BÙI TRANG

Topic: Difficulties in Practicing English Speaking Skills of First-year English

Majors at Thuongmai University.

CHAPTER 2: LITERATURE REVIEW

2.1. Overview of speaking skills
Speaking is one of the essential skills in language learning, playing a crucial
role in effective communication. It involves the ability to articulate thoughts, express
ideas, and engage in interactions with others. As a productive skill, speaking requires a
combination of linguistic competence, fluency, and confidence. Researchers have
explored various aspects of speaking skills, including their definition, significance,
components, types, and purposes. Understanding these elements provides a solid
foundation for analyzing the difficulties learners face in practicing English speaking
skills.

2.1.1. Definition of speaking

Speaking is an essential component of language proficiency, often considered
one of the most complex and dynamic skills in communication. Many scholars and
linguists have provided definitions of speaking from different perspectives.
According to Oxford Advanced Learner’s Dictionary (2010 : 1434), speaking is
defined as “the action of expressing thoughts, ideas, or feelings using words or
articulation.” This definition emphasizes the fundamental role of verbal expression in
human interaction. Similarly, Webster’s New World Dictionary (1998) describes
speaking as “the act of uttering words or articulating sounds to convey meaning,”
highlighting the phonological aspect of speech production.
Linguists also provide various interpretations of speaking. Chaney (1998)
defines speaking as "the process of building and sharing meaning through the use of
verbal and non-verbal symbols in a variety of contexts.” This perspective underlines
both the verbal and non-verbal elements of speaking, suggesting that communication
goes beyond mere words.
Similarly, Brown (1994) describes speaking as "an interactive process of
constructing meaning that involves producing, receiving, and processing information."
This definition highlights the interactive nature of speaking, implying that effective
speaking requires both speaking and listening skills. Burns and Joyce (1997) also
support this view, stating that speaking is a “two-way process that involves a speaker
and a listener, where meaning is negotiated in a given context.”
From a pedagogical standpoint, Harmer (2001) defines speaking as "the ability
to produce language fluently and accurately," suggesting that fluency and accuracy are
critical elements of speaking proficiency. Quianthy (1990) takes a communicative
approach, defining speaking as "the process of transmitting ideas and information
orally in a structured and deliberate manner to achieve communicative purposes.” This
highlights the role of clarity and coherence in effective speech.
Moreover, Nunan (2003) emphasizes the social aspect of speaking, describing it
as “a productive oral skill that enables individuals to communicate and interact with
others in different contexts.” This definition underscores the importance of contextual
factors in shaping spoken language.
In conclusion, English speaking skill is one of four basic skills of English to
express opinion, idea, thought, or feeling....to other people through using English in
communication. With English speaking skills, people can communicate with each
other. Students should master this skill because this is an oral skill that is very
important for second language learners or foreign language learners to communicate in
their lives. Without speaking, we can not express what we want to express and it
makes people difficult to communicate with others and will cause bad relations.

2.1.2. The components of speaking

According to Harris (1974), speaking skill consists of five main components:
comprehension, grammar, vocabulary, pronunciation, and fluency. Each component
plays a crucial role in learners' ability to communicate effectively in English.
a) Comprehension
Comprehension refers to the ability to understand spoken language and respond
appropriately. Without adequate comprehension, communication breakdowns may
occur. Richards & Schmidt (2010) define comprehension as "the process of
understanding speech and being able to construct meaning from spoken input."
Effective comprehension requires not only linguistic knowledge but also the
ability to process spoken discourse in real time. Factors affecting comprehension
include speech rate, accent, background noise, and the complexity of vocabulary and
grammar (Nation & Newton, 2009). According to Brown (2004), comprehension is
essential because without understanding, communication becomes ineffective.
b) Grammar
Grammar provides the structural foundation for producing coherent and
meaningful speech. According to Harmer (2007), "good grammar allows learners to
construct accurate and understandable sentences while speaking." Incorrect grammar
usage can lead to misunderstandings and reduce the clarity of communication.
c) Vocabulary
Vocabulary plays a vital role in speaking proficiency. Wilkins (1972) states,
"Without grammar, very little can be conveyed; without vocabulary, nothing can be
conveyed." A rich vocabulary enables speakers to express their thoughts precisely and
flexibly. Thornbury (2005) categorizes vocabulary into active and passive types,
emphasizing that active vocabulary (words that learners can produce while speaking)
is more crucial for oral communication. Limited vocabulary often leads to hesitation
and difficulty in expressing ideas effectively.
d) Pronunciation
Pronunciation is how words are spoken clearly and correctly. According to
Thornbury (2005), good pronunciation includes correct sounds, stress, and intonation,
which help listeners understand the message. Poor pronunciation can cause
misunderstandings, even if grammar and vocabulary are used correctly. For example,
saying "desert" (a dry place) instead of "dessert" (sweet food) may lead to
misunderstandings. Hedge (2000) emphasizes that practicing pronunciation through
listening and repeating native speakers can improve clarity in speaking.
e) Fluency
Fluency is the ability to speak smoothly without long pauses or hesitation.
According to Hughes (2002), fluent speakers can express their thoughts naturally, even
if they make small grammar mistakes. Mazouzi (2013) points out that a lack of
vocabulary and confidence often causes hesitation.
For example, students who stops frequently to think of words may struggle with
fluency and often use fillers like um, uh, ers... when they cannot find the right words.
Regular speaking practice, such as storytelling or discussions, can help learners speak
more easily and naturally.
2.1.3. Types of speaking skills
Brown (2004) decribes five catetogies of speaking are, they are:
a) Imitative
In this type, students aim to clearly replicate what they hear, following the
teacher’s pronunciation standards. This type of speaking is primarily used for
pronunciation practice and does not require comprehension of meaning. Learners
imitate native speakers, recordings, or teachers to develop correct pronunciation and
rhythm.
b) Intensive
Intensive speaking involves controlled speaking exercises that focus on specific
aspects of language, such as grammar, vocabulary, or pronunciation. It often takes
place in classroom settings where students practice structured dialogues or sentence
patterns. Proficiency at this level is shown through the achievement of particular
grammatical and lexical skills.
c) Responsive
Responsive speaking is a bit more complex than intensive speaking, though the
difference between them is not very clear. In this stage, conversations usually start
with a basic question and include one or two follow-up questions. These conversations
are simple, so both speakers can easily understand the purpose of the communication.
However, the level of interaction is not very high, and it can be difficult to keep the
conversation going because there are only a few topics to talk about.
d) Interactive
Interactive speaking includes longer exchanges between speakers and can be
divided into two types: transactional and interpersonal. Transactional interactions
focus on exchanging specific information, while interpersonal speaking is challenging
Because speakers must understand the context and use elements like slang, humor, and
implied meaning.
e) Extensive
Extensive communication typically consists of monologues, such as speeches or
storytelling, which require careful preparation and generally lack improvisation. This
type requires fluency, organization, and confidence.
2.1.4. The importance of speaking skills
In today’s globalized world, speaking skills play a crucial role in
communication, education, and career development. English, as an international
language, has become essential for personal and professional success. Strong speaking
skills enable individuals to express their ideas clearly, build relationships, and engage
in meaningful conversations. Whether in business, academics, or daily life, effective
speaking is a key to success.
First, speaking skills enhance communication and social interaction. Language
is a tool for expressing thoughts, emotions, and ideas. When people communicate
effectively, they can share knowledge, build friendships, and collaborate with others.
Good speaking skills allow individuals to articulate their opinions confidently,
reducing misunderstandings and promoting meaningful discussions. As Nelson
Mandela once said, "If you talk to a man in a language he understands, that goes to his
head. If you talk to him in his language, that goes to his heart." This quote highlights
the importance of speaking in connecting with people on a deeper level.
Second, speaking skills are essential for academic success. In modern
education, students often participate in discussions, debates, and presentations. Those
with strong speaking abilities can express their ideas clearly and persuasively, which
enhances their learning experience. Effective speaking also helps students in exams,
interviews, and research presentations. According to a study by the British Council
(2015), students who actively engage in speaking activities perform better in their
studies than those who do not.
Moreover, speaking skills are crucial in the workplace. Employers highly value
employees who can communicate effectively, as clear communication improves
teamwork, leadership, and customer relations. Many job interviews and meetings
require strong speaking skills, and those who speak confidently are more likely to
succeed. In business, strong speakers can negotiate better deals, deliver compelling
presentations, and engage clients effectively. As Warren Buffett advised, "If you can’t
communicate, it’s like winking at a girl in the dark—nothing happens." This
emphasizes the importance of communication in professional life.
Fourth, speaking skills boost self-confidence and personal development. People
who can express themselves clearly feel more confident in social and professional
settings. Good speakers are often seen as leaders and influencers. Confidence in
speaking can also help individuals handle public speaking situations, such as giving
speeches or leading discussions. With practice, speaking skills can help individuals
overcome anxiety and gain the courage to express their thoughts in front of others.
Finally, for university students, speaking skills are essential for future career
opportunities. Many first-year English majors at Thuongmai University struggle with
speaking due to a lack of practice and confidence. However, improving speaking skills
can open many doors, including international job opportunities, exchange programs,
and scholarships. English-speaking abilities give students a competitive advantage in
today’s job market, where employers seek candidates with strong communication
skills. Therefore, it is important for students to practice speaking regularly to build
fluency and confidence.

2.2. General difficulties in practicing English speaking skills

Nowadays, many university students struggle with practicing English-speaking skills
effectively. Despite learning English for years, their ability to communicate fluently
remains limited due to various obstacles. These difficulties stem from both subjective
and objective factors, affecting their confidence and progress in mastering spoken
English.
One major issue is psychological barriers. Many students are afraid of making
mistakes, which prevents them from speaking in class. They fear being judged by their
peers or receiving negative feedback from teachers. According to Horwitz et al.
(1986), "Language anxiety can negatively affect students’ willingness to communicate
and their overall speaking performance." This anxiety discourages students from
engaging in conversations, leading to a lack of speaking practice.
Another significant problem is the lack of a suitable teaching approach. Some
traditional methods focus heavily on grammar and writing, rather than interactive
speaking exercises. Teachers may emphasize accuracy over fluency, making students
hesitant to express themselves freely. As Ur (1996) states, “Learners are often inhibited
about trying to say things in a foreign language in the classroom: worried about
making mistakes, fearful of criticism, or simply shy of the attention that their speech
attracts.” Without communicative activities, students miss opportunities to improve
their spontaneous speaking skills.
Furthermore, the environment for practicing English is not diverse enough.
Many students have limited exposure to English outside the classroom, making it
difficult to develop speaking confidence. They rarely interact with native speakers,
leading to poor pronunciation and a lack of cultural awareness. Richards (2008)
highlights that "learning a language is not just about mastering its structure but also
understanding its cultural context." Without real-life communication, students struggle
to use appropriate expressions in different situations.
Linguistic difficulties also play a crucial role in students’ struggles with
speaking. Many first-year students lack a sufficient range of vocabulary, making it
hard for them to express their thoughts clearly. Some also struggle with sentence
structure and word choice, leading to unnatural speech patterns. According to Nation
(2001), "A rich vocabulary is essential for fluency in speaking because it enables
learners to convey meaning accurately and effectively." Without enough exposure to
spoken English, students often rely on simple words and phrases, limiting their ability
to engage in meaningful conversations.
Another major challenge comes from the influence of the mother tongue. Many
students transfer grammatical structures from their first language into English,
resulting in errors. For example, Vietnamese students often struggle with subject-verb
agreement because Vietnamese grammar does not have tense inflections.
Pronunciation is also affected, as certain English sounds do not exist in Vietnamese.
Sounds like /θ/ and /ð/ are often replaced with /t/ or /d/, making words like think sound
like tink or this like dis. These phonetic differences create misunderstandings and
make it difficult for students to be understood by native speakers.