VIETNAM NATIONAL UNIVERSITY-HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYEN THI THU THUY An investigation on the difficultics in making business Knglish oral presentation of the first year non — major English students at Faculty of Accounting at Dai Nam University and some solutions. MINOR PROGRAM TIIESIS TED : METHODOLOGY CODE : 60.10 HÀ NỘI 2010 kẻ 'VIETNAM NATIONAI, UNIVERSTTY-HANOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYEN TOI THU TOUY An investigation un the difficulties in making business English oral presentation of the first ycar non — major English students at Faculty of Accounting at Dai Nam University and some solutions. (Tìm hiểu những trở ngại trong hoạt động thuyết trình đối với tiếng Anh thương mại của sinh viên tiếng Anh không chuyên thuộc khoa Kế toan M. MINOR PROGRAM THESIS FIELD : METHODOLOGY CODE » 60.10 SUPERVISOR: NGUYEN THU LE HANG, MA HÀ NỘI 3010 ABBREVIATIONS Business English Communicative Language Teaching Dai Nam University English Language Teaching Rnglish for Specific Purpos General English Second Language/foreign language Information Technology ML(E) Market Leader (Elementary) LIST OF TABLES Table 1 Teachers’ difficultics when (caching business English presentation skills,.
22 ‘Table 2 Students’ difficulties when learning business Lnglish presentation skills. 23 Table 3 Sturtenis’ reasons for tearning English 25 ‘Table 4 ‘Teacher pedagogical practices 1n teaching oral presentation skill 28 Table 5 Sturtenis’ opinions on inappropriate teacher pedagogical practices in Tingtish oral presentation lessons. Table6 Teachers” English communicative competence 31 13 The sccond part, Development, is divided into three chapters: Chapter [, Literaure Review, surveys the literature on the basis concepts that underlie the whole study such as Business Linglish, Oral presentation and difficulties from learners, Chapter II, Medodology, is the prescniation of the subjcels and factual dala collected from the questionnaires and interviews. The principal purpose of this chapter is to study about the presentation in use and difficulties facing teachers and students in teaching and leaning presentation skill.
Chapter IL, Findings and Discussion, on the basis of the data collected in the previous parts, will present and discuss findings of the difficultics in leaching and learning orel presentation skills of non-major students and objective factors. The third part, Conclusion, gives some suggestions for both teachers of English and stndents comprising some coping strategiss and classroom techniques and presentation skills in decreasing those difficulties. What follows is the conclusion of the study, which presents the overview of the study. Besides, the limitations of the thesis are pointed out and the areas for further study are proposed L3 Difficultics in learning business English oral presentation skills .1 Difficulties about business knowledge 9 13.2 Difficulties about language knowledge, culture and perceptions 9 13.3 Diflicultics fiom (sachers.1 Inappropriate teacher pedagogical praotioes.1 The amount of leacher talk ll 13.2 Teacher correction we 133.4 Teacher-learmer relationship 12 1.2 Teacher deficiency in English commmumeative competence .3 Teacher deficiency in business English and teaching skills.4 Difficnlties from externat factors iz CILAPTER Tf: METIIODOLOGY Is IL 1 The research context IL1.1 Description of Dai Nam University, English course and its objectives .2 Description of the first year students of the Accounting faculty at DNU .3 Description of the teachars at DNU 17 1L1.4 Description of Market Leader textbook and business related presentation topics TLLA.I The courscook Market Leador Flomentary 7 111.43 Strengths and weaknesses of the cotrsehookk 18 1.4 The lopies for Úe práÌ presenlation.cccccccecccc TẾ IL.2 Methods of the study .1 Sample and sampling 20 IL3.
óc on nnoeneereerrerieeooe TU 113.4 Data analysis 21 CHAPTER III: FINDINGS AND DISCUSSION 22 TIL1 Difficulties from students. L3 Difficultics in learning business English oral presentation skills .1 Difficulties about business knowledge 9 13.2 Difficulties about language knowledge, culture and perceptions 9 13.3 Diflicultics fiom (sachers.1 Inappropriate teacher pedagogical praotioes.1 The amount of leacher talk ll 13.2 Teacher correction we 133.4 Teacher-learmer relationship 12 1.2 Teacher deficiency in English commmumeative competence .3 Teacher deficiency in business English and teaching skills.4 Difficnlties from externat factors iz CILAPTER Tf: METIIODOLOGY Is IL 1 The research context IL1.1 Description of Dai Nam University, English course and its objectives .2 Description of the first year students of the Accounting faculty at DNU .3 Description of the teachars at DNU 17 1L1.4 Description of Market Leader textbook and business related presentation topics TLLA.I The courscook Market Leador Flomentary 7 111.43 Strengths and weaknesses of the cotrsehookk 18 1.4 The lopies for Úe práÌ presenlation.cccccccecccc TẾ IL.2 Methods of the study .1 Sample and sampling 20 IL3. óc on nnoeneereerrerieeooe TU 113.4 Data analysis 21 CHAPTER III: FINDINGS AND DISCUSSION 22 TIL1 Difficulties from students .1 Past edncational experienoe 23 THI.2 Lack of background, business, cultural and social knowledge 34 1.3 Low motivation for leaming linglish 34 11.4 Low level of general English prolicieney.5 Negative personal trait §.6 Traditional cultural beliefs. HL2 Difficulties from fcachers I 2.1 Lack of knowledge about business English and oral presentation skills 27 11.2 Tnapproprials toachor pedagogical practices 28 THL2.1 Too much teacher talking time.2 Unsuitable mistake correction .3 Ineomprehensibfe teacher input 30 IIL2.4 Too distant teacher-learner rẻlationship.3 ‘Teachers’ deficiency in Enghsh communicative competence 31 113 External factors .1 Multilevel class oo.2 ‘Textbooks 33 DL-4 Suggestions from teachers und students in minimizing difficulties.
Suggestions for minimizing the difficulties in teaching presentation skills .2 Training students to become efficient learners 3⁄7 2. Same suggestions for Jearning presentation skills .1 Personal đevslopment and non-ysrbal communieation.2 Choosing and Using Visual Aids 39 2.3 Preparing and delivering fonns of spoken exercise 40 2.1 Tutor-led seminar 40 2.2 Student-lcd seminar.cc 4l 11 PART A: INTRODUCTION 1 The background of the study English is obviously very important, and it has long been considered the intemational language in many different fields of the modem life: science and technology, business and sonnuereo, inlemalional relations and diplomacy and so on. As a rosull, English is now the foreign language that are most widely used and taught in all over the would and in Vietnam, with the national policy of renovation and expansion of international relations, learning Linglish has been a remarkably increasing need. Towever, how lo understand students’ difficulties and how to teach the language effectively to enable students to use the langnage successfully in international commnumication are really a big question facing all teachers of English.
Most of the lemners of English sgroc thui tho abilty to cxpross thơmselvos ñocly in communication is of great importance for heir Rưaue carzsr, especially in modem societies where contacting with foreigners often occur. However, there still exist many difficulties in lcaming and teaching English in Victnam im general and at Dai Nam Univa sity (DNU) in particular. Many Vietnamese learners can write and read English quite well but they cannot speak it correctly znd (luently in real-tife communication ax well as in specific situations Surely, there aro tany Teasons for this reelily. Afler tcaching tha non-major English at the Accounting Dzpartment for the first year students at DNU far three courses, I recognized some big obstacles that prevent English language teachers and learners from achieving their aims These obstacles arc teachcrs* teaching method, hetcrogencous classes, lack of background, business, cultural and social knowledge, students’ low level of English language proficiency, students’ low motivation and some others, Unforlunately, this is not only the situation in our university but also the case for many other non-language colleges and universities in Vietnam.
“Lhat is the circumstance that has inspired me with a research entitled “Am investigation an the difficulties in making business English oral presentation of the first year non — major English students at Faculty of Accounting at Dai Nam University and some solutions.” 1 conduct the research with the hope that it will contribute to the improvement of teaching and learning business English presentation skills al the Accounting dspariment as well as al my university.1 Past edncational experienoe 23 THI.2 Lack of background, business, cultural and social knowledge 34 1.3 Low motivation for leaming linglish 34 11.4 Low level of general English prolicieney.5 Negative personal trait §.6 Traditional cultural beliefs. HL2 Difficulties from fcachers I 2.1 Lack of knowledge about business English and oral presentation skills 27 11.2 Tnapproprials toachor pedagogical practices 28 THL2.1 Too much teacher talking time.2 Unsuitable mistake correction .3 Ineomprehensibfe teacher input 30 IIL2.4 Too distant teacher-learner rẻlationship.3 ‘Teachers’ deficiency in Enghsh communicative competence 31 113 External factors .1 Multilevel class oo.2 ‘Textbooks 33 DL-4 Suggestions from teachers und students in minimizing difficulties. Suggestions for minimizing the difficulties in teaching presentation skills .2 Training students to become efficient learners 3⁄7 2. Same suggestions for Jearning presentation skills .1 Personal đevslopment and non-ysrbal communieation.2 Choosing and Using Visual Aids 39 2.3 Preparing and delivering fonns of spoken exercise 40 2.1 Tutor-led seminar 40 2.2 Student-lcd seminar.cc 4l 11 PART A: INTRODUCTION 1 The background of the study English is obviously very important, and it has long been considered the intemational language in many different fields of the modem life: science and technology, business and sonnuereo, inlemalional relations and diplomacy and so on.
As a rosull, English is now the foreign language that are most widely used and taught in all over the would and in Vietnam, with the national policy of renovation and expansion of international relations, learning Linglish has been a remarkably increasing need. Towever, how lo understand students’ difficulties and how to teach the language effectively to enable students to use the langnage successfully in international commnumication are really a big question facing all teachers of English. Most of the lemners of English sgroc thui tho abilty to cxpross thơmselvos ñocly in communication is of great importance for heir Rưaue carzsr, especially in modem societies where contacting with foreigners often occur. However, there still exist many difficulties in lcaming and teaching English in Victnam im general and at Dai Nam Univa sity (DNU) in particular.
Many Vietnamese learners can write and read English quite well but they cannot speak it correctly znd (luently in real-tife communication ax well as in specific situations Surely, there aro tany Teasons for this reelily. Afler tcaching tha non-major English at the Accounting Dzpartment for the first year students at DNU far three courses, I recognized some big obstacles that prevent English language teachers and learners from achieving their aims These obstacles arc teachcrs* teaching method, hetcrogencous classes, lack of background, business, cultural and social knowledge, students’ low level of English language proficiency, students’ low motivation and some others, Unforlunately, this is not only the situation in our university but also the case for many other non-language colleges and universities in Vietnam. “Lhat is the circumstance that has inspired me with a research entitled “Am investigation an the difficulties in making business English oral presentation of the first year non — major English students at Faculty of Accounting at Dai Nam University and some solutions.” 1 conduct the research with the hope that it will contribute to the improvement of teaching and learning business English presentation skills al the Accounting dspariment as well as al my university. Methad of the study ‘The methods used in this research are mainly two survey questionnaires and interviews ‘They aim at finding out the difficulties which the teachers and students at the Accounting Deparlinent at DNU facing in the Icaching and learning of business English preszntation skill, All comments, remarks, recommendations and conclusion in the study are based on the data analysis, TH.
= Aims of the study ‘The study aims at 1. Investigating the difficulties for the firsl-yoar non-major English sludonts al the Accounting Faculty at Dai Nam University in learning business English oral presentation skills, 2. Giving suggestions on how to improve oral presentation teaching and learning at Dai Nam University. Research questions The above aimns ean be realived through the folowing rescarch questions: 1.
What difficuities do the leamers at DNU encounter in learning business English presentation skills?
