domination: Teaching in a crowded class, many teachers tend to spend

much time explaining words, phrases and grammar structures in details for fear that otherwise the students cannot understand and fail in their tests During explanation, teachers find it is easier and less time consuming to the use of the mother tongue Another important thing is that the teachers seem more interested

in individual work (between teacher and one student or the whole group, or one student and another student or the whole group) They fear that other kinds of student grouping (pair work and group work) may cause noise or discipline problems

1.5 Summary

In this chapter, it is pointed out some essential information relating to communication and speaking skills This section has a general view about the relationship between them through a series of definitions Besides, the author also emphasizes the essence and the importance of speaking to other skills in learning English Another important noticeable factor is some problems with speaking and speaking activities

CHAPTER 2 THE STUDY ON LEARNING ENGLISH SPEAKING SKILLS AT

FACULTY OF ENGLISH, HANOI OPEN UNIVERISITY

In the previous chapter, the theoretical matters related to the topic have been covered However, in order to see how they work in real learning, a practical research was carried out The research underwent the following steps:

1 Designing survey questionnaires

2 Delivering questionnaires to the pilot informants

3 Collecting the completed questionnaires

4 Analyzing collected data

5 Proposing some remarks and comments from the results of the questionnaires and giving suggestions

In this chapter, only the first four steps will be mentioned The last step will be presented in the next chapter

2.1 Practical situation of learning English speaking skills at Faculty of English, Hanoi Open University

2.1.1 Description of the freshmen’s curriculum of Faculty of English

New English File is the core book used for the first-year students of Faculty

of English, HOU The Pre – Intermediate course book gets students talk, and helps teachers and students more effectively than any other materials This course book helps students develop 4 English skills: listening, speaking, writing and reading

The Student’s book is a general English text which is designed for group classes but which can be effectively adapted for one-to-one teaching There are