BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG

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ISO 9001:2015

KHÓA LUẬN TỐT NGHIỆP
NGÀNH: NGÔN NGỮ ANH

Sinh viên

: Lương Thị Huyền

Giảng viên hướng dẫn: Th.S Nguyễn Thị Quỳnh Hoa

HẢI PHÒNG - 2019


BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG
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A STUDY ON
HOW TO IMPROVE ENGLISH SPEAKING SKILL FOR THE
FIRST YEAR ENGLISH MAJOR STUDENTS IN HAI PHONG
PRIVATE UNIVERSITY

KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC HỆ CHÍNH QUY
NGÀNH: NGÔN NGỮ ANH


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2. Các số liệu cần thiết để thiết kế, tính toán.
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3. Địa điểm thực tập tốt nghiệp.
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CÁN BỘ HƯỚNG DẪN ĐỀ TÀI TỐT NGHIỆP
Người hướng dẫn thứ nhất:
Họ và tên: Nguyễn Thị Quỳnh Hoa.
Học hàm, học vị: Thạc sĩ.
Cơ quan công tác: Trường Đại học Dân lập Hải Phòng.
Nội dung hướng dẫn: A study on how to improve english speaking skill for
the first year English major students in Hai Phong private university.
Người hướng dẫn thứ hai:
Họ và tên:.............................................................................................
Học hàm, học vị:...................................................................................


Đơn vị công tác:

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Họ và tên sinh viên:

.......................................... Chuyên ngành: ...............................

Nội dung hướng dẫn:

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Tinh thần thái độ của sinh viên trong quá trình làm đề tài tốt nghiệp
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1. Đánh giá chất lượng của đồ án/khóa luận (so với nội dung yêu cầu đã đề ra trong
nhiệm vụ Đ.T. T.N trên các mặt lý luận, thực tiễn, tính toán số liệu…)
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3. Ý kiến của giảng viên hướng dẫn tốt nghiệp


Đề tài tốt nghiệp:

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1. Phần nhận xét của giáo viên chấm phản biện
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2. Những mặt còn hạn chế
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3. Ý kiến của giảng viênchấm phản biện

Được bảo vệ

Không được bảo vệ

Điểm hướng dẫn

Hải Phòng, ngày … tháng … năm ......
Giảng viênchấm phản biện
(Ký và ghi rõ họ tên)

QC20-B19

7.3. Motivation is high ..................................................................................... 14
7.4. Language is of an acceptable level ........................................................... 14
i


CHAPTER 2: METHODLOGY .................................................................... 15
1. The reality of learning and teaching English speaking skill for the first year
English major students at HP ............................................................................ 15
1.1 The teaching staff ........................................................................................ 15
1.2 The student .................................................................................................. 15
1.3 English teaching and learning condition at Hai Phong Private University .. 16
2.The survey questionaires ................................................................................ 17
2.1 The design of the survey questionaires ........................................................ 17
2.2. The data analysis ........................................................................................ 18
2.2.1. The students’ English learning time ........................................................ 18
2.2.2 Which skill is the most difficult................................................................ 19
2.2.3 The students’ attitude toward learning English speaking.......................... 19
2.2.4 The students’ perceived importance of English speaking ......................... 20
2.2.5 The students’ frequency of speaking English in class time ...................... 21
2.2.6 The students’ impression on the English lessons ...................................... 22
2.2.7 The result from students’ opinions on the current teaching method ......... 23
2.2.8 The students’ time to take part in extra-activities ..................................... 25
2.Findings and discussion of findings ............................................................... 25
CHAPTER 3 : SOME SUGGESTED TO IMPROVE ENGLISH
SPEAKING SKILL ......................................................................................... 27
1.Teaching methods to improve speaking skills ................................................ 27
3. The language game ........................................................................................ 34
3.1 Advantages of language games ................................................................... 34
3.3.Work group and pair group ......................................................................... 38
4.Telephone conversations ................................................................................ 38



ACKNOWLEDGEMENTS

In the process of doing the graduation paper, I have received a lot of help,
assistance, guidance, encouragement and idea contribution from my teachers,
family and friends.
My great gratitude goes to my supervisor Nguyen Thi Quynh Hoa (M.A)
for her enthusiastic guidance, very helpful ideas and instructions for the
preparation and her corrections during the completion of this graduation paper.
Secondly, I would like to express my sincere thanks to Ms. Tran Thi
Ngoc Lien (MA), the Dean of Foreign Language Department and all the
teachers at Haiphong Private University for the precious and useful lessons in
my study process that helped me a lot during graduation time.
It woult be a mistake if I didn’t mention the first year English major at
Hai Phong Private University who took part in my survey questionnaire
enthusiastically. Thanks to their participation, I had data survey, analysis and
gave the appropriate solutions.
Last but not least, I would like to give my heartfelt thanks to my family, my
friends who always, encourage and inspirit me to complete this graduation paper.
Hai Phong, February, 2019
Student
Luong Thi Huyen

v


PART I: INTRODUCTION
1. Rationale
Nowadays, it can’t bedenied that English is becoming the common tounge

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basic knowledge of speaking skill with higher requirement for the next graders.
To sumarize the above, my study is aimed at:
- Covering background knowledge of speaking
- Finding out reality of teaching and learning English at HaiPhong Private
University.
- Finding out appropriate techiniques for teaching speaking lessons which
draw students’s attention into the lesson. The students will feel interested,
enjoyable and funny when they come into the speaking lesson. Some good
techniques, especially the extra- activities will be given out inorder to improve
their speaking skill.
It should be noted that this paper shouldn’t be considered exclusive to
English major students at Hai Phong Private university. Infact, the fundamental
concepts and result of this paper can be applied to most English learners.
3.The scope of the study
There are so many different material resources and researchers that
require a lot of time and effect while my personal experien ce is limited.
Therefore, this study can only foucs on study some effective techniques in
studying English speaking skill, especially through the extra- activities for the
first year English major students at Hai Phong Private University.
I hope that this study is a good reference material for the English major
as well as all students who wish to get the higher speaking skill.
4.Methods of study
To finish this study, I myself carry out some following methods.
- Researching on reference books and websites.
- Attending English speaking periods at English non- major classes at Hai
Phong Private University.
- Interviewing and conducting the survey questionaires for the first year


PART II. DEVELOPMENT
CHAPTER I: THEORETICAL BACKGROUND

Firstly, to master the techniques of studying speaking skill, especially for
the first year English major students of Hai Phong Privste University, it is
imposible not to mention the concept of speaking.
1.Definition of speaking skill
Different people use the term “ speaking” in different ways, which can
cause much confusion. Speaking a foreign language ususally seems much harder
than learning to write and and read, especially to the first year English nonmajor students. Often the most important problems peple have with forein
language is that they can not speak their thinkings and their ideas as well. In fact,
it is likea vicious circle: they make mistakes, they become afraid of speaking
and thus they never get the practise which would be able to correct their
mistakes. Most of the beginning learners do not understand axactly “ what is
speaking?”. We only regard speaking sd a simple, easy process that involves
speaking the words, the ideas…by speaking out what they think without the
correct. So, we had better start by making sure that we are thinking about the
same thing when we use this term. As the first step, it would be use ful to
undersytand “what is speaking”. According to the Oxford Pocket dictionary of
Current English 2009 “ Speaking is the action of conveying information or
expressing ones thoughts and feelings in spoken language. And speaking used to
indicate the degree of accuracy intended in a statement or the point of view from
which it is made.”
In the book “ Developing speaking skill” of David Scheter, published on
1999, there is a definition that: “ Speaking is to uuter words or articulate sounds,
as human beings to express thoghts by words, as the organs may be so
obstructed that a man may not be able to speak”. Meanwhile in the book
“ Collins Cobuild English for avanced learner 4th edition, published in 2007


Brown (1994) and Burns and Joyce (1997) defined speaking as an interactive
process of making meaning that includes producing, receiving, and processing
information.
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Bygate (1987) defined speaking as the production of auditory signals to
produce different verbal responses in listeners. It is regarded as combining
sounds systematically to form meaningful sentences. Eckard and Kearny (1981),
Florez (1999), Howarth (2001), and Abd El Fattah Torky (2006) defined
speaking as a two–way process including a true communication of opinions,
information, or emotions. This top-down view regards the spoken texts as the
collaboration between two or more people in the shared time and the shared
context. Whilst Pendidikan Nasional stated, based on Competence Based
Curriculum speaking is one of the four basic competences that the students
should gain well. It has an important role in communication. (Departmen
Pendidikan Nasional, 2004 p.1). In carrying out speaking, students face some
difficulties; one of them is about language its self. In fact, most of students get
difficulties to speak even though they have a lot of vocabularies and have
written them well. The problems are afraid for students to make mistakes. While
Wallace (1978) stated that oral practice (speaking) becomes meaningful to
students when they have to pay attention to what they are saying. Thus, the
students can learn better on how to require the ability to converse or to express
their ideas fluently with precise vocabularies and good or acceptable
pronunciation.
Speaking ability is the students’ ability in expressing their ideas orally,
which is represented by the scores of speaking. Speaking is only an oral trail of
abilities that it got from structure and vocabulary, Freeman (in Risnadedi, 19
2001) stated that speaking ability is more complex and difficult than people
assume, and speaking study like study other cases in study of language,


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. 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.
Some few speaking situations may be totally non-interactive, such as when
recording a speech for a radio broadcast.
Here are some of the micro-skills involved in speaking. The speaker has to:
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Pronounce the distinctive sounds of a language clearly enough so that

people can distinguish them. This includes making tonal distinctions.
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Use stress and rhythmic patterns, and intonation patterns of the

language clearly enough so that people can understand what is said.
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Use the correct forms of words. This may mean, for example, changes

in the tense, case, or gender.
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Put words together in correct word order.
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grammar, vocabulary, and so forth… When learners begin speaking in another
language, their speaking will need to be based on some form-focused learning.
An effective way to start is to base speaking on some useful, simple memorized
phrases and sentences. These may be greetings, simple personal description, and
simple questions and answers. As their proficiency and experience in the
language develop, most of these sentences and phrases may be re-analyzed and
incorporated into the learners‟ system of knowledge of the language. Language
use based on memorization can be the starting point for more creative use of the
language.
3.2 Meaning-focused speaking
Meaning-focused instruction, that is, opportunities to produce meaningful
spoken messages with real communicative purposes.
In addition to form-focused speaking, language learners should be
exposed to and given chances to practice and use meaning-focused
communication, in which they must both produce and listen to meaningful oral
communication.
3.3.Opportunities to improve fluency
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Elements of all these above should be presented throughout a speaking
program with emphasis on form-focused instruction at the elementary levels and
as the learners ' progress on meaning-focused instruction at the higher level.
4.Relationship between speaking and three other skills
According to Forseth. R and Carol. H (1994:43), speaking related to the
following skills:
4.1. Relationship between speaking and listening
In learning English as a foreign language, the learner cannot develop
speaking skills unless he develops listening skills; to successful conversation, he
must understand what is said to him. Later on, the ability to understand the

opposites. A spoken and written on the same topic will different in language use
relating to grammar, lexis, and style.
5.The purpose of speaking skills
It is hard to describe a thing without speech, if we don’t use language to
express our mean or purpose to do something, it might be distorted or difficult to
get. Thus, speaking is always considered the most crucial action of human being.
There might be no other effective way to communicate than speaking. The four
basic skills of listening, speaking, reading and writing are all connected. It is
essential to be proficient in all of these skills to be a competent communicator.
However, it is worth mentioning that speaking skill tends to help the learners
benefit more with some specific advantages. The ability to express thoughts,
emotions, and so on can provide a learner with these followingadvantages:
Ability to hold the leadership. Business managers, educators, military
leaders, lawyers, and many others leaders need to develop their speaking skills
so that they are capable of mastering public speaking. Speaking clearly and
confidently can help them get the attention of an audience, providing the
precious opportunity for those speakers to transfer their messages and make
them well-known by their speech. Wise and successful speakers are who can
gain and then hold the attentions of their audiences.Also how well-chosen the
speakers select the vocabulary, organized and expressed things can determine
the level of impact made after the speech.
The ability to be outstanding. When it comes to speaking skills, everyone
tends to think of it as a common skill. However, ability to excel and to speak
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English effectively and confidently is not an ordinary ability. Many people are
extremely afraid of public speaking. As a research shows that more than a half
of all population in the world are terribly afraid of public speaking while others
are not so competent to form thoughts into sentences and make those words

often phrases or sentence fragments full of pauses, false starts, and repetitions.
- The way most dialogues are taught: Teachers ask students to memorize
dialogues by heart.
Two ways to make dialogues more communicative:
*Turning dialogues into role plays: students are asked to work in pair:
they pretend they are acting as someone else. Then teachers ask a few pairs to
perform the dialogue in front of the whole class, speaking in different moods
such as happy, irritated, bored, or in different role relationships such as parents
and a child, husband and wife, two friends, or making the dialogue longer by
adding more lines.
Another point is that teachers should ask students to come to the front of
class before telling them the situation then give them few minutes to think about
that. Thanks to this, students will speak more spontaneously. Factors that affect
the success of role-plays (Ur, 1996:133)
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Teachers enthusiasm;

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Careful instructions;

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Clear situation and roles;
Making sure that the students have the language they will need to carry

out the role-play
* Using cue cards: this way, an information gap is formed because each
student only sees one cue card so he does not know what the other person is

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Create a meaningful context for language use

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Increase learning motivation

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Reduce learning anxiety

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Integrate various linguistic skills

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Encourage creative and spontaneous use of language

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Construct a cooperative learning environment

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Foster participatory attitudes of the students.
Teachers can divide class into small groups or let the whole class play a game.
There are various kinds of game and each kind helps students develop heir skill.
Teachers can choose one suitable with students' ability. Some games: art