A STUDY ON DIFFICULTIES AND SOLUTIONS OF TRANSLATING COMPLEX SENTENCES IN ENGLISH ECONOMICAL NEWSPAPERS OF THE 3TH YEAR STUDENTS OF THE FACULTY OF ENGLISH, THUONGMAI UNIVERSITY

A STUDY ON DIFFICULTIES AND SOLUTIONS OF TRANSLATING COMPLEX SENTENCES IN ENGLISH ECONOMICAL NEWSPAPERS OF THE 3THYEAR STUDENTS OF THE FACULTY OF ENGLISH, THUONGMAI UNIVERSITY A STUDY ON DIFFICULTIES AND SOLUTIONS OF TRANSLATING COMPLEX SENTENCES IN ENGLISH ECONOMICAL NEWSPAPERS OF THE 3THYEAR STUDENTS OF THE FACULTY OF ENGLISH, THUONGMAI UNIVERSITY A STUDY ON DIFFICULTIES AND SOLUTIONS OF TRANSLATING COMPLEX SENTENCES IN ENGLISH ECONOMICAL NEWSPAPERS OF THE 3THYEAR STUDENTS OF THE FACULTY OF ENGLISH, THUONGMAI UNIVERSITY A STUDY ON DIFFICULTIES AND SOLUTIONS OF TRANSLATING COMPLEX SENTENCES IN ENGLISH ECONOMICAL NEWSPAPERS OF THE 3THYEAR STUDENTS OF THE FACULTY OF ENGLISH, THUONGMAI UNIVERSITY A STUDY ON DIFFICULTIES AND SOLUTIONS OF TRANSLATING COMPLEX SENTENCES IN ENGLISH ECONOMICAL NEWSPAPERS OF THE 3THYEAR STUDENTS OF THE FACULTY OF ENGLISH, THUONGMAI UNIVERSITY A STUDY ON DIFFICULTIES AND SOLUTIONS OF TRANSLATING COMPLEX SENTENCES IN ENGLISH ECONOMICAL NEWSPAPERS OF THE 3THYEAR STUDENTS OF THE FACULTY OF ENGLISH, THUONGMAI UNIVERSITY A STUDY ON DIFFICULTIES AND SOLUTIONS OF TRANSLATING COMPLEX SENTENCES IN ENGLISH ECONOMICAL NEWSPAPERS OF THE 3THYEAR STUDENTS OF THE FACULTY OF ENGLISH, THUONGMAI UNIVERSITY A STUDY ON DIFFICULTIES AND SOLUTIONS OF TRANSLATING COMPLEX SENTENCES IN ENGLISH ECONOMICAL NEWSPAPERS OF THE 3THYEAR STUDENTS OF THE FACULTY OF ENGLISH, THUONGMAI UNIVERSITY A STUDY ON DIFFICULTIES AND SOLUTIONS OF TRANSLATING COMPLEX SENTENCES IN ENGLISH ECONOMICAL NEWSPAPERS OF THE 3THYEAR STUDENTS OF THE FACULTY OF ENGLISH, THUONGMAI UNIVERSITY A STUDY ON DIFFICULTIES AND SOLUTIONS OF TRANSLATING COMPLEX SENTENCES IN ENGLISH ECONOMICAL NEWSPAPERS OF THE 3THYEAR STUDENTS OF THE FACULTY OF ENGLISH, THUONGMAI UNIVERSITY A STUDY ON DIFFICULTIES AND SOLUTIONS OF TRANSLATING COMPLEX SENTENCES IN ENGLISH ECONOMICAL NEWSPAPERS OF THE 3THYEAR STUDENTS OF THE FACULTY OF ENGLISH, THUONGMAI UNIVERSITY A STUDY ON DIFFICULTIES AND SOLUTIONS OF TRANSLATING COMPLEX SENTENCES IN ENGLISH ECONOMICAL NEWSPAPERS OF THE 3THYEAR STUDENTS OF THE FACULTY OF ENGLISH, THUONGMAI UNIVERSITY A STUDY ON DIFFICULTIES AND SOLUTIONS OF TRANSLATING COMPLEX SENTENCES IN ENGLISH ECONOMICAL NEWSPAPERS OF THE 3THYEAR STUDENTS OF THE FACULTY OF ENGLISH, THUONGMAI UNIVERSITY A STUDY ON DIFFICULTIES AND SOLUTIONS OF TRANSLATING COMPLEX SENTENCES IN ENGLISH ECONOMICAL NEWSPAPERS OF THE 3THYEAR STUDENTS OF THE FACULTY OF ENGLISH, THUONGMAI UNIVERSITY A STUDY ON DIFFICULTIES AND SOLUTIONS OF TRANSLATING COMPLEX SENTENCES IN ENGLISH ECONOMICAL NEWSPAPERS OF THE 3THYEAR STUDENTS OF THE FACULTY OF ENGLISH, THUONGMAI UNIVERSITY A STUDY ON DIFFICULTIES AND SOLUTIONS OF TRANSLATING COMPLEX SENTENCES IN ENGLISH ECONOMICAL NEWSPAPERS OF THE 3THYEAR STUDENTS OF THE FACULTY OF ENGLISH, THUONGMAI UNIVERSITY

THUONGMAI UNIVERSITY ENGLISH DEPARTMENT GRADUATION PAPER A STUDY ON DIFFICULTIES AND SOLUTIONS OF TRANSLATING COMPLEX SENTENCES IN ENGLISH ECONOMICAL NEWSPAPERS OF THE 3TH-YEAR STUDENTS OF THE FACULTY OF ENGLISH, THUONGMAI UNIVERSITY Hanoi, 2020 HÀ NỘI - 2015 ABSTRACT Considering the importance of making presentation in subject at school, this research aims at describing the difficulties in presentation that committed by freshmen of English Department at Thuong Mai University The aim of the research is to observe the activities of the students in academic speaking classroom, to analyze the student's problem in presenting the academic speaking presentation and to identify the student's special needs in making presentation.The method used in this research is qualitative research and quantitative research, while the analysis of the data used descriptive analysis The focus of the research is on the student's difficulties in presenting academic speaking presentation In sum up, most of the freshmen of English Faculty at TMU are lack of: 1) Planning and preparation, 2) Confidence, 3) Ability in managing the time of their presentation, 4) No prioritization on what the essential point need to be presented, 5) Ability to communicate and use body language and 6) Shortage of design and use intuitive tools to support presentations Therefore, the study also provides the techniques, solutions and suggestions completely for freshmen ACKNOWLEDGEMENTS First of all, I would like to express my sincere gratitude and gratefulness to all teachers at English Department of Thuong Mai University for giving me permission to commence this thesis I would like to acknowledge my thankfulness to my supervisor Mrs Nguyen Thi Thanh Ha who helped, supported and encouraged me enthusiastically in all stages of the research Without her inspiration, motivation and instructions, the study would have been impossible to be done effectively I have been looking forward to receiving her comments and feedbacks to complete the thesis Moreover, I would like to state my special thanks to 46 freshmen Englishmajored students at English Department They helped me to collect and summarize the data to give research findings Finally, I am greatly indebted to my beloved parents for their continuous support during this period Hanoi, 22th April, 2020 Student Anh Phan Thi Anh TABLE OF CONTENTS ABSTRACT i ACKNOWLEDGEMENTS ii TABLE OF CONTENTS iii LIST OF TABLES AND FIGURES v CHAPTER 1: OVERVIEW OF THE STUDY 1.1 Rationale of the study 1.2 Previous study .2 1.3 Aims of the study 1.4 Research subject 1.5 Scope of the study .3 1.6 Research methodology 1.7 Organization of the study CHAPTER 2: LITERATURE REVIEW 2.1 Definition of presentation There are a lot of definitions of presentation, all wish to make a mark for their 2.2 Definition of presentation skill 2.3 Requirements of presentation skills 2.4 Presentation steps .7 2.5 The role of presentations for students .12 2.5.1 In learning 12 2.5.2 In work and in life 12 2.6 Factors affecting presentation skills of students .13 2.6.1 Presentation style 13 2.6.2 Presentation content 14 CHAPTER 3: RESEARCH FINDINGS 18 3.1 General introduction of English Faculty- Thuong Mai university 18 3.2 Research method .18 3.3 Participants .19 3.4 Data collection 19 3.5 Research Findings .20 With the aim of surveying freshmen’s opinion about making presentation in 20 3.6 Discussion 27 CHAPTER 4: RECOMMENDATIONS AND SUGGESTIONS 31 4.1 Limitations of the study 31 4.2 Suggestions for further studies 31 4.3 Recommendations and suggestions for undergraduates 31 CONCLUSION 34 Students need a lot opportunity to develop and practice presentation skills 34 REFERENCES 35 APPENDIX 36 LIST OF TABLES AND FIGURES Chart 3.1 Views of students about studying combine presentation…………………… 20 Chart 3.2 The necessary of presentation in subjects at universities………………… 21 Chart 3.3 Regular level in making presentation of freshmen………………………… 22 Chart 3.4 Time students to prepare for a presentation………………………………… 23 Chart 3.5 Student’s confidence level in making presentation………………………… 24 Chart 3.6 Ways to attract the listener’s attraction on the presentation……………… 25 Chart 3.7 The speaker’s behavior towards listeners who make noise during presentation……………………………………… …………………………………… ……25 Chart 3.8.Difficulties when making a presentation of students………………………… 26 Chart 3.9 Solutions to improve presentation skill of students……………………… 28 CHAPTER 1: OVERVIEW OF THE STUDY 1.1 Rationale of the study Recently, the innovation of teaching and learning methods has been carried out throughout universities throughout the country Schools have been gradually shifting from traditional teaching to a learner-centered form Therefore, students not only attend class to listen and write lessons down, but also have to prepare presentations themselves before class Presentation skills become essential for students today Having successful presentations in front of the class or in the crowd will help students succeed in school learning This skill is also essential for students to present research works, dissertations, scientific reports at university and workplace as well Thereby, students develop creative exploration skills, the ability to work in groups and the ability to think critically After graduation, presentation skills will help students feel more confident and successful in life and at work Most students prefer to study using a presentation method but between liking and doing well is a big gap Presenting is really not an easy task because presenters need to be equipped with certain skills to successfully make a presentation with high efficiency This includes selecting topics, developing outlines, collecting materials, compiling content, presenting topics from beginning to conclusion and answering critical questions convincingly Most importantly, the speaker must overcome his fear when speaking in public If you have done well all above parts, you have a clear presentation which attracts followers In order to improve students' ability to self-study, communicate well and be proactive, many universities, including the Thuong Mai University, have adopted a new method - requiring students to make a presentation in front of the class all subjects Therefore, I decided to study the topic: A study on difficulties in presentation by English-major freshmen at Thuong Mai University in order to learn about the student’s presentation skills as well as their difficulties when making a presentation and make some suggestions to improve student’s presentation skills which are extremely important in the learning and working process later 1.2 Previous study The importance of presentation skills in promoting the ability to communicate in foreign languages has been researched by many topics thanks to books and newspapers According to Baker and Westrup (2000), students need to make presentations and be evaluated by teachers In the book How to Teach English (1998), Harmer gave three reasons why students must be facilitated to make presentations It is "practiced, commented by teachers and interested in learning Besides, there are many books mentioning methods and secrets to improve students' presentation ability such as Study Skills in English by Michael J Wallace (2004) or Giving Presentations by Mark, E and Nina, O, (1992) In addition,“How to Use and Evaluate Student Speaking &Oral Presentations in the Classroom” written by Speaking, Arguing, & Writing (SAW) Program show us point: Designing speaking assignments, Classroom discussion as a speaking tool, Preparing students for public speaking, Evaluating speaking & presentations and Bibliography of Sources Besides, there are also many seminars and scientific research topics on this issue Research works, articles and seminars such as: -Topic: "Presentation skills of 3rd year students of English University of Danang" by Nguyen Thi Phuong Hien Given the fact that students' presentation skills are due to lack of presentation skills, the presentations are not as effective as expected There are still many errors in structure, design and use of visual aids, body language, especially the lack of vocabulary and presentation language are the difficulties that many students face -Topic: "Using visual media in classroom presentations of second year students at the University of Foreign Languages - Hanoi National University" Research topics on how to use visual media for classroom presentations of 2nd year students to the most effective Besides, the topic also raised the status of the use, some suggestions as well as how to choose and introduce visual media -Article titled "The barriers of innovating teaching methods at the University" by Le Tan Huynh Cam Giang, Master of Education Research Institute The article points out the difficulties in changing teaching and learning methods at universities in Vietnam, he also pointed out the problems encountered during student presentations Besides, there are a lot of discussions, large workshops of opinions around this issue -National seminar on the topic "Students with training to meet social needs, business needs" The seminar discussed and raised issues that we need attention and innovation in student learning methods student presentation skills are also one of the issues raised The above-mentioned research topics, scientific conferences or books also partly indicate what has been achieved, what should be achieved, and provided effective presentation methods However, books and magazines are merely theory of presentation skills, not really practical and specific for students The seminars are more practical, answer questions and difficulties of students during the presentation process, but these seminars are not held regularly, nor they have enough time to answer all questions for students Therefore, the presentation skills of students in general and students at English Faculty of Thuong Mai University in particular still need to be studied further 1.3 Aims of the study The study is implemented to two main aims: - The first one is to determine difficulties in presentation skill of English Faculty Freshmen at Thuong Mai University - The second one is to survey the status of presentation skills of English Faculty Freshmen, thereby proposing some feasible solutions to improve presentation skill of students at English Faculty-Thuong Mai University 1.4 Research subject In the study, the research subject is difficulties in presentation skill that made by freshmen of English Faculty at Thuong Mai University Particularly, below are the research questions to handle in the study: What are the main difficulties English-majored freshmen faced as making presentation? What are some solutions and suggestions to enhance presentation skills of English-majored freshmen at Thuong Mai University? 1.5 Scope of the study First, the study was conducted on 46 first-year students of English Department at Thuong Mai University Second, due to the limitation of time, resources and student’s knowledge as well as other conditions, this study only focused on giving out the difficulties in presentation skill and implementing the survey questionnaire to find out difficulties that the English-majored freshmen at Thuong Mai University face in making presentation, then proposing some effective solutions and suggestions to help them enhance their presentation skills Thus, the study is valuable for the freshmen in general and students in particular 1.6 Research methodology There are a lot of methods which can be used to the research, but each of them is appropriate with different topics In order to provide a complete and detailed description, the author used some methods such as qualitative research methods combined with quantitative research methods which include: Data collection instruments The main instruments used in the study to collect data were online questionnaire and interview questions and writing tasks Questionnaire: The questionnaire is considered as a common instrument to collect data in research It aims at finding out the attitude and problems of students toward presentation, their difficulties in presentation skills The questionnaire helps us look for necessary information and research main problems relating to the research subject Interview: Interview is considered as the method to interact between two individuals, in which the interviewer makes an attempt to collect information, responses and opinions of interviewee Besides, interview could be reflected the attitude and behavior of individual, which helps researcher comprehend perspectives of interviewer Data analysis With the aim to confirm the accuracy of the study, the research decided to apply both qualitative and quantitative methods Qualitative analysis: the researcher uses the qualitative methods through the questions in interviewing to collect information sources and statisticsQuantitative analysis: the researcher uses questionnaire to collect data and numbers, analyze the Chart 2: Common lexical errors in Vietnamese-English translation The next question was made to consider the ways presenter to attract the listener’s attraction on the presentation As shown from the chart 3.6, 30% of all freshmen chose to attract the listener’s attraction by telling a short story or showing video before starting presentation And, the number of participants interacted with the listeners during presentation accounts for 57% in all Finally, 13% was the percentage of students who chose to organize a play when presenting This result shows that interacting with the listeners during presentation is the best way to attract the listener’s attraction on presentation This is improved in reality by many presentations When presenting, the more we interact with listeners the more successful our presentation is This way makes listeners feel more interested and attractive specially shows the presenter’s devotement to make the presentation Telling a short story or showing a video before starting your presentation is a method many students choose This way helps us have an impressive beginning for all listeners and make them more attractive to the presentation Organizing a play in the presentation is also a good way but it is not suitable for all presentations In short, there are many ways to attract the listener’s attraction on your presentation so that every presenter chooses different ways to apply for the presentation suitably to get the best impression 24 Chart 2: Common lexical errors in Vietnamese-English translation With the aim of reviewing the presenter’s behavior to listeners in presentation, the sixth question requires participants show how to handle in some cases when the listeners have action adversely affects their presentation Chart 2: Common lexical errors in Vietnamese-English translation 25 As you can see from the chart 3.7, the number of participants selected speaking more loudly to drown the listener’s noise accounts for 52% in all Speaking too small can sometimes cause the listener not to pay attention to presentation, feel bored and make a lot of noise Therefore, increasing the volume of the voice at this time will regain the attention of the listeners The students who chose reminding listeners account for a smaller portion (36%) Reminding the person who make noise directly during a presentation will be more limited because it can be awkward and badly affect the atmosphere of the entire presentation And, the percentage of freshmen went for asking listener to go out if he/she make noise was 12% This result indicates asking listener go out is extremely limited only in the worst case should it be used to avoid being rude In terms of the objective to inquire into difficulties when making a presentation, the eighth question ask freshmen to indicate some troubles they have to cope with when making presentation Chart 2: Common lexical errors in Vietnamese-English translation 26 The above chart – 3.8 reveals that the number of students assumed difficulties when making a presentation is result from lack of planning and preparation and lack of confidence occupy the large majority (73% and 75%) Next, the number of participants found that no prioritization on what the essential point need to be presented is difficulty when making presentation accounts for 66% And, 65% was percentage of freshmen choose ability to communicate and use body language is cause of that The number of freshmen who chose lack ability in managing the time of their presentation occupies 73% Finally, the number of students supposed that shortage of design and use intuitive tools to support presentations account for a smaller portion of all (40%) This result illustrates there are not only one but also a lot of difficulties in freshmen’s presentation Thus the researcher will explore and make some reasonable suggestions to improve the level of students in making presentations With the final question, the researcher wants participants to choose some of the suggestions that researcher recommended and add other useful suggestions According to the following chart - 3.9, all options have a very high selection rate 95% of the freshmen chose A which said that Practice speaking in front of crowd regularly, 90% of the participants decided to choose B which said that “Prepare the presentation content carefully” The percentage of freshmen selected C, attend training programs for presentation skills and public speaking, was not much less (70%) The number of participants chose D which stated Expand your vocabulary and expression accounts for 75% It may be because vocabulary and expression can help the presenter become more confident when presenting That means that in order to improve presentation skills, students need to combine many different methods to get the best effect 27 Chart 2: Common lexical errors in Vietnamese-English translation 3.6 Discussion In short, the student's preparation well made their presentation is good and it also established good communication between the presenter and the audiences Prioritization on what the essential point need to be presented Too often a good presentation is ruined because the speaker has not taken the time to prepare Preparation involves attention to both the personal and professional aspects of the presentation Personal elements include body language, voice, and appearance Professional aspects include researching the subject, organizing the content, and preparing the visuals So, whether your presentation lasts for five minutes, five hours, or five days, you owe it to yourself and your audience to prepare thoroughly When starting this study, the researcher aimed to reflect the difficulties which the first-year English majored students cope with in making presentation at Thuong Mai University From the 46 analyzed assessments which were written by the participants under controlled conditions indicate that in fact, most of English freshmen have many trouble in making presentation in subjects Here the researcher adapts those essential times management into several points is needed to be analyzed on student's academic speaking presentation In sum up, most of the freshmen of English Faculty at TMU are lack of: 28 Lack of planning and preparation Most of students are not planning the materials well so they are not able to manage their time to present the academic presentation They are doing reading slides rather than presenting something to the audience Therefore, the students must remember that presenting is different with reading Something that is going to be listened must be prepared in a very different way from something that is intended to be read Therefore, the researcher is eager to conduct the research to observe the activities in the academic speaking classroom, to analyze the student's problems in presenting the academic speaking presentation, to identify the student's special needs in academic speaking presentation Lack of confidence According to the survey, most freshmen are not self-confident when giving presentation in front of the crowd because of anxiety and fear The reason for this loss of confidence may be the lack of understanding of the content of the presentation, fear of being judged by others or afraid of being wrong Lack ability in managing the time of their presentation The other student's problem in presenting is time management which is important to manage the presentation time Successful time management will help the presenter to become more effective in completing the task that presenter need to complete present the audience, so there is more time available for presenter to spend on the things that are important to presenter In fact, most of students have lack ability in managing the time of their presentation They cannot manage the time presentation to become effective No prioritization on what the essential point need to be presented A presentation topic will cover a wide range of topics from essential to least necessary while the time spent on a presentation is usually limited so the presenter should prioritize the presentation of the issues considered It's most important and then the following However, most students not that and this makes the presentation become rambling, unclear, and wholesome, makes the listener unable to grasp the focus of the presentation Moreover, the students not know how 29 to spend time to tell the most important point that they need to share to the audience, yet they only tell all what they have written in their powerpoint Ability to communicate and use body language Most students are aware that the use of body language is extremely important in presentations However, very few students can use this language effectively, while most admit that they can only use a little The reason why students cannot use this language naturally is the presentation format Most students make presentations by reading or staring at books or screens so that they cannot communicate with the audience Another reason is that students' shyness in public speaking causes students to look at the ground or the ceiling Therefore, communication and use of body language is not effective Shortage of design and use intuitive tools to support presentations All student presentations use visual tools, Powerpoint However, the reality shows that students not have the skills to design and use visual tools effectively The mistake that more than 75% of students make is too many words and images on a slide Using too many effects, blurry slides, or small sounds is also an error that many groups of students encounter In short, the students need to be able to motivate themselves to take action In context of academy, making presentation involves oral communication using English as a foreign language It has been noted that people who have difficulty in communicating people likely to experience more anxiety because these people encounter many various difficulties that negatively affect their ability during the presentation Public speaking, in various contexts, was reported as one of the most anxious experiences one could encounter (Jackson & Latane, 1981) 30 CHAPTER 4: RECOMMENDATIONS AND SUGGESTIONS 4.1 Limitations of the study Although the researcher has made great effort towards conducting this study, there undoubtedly exist some limitations Firstly, the sample of the study were only first- major students of English, not all the students in the school It would be difficult to determine whether the same results with larger number of samples Secondly, the researcher only collected one assessment of each student; As a consequence, it would be impossible to affirm that these writing problems were outstanding The evaluation of researcher might be limited in the scope of little assessment Thirdly, the study was conducted in the short time The researcher investigated the study during more than two months Thus, the result of the study might be less convincing and it could not cover all difficulties of freshmen in making presentation, setting up the structures of study and summarize the research findings 4.2 Suggestions for further studies Although the study findings are meaningful in various circumstances, it is necessary to continue investigating errors under the following domains Firstly, the sample of the study should be expanded with the different department in Thuong Mai University in the further studies in order to the exact evaluations The further studies could be done with larger number of participants to increase the possibility of generalization Secondly, the researcher could collect more than one assessment to affirm the correct research findings Thus, the study would be more persuasive Lastly, the researcher should set up the specific plan to conduct the study The researcher could improve the knowledge of scientific research and develop the personal experience in implement the study 4.3 Recommendations and suggestions for undergraduates This study has reported on well-designed oral presentations which enable 31 function successfully in the future professional surrounding It presents a challenge to both students and the teacher From the analysis of the results in the study, there are some recommendations and suggestions to explore the horizon of students in presentation skills After figuring out the reasons leading to the difficulties of freshmen in making presentation, the researcher can give solutions to help students improve them 1) Practice: Of course, everyone wants to practice several times for your presentation But sometimes you don't have the time to practice, you can really take advantage of all the space to practice One of the best ways to practice your presentation is to speak and write Firstly you say, then you listen all you said again you will see what you need to adjust, what additional information is needed, what data you can ignore 2) Prepare the content of the presentation selectively The fact that you always feel the information is important, it is necessary to include, you "do not want to" remove the information that you have been hard to find This will lead to your presentation become so long and wordy You are not be able to present all 50 pages of documents for a 10-minute presentation Therefore, organizing information is very important for the topic to be presented That helps you easily eliminate the less important information and take the time to present the selected information This is one of the presentation skills used by many speakers today 3) Attend other presentations: If you are giving a talk as part of a meeting, try to attend some of the previous talks of other speakers This shows respect for your presenter while also giving you an opportunity to perceive your audience What is the mood of the crowd? Is the presentation strategy or tactic in nature? Other speakers may also say something that you can play off of later in your own presentation 4) Be the initiative to attract and interact with the listener: Most of the psychology of people to a presentation will fall into a passive state, this can lead to one-way interaction and decrease the effectiveness of the message you want to convey during the presentation To correct this, consider starting with a poll or survey 32 Don't be asked by surprise questions - see them instead as an opportunity to give your audience what they want 5) Communicating with the audience: Talking with the audience makes you seem cuter and approachable Ask the attendees answer your questions They may even give you some inspiration to weave into your presentation You can practice methods of interacting with the listener 6) Use body language: Practicing confident body language is another way to increase anxiety before your presentation When you show confidence through body language, your mind will follow You can overcome your worries during a presentation by not sitting in one place, you can go back and forth a few times because walking will help you reduce stress from inside the body This helps better blood circulation and limits your stress condition 7) Create sympathy with the audience: One of the biggest concerns and difficulties when giving presentations and public speaking is that the audience secretly laugh at your mistakes Fortunately, this is not the case in the vast majority of presentations In fact, many people have a fear of public speaking, so even if the audience doesn't seem to care, chances are pretty good that most people listening to your presentation might be involved how it could be If you start to feel nervous, remind yourself that the audience is listening to you and really want to see you talking about today's topic 8) Come early: It's always best to allow you to spend a lot of time solving before presenting your problem in the presentation Besides, ensuring you won't be late and give you plenty of time to adapt your presentation space 9)Take a deep breath: When you're worried, your muscles tighten, you may even have trouble keeping your breathing Right now, you can take a deep breath Deep breathing will help your blood flow better and provide more oxygen to the brain, this will help you feel more relaxed and comfortable There are many ways to improve your presentation and public speaking skills But the important thing is that you need to have a progressive spirit, overcome your weaknesses That is the important factor to become a professional speaker Presenting in front of a crowd is not too difficult Keep calm, take a deep breath, 33 remember your presentation practice, and we believe your presentation will be extremely effective CONCLUSION Students need a lot opportunity to develop and practice presentation skills Because of the necessity for these skills, students need instructions and guidance in preparing, organizing and delivering oral presentations Making presentations have become a useful and effective way to increase students' awareness of communication skills Thus, students' presentations become an important element in delivering positive learning experiences They are an integral part of almost every professional environment, as professionals need to communicate with other professionals not only at school but also at meetings, seminars, conferences So, teaching students to design effective oral presentations implies training them insightful and well-trained thinking strategies Improving the quality of presentation actually improves the quality of thought, and vice versa This is the ultimate result of a successful presentation This innovative framework provides a holistic approach in assessing a student's performance based on the content and the delivery of their presentation (Carroll, 2006) 34 REFERENCES Nguyen Thi Phuong Hien (2018), Presentation skills of 3rd year students of English University of Danang" Le Tan Huynh Cam Giang, The barriers of innovating teaching methods at the University", Master of Education Research Institute Pham Thi Thanh Ha (2018), Using visual media in classroom presentations of second year students at the University of Foreign Languages - Hanoi National University" Bippus, A M & Daly, J A (1999), What people think causes stage fright? Naïve attributions about the reasons for public speaking Communication Education, 48, 63-72 Cambridge, MA: Harvard University Press, 1986 Brown, D L (1996) Kids, computers and constructivism Journal of Instructional Psychology, 23 (3), 189-196 Burns, A., & Joyce, H (1997) Focus on speaking Sydney: National Center for English Language Teaching and Research Brown, H D (1994) Teaching by principles: An interactive approach to language pedagogy Englewood Cliffs,NJ: Prentice Hall Regents 7.Bruskin Associates We culture of learning" Educational Researcher, 18 (1), 32-41 That are Americans afraid of? The Bruskin Report, 1973, 53 Celce-Murcia, M., Brinton, D & J Goodwin (1996) Teaching Pronunciation: a Reference for Teachers of English to Speakers of Other Languages Cambridge: Cambridge University Press Carroll, C (2005) "Assessing Project-Based Learning: A case study of an undergraduate selling and sales management module at the University of Limerick" in Barrett, T., Mac Labhrainn 10 Fallon, H (Eds) Handbook of Enquiry and Problem-based Learning Clement, J (1993) Using Bridges Analogies and Anchoring Institutions to Deal with Students Preconceptions in Physics Journal of research in science teaching, vol 30 35 11.Michael J Wallace (2004),Study Skills in English 12 Mark, E and Nina, O, (1992),Giving Presentations 13.How to Use and Evaluate Student Speaking & Oral Presentations in the Classroom” written by Speaking, Arguing, & Writing (SAW) 36 APPENDIX Question Do you prefer studying traditional study (without presentation) to study combined presentation in subjects at university? A: Traditional study B: Study combined presentation Question How necessary are presentations in subjects at university? A: Very necessary B: Necessary C:Quite necessary D: Unnecessary Question How frequently you make a presentation? A: Frequently B: Sometimes C: Seldom D: Never Question How long you spend preparing for a presentation? A: 2-3 days B: 4-5 days C: 6-7 days D: More than days Question How confident you feel in making presentation? A: Overconfident B: Confident C: Quite/ Fairly confident D: Unconfident Question What you to attract the listener’s attraction on your presentation? A: Tell a short story or video before starting your presentation B: Interact with the listeners during presentation C: Organize a play when presenting 37 D: Others: …………………… Question What should you if listeners make noise during your presentation? A: Speak more loudly to drown the listener’s noise B: Remind them keep silent C: Ask them to go out D: Others: ……………………… Question What are the difficulties when making a presentation in your opinion? (You can tick/choose more than one option) A: Lack of planning and preparation B: Lack of confidence C: Lack ability in managing the time of their presentation D: No prioritization on what the essential point need to be presented E: Ability to communicate and use body language F: Shortage of design and use intuitive tools to support presentations G: Others: …………………… Question What you often to improve your presentation skills? (You can tick/choose more than one option) A: Practice speaking in front of crowd regularly B: Prepare the presentation content carefully C: Attend training programs for presentation skills and public speaking D: Expand your vocabulary and expression E: Practice intonation when speaking and control facial expressions F: Others: …………………… 38 ... of the talk, the listener once again focused attention on you We need to take advantage of this attention to pinpoint in the listener the key points of the talk and, depending on the nature and. .. giving presentation in front of the crowd because of anxiety and fear The reason for this loss of confidence may be the lack of understanding of the content of the presentation, fear of being... personal and professional aspects of the presentation Personal elements include body language, voice, and appearance Professional aspects include researching the subject, organizing the content,