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nâng cao kĩ năng nghe nói của sinh viên năm ba ngành ngôn ngữ anh giúp sinh viên xác định được khó khăn trong kĩ năng nghe nói và đưa ra một số giải pháp để nâng cao kĩ năng hơn bên cạnh đó, khảo sát những khó khăn mà sinh viên đã gặp phải improve listening and speaking skills nâng cao kĩ năng nghe nói của sinh viên năm ba ngành ngôn ngữ anh giúp sinh viên xác định được khó khăn trong kĩ năng nghe nói và đưa ra một số giải pháp để nâng cao kĩ năng hơn bên cạnh đó, khảo sát những khó khăn mà sinh viên đã gặp phải improve listening and speaking skills nâng cao kĩ năng nghe nói của sinh viên năm ba ngành ngôn ngữ anh giúp sinh viên xác định được khó khăn trong kĩ năng nghe nói và đưa ra một số giải pháp để nâng cao kĩ năng hơn bên cạnh đó, khảo sát những khó khăn mà sinh viên đã gặp phải improve listening and speaking skills nâng cao kĩ năng nghe nói của sinh viên năm ba ngành ngôn ngữ anh giúp sinh viên xác định được khó khăn trong kĩ năng nghe nói và đưa ra một số giải pháp để nâng cao kĩ năng hơn bên cạnh đó, khảo sát những khó khăn mà sinh viên đã gặp phải improve listening and speaking skills
THU DAU MOT UNIVERSITY FACULTY OF FOREIGN LANGUAGES REPORT WRITING COMMON METHODS FOR THIRD-YEARS MAJOR TO SELF-STUDY ENGLISH SPEAKING SKILLS Student name: Dang Thi Cam Nhien 1822202010546 Class: D18AV08 Course: 2020-2021 Major: English Language Lecturer: Mrs Tran Thanh Du Binh Duong, 11/2020 TRƯỜNG ĐH THỦ DẦU MỘT CỘNG HOÀ XÃ HỘI CHỦ NGHĨA VIỆTNAM KHOA NGOẠI NGỮ Độc lập –Tự – Hạnh phúc Bình Dương, ngày … tháng … năm 2020 PHIẾU CHẤM ĐIỂM MÔN REPORT WRITING Họ tên giảng viên chấm: Họ tên sinh viên: Mã số SV: Lớp: …………… Khoá học: Ngành: Phần đánh giá cho điểm giảng viên: (Theo thang điểm 10, lẽ đến 0.1 điểm) Các cấp độ đánh giá Điểm Điểm TT Nội dung đánh tối đa Thấp Xác định Trung bình Cao Xác định tính Tên đề tài hay, phù liên quan chuyên hợp với chuyên ngành ngành giá Tên đề tài không rõ đề tài 0.75 ràng nghiên cứu Mục đích, Khơng trình bày Trình bày Trình bày mục mục tiêu yêu cầu mục đích nghiên đích, mục tiêu nghiên cứu việc nghiên cứu cứu nghiên cứu rõ ràng 0.75 Rút luận Chỉ liệt kê khơng Rút điểm có đánh giá rút luận luận điểm có tác giả điểm tác giả đánh giá tác giả trước, từ đưa trước trước luận điểm nghiên Tổng quan tình hình 1.5 nghiên cứu cứu Chưa trình bày Trình bày Trình bày phương pháp, cách Thiết kế phương pháp, hướng phương pháp, thức tiến hành nghiên cứu nghiên cứu 0.75 hướng nghiên cứu nghiên cứu bước nghiên cứu rõ rõ ràng cách rõ ràng ràng, khoa học Thể rõ phương Thu thập tài liệu thứ Thể rõ cách cấp, sơ cấp thức thu thập tài Tiến hành pháp thu thập tài nghiên cứu 0.75 liệu, hướng xử lí tài nghiên cứu liệu liệu khoa học Văn phong Bài viết Có nhiều lỗi ngữ pháp, văn phong khơng phù hợp Đạo đức Khơng trung thực, nghiên cứu Có lỗi ngữ pháp, Hầu khơng có lỗi văn phong tương đối ngữ pháp, văn phong 1.75 phù hợp phù hợp, hành văn trơi trãi Trung thực, có trích Trung thực, có trích có tượng dẫn nguồn tư liệu dẫn nguồn tư liệu rõ chép, trích dẫn rõ ràng ràng Tôn trọng không rõ ràng quan điểm nhận định tác giả khác Đúng quy cách, Đúng quy cách, văn khơng có lỗi hành phong rõ ràng, văn, câu chữ không lỗi hành văn Khơng quy Hình thức định Có độ dài khơng quy định: Có độ dài gần quy định quy Có độ dài quy 0.75 1.5 trang định:6 trang, định: 4-6 trang 11 trang hình hình ảnh, biểu mẫu, ảnh, biểu mẫu, sơ sơ đồ trình bày hợp đồ trình bày lí, khoa học nhiều 10 trang, Độ dài 1.5 có độ dài quy định hình ảnh, biểu mẫu, hợp lí sơ đồ nhiều Tổng số: 10 Nhận xét khác: Giảng viên chấm (Kí tên) COMMON METHODS FOR THIRD-YEARS MAJORS TO STUDY TRANSLATION-INTERPRETATION Dang Thi Cam Nhien Abstract This study aims to find solutions to improve the English speaking skills of Thu Dau Mot University students The sample includes 35 students (25 females and 10 males) and all of them are third-year students in English language To achieve the objectives of the present study, we used questionnaires to collect data The results of this study revealed that third-year students of Thu Dau Mot University face many problems related to speaking English, such as: less vocabulary, grammar, lack of confidence, not have ideas, slang/idioms and pronunciation The results also showed that the most frequent problems were the limited vocabulary among students, while the least frequent problems were the difficulty in slang/idioms This study also presented some of appropriate solutions for students to overcome the weakness as well as improve English speaking skills, such as: using speaking English apps (Elsa, Cake, …), learning English through social media (Youtube, Facebook,…), finding foreigners to practice, and attending all the classes in University to practice Listen skills Key words: Thu Dau Mot University, English speaking skills, third-year students Introduction Nowadays, English language plays a key role in almost areas including working and education all over the world In 2006, English is considered as the "mother tongue" of 600700 million people, the second language of more than 1.5 billion people In 2015, English has become primary language of 67 nations around the world and secondary language of 27 countries That is a reason why young people nowadays choose English language as their subject at university to follow Besides that, the English language major is one of the fields that graduate with higher employment rates than other professions It is presented in almost all fields and jobs As it is mostly used in the internet, the present e-business has been in progress and attaining good results in the field of trade and commerce It is also the language used not only by the diplomats but also by some world organizations such as UNO, WHO, UNESCO, UNICEF, OPEC, EFTA, ASEAN, UNHRC, WTO, ILO, BRICS, INTERPOL and so on (Parupalli, 2019) When a student applies for a job and has an additional degree in English, it takes precedence over the others However, learning a language is not a small deal Moreover, as observed, most of the third-year English language students are very shy about communicating, socializing with their friends and their teachers, or giving presentations in English, even some of them not communicate in English well Realizing that students' communication skills are still very limited, many of them not fully express their ideas, have poor language ability, or are influenced by personal emotions On the other hand, one of the other reasons are maybe from the colleagues and classes in training students in basic skills such as communication are still very limited, from a theoretical point of view is the lack of practice and activities Limited collective, club organizations also cause difficulties for students to apply English in communication For the students majoring in English language is no exception, they are also having difficulty communicating right in their major Maybe they are lacking background knowledge or that the teaching’s methods at the university level is different from the high school methods and just like that they are discouraged because after two years of college, students not even speak very well and confidently When university students graduate from colleagues and it will affect to find jobs because communication skills are not good For these reasons, we decided to conduct a research paper to find the appropriate method for third-year students to improve our speaking skills Methodology We conducted a survey of 35 third-year English language students (25 females and 10 males) at Thu Dau Mot University The data are accurate and up-to-date In fact, in order to accomplish the objectives of this study, the primary methods used were questionnaires The questionnaires were carefully constructed and reviewed on the basis of research objectives, including questions, of which personal information and multiple choices The participants give their comments on a scale of one to five for each question (1- Very bad, 2- Bad, 3Normal, 4- Good, 5- Very good) After the survey, the data are classified into different categories by removing inappropriate or unnecessary information Then, the information is selected based on the outline laid out; and is analyzed to highlight the situation In addition, using charts to evaluate and statistic data Research questions: This study guided by the following research questions: What difficulties students face when studying Translation-Interpretation? What common study methods are the students using in developing Translation- Interpretation skills? Literature Euis, M., Nazzala, A.R., Danang, D.H & Nurmala, D (2020) investigated a method to increase English Speaking skills through Youtube They focused on implementing Youtube as a method for teaching speaking that is different, interesting, and fun, while creating a classroom atmosphere that is comfortable and increases students’ enthusiasm for learning The sample of the study was 10th grade in SMA IT Rahmaniyah by observation They found that using Youtube was very effective because students speak English with more confidence and expression In addition, students also were not worried about the phrases they used when speaking because they could see how foreigners speaking English properly and correctly However, learning through Youtube also has lot of limitations Students need a long time to bear in mind all the conversation from the video Moreover, students are often distracted by popular videos on Youtube rather than learning Lai-Mei, L & Seyedeh, M A (2017) studied a research “An Analysis of Factors Influencing Learners’ English Speaking Skill” They showed four difficulties in speaking English First, these are inhibition, lack of topical knowledge, low participation, and mother use (Tuan & Mai, 2015) Secondly, the learners cannot remember anything to say and they not have any motivation to express themselves In addition, the participation in speaking is very low The final difficulty is speaking ability because students not have enough knowledge and vocabulary about topic they talk In addition, they also showed that there are five factors affecting Speaking Skills: pertinent to performance conditions, affective, listening ability, topical knowledge and feedback during speaking activities Abdel-Rahman, Al E., Dr Mahmoud, A Al, Dr Samer, M Al & Dr Fadi, Al (2016) conducted a research “Improving English Language Speaking Skills of Ajloun National University Students” The sample of the study included 20 students (12 female students and male students) and all of them are studying English language They used semi-structured interview as an instrument for data collection They found that the students of ANU facing with many problems in speaking English, such as confusing and embarrassment; students did not learn speaking lessons correctly at school, and have problem in pronunciation In addition, students are facing with the limited amount of vocabulary They also found some solutions for students such as practicing speaking English inside and outside the classroom effectively, using modern social media to communicate in English and to express the students’ feelings and needs Thanyalak Oradee (2012) researched a method for students to develop speaking skills by using three communicative activities: Discussion, Problem-Solving, and Role-Playing The sample of the study consisted of 49 students at a secondary school in Udon Thani, Thailand and classified by high, medium, and low according to their abilities of English speaking proficiency level She found that the students’ English speaking abilities after using three communicative activities were significantly higher than before their use (Pretest = 60.80; Posttest = 85.63) in addition, the students’ attitude towards teaching English speaking skills using the three communicative activities were rated as good (X = 4.50) Results and analysis This section presents and discusses the results of the study according to the research questions Fig 1: The difficulties’ students are facing in speaking English Figure shows that the difficulties’ students are facing in speaking English It includes: less vocabulary, grammar, lack of confidence, not have ideas, slang/idioms and pronunciation - Less vocabulary: Vocabulary is one the most important parts in learning a foreign language because vocabulary is very diverse and ambiguous According to the survey, we realized that about 31 students (88.6%) not have a wide range of vocabulary to communicate with the others - Grammar: The above diagram shows us that grammar accounts for only a small part of speaking English about 37.1% (13 students) When they communicate with others, they not care about grammar because if they pay more attention to correct grammar It will interrupt the conversation or sometimes it makes the speaker forget their thoughts - Lack of confidence: The above diagram shows us that grammar makes up an important part in speaking English roughly 71.4% (25 students) When students communicate with others, especially when they present in front of many people, they feel ashamed and not confident, resulting in a lack of fluency They are afraid of making mistakes, so they are scared to speak or present - Do not have ideas: According to the table above, many students have problems with lacking ideas or have no ideas when speaking English about 29 students according for 82.9% When they communicate, they cannot understand the answer' partner - Slang, idioms: This is considered an important part of speaking English because It helps us to understand what foreigners say and then, we can communicate well However, it is also an extremely difficult part for students because it is difficult for non-native speakers to figure out the image of the idiomatic expression due to the different cultures of each country According to the survey results, about 11 out of 35 people (accounting for 31.5%) have difficulty with this problem - Pronunciation: For some students in Southern Vietnam, they did not distinguish a few sounds In English, the system of vowels and consonants has many different and complex words Besides, stress is also very complicated and difficult to distinguish because when the stress is wrong it will translate another meaning About 29 out of 35 third-year students have pronunciation problems Fig The ways to improve speaking English skills Figure shows that the ways that required from the third-year students inside the classroom at TDMU are: learning English through apps (Elsa speaking, Cake, etc), social media (Youtube, Facebook, etc), find foreigners to practice and attend all the classes in University - Learning English through apps The results of this study showed that there are many learners choose apps to improve their English (10 people) However, learning English apps not useful for students (more than 15 people) - Learning English through social media The results presented that social media is more useful than apps (more than 15 people) Along with the explosion of social media in recent years, the need to learn English is no longer limited to English-specific courses or applications Social media platforms have helped create a new wave of English enhancement, from online courses to private groups, everything can be free Nowadays, not only young people but most people of all ages are participating in social networks, so learning and receiving English here is really handy, not surprising when "LETSM" receives feedback is very positive (more than people rate it is very good) - Find foreigners to practice This is definitely a highly effective way, the majority of them voted good and very good Only a few votes in an ineffective direction possibly because approaching a foreigner is quite difficult not only that but also have to talk to them This also points to two problems, first maybe their living area does not have the ability to contact foreigners, secondly due to their fear of facing a stranger but also of the different ethnic country and it also shows that person is lacking confidence If you have the opportunity to try bravely find a foreigner to chat with, make sure your English level will improve faster than you think - Attend all the classes at University Returning to the traditional English learning style but with a more upgraded version Instead of learning the basics, now coming to university environment, we will experience more interesting and attractive things of English With more than 15 people feeling that learning English at school is too normal, the other part thinks that this is really a practical and accessible method when they have teachers to guide them Findings and discussion This study aims to find solutions to improve the English speaking skills of Thu Dau Mot University students The assessment is based on the opinions of 35 students of Thu Dau Mot University Many positive feedbacks were given, but there are still a few reviews that the above methods are not really effective, the assessment results depend on personal needs and feelings In order to learn more about students' thoughts and desire to develop English skills, we have conducted this survey, along with which to find highly effective learning methods that are available to them Since then, it helps us to easily approach English without any obstacles However, the survey is still limited, because not everyone gives a realistic and fair assessment In addition, we probably have not given the full range of methods you want to work towards We have a need to know more, we will continue to expand our knowledge to study this issue more seriously and clearly so that there is more suitable English learning pathway for everyone Conclusion Finally, we can give a general assessment that with the explosion of social networks, people will have a positive rating for English development on Facebook and Youtube platforms Since these are really ideal environments for you to cultural and knowledge exchange as well as use your learned skills to debate, it is also really easy because you can connect with people anywhere in the world and whenever you have free time However, the remaining methods also bring their own effectiveness and are worth considering for implementation If we are a person with less confidence but still want to improve our English, then apps dedicated to learning English will be a great choice If you are confident and want to improve English quickly, just come to Ho Chi Minh city and choose an area with lots of foreigners then the opportunity to talk with them is not too difficult because the foreigners are friendly and open Taking English classes at school is not a bad idea, this is definitely a place where you will acquire the extremely core knowledge and with the guidance of the teachers, English is no longer another too scary subject, but remember to complete homework References Abdel-Rahman Al E., Dr Mahmoud A Al, Dr Samer M Al & Dr Fadi Al (2016) Improving English Language Speaking Skills of Ajloun National University Students Retrieved from: https://www.researchgate.net/publication/306079718_Improving_English_Language_Speaking_Skills _of_Ajloun_National_University_Students Euis, M & Nazzala, A (2020) Increasing English Speaking Skills through Youtube Retrieved from: file:///C:/Users/Admin/Downloads/1954-6332-2-PB.pdf How many people in the world speak English? Retrieved from: http://www.hcmup.edu.vn/index.php? option=com_content&id=21011&tmpl=component&task=preview&lang=vi&site=142 Lai-Mei, L & Seyedeh, M A (2017) An Analysis of Factors Influencing Learners’ English Speaking Skill Retrieved from: file:///C:/Users/Admin/Downloads/57002920170104.pdf Parupalli, S R (2019) The Role of English as a Global Language Retrieved from: https://www.researchgate.net/publication/334282978_THE_ROLE_OF_ENGLISH_AS_A_G LOBAL_LANGUAGE Thanyalak, O (2012) Developing Speaking Skills Using Three Communicative Activities (Discussion, Problem-Solving, and Role-Playing) Retrieved from: http://www.ijssh.org/papers/164-A10036.pdf Tuan, N H., & Mai, T N (2015) Factors Affecting Students’ Speaking Performance at LE Thanh Hien High School Asian Journal of Educational Research, 3(2), 8-23 Questionnaire Full name: Class: 2 Gender: Gmail: How long have you learned English? o years o years o >= years What are your difficulties in speaking English? Less vocabulary Grammar Lack of confidence Do not have ideas Slang, idioms Pronunciation Rating: How important these elements in learning speaking English? Very bad Bad Normal Good Very good Pronunciation Grammar Vocabulary How useful are these ways of learning English Speaking Skills? Very bad Bad Normal Good Very good Learning English through apps (Elsa Speaking, Cake, etc) Learning English through social media (Youtube, Facebook, etc) Find foreigners to practice Attend all the classes in University What useful methods to improve English speaking ability? Very bad Expand vocabulary Practice with Music and Movies Listen more Self-talk Bad Normal Good Very good Find An English-Speaking Conversation Partner Learn phrases rather than single words ... 0.75 1.5 trang định: 6 trang, định: 4-6 trang 11 trang hình hình ảnh, biểu mẫu, ảnh, biểu mẫu, sơ sơ đồ trình bày hợp đồ trình bày lí, khoa học nhiều 10 trang, Độ dài 1.5 có độ dài quy định hình... Thấp Xác định Trung bình Cao Xác định tính Tên đề tài hay, phù liên quan chuyên hợp với chuyên ngành ngành giá Tên đề tài không rõ đề tài 0.75 ràng nghiên cứu Mục đích, Khơng trình bày Trình bày... nhận định tác giả khác Đúng quy cách, Đúng quy cách, văn khơng có lỗi hành phong rõ ràng, văn, câu chữ không lỗi hành văn Không quy Hình thức định Có độ dài khơng quy định: Có độ dài gần quy định