Tài liệu Khóa luận tốt nghiệp ngôn ngữ Anh IUH

MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES ------ GRADUATION REPORT STUDENT : NGUYỄN THỦY VY ID NUMBER : 12099951 CLASS : CDAV14B COURSE : 2012 – 2015 SUPERVISOR : CHÂU THỊ BÍCH VÂN M.A. HCMC, 06/2015 Student’s name: Nguyễn Thủy Vy ID: 12099951 MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES ------ Student’s name :NGUYỄN THỦY VY Student’s ID :12099951 Class :CDAV14B Course : 2012 – 2015 Supervisor : CHÂU THỊ BÍCH VÂNM.A. Student’s declaration: I declare that this graduation report is entirely my own work and does not involve in plagiarism or collusion. It also has not been accepted as part of a submission to another purpose else where. I accept heavy penalty for any cheating or plagiarism. Date submitted: Friday, May 15th, 2015 Signed Word length : : 3,995 words Supervisor: Châu Thị Bích Vân M.A. Page 2 Student’s name: Nguyễn Thủy Vy ID: 12099951 TITLE: Some methods of fostering the daily Englishspeaking habits for English-majored freshmen at Industrial University of Ho Chi Minh City TABLE OF CONTENTS Abstract.................................................................................................................................6 CHAPTER I: INTRODUCTION 1.1 Problem Statement/Rationale ..............................................................................8 1.2 Research Goals ......................................................................................................8 1. 3 Indication of the Importance/Significance of the Research .............................8 CHAPTER II:THEORITICAL FRAMEWORK 2.1. Definitions of key terms/concepts ....................................................................10 2.1.1. Definition of “speaking competence” .............................................10 2.1.2. Definition of “fostering the habit of speaking English daily” .....10 2.2. Theoretical Framework .....................................................................................11 2.2.1. The problems in speaking English ..................................................11 2.2.2. The types of speaking activities ......................................................12 Supervisor: Châu Thị Bích Vân M.A. Page 3 Student’s name: Nguyễn Thủy Vy ID: 12099951 2.2.2.1. Acting from a script...........................................................12 2.2.2.2. Communication games......................................................12 2.2.2.3. Discussion...........................................................................13 2.2.2.4. Guessing game...................................................................13 2.2.2.5. Role-play.............................................................................13 2.2.3. The problems when applying speaking activities in classroom setting ......................................................................................................................14 2.2.4. Improving Teacher’s classroom techniques to teach speaking skills ......................................................................................................................14 2.2.4.1. Increasing students speaking interest and motivation...15 2.2.4.1.1. The concepts of interest and motivation...........15 2.2.4.1.2. The solutions of increasing students speaking interest and motivation....................................................................15 2.2.5. Training students to become efficient English speakers................16 2.2.5.1. How to foster English-major freshmen to practice speaking on a daily basis.....................................................................................16 2.2.5.2. Making students realize the nature of speaking process.... ..........................................................................................................16 2.2.6. The roles of teacher in speaking classes..........................................17 2.3. Research questions ............................................................................................17 CHAPTER III: RESEARCH DESIGN Supervisor: Châu Thị Bích Vân M.A. Page 4 Student’s name: Nguyễn Thủy Vy ID: 12099951 3.1. The place where you investigate .......................................................................19 3.2. Research object ..................................................................................................19 3.3. Research methodology ......................................................................................20 CHAPTER IV:Conclusion.................................................................................................21 References ..........................................................................................................................24 Appendices .........................................................................................................................25 ABSTRACT Because of the global connections, learning foreign languages are becoming increasingly popular all over the world these days. There is no doubt that English is regarded as a lingua-franca. For this reason, more and more people are studying English as the most useful communication tool. In Vietnam, especially in IUH, English studying and teaching techniques have varied considerably to meet the demands of the society. And IUH’s English-majored freshmen have to do something to face with it. To be specific, the four skills in English must be mastered by all means equally. Although any of them is of great importance, it is speaking skills which are employed to directly test one’s English proficiency. However, they cannot speak English fluently because of the influence of grammar-translation methods during their high-school time. To be exact, their acquisition of the four skills has not developed equally. To be blunt, whereas Reading and Writing skills are almost considered somewhat acceptable, Listening and Speaking skills are something beyond their ability. In the limit of this research, how to develop English- speaking skills are thoroughly discussed. The main reason for choosing this topic for my graduation report is to set an alarm for freshmen English learners to realize how important speaking skills are in everyday situations. No matter where we are, communicating in English plays an essential role in understanding one another. Moreover, this study also focuses on the way how English-major freshmen overcome difficulties Supervisor: Châu Thị Bích Vân M.A. Page 5 Student’s name: Nguyễn Thủy Vy ID: 12099951 to speak English naturally and fluently. From that, they can be more confident in communicating in English on a daily basis. CHAPTER I: INTRODUCTION 1.1 Problem statement: We live in a modern era when English is more and more popular. Since the revolution of innovation, many people, especially students, have been spending more time learning English. This language has the function of connecting two or more people coming from the four corners of the world. It is also the language of economy, medicine, engineering, technology, computing, tourism, etc. That is why people call it the mother of all other language. In Vietnam, English has been a compulsory subject since students of my time have started learning English at grade six in their high school. Regretfully enough, the teaching of the four skills has not been conducted equally. Whereas Reading and Writing have been given a lot of attention, Listening and Speaking have almost been forgotten, so students of my time often feel lost when being surrounded by daily English speaking activities. English learners in general and English-majored students in particular, are still afraid of communicating in English because they are worried about making mistakes. In addition, they do not have a lot of opportunities to practice English outside the classroom. They have to suffer from classroom environment, the lack of interaction with native speakers. Also, because of the limited time of learning English in the classroom, their speaking proficiency is inhibited. 1.2 Research Goals: Supervisor: Châu Thị Bích Vân M.A. Page 6 Student’s name: Nguyễn Thủy Vy ID: 12099951 This study focuses on the problems in speaking English effectively, in designing speaking activities in the classroom setting. Also, ways to improve teacher’s classroom techniques to teach speaking skills and to train students to become more efficient English speakers are discussed. 1.3 Indication of the importance From all the research goals mentioned above, the problems that students have to encounter in learning English as well as the corresponding solutions are identified. Since then, English learners in general, English-majored students in particular, will make considerable progress in employing English in daily life. CHAPTER II: THEORITICAL FRAMEWORK 2.1 Definitions of key terms / concepts 2.1.1. Definition of “speaking competence” According to Tarigan (1990:5) “speaking is ability to say or pronounce words and sounds articulation to express feeling, thought and idea.” Also, Brown, H.D. (1994: 62) states “Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information. Supervisor: Châu Thị Bích Vân M.A. Page 7 Student’s name: Nguyễn Thủy Vy ID: 12099951 In keeping with Chaney (1998:13) “speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts.” Based on purpose occasion, and audience, the skill of being clear, coherent and persuasive in communicating orally is defined as the competence in speaking English. According to NCLRC “Communicative competence is made up of four competence areas such as linguistic, sociolinguistic, discourse, and strategic.” Firstly, Linguistic competence is to know how to use the grammar, syntax, and vocabulary of a language. Secondly, Sociolinguistic competence is to know how to use and respond to language appropriately, given the setting, the topic, and the relationships among the people communicating. Thirdly, Discourse competence is to know how to interpret the larger context and how to construct longer stretches of language so that the parts make up a coherent whole. Finally, Strategic competence is to know how to recognize and repair communication breakdowns, how to overcome the gaps in our knowledge of the language, and how to learn about the language and in the context. 2.1.2. Definition of fostering the habit of speaking English daily Fostering means the acts of making students more determined, hopeful or confident. To foster the habit of speaking English daily, teachers should include many activities and strategies that attract students’ attention and make them interested in the lesson. As Peck (1978:139), cited in Celce-Murcia (2001), states “Activities need to be child centered and communication should be authentic. This means that children are listening or speaking about something that interests them, for their own reasons, and not merely because a teacher has asked them to”. Also, Peck (1978:140), cited in Celce-Murcia (2001), sets some points out that “the teacher should deliberate over the activities. Teacher should focus on fluency than accuracy; the requirement of plentiful context, and the four skills should be added through a variety of Supervisor: Châu Thị Bích Vân M.A. Page 8 Student’s name: Nguyễn Thủy Vy ID: 12099951 activities. A teacher /lecturer encourages her/his students to speak English as much as possible inside and outside the classroom.” 2.2. Theoretical Framework 2.2.1. The problems in speaking English Conforming to Brown (1994:256) points out “the characteristics of spoken language that make speaking skills difficult as follows: cluster; reduced forms; colloquial language; stress, rhythm, intonation; affective factors; interaction.” Firstly, clustering is “to speak fluently, speakers have to select from their store of language clustering, that is groups of words, not word by word.” Secondly, reduced forms are “contractions, elisions, reduced vowels, etc. Create difficulties in teaching and learning spoken English. If learners do not learn colloquial contractions, they can develop the kind of speaking that is stilted, bookish.” Thirdly, colloquial language is “colloquialism appears both in monologues and dialogues. If learners are only exposed to English standard and/or “textbook” language, they sometimes find it hard to understand and produce words, idioms and phrases of colloquial language.” Fourthly, for stress, rhythm and intonation, “learners of English often find it difficult to pronounce English words, to stress the right syllables, to follow the stress-times rhythm and intonation patterns of spoken English.” Fifthly, for affective factors, “learners learning to speak often encounter the risk of saying out things that may be wrong, stupid and incomprehensible. At those times, they tend to be anxious because they do not want to be judged by other learners. Finally, forinteraction, “the greatest difficulty that learners face in learning to speak originates from the interactive natural of most communication. Engages in process of negotiation of meaning with many discourse constraints, learners have to do the complex task of choosing what to say, how to say, when to speak, etc. Learners are affected by their interlocutors’ performance.” 2.2.2. The types of speaking activities There are many experts point out many ways to create speaking activities with a large number of methodology books and their classification is distinguished according to each author’s point of view. Nevertheless, all of them mention the same communicative tasks but in different extent 2.2.2.1. Acting from a script Supervisor: Châu Thị Bích Vân M.A. Page 9 Student’s name: Nguyễn Thủy Vy ID: 12099951 Acting from a script are described by Jeremy Harmer (2007:348-349) who claims “we can ask our students to act out scenes from plays and/or their course books, sometimes filming the results. Students will often act out dialogues they have written themselves.”  Play scripts: Students are working on plays or play scripts, they should treat it as “real” acting. In other words, we need to help them to go through the scripts as if we were directors, drawing attention to appropriate stress, intonation and speed. By giving students practice in these things before they give their final performances.  Acting out dialogues: Students go to the front of the class to present. Teachers should create a supportive atmosphere in the class. Besides, we need to give students time to rehearse their dialogues before they are asked to perform. 2.2.2.2. Communication games Communication games are described by Thornbury (2005:156) who points out “communication games aim to get students using the language to overcome knowledge gaps.” Jeremy Harmer (2007:349-351) states that “these kinds of tasks aim to get students talking as quickly and fluently as possible.”  Information-gap games: The most common information gap activity is spotting the differences in the pictures, exchanging personal information, guessing games, draw a picture or find similarities and differences between pictures.  Television and radio games: This is a game that one person goes to the front of the class and tells a team to guess an object which he/she is thinking of. The team has to find out what the object is asking only yes/no questions. This makes the students co-operate and communicate with each other. 2.2.2.3. Discussion Discussions are commonly used activity in speaking class. A topic is introduced to the students via a reading or a listening passage and then they are asked to discuss a related topic in order to come up with a solution or a response. Jeremy Harmer (2007:349) offers three particular categories are worth mentioning here: Supervisor: Châu Thị Bích Vân M.A. Page 10 Student’s name: Nguyễn Thủy Vy ID: 12099951 Buzz groups: This activity requires a whole range of discussions. For example, we might want students to predict the content of reading passage or we may want them to talk the response or solution after reading the reading text or give some ideas or advices. Instant comment: we encourage our students to give “instant comment” by showing them photographs or introducing topics. Formal debates: Require students prepare arguments in approval or against various propositions. In order for debates to be successful, students need to be given time to plan their arguments, often in groups. Some popular debating games are balloon debate, web quest, etc. 2.2.2.4. Guessing game Guessing games can be used as free activities for modification of vocabulary. The game provides intensive language practice, especially in asking questions. Students are affectionate the game because they enjoy themselves without realizing they are practicing and improving their speaking skills. 2.2.2.5. Role-play The best communicative activity is a role play which encourages the students in the classroom to deal with unpredictable real-life conversation in an English speaking environment. Ladousse (1987:182) points out “the special reasons for using the role play in the lessons. It puts students in situations in which they are required to use and develop language necessary in social relationships and helps them to build up their social skills. Through this activity they are put into various roles and no longer feel that their own personality is implicated. Role play is an essential communicative technique which develops fluency, promotes interaction in the classroom and increases motivation.” 2.2.3. The problems when applying speaking activities in classroom setting Classroom activities play an important role in designing speaking activities which aim to develop learners’ ability to express their feeling and thinking through speech. However, it is not easy to design and administer in a speaking session than in a listening, reading or writing ones. Supervisor: Châu Thị Bích Vân M.A. Page 11 Student’s name: Nguyễn Thủy Vy ID: 12099951 According to Ur, Penny (1991:375) who discover some problems that Teacher often comes across as the following: Firstly, students are usually overwhelmed with worries when facing peers in a speaking session. Learners are often agonized about trying to say something in a foreign language in the classroom because they are afraid of making mistakes, worried about criticism or losing face. Secondly, nothing to say which means the learners lack of motivation and enthusiasm to express their thinking. They often feel that they are constrained to speak when they are encouraged by teacher. Thirdly, it is the negative influence of mother tongue. Both teachers and tend to use it habitually. This situation occurs because the native language is easier than foreign language. Therefore, the learners feel natural and feel less stressful if they are speaking their mother tongue. Lastly, teachers also tend to their mother tongue when they explain words, phrases, and grammar structures in specific details. Through explanation, teachers abuse their mother tongue to explain because teachers find it is easier and less time consuming. 2.2.4. Improving Teacher’s classroom techniques to teach speaking skills The various classroom techniques are important and necessary for teachers to help their students overcome their difficulties in speaking. These techniques include: increasing students speaking interest and motivation, carrying out different activities to teach speaking, employing three stages in a speaking lesson, and developing other language skills besides speaking. 2.2.4.1. Increasing students speaking interest and motivation This is one of the trickiest things for teachers. They must to enhance students’ interest and motivate them by adjusting the speaking activities. 2.2.4.1.1. The concepts of interest and motivation At the first stage of the speaking process, teacher should interest and motivate their students. Interest means the feeling that students have when they want to know or learn more about something. Supervisor: Châu Thị Bích Vân M.A. Page 12 Student’s name: Nguyễn Thủy Vy ID: 12099951 Motivation means the reason why students want to do something or behave in a particular way, especially something that involves hard work and effort. 2.2.4.1.2. The solutions of increasing students speaking interest and motivation a/ Making English speaking enjoyable In speaking class, teacher should warm-up students by showing video clip, having a mini game or telling about a story which relate to the speaking topic. Therefore, teachers need to prepare the lesson plan carefully to make the environment of the class is more attractive. Furthermore, if teachers introduce the lessons perfectly, they will help teachers gain interest and stimulation from their students who are expecting to learn. Teachers should design the speaking lessons from the easiest to the most difficult stage so that every student of any level is able to speak English efficiently. The level of challenges will be intensified. Students will easy to find themselves at their level. b/ Making English speaking useful There are four skills in English that they are obliged to excel equally. Although any of them is of great importance, it is speaking skill which is employed to test one’s English proficiency. Thus, Teachers should help their students realize how useful speaking is. In addition, speaking skill is a significant tool to enable students to find a good job anywhere, especially, in a foreign environment. Lastly, teachers should raise their students’ awareness towards speaking skill by encouraging them to make friends with foreigners or join English Speaking Clubs. Through all these things, they can share their own experiences, interests or difficulties in learning English speaking. Actually, these activities will help students build up not only their speaking skill but other language skills as well. 2.2.5. Training students to become efficient English speakers Supervisor: Châu Thị Bích Vân M.A. Page 13 Student’s name: Nguyễn Thủy Vy ID: 12099951 There is no doubt that not only teachers make an effort, but students also play a major part in learning speaking. Therefore, in order to motivate students to speak English, teachers should foster their students the habit of speaking English daily. 2.2.5.1. How to foster English-major freshmen to practice speaking on a daily basis It is obvious that teachers should foster students in positive speaking habits. Also, teachers should encourage students to practice speaking English with their classmates, friends or even by themselves in or after class. Nuttall (1996:168) asserts “the best way to improve your knowledge of a foreign language is to go and live among its speakers”, so it is a flawless way to improve students’ speaking competence. If they are not capable of traveling, they can find some foreigners around the center of the city or some other famous places and practice English with them. To be blunt, if students practice some ways that mentioned above, they are able to improve their speaking skills day by day. There is no doubt that teacher should organize field trips which has the similar meaning to interview. In the field trips, students have to collect information from native speakers such as name, personality, occupation, hobby, etc. Then, they will present their field trip for the next class. Additionally, this is a useful advice for teachers to help students overcome the fear of speaking because they are worried about lack of words or wrong grammar structures. Teacher should make their students feel comfortable and believe that no one is perfect so making mistakes are unavoidable in speaking. The more they practice speaking, the richer vocabulary and English structures as well as new ideas they get. 2.2.5.2. Making students realize the nature of speaking process Teachers should help their students aware of the nature of speaking process which incorporates a large number of skills and strategies at the same time. During speaking competence, the speakers use an amount of the language unites like pronunciation, stress, intonation, structures, grammar to transfer their ideas. This understanding enables the students to actively and confidently take part in the speaking activities and overcome limited knowledge and lack of skills to communicate in Supervisor: Châu Thị Bích Vân M.A. Page 14 Student’s name: Nguyễn Thủy Vy ID: 12099951 the most effective way. All these activities can help students to develop positive attitudes towards speaking by foster them to practice speaking in daily life. 2.2.6. The role of the teacher in speaking classes The teacher is a facilitator of students´ learning, teacher has many roles to fulfill during different speaking activities. Jeremy Harmer (2007:347) describes him as a prompter of classroom activities. In this role, he is responsible for offering words or phrases, pushing students to make sentences and encouraging them to speak when they are reluctant. Next, he works as a participant which means he “stands back” from the activities of students (role-play, group decision, etc…) students enjoy having the teacher with them. Moreover, he also works as an observant means he designs speaking activities. In additionally, He manages the speaking process to occur perfectly and all students participate in an activity. Lastly, he acts as a feedback provider which means he corrects students’ mistakes, makes a comment on what they have said or praise their efforts. 2.3. Research questions The study focuses answer the following questions: 1. How to foster English-majored freshmen to practice speaking English on a daily basis? 2. How to apply effectively the ways of fostering them to practice speaking English in daily life? CHAPTER III: RESEARCH DESIGN Supervisor: Châu Thị Bích Vân M.A. Page 15 Student’s name: Nguyễn Thủy Vy ID: 12099951 3.1. The place where you investigate The research focuses on the English-major freshmen of Faculty of Foreign Languages (FFL) of Industrial University of Ho Chi Minh City (IUH). I choose IUH for investigation because it is one of the biggest educational and training institutes in Vietnam. The university has a large amount of students who were trained in various careers. Although IUH is not a university for foreign languages, it cannot deny its quality. Besides, Faculty of Foreign Language of Industrial University of Ho Chi Minh City is established in 2005, FFL is still a new one in comparison with the other faculties in IUH. At the moment, FFL has 9 English major classes with approximately 35 professional lecturers and around 1000 students. Besides, the FFL is responsible for teaching English for students of other faculties in IUH as well as holding English and issues them A, B, C certifications to prepare for graduating. It is proposed that the study will be carried out in Industrial University of Ho Chi Minh City, particularly among the Faculty of Foreign Language. 3.2. Research object I have been studying in IUH for almost 3 years and I am on my internship period in which I had a chance to practice English teaching during 3 months. I had five periods as an observed position in different classes, especially, two English specialized classes, which both of them is reserved for freshmen, and 3 periods for practicing teaching. Thanks to the chances above as well as I used to be a freshman, I am capable of clearly understanding in their English learning and finding out the problems preventing the students from willingly taking part in speaking activities at the English class. For the English-majored freshmen, it is hard to say that they cannot avoid common problems related to speaking. When they are speaking, they often abuse the mother tongue or they forget to pronounce the final sounds, and word stress incorrectly. Besides, I realized there were just more than 20 percent of students volunteered to answer teacher’s questions or participate in activities.They did not answer because they feared they would make mistakes. Even some of students felt bored and didn’t co-operate with their teachers and their classmate. 3.3 Research methodology Supervisor: Châu Thị Bích Vân M.A. Page 16 Student’s name: Nguyễn Thủy Vy ID: 12099951 In my graduation report, I tried to deal with speaking as one of four basic skills and highlight its importance on a daily basis. I used qualitative research as an essential method. In keeping with Denzin & Lincoln (2005:3) “Qualitative research is a situated activity that locates the observer in the world. It consists of a set of interpretive, material practices that makes the world visible. These practices transform the world. They turn the world into a series of representations, including field notes, interviews, conversations, photographs, recordings, and memos to the self. At this level, qualitative research involves an interpretive, naturalistic approach to the world. This means that qualitative researchers study things in their natural settings, attempting to make sense of, or to interpret, phenomena in terms of the meanings people bring to them.” Through the research, I used three main methods such as observation, questionnaire and interview. Firstly, observation is one of important research methods. This method helps me know students’ level in order to find their obstacles, strengths or weaknesses when learning in class. Also, I am capable of recognizing what they need to improve in learning and what they are expecting their teachers in teaching progress. Secondly, questionnaire is also a popular method in a survey. The researcher is going to prepare about 15 to 20 questions which have been written in English. The researcher should also quote the name and some information about objects following their statements. After that, the result of survey will be collected by the researcher. Lastly, interview will help the researcher easily interact with the objects and get necessary information for their research. For example, the researcher prepares the questionnaire which related to research topic. Then, by using the questionnaire, the researcher is going to take note information or details from the objects in order to make sure all the information correctly. After interview, the researcher summarizes all the details and information into the research. Supervisor: Châu Thị Bích Vân M.A. Page 17 Student’s name: Nguyễn Thủy Vy ID: 12099951 CHAPTER IV: CONCLUSION In my thesis, I tried to deal with speaking as one of four basic skills in English. Besides, I highlighted its importance on a daily basis. My aim also pointed out that some problems could be occurred when speaking English. It is obvious that both teachers and students often encounter difficulties. To better the situation, the study has presented some useful techniques for improving teaching and learning to speak English. In addition, I tried to elicit some willing ways which encourage students to practice speaking skills in daily life. It is of great importance for the teachers to deeply understand the nature of speaking, approaches of speaking skills. Due to students’ different personalities and also abilities to speak a foreign language, I mentioned the advantages of designing speaking activities such as group work, pair work, role-play, discussion. Furthermore, training students to become efficient English speakers and fostering students to practice speaking skills were evaluated as more useful since it is closer to real-life situations and deal with them is the main aim that the students are heading for. In fact, it can be clearly shown that the teaching and learning English speaking is still far from satisfactory. The students are not equipped with necessary speaking skills or strategies to become successful English speakers. In addition, the main books are to be difficult and not very interesting to the teachers and students. In Vietnam, the teaching of the four skills has not conducted equally. Whereas Reading and Writing have been focused, Listening and Speaking have almost been forgotten. The teaching English methods should be changed to adapt to the recent learning styles. First of all, the majority of teachers still use the oldest teaching methods which are heavy on imparting knowledge, but not encourage students to study independent way and to be creative thinking methods. Teacher should apply CLT (Communicative language teaching) or PPP (Presentation, Practice, Production) methods in teaching to make the environment’s class hearty more than using grammar translation method. Further, there is no doubt that not only teacher makes an effort, but students also play a major part in speaking learning. Therefore, in order to motivate students to speak English, teacher should foster their students to practice speaking on a daily basic and make Supervisor: Châu Thị Bích Vân M.A. Page 18 Student’s name: Nguyễn Thủy Vy ID: 12099951 students realize the nature of speaking process. For example, they can find some foreigners around the center of the city and some other famous places or look for some English coffee shops where they can practice English with native speakers. It is hoped that the study will make a significant contribution to better the current situation of teaching and learning English speaking to the English-major freshmen. Great as efforts have been, certain errors are unavoidable. The researcher would appreciate every speaker’s comments and tolerance for the shortcomings and deficiencies of the study. REFERENCES Tarigan, H. Guntur. (1990). Prinsip-prinsip Dasar Metode Riset Pengajaran dan Pembelajaran Bahasa. Bandung: Angkasa Brown, H.D. (1994). Teaching by principles: an interactive approach to language pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents. Chaney, A.L., and T.L. Burk. (1998). Teaching Oral Communication in Grades K-8. Boston: Allyn&Bacon. NCLRC The essentials of language teaching. For more information: http://www.nclrc.org/essentials/goalsmethods/goal.htm Peck, S. (1978). Developing Children’s Listening and Speaking in ESL. In C. Murcia, (Ed). Teaching English as a second or foreign language. (3rd ed). (Pp. 139- 149). Boston: Heinle & Heinle. Jeremy Harmer (2007). The Practice of English Language Teaching. (4th ed). (Pp. 343). Essex:Longman 1991., ISBN:0-582- 046564 Thornbury, Scott. How to Teach Speaking. Essex: Pearson Education Limited 2005, 156p., ISBN:0-582-85359-1 Ladousse, Gillian Porter, Role Play. Oxford: Oxford University Press 1987, 182p., ISBN: 0-19437095 UR, Penny. A Course In Language Teaching. Cambridge: Cambridge University Press 1991, 375p., ISBN:0-521-44994-4 Supervisor: Châu Thị Bích Vân M.A. Page 19 Student’s name: Nguyễn Thủy Vy ID: 12099951 rd Nuttall, C. (1996). Teaching Reading skills in a Foreign Language. (3 ed). Macmillan. Denzin, N., & Lincoln, Y. (Eds.). (2005). Handbook of qualitative research (3rd ed.). Thousand Oaks, CA: Sage. APPENDICES QUESTIONNAIRE SURVEY FOR SOME METHODS OF FOSTERING THE DAILYENGLISH-SPEAKING HABITS FOR ENGLISH-MAJORED FRESHMEN AT INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY This survey is designed to collect information for the study on “some methods of fostering the daily English-speaking habits for English-majored freshmen at Industrial University of Ho Chi Minh City”. Your assistance in completing the following items is highly appreciated. You can be certain that this is for research purpose only and that you will not be identified in any discussion of the data. Before answering the questions, please fill in some information: Supervisor: Châu Thị Bích Vân M.A. Page 20