Some suggestions for teaching english speaking skill to the non english major students at vinh university masters thesis in education

MINISTRY OF EDUCATIONAND AND TRAINING VINH UNIVERSITY HOANG THI CHUNG SOME SUGGESTIONS FOR TEACHING ENGLISH SPEAKING SKILL TO THE NON-ENGLISH MAJOR STUDENTS AT VINH UNIVERSITY MASTER‟S THESIS IN EDUCATION Nghệ An, 2014 MINISTRY OF EDUCATIONAND AND TRAINING VINH UNIVERSITY HOANG THI CHUNG SOME SUGGESTIONS FOR TEACHING ENGLISH SPEAKING SKILL TO THE NON-ENGLISH MAJOR STUDENTS AT VINH UNIVERSITY Major: Teaching English to Speakers of Other Languages (TESOL) Code: 60 14 01 11 MASTER‟S THESIS IN EDUCATION Supervisor: Phan Thi Huong, M.A Nghệ An, 2014 STATEMENT OF AUTHORSHIP I declare that this dissertation represents my own work, and that it has not been previously submitted to this University or to any other institutions for a degree, diploma or other qualifications Hoang Thi Chung i ACKNOWLEDGEMENTS I would like to express my deepest thanks to M.A Phan Thi Huong, my supervisor for her immense encouragement as well as her detailed guidance she gave me while I was doing my research, without which the study could not have been completed I would like to take this opportunity to express my gratitude to FLD‘s Dean, Dr Tran Ba Tien, without his support, motivation and consideration, it would not have been possible for me to complete the course I would also like to express my thanks to the teachers of English at Vinh University who helped me in providing the materials, answering the survey questionnaire, taking part in the interviews actively and making constructive comments in the process of writing this thesis, without their help the thesis would not have been successful I am also thankful to my first-year students of K53 from two classes NN1-111: NN1-112 for their whole-heated participation in the study Last but not least, I am greatly indebted to my friends and my family for their understanding, patience and support during the entire period of my study Hoang Thi Chung ii ABSTRACT This study is aimed at investigating the reality of teaching the speaking skill to non-major students of English at Vinh University but only focuses on difficulties experienced by the teachers of English and some recommendations and classroom techniques and activities for them to minimize those difficulties Specifically, some classroom activities are made with the hope that they would be helpful for teachers in their teaching English speaking skill to non- English major students of English at VU The thesis consists of five chapters Chapter is an introduction to the thesis Chapter includes the review of related literature, methodology used in the research study The findings and discussion of relevant difficulties in teaching speaking skill caused by teachers themselves, students and objective factors are all presented in the chapter The final chapter is the conclusion of the study, which discusses the overview that can be drawn from the study, concurrently suggests some classroom techniques and activities with the hope that they can add interest to each lesson and serve different learning styles Teachers can find sample games and activities in this part for getting their students more involved in speaking in class and can feel free to change their content or degree of difficulty to suit their needs, or use them as a springboard to create specific activities It is hoped that this thesis will be useful for teachers at VU in teaching the speaking skill to their non-English major students iii LIST OF TABLES STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF TABLES iv LIST OF ABBREVIATIONS vi LIST OF TABLES vii CHAPTER 1: INTRODUCTION 1.1 Rationale .1 Scope of the study 1.3 Aims of the study 1.4 Research questions of the study 1.5 Organization of the study CHAPTER 2: LITERATURE REVIEW 2.1 Review of previous studies 2.2 What is speaking? 2.3 What are components of speaking? 2.4 Characteristics of Speaking Skill 2.5 Aims of Teaching Speaking Skill 2.6 Difficulties in teaching English speaking skill 10 2.6.1 Difficulties from teachers 10 2.6.2 Difficulties from students 17 2.6.3 Difficulties from objective factors 19 2.7 Development approach of speaking skills 20 2.8 How speaking skill has been taught to ESL learners 22 CHAPTER III: METHODOLOGY 27 3.1 Overview of the subjects of the study 27 3.1.1 Students 27 3.1.2 Teachers 28 3.1.3 Course book 29 3.2 Methods of the study 31 3.2.1 Participants 31 3.2.2 Research Instruments 32 iv 3.3 Data collection 33 3.4 Data analysis 33 CHAPTER IV: FINDINGS AND DISCUSSION 35 4.1 Difficulties from teachers .35 4.1.1: Unsuitable teacher pedagogical practices .35 4.1.2 The lack of confidence in English communicative competance of the teachers 39 4.2 Difficulties from students 40 4.2.1 Students‘ prior learning experiences .41 4.2.2 Lack of background and social knowledge 42 4.2.3 Anxiety or Shyness in class 42 4.2.4 Low motivation for learning English 43 4.2.5 Low level of English proficiency 44 4.2.6 Passive learning style 45 4.2.7 Lack of confidence 45 4.3 Difficulties from objective factors .46 4.3.1 Large and multilevel classes 46 4.3.2 Lack of class time 47 4.3.3 Text books .49 CHAPTER 5: SUGGESTIONS AND CONCLUSION .52 5.1 Summary of the study 52 5.2 Suggestions for minimizing the difficulties in teaching speaking skill to nonEnglish major students at VU 53 5.3 Some suggested classroom techniques for teachers to motivate non-English major students who are reticent in oral English classes 56 5.3 Suggested activities for motivating students and improving their speaking ability 60 5.5 Suggestions for further study .74 REFERENCES 75 APPENDICES I v LIST OF ABBREVIATIONS ELT: English Language Teaching EFL: English as a Foreign Language ESL: English as Second Language CLT: Communicative Language Teaching STT: Student talking time TTT: Teacher talking time TM: Translation Method ESP: English for Specific Purposes No of Students: Number of Students No of Teachers: Number of Teachers VU: Vinh University vi LIST OF TABLES Figure 1: Units of spoken language (van Lier, 1995, p 15) Table 3.1: Distribution of Time and Units in Semesters 29 Table 3.2: Speaking activities and topics/drills in the course book ―New Headway Pre-interemediate the third edition‖ 30 Table 4.1: Teachers‘ current teaching method 35 Table 4.2: Teachers‘ mistake correction for learners in speaking lessons 36 Table 4.3: Students‘ opinion on teachers‘ pedagorical practices 37 Table 4.4: Teachers‘ English communicative competence .39 Table 4.5:: Teachers‘ difficulties in teaching speaking to non-English students at VU .40 Table 4.6:: Students‘ difficulties in learning speaking skill in English classes 41 Table 4.7:: Students‘ reasons for learning English 43 Table4.8: Students‘ opinions on the speaking skill 44 Table 4.9:: Students‘ assessment of speaking topics and activities based on the textbook ‗New Headway Pre-intermediate the third edition‘ 50 Table 5.1:: Activities suitable for each unit in the course book ―New Headway Preintermediate the third edition‖ 74 vii CHAPTER 1: INTRODUCTION 1.1 Rationale We are living in the global world in which English language has rapidly become an international language To meet this requirement, English has been taught almost everywhere in Vietnam, especially in schools, colleges, universities, English is a compulsory subject However, how to speak English well is a problem for many Vietnamese learners of English, especially for the students of colleges and universities Despite the fact that most of the students have been learning English since they were at secondary or high school, they can not speak English fluently, or some cannot speak any English at all As a teacher of English at Vinh University, from our observation and our own teaching experience, we see that during a speaking lesson students can hardly use English for communicative objectives even in the simple form Some explain that they want to talk but they not know what to say Some are in poor participation in speaking activities in the classroom In fact, there is a large number of non-English major students who may be good at reading, writing but find it difficult to speak in English I often encourage my students to talk in English in class but they keep silent during the lessons Perhaps, there is a variety of reasons for their poor participation, including such large classes, lack of ideas, lack of motivation, lack of confidence when communicating or poor knowledge of English language In addition to those mentioned above, equipment and teaching methods of teachers can make the situation worse There have been numerous studies on this situation and various solutions, recommendations and suggestions have been proposed, including innovating teaching methods, changing syllabus or textbooks, upgrading teachers‘ qualifications, changing formats of speaking tests and so on At Vinh University, however, no research on suggesting communicative activities for teaching speaking skill to non- English majors has been done before The author, as a teacher of to make the guessing too difficult, the ‗victim‘s‘ day should not be divided into more than six two-hour periods The people who waited outside during step are called in and return to their groups There they try and find out – by asking only yes/no questions – how the group thinks they spent the previous day (Optional) when each ‗victim‘ has guessed his fictitious day, the group tries to find out what he really did Activity Personalities Aims: Giving reasons, making comparisons Class time: 10-15 minutes Preparation time: None Procedure: the teacher writes a list of 10-15 famous names on the board She asks the students to select the six personalities they would like to invite to their classroom to give a talk and rank them in order of preference They write their choices in order on a piece of paper All the papers are collected When the final list for the whole class has been compiled, students who selected the most popular personalities are asked to explain their choice The activity could be continued with the students writing our interview questions they would like to ask the person of their choice Remarks The teacher will be far more successful in devising a list which is geared towards her students‘ knowledge and interests Activity 10 How often Level: Elementary and above Aims: Praticing Simple Present 69 Class time: Materials: 10-15 minutes Copies of chart below for each student Procedure Give out copies of chart or get students to copy it down from the board Ask them to ask each other the questions and fill in the chart for their partner When they have finished, ask them to write five sentences about their partner Collect these in and use the information to make a wall-poster, for example - Ana never forgets things!(Do you believe her?) - Danny never cries!(Do you believe him?) - Felix quarrels with his sister almost every day Chart How often you very often often Cry Laugh Quarrel with your sister/brother Feel happy for no reason Feel sad for no reason Daydream Forget things Wish you were someone else Get angry Do silly things Make mistakes Really enjoy yourself Change your mind 70 sometimes rarely never Activity 11 Twenty things I‟d like to Aims: Expressing likes and dislikes Analyzing one‘s likes Class time: 20-30 minutes Preparation time: None Procedure The students are asked to write a list of 20 things they would like to These can be ordinary activities like eating a lot of ice-cream or more exotic dreams like going for a trip in a balloon They should jot sown anything that comes to mind, writing the activities one under the other These lists will remain private the students are asked to code their lists by putting one or more of the following symbols in front of them: £ if the activity is expensive WF if the activity involves other people (WF = with friends) A if they would this on their own (A = alone) M or F if they think their mother (M) of father (F) would enjoy this, too X if the activity is at all physically or mentally harmful (e.g smoking) now the students should think about the distribution stem sentences: I have learnt from this exercise that I am surprised that I am pleased that I am worried that I don‘t mind that 71 The completed sentences are collected by the teacher and individual ones read out, provided they contain a stimulus for discussion Activity 12 Chain story Aims: Practicing simple past Class time: 15-20 minutes Preparation: Small slips of paper with one noun/ verb/ adjective on each of them, as many pieces of paper as there are students Procedure Each student receives a word slip The teacher starts the story by giving the first sentence, e.g ―It was s stormy night in November.‖ A student (either a volunteer or the person sitting nearest to the teacher) continues the story He may say up to three sentences and must include the word on his slip of paper The next student goes on Variations Each student is also given a number The numbers determine the sequence in which the students have to contribute to the story Activity 13 Job prestige Aims Asking for and giving reasons, agreeing and disagreeing Class time 15-20 minutes Preparation time None Procedure The teacher outlines the task ―You are going to be given a list of 14 occupations You have to rank them according to two criteria First arrange them in the order which these jobs are regarded and paid for in our society Secondly make a list in which you show how important you think each job should be.‖ 72 Dentist university professor taxi driver actor secretary nurse schoolteacher shop-assistant policeman librarian lawyer engineer journalist farmer ―Work with your neighbor You should – as far as it is possible – reach agreement in both rankings Where you cannot agree, mark the difference of opinion on your list.‖ The results are presented by the students and noted on the board The first list will probably be very similar in each case, with clusters of high prestige and low prestige job emerging clearly The ranking of the jobs according to the importance allotted to them by individual students may differ wildly and should stimulate a discussion on the criteria for ―upgrading‖ or ―downgrading‖ certain occupations Activity 14 Aims What are they up to now? : Asking and answering questions to practise the present continuous tense Class time 15-20 minutes Preparation time None Procedure: Ask the class to close their eyes and think about the members of their family What are they all doing now? Ask them questions: ―What is your mother doing? Your father?Your sisters?Your brothers?Your aunt? And so on They should not answer, but keep their eyes closed and try to picture what they are doing Ask them to open their eyes and tell their partner what the different members of their family are probably doing at that moment 73 Table 5.1: Activities suitable for each unit in the course book “New Headway Pre-intermediate the third edition” Unit Suggested Activities 10 11 12 1,3,8,12,13 1,3,6,14 1,4,8,12 2,3,6,10 2,4,7,9,11 3,5,7,12 2,5,9,11 2,4,5,10,13 4,5,8,9,12 2,5,7,10,12 4,5,7,8,11 2,4,5,8 5.5 Suggestions for further study This study only concentrates on relevant difficulties in teaching of English speaking skill to non-English majors at VU and makes some suggestions for teachers and suggests certain classroom techniques and activities which help to motivate the students to speak English It is likely to affirm that the study has merely mentioned a very small part of teaching speaking skill at a concrete research context There are some suggestions for further researches concerning the teaching speaking skill at VU in particular and at other educational and training institutes in general: - A study on designing supplementary speaking tasks and activities based on English course books for non-English major students at VU - Futher studies on changing the form of speaking test to have a more challenging one is also suggested as an effort to motivate students in their learning speaking skill in English class at VU 74 REFERENCES Brown, G and Yule, G (1983), Teaching The Spoken Language Cambridge University Press Brown, H.D (1994), Teaching by principles: An Interactive Approach to Language Pedagogy New Jersey: Prentice Hall Regents Brown, H D (2000), Principles of Language Learning and Teaching (3rd Edition) Beijing: Foreign Language Teaching and Research Press Brumfit C.J and Johnson K (1979) The Communicative Approach to Language Teaching Oxford University Press Burkart, G.S (1998), ―Spoken Language: What it is and how to teach it‖ Washington, DC:CenterforAppliedLinguistics,1998.Retrievedfrom http://www.nclrc.org/essentials/speaking/spindex.htm Burns, A (1999) Quantitative and Qualitative Collaborative Action Research for English Language Teachers Cambridge University Press Burns, A., & Joyce, H (1997), Focus on Speaking Sydney: NCELTR Bygate, M (1987), Speaking Oxford: Oxford University Press Bygate, M (1991), Speaking Oxford: Oxford University Press 10 Chaudron, C (1988), Second Language Classrooms: Research on Teaching and Learning Cambridge: Cambridge University Press 11 Cohen, A (1996) Developing the ability to perform speech acts Studies in Second Language Acquisition, 18, (pp.253–267) 12 Cook, V (2000), Second Language Learning and Language Teaching (2nd Edition) Beijing: Foreign Language Teaching and Research Press 13 Dalle, T., Ph.D., & Thrush, E., Ph.D (2003), ―Practicing Oral Skills in Large Classes‖ Teacher’s Edition, Issue 13, pp 4-9 14 Ellis, R (1991), Understanding Second Language Acquisition Oxford: Oxford University Press 15 Fisher, R (1990) Teaching Children to Think Basil Blackwell Publisher 16 Gardner, RC (1985) Social Psychology and second language learning: The roles of attitudes and motivation London: Edward Arnold 17 Hadfield, J (1984) Advanced Communication Games: Nelson 75 18 Hadfield, J (1984) Elementary Communication Games: Nelson 19 Hammerly, H (1991) Fluency and accuracy: Toward balance in language teaching and learning Clevedon, UK: Multilingual Matters 20 Harmer, J (2000), How to Teach English Beijing: Foreign Language Teaching and Research Press 21 Hedge, T (2000), Teaching and Learning in the Language Classroom Oxford: Oxford University Press 22 Horwitz, E.K (1988), ―The beliefs about language learning of beginning university foreign language students‖ Modern Language Journal, 72, 283-294 23 Horwitz, E.K., Horwitz, M.B., & Cope, J.A (1991), ―Foreign Language classroom anxiety‖ In E.K Horwitz & D.J Young (Eds.), The Language Anxiety: From Theory and Research to Classroom Implications (pp 27-36) New Jersey: PrenticeHall Inc 24 Johnson, K (2002), An Introduction to Foreign Language Learning and Teaching Beijing: Foreign Language Teaching and Research 25 Krashen, S.D (1985), The Input Hypothesis: Issues and Implications New York: Longman Inc 26 Koch, A.S., & Terrell, T.D (1991), ―Affective reactions of foreign language students to Natural Approach activities and teaching techniques‖ In E.K Horwitz & D.J Young (Eds.), The Language Anxiety: From Theory and Research to Classroom Implications (pp 109-126) Englewood Cliffs, NJ: Prentice-Hall 27 Larsen-Freeman, D (1986), Techniques and Principles in Language Teaching Oxford University Press 28 Lazaraton, A (2001) Teaching oral skills In M Celce-Murcia (Ed.) Teaching English as a second or foreign language (3rd ed., pp 103–115) Boston: Heinle & Heinle 29 Lê, V.C (2001) ―Language and Vietnamese Pedagogical Contexts‖ Teachers’ Edition, Issue 7, pp 34-42 30 Littlewood, W.(1981) Communicative University Press 76 Langage Teaching Cambridge 31 Major, R C (2001) Foreign accent: The ontogeny and phylogeny of second language phonology Mahwah, NJ: Lawrence Erlbaum Associates 32 Mathews-Aydinli, J & Van Horne, R.V (2006), ―Promoting the Success of Multilevel ESL Classes: What Teachers and Administrators Can Do‖ Center for Adult English Language Acquisition (CAELA) Retrieved from www.cal.org/caela/esl resources 33 Nunan, D (1989), Designing Tasks for the Communicative Classroom Cambridge University Press 34 Nunan David (1999) Second Language Teaching and Learning Heinle & Heinle Publishers 35 Pattision, P (1987), Developing Communicative Skills Cambridge University Press 36 Phạm, H.H (2005), ―University English classrooms in Vietnam‖ ELT Journal, Vol 59, No 4, pp 336-339 37 Richards, J C., & Rodgers, T (1986) Approaches and methods in language teaching: A descriptive analysis Cambridge: Cambridge University Press 38 Tsui, A (1996), ―Reticence and anxiety in second language learning‖ In Bailey, K.M & Nunan, D.(eds.): Voices from the Language Classroom Cambridge: Cambridge University Press 39 Ur, P (1997), A Course in Language Teaching Cambridge University Press 40 Ur, P (2000), A Course in Language Teaching Practice and Theory Beijing: Foreign Language Teaching and Research Press 41 Van Lier, L (1995) Introducing language awareness London: Penguin English 42 Van Duzer, C (1997) Improving ESL learners' listening skills: At the workplace and beyond 43 Young, D.J (1991), ―Creating a low – anxiety classroom environment: What does language anxiety research suggest?‖ Modern Language Journal, 75, 426-439 77 APPENDICES Appendix 1: SURVEY QUESTIONNAIRE FOR TEACHERS This questionnaire is conducted with a view to finding out difficulties from teachers when teaching English speaking skill to non-English major students at VU Your completion of this questionnaire is highly appreciated The data collected are used in the research paper only, not for any other purposes Thank you for your cooperation! * Background information - Your gender:  Male  Female - Your age: ……………………………………………………………………… - Your name: …………………………………………………………………… - Your years of teaching English: ……………………………………………… Please put a tick (v) in the box beside the option(s) appropriate to you What teaching methods are currently applied in your teaching speaking?  CLT  Grammar-translation method  Audio-lingual method  Direct method  Others What is your reaction to the students keeping making mistakes?  Remain silent, smile and encourage them to go on  Remain silent but not smile or encourage them  Stop them and correct their mistakes  Get angry when students keep making mistakes How often you correct students’ mistakes while they are performing their tasks?  Never  Seldom  Sometimes  Frequently How confident you feel about speaking? Are you able to cope orally with different situations?  Very self-confident  Self-confident enough I  Not very self-confident  Not self-confident at all What are the difficulties that you have experienced when teaching speaking to non-major students at TNU-CT? (You can tick more than one option)  Large class and multi-level class  Students‘ low motivation  Students‘ low level of English proficiency  Lack of time  Students‘ lack of background / cultural and social knowledge  Teachers‘ lack of confidence in English communicative competence  Unsuitable textbook  Students‘ passive way of learning  Students‘ anxiety or shyness  Others Thank you very much for your help! II Appendix 2: PHIẾU ĐIỀU TRA DÀNH CHO SINH VIÊN Phiếu điều tra nhằm tìm hiểu khó khăn mà sinh viên không chuyên tiếng Anh trường ĐH Kỹ Thuật Công Nghiệp Thái Nguyên gặp phải học kĩ nói lớp học tiếng Anh Các thông tin câu trả lời mà bạn cung cấp quan trọng cần thiết khảo sát Bạn yên tâm liệu mà bạn cung cấp sử dụng cho nghiên cứu không nhằm mục đích khác Cảm ơn hợp tác bạn! * Thơng tin cá nhân - Giới tính:  nam  nữ - Họ tên: - Tuổi: - Lớp: - Bạn học tiếng Anh bao lâu? Bạn đánh dấu (V) vào ô bên cạnh câu trả lời mà bạn lựa chọn Bạn học tiếng Anh lý gì? (Bạn tích nhiều lựa chọn)  Một mơn học bắt buộc chương trình đại học  Thích học tiếng Anh  Mở rộng hội tương lai, ví dụ nghề nghiệp, thăng tiến…  Phục vụ mục đích giải trí như: nghe nhạc, chơi game, đọc truyện, sách báo…  Mở mang hiểu biết quốc gia giới (ví dụ như: tìm hiểu ngơn ngữ văn hóa nước nói tiếng Anh)  Tiếng Anh công cụ giao tiếp quan trọng  Các lý khác: Kĩ nói quan trọng với bạn nào? III  Rất quan trọng  Khá quan trọng  Hơi quan trọng  Không quan trọng tí Bạn đánh chủ đề hoạt động nói sách “New Headway Pre-intermediate the third edition”?  Thú vị  Tẻ nhạt  Khó  Dễ Bạn có gặp phải khó khăn học nói Tiếng Anh khơng?  Có  Khơng Nếu có, ngun nhân sau dẫn đến khó khăn bạn? (Bạn tích nhiều lựa chọn)  Từ trước đến bạn không quen phải nói tiếng Anh học  Bạn thiếu hiểu biết văn hóa lĩnh vực khác đời sống xã hội  Bạn sợ bị bạn lớp giáo viên chê cười mắc lỗi nói  Do tính hướng nội (rụt rè, nhút nhát, hay xấu hổ, hay e thẹn v.v…) bạn  Trình độ tiếng Anh (ngữ pháp, từ vựng, cách phát âm, cách kết hợp từ v.v  Các nguyên nhân khác Theo bạn, phương pháp sư phạm giáo viên dạy nói bạn có phù hợp khơng?  Có  Khơng Nếu khơng, khơng phù hợp gì? (Bạn tích nhiều lựa chọn)  Giáo viên nói q nhiều khơng cho sinh viên hội thực hành  Cách thức, thái độ thời điểm sửa lỗi giáo viên chưa phù hợp  Giáo viên nói nhanh khó nên sinh viên không hiểu  Giáo viên xa cách với học sinh nên khơng khí lớp căng thẳng  Các lý khác Xin chân thành cảm ơn giúp đỡ bạn! IV Appendix 3: INTERVIEW QUESTIONS FOR TEACHERS Do you have any difficulties in teaching speaking skill to non-English major students at VU? Are you satisfied with your students‘ learning style in the first year at college? Does this way of learning have any influence on their learning speaking English? Is the background knowledge of VU first-year students adequate? If not, what may be the consequences of this in English speaking lessons? What you think about your students‘ motivation to learning English? Which students‘ trait(s) deter(s) them most from taking actively in the speaking lesson? Is VU first-year students‘ level of English proficiency mixed? If mixed, you have any trouble teaching inhomogeneous classes? What you think about the time allocated for the two semesters? Does this time amount bring you any trouble? Are the textbooks used for teaching speaking skill to non-English major students suitable? 10 What should you to minimize these problems? V Appendix 4: CÂU HỎI PHỎNG VẤN DÀNH CHO SINH VIÊN Bạn có gặp phải khó khăn học nói tiếng Anh khơng? Theo bạn, phương pháp sư phạm giáo viên bạn cịn có điểm khơng phù hợp làm ảnh hưởng đến việc học nói tiếng Anh bạn khơng? Bạn có cảm thấy miễn cưỡng tham gia vào hoạt động nói tiếng Anh lớp học ngoại ngữ khơng? Những nguyên nhân gây miễn cưỡng bạn? Bạn đánh giá chủ đề hoạt động nói sách tiếng Anh mà bạn học? Các chủ đề hoạt động nói sách có có gây khó khăn cho bạn khơng? Theo bạn, giáo viên nên làm để giảm bớt khó khăn tiết học nói tiếng Anh? VI ...MINISTRY OF EDUCATIONAND AND TRAINING VINH UNIVERSITY HOANG THI CHUNG SOME SUGGESTIONS FOR TEACHING ENGLISH SPEAKING SKILL TO THE NON -ENGLISH MAJOR STUDENTS AT VINH UNIVERSITY Major: Teaching. .. difficulties in teaching English, especially speaking skill to non -English major students They claimed about many problems in teaching speaking skills in English classes According to them, these problems... helpful for teachers in their teaching English speaking skill to non- English major students at VU To achieve this aim, the objectives are (i) to investigate the current situations of learning and teaching