B I NGHI N C U KHOA H C NH M 1

BINH DUONG UNIVERSITY
Faculty of Foreign Language

GROUP 1:
1. NGÔ HOÀI PHONG
2. NGÔ THỊ KIM HƯƠNG
3. ĐỖ THỊ HIỀN TÂM
4. DƯƠNG NỮ HOÀNG PHƯƠNG

ACKNOWLEDGEMENT

I would like to thank Supervisor Nguyen Minh Trang very much, who has helped us to make this research, and guided us through the research with his enthusiasm and dedication. We could not have made it this far without him. In addition, we would like to thank all members in our group for supporting each other and working hard together.

Mr. N.M.T, our thesis advisor

CONTENTS
I. INTRODUCTION 4 1.1 Reasons 4 1.2 Purpose 5 1.3 Literature Review 6
II. RESEARCH METHODS 8 2.1 Participants 8 2.2 Procedures 9
III. ANALYZING DATA AND RESULTS 10
IV. DISCUSSION 12 4.1 Vocabulary 12 4.2 Pronunciation 13 4.3 Grammar 14 4.4 Self-confidence 17 4.5 Listening skill and Intonation 19
V. CONCLUSION 20

ABSTRACT
This article suggests different ways to improve English-speaking skills, using members in the group as participants. A survey method by interviewing members was done for research. Analyzing problems and giving solutions for each informal interview. This research also showed advantages and disadvantages of the members when they study English speaking. Suggestions for participation in English clubs are provided.
Key words: Speaking problem, difficulties in speaking, speaking skills, English (second language)...

I. INTRODUCTION
1.1 Reason
Since Vietnam joins in many world organizations, wide international relations and expands commercial relations with foreign countries, English becomes second language of Vietnamese. Knowing English helps everyone connect with the world easily. Besides, it also gives much knowledge and help to apply to any companies with high salaries. Therefore, English is main subject in all of schools in Vietnam. People can learn English but no have many people know how to learn well, speak standard as a native speaker. That is the reason why this research is

References: Jack C. Richards and Theodore Rodgers (2008). Approaches and Methods in Language Teaching. Second Edition. New York: Cambridge University Press. http:www.cambrige.org Luoma, S. (2004). Assessing Speaking, Cambridge, Cambridge University Press Brown, and George Yule (1983). Teaching the Spoken Language. Cambridge: Cambridge University Press Burns (1998). Teaching Speaking. Annual Review of Applied Linguistics 18:102-123 Hatch, E. (ed.) (1978). Second Language Acquisition. Rowley, MA: Newbury House Nimmannit, S. (1998). Maximizing students’ oral skills: The Asian context. The Language Teacher, 21, 11, 37-39. Lim, S. (1992). Investigating learner participation in teacher-led classroom discussions in junior colleges in Singapore from a second language acquisition perspective. Unpublished doctoral dissertation, National University of Singapore. Wudong, W. (1994). English language development in China. Unpublished doctoral dissertation, University of Tasmania. Zhou, Y. P. (1991). The effect of explicit instruction on the acquisition of English grammatical structures by Chinese learners. In C. Jams & P. Garrett (Eds.), Language awareness in the classroom, 254-277. London: Longman.