CÁC RÀO CẢN TRONG VIỆC NÓI TIẾNG ANH ĐỐI VỚI NGƯỜI HỌC TRÌNH ĐỘ SƠ TRUNG CẤP TRONG BỐI CẢNH VIỆT NAM=ENGLISH SPEAKING BARRIERS FOR PRE-INTERMEDIATE LEVEL LEARNERS IN VIETNAMESE CONTEXTS

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Tác giả: Thanh Ngọc Đỗ, Thị Mai Vy Lưu, Nguyễn Thiên Duyên Ngô

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học và Công nghệ - Đại học Thái Nguyên, 2024

Mô tả vật lý: tr.468 - 476

Bộ sưu tập: Metadata

ID: 483322

Thêm vào giỏ

Nghiên cứu này tìm hiểu những khó khăn trong việc nói tiếng Anh của học sinh trình độ sơ trung cấp ở các tỉnh miền Trung Việt Nam. Nghiên cứu sử dụng phương pháp hỗn hợp với cả định lượng và định tính để hiểu rõ hơn về những thách thức của người học. Dữ liệu được thu thập thông qua bảng câu hỏi gồm 25 mục với 180 học sinh tham gia và phỏng vấn bán cấu trúc với sáu học sinh và bốn giáo viên. Về phân tích dữ liệu, thống kê mô tả được sử dụng cho phân tích định lượng, trong khi phân tích nội dung được sử dụng để hiểu sâu hơn về trải nghiệm của người tham gia từ quan điểm của học sinh và giáo viên. Kết quả nghiên cứu cho thấy một số thách thức chính mà người học tiếng Anh ở Việt Nam gặp phải trong việc phát triển kỹ năng nói, bao gồm các vấn đề ngôn ngữ như vốn từ vựng và ngữ pháp hạn chế, các rào cản tâm lý như thiếu tự tin và sự thống trị của các phương pháp giảng dạy truyền thống. Các yếu tố nhận thức, chẳng hạn như trí nhớ làm việc, cũng ảnh hưởng đến sự trôi chảy, cho thấy sự cần thiết của các phương pháp giảng dạy hỗ trợ và giao tiếp nhiều hơn.This study examines the difficulties of speaking English among pre-intermediate students in middle province in Vietnam. The research employs a mixed-method design with both quantitative and qualitative methods for a more comprehensive understanding of these learners’ challenges. Data were obtained through a questionnaire consisting of 25 items answered by 180 students and semi-structured interviews conducted with six students and four teachers as sources of qualitative data collection. In terms of data analysis, descriptive statistics were calculated for quantitative analysis while content analysis was employed to gain deeper insights into participants’ experiences from students' and teachers’ perspectives. The findings reveal some key challenges faced by Vietnamese learners in developing English-speaking proficiency, including linguistic issues like limited vocabulary and grammar, psychological barriers such as lack of confidence, and the dominance of traditional teaching methods. Cognitive factors, such as working memory, also affect fluency, indicating the need for more supportive and communicative teaching approaches.

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