Documente Academic
Documente Profesional
Documente Cultură
Submitted by:
Mr. Abdul Salam Afridi
Master in Education
ID: 10870
Supervised by
Session: 2016-2017
ii
TABLE OF CONTENTS
iii
CHAPTER-5 ............................................................................................................... 28
CONCLUSION AND RECOMMENDATIONS ..................................................... 28
5.1 CONCLUSION..................................................................................................... 28
5.2 RECOMMENDATIONS ......................................................................................... 29
REFERENCES ........................................................................................................... 31
iv
LIST OF FIGURES
Figure 4.1: Are you satisfied with your teacher’s method of teaching? 10
Figure 4.2: Does your teacher speak English with you? 11
Figure 4.3: Do you think that your teacher helps you to learn English? 12
Figure 4.4: Does the teacher use interesting materials to improve your English? 13
Figure 4.5: Does teacher encourage you to speak English language inside the
class? 14
Figure 4.6: Do you feel that teachers are not well trained? 15
Figure 4.7: Do you think that present curriculum is useful? 16
Figure 4.8: Do you think your curriculum can enhance your communication
level in English? 17
Figure 4.9: Do teachers use multimedia to improve English communication? 18
Figure 4.10: Do you think that you study English as subject not as language? 19
Figure 4.11: Does student learn all content by heart at Master level? 20
Figure 4.12: Can you speak English fluently? 21
Figure 4.13: Do you prefer to speak English as a language of instruction? 22
Figure 4.14: Does your mother-tongue cause problem to you in speaking English? 23
Figure 4.15: Do you feel any hesitation participating in speaking English? 24
Figure 4.16: Does your institution has English speaking environment? 25
Figure 4.17: Do you think that the atmosphere in the class is motivating? 26
Figure 4.18: Do you speak English with your parents / family members/friends
in society? 27
v
FORWARDING SHEET
fulfillment for the degree of Master of Education session (2016-2017) had been
completed under my supervision. I am satisfied with the quality of his research work.
Dated: ______________
vi
APPROVAL SHEET
Title of thesis: “Why Students Fail to Speak English after Getting Sixteen Years
Education’’ Prepared and Submitted by Mr. Abdul Salam Afridi, ID: 10870.
_____________________________
Research Supervisor: Dr. Muhammad Asif Khan
Supervisor
Department of Education
Qurtuba University of Science and
Information Technology Peshawar
KPK.
Dated: ______________________
vii
DECLARATION
I, Mr. Abdul Salam Afridi S/O Pir Muhammad Khan, I.D.NO:10870, as student of
Technology, Peshawar Campus so hereby solemnly declare that the thesis entitled
“Why Students Fail to Speak English after Getting Sixteen Years Education.”
Education is my original research work and had not been submitted or published
earlier and shall not be submitted in future by me for obtaining any degree from any
_________________________
Mr. Abdul Salam Afridi
Master of education
Qurtuba University of Science
and Information Technology,
Peshawar Campus.
Dated: ---------------------------------
viii
ACKNOWLEDGEMENTS
Firstly, I want to thank Almighty Allah who has given me the courage and patience
who helped, supported and encouraged me while I conducted this study. Without his
helpful comments, valuable advice and considerable assistance, this study could not
Last but not least, I would especially thank my family, my close friends and my
ix
ABSTRACT
Spoken language development is often considered one of the most difficult aspects of
language learning ( Brown and Yule, 1983 ). In reality, many language learners find it
difficult to express themselves orally in the target language. This present research
deals with issues faced by Master level students in spoken English.The aim of this
the causes of the factors and the possible solutions to overcome the obstacles are also
eighteen (18) questions instrument for obtaining data from students, was used.
According to results, majority of students were not upto the mark regarding spoken
language skills (English). Many factors were indicated that were responsible for the
creating obstacles in learning English. Results pointed out that students desire to learn
English but numerous factors stand in this way which need to be eradicated for the
1.The bias attitude towards English language 2. The behaviour of parents,teachers and
trained English teachers 5. The flawed syllabi and examination system 6. Lack of
English conducive environment and 7. The deprived position of teachers; these are
some of the major factors which serve as obstacles in learning English. This research
tries to give valuable suggestion in order to over come such obstacles for the
x
CHAPTER-1
INTRODUCTION
During the 20th and the 21st centuries English language has become the most widely
spoken language in the world, and has more second-language speakers that any other
include English as one of their major subjects or the language of instruction. Hence
we are forced to meet global standards as we are living in the world of globalization.
English is the first and foremost criteria when someone is applying for a job or he is
According to Hasman ( 2000, p.2 ), over 1.4 billion people live in countries where
English English has official status. Over 70% of the world’s scientists read English,
over 85% of the world’s mail is written in English and 90% of information in the
most important skills of all the four skills (listening, speaking, reading and writing)
because people who know a language are usually referred to as speakers of that
language (Ur, 1996). English plays a vital role in developing the status of a country.
Besides its importance as an international language it is also called the major window
on the world, which means that English gives us the view of the various progresses
In order to compete with the modern world, Pakistan needs to focus English language
learning. In Pakistan , English language is being taught from nursery to tertiary level
communicate properly in English . To find out the problems relate to the English
language speaking skill, we must find out the problems and then solve them
accordingly.
1
1.1 STATEMENT OF THE PROBLEM
This present research deals with issues faced by Master level students in speaking
English .The aim of this study is to investigate factors that become student’s obstacles
to speak English. Furthermore, the causes of the factors and the possible solutions to
1.2 OBJECTIVES
1. To prove this hypothesis that students are fail to speak English properly.
their students.
5. To provide research based guide to solve problems that are faced by students
resources in order to identify and analyze minutely. The detailed description of used
2
CHAPTER-2
LITERATURE REVIEW
includes not only linguistic competence but also a range of other sociolinguistic and
conversational skills which help him/ her know how to say what to whom and when.
Johnson (1995) claims that the second language students need communicative
Canale and Swain in 1980. Then, in 1983 Canale and Swain add the fourth component
the teachers to figure out factors that affect their speaking performance. Students’
speaking performance can be affected by the factors that come from performance
3
affective factors (such as motivation, confidence and anxiety), listening ability and
(2009) believe that performance conditions can affect speaking performance. The four
types of performance conditions that Nation & Newton (2009) suggest include time
probably the affective side of the learner (Oxford, 1990). Krashen (1982) states that a
language acquisition in research over the last decade but most of those studies
Shumin (1997) shares the ideas of Doff (1998) by stating that when one person
speaks, the other responds through attending by means of the listening process. In
fact, every speaker plays the role of both a listener and a speaker. Therefore, one is
certainly unable to respond if he/ she cannot understand what is said. It means
(Bachman & Palmer, 1996). In other words, topical knowledge is the speakers’
4
knowledge of relevant topical information. The information that topical knowledge
provides enables learners to use language with reference to the world in which they
live. Bachman & Palmer (1996) state certain test tasks may be easier for those who
possess the relevant topical knowledge and more difficult for those who do not.
Bachman & Palmer (1996) believe that topical knowledge has effects on speaking
performance.
performance. However, all speaking production should not be dealt with in the same
way. Harmer (1991) asserts that the decisions that the teachers make about how to
react to students’ performance will depend upon the stages of the lesson, the
activities, the types of mistake made and the particular student who is making that
mistake. If the teachers correct whenever there is a problem, the conversational flow
as well as the purpose of the speaking activity will be destroyed (Harmer, 1991). If
the students are corrected all the time, they can find this very demotivating and
become afraid to speak. They suggest that the teachers should always correct the
students’ mistakes positively and with encouragement (Baker & Westrup, 2003).
getting students to talk in the classroom. These are: inhibition, lack of topical
The first problem that the students often encounter is inhibition. When students try to
say things in a foreign language in the classroom they are often inhibited. They are
worried about making mistakes, fearful of criticism or losing face. They are shy of the
attention that their speech attracts. Littlewood (2007) asserts that a foreign language
5
classroom to can create inhibitions and anxiety easily.
Secondly, learners often complain that they cannot think of anything to say and they
have no motivation to express themselves. Rivers (1968) believes that the learners
have nothing to express maybe because the teacher had chosen a topic which is not
suitable for him or about which he knows very little. It is difficult for many students
to respond when the teachers ask them to say something in a foreign language because
they might have little ideas about what to say, which vocabulary to use, or how to use
group, each student will have very little talking time because only one participant can
talk at a time so that the others can hear him/her. There is a tendency of some learners
Finally, when all or a number of learners share the same mother-tongue, they tend to
use it because it is easier for them. Harmer (1991) suggests some reasons why
students use mothertongue in class. Firstly, when the students are asked to have a
discussion about a topic that they are incapable of, if they want to say anything about
the topic, they will use their own language. Another reason is that the use of mother-
tongue is a natural thing to do. In addition, using the first language to explain
teachers frequently use the students’ language, the students will feel comfortable to do
it.
These studies were carried out to identify the factors affecting students’ speaking
6
Park & Lee (2005) examine the relationships between second language learners’
were one hundred and thirty two Korean college students who enrolled the English
conversation classes. The results of their study indicated that learners’ anxiety level
was negatively related to their oral performance. Tanveer (2007) investigates the
factors that cause language anxiety for twenty language learners in learning speaking
skills and the influence of anxiety on communication in the target language and his
result is similar to what Park & Lee (2005) figure out. The findings suggested that
students’ feeling of stress, anxiety or nervousness may impede their language learning
and performance abilities. He cites that “the higher the anxiety, the lower the
performance”.
MacIntyre, Clément, Dörnyei, & Noels (1998) studied the effects of self-confidence
on oral performance. The results of their study showed that the learners’ willingness
to communicate was determined partly by their self-confidence. Park & Lee (2005)
significantly on L2 learners’ oral performance. They stated that if the learners were
listening ability and foreign language proficiency, between listening ability and
foreign language listening comprehension skills, and between listening ability and
foreign language oral proficiency skills. The results show that there is a significant
listening ability and foreign language listening comprehension skills; and between
listening ability and foreign language oral proficiency skills. Bozorgian (2012) carried
out a study to examine the relationship of listening skill with other language skills.
The results of his study indicate a close correlation between listening comprehension
7
and language proficiency. He states that the higher the listening score, the better the
speaking score.
overcoming speaking problems in speaking class. The population of her study was the
results of her study suggest that in speaking class, the students faced some speaking
problems including inhibition, nothing to say, low or uneven participation and mother
tongue use. The findings of the study also reveal that the students’ speaking
performance was not good because they did not master the three elements of speaking
Kanwal, and Khurshid , (2012) conducted a study. In order to highlight the language
and percentages. Results showed that overall university students require extra help in
Trudgill, 1992 suggest the following processes: (i) Collect ideas (ii) Arrange them in
the best sequence and (iii) Choose the language in which he has to communicate with
others. Learners apply these habits in the mother-tongue and face their audience with
confidence. This habits will also help them in the case of foreign language use.
Good atmosphere and suitable environment can also help students to speak actively,
Most of the linguists believe that language is just like a habit formation. In their view
language is learnt through use and practice. According to them, the more one is
8
CHAPTER-3
METHODOLOGY AND POPULATION
A questionnaire comprised of eighteen (18) questions was used for survey through
random sampling method. For this purpose, one hundred students were selected from
different universities . The subject for this study were selected on voluntary bases.
The data collected by this survey was entered into MS Excel and MS word in order to
9
CHAPTER-4
DATA ANALYSIS
As it is stated that one hundred (100) students were selected from universities for this
survey, as a result the diversity of response is there. The results are given below along
with remarks.
Figure 4.1: Are you satisfied with your teacher’s method of teaching?
80
70
60
50
85
40
30
20
10
15
0
YES NO
Figure 4.1 in the above figure shows that most of the students were satisfied with their
teacher’s methods of teaching but according to some students teachers must use target
10
Figure 4.2: Does your teacher speak English with you?
60
50
40
63
30
20
37
10
0
YES NO
The above figure shows that mostly students were of the opinion that teachers do not
use English as a medium of instruction however this was generalized for all the
11
Figure 4.3: Do you think that your teacher helps you to learn English?
54
52
50
48 54
46
44 46
42
YES NO
The above figure shows that mostly students were of the opinion that English teachers
helped students in learning English language and they do try their level best to make
12
Figure 4.4: Does the teacher use interesting materials to improve your
English?
90
80
70
60
50
87
40
30
20
10
13
0
YES NO
Figure 4.4 shows that majority of the students were of the opinion that teachers used
that teachers used materials but they did not have the training to use materials in the
class effectively.
13
Figure 4.5: Does teacher encourage you to speak English language inside the
class?
60
50
40
30 58
20 42
10
0
YES NO
The above figure shows that most of the teachers don’t encourage their students to
speak target language inside the class. Majority of the students said that when we
speak English inside the class, teachers don’t encourage us. That’s why students can’t
14
Figure 4.6: Do you feel that teachers are not well trained?
60
50
40
30 62
20 38
10
0
YES NO
The above figure shows that majority of the students were of the opinion that teachers
were qualified and have high education but they are not professionally well trained.
15
Figure 4.7: Do you think that present curriculum is useful?
80
70
60
50
40 83
30
20
10 17
0
YES NO
The above figure indicates that majority of the students were of the opinion that
16
Figure 4.8: Do you think your curriculum can enhance your communication
level in English?
80
70
60
50
40 81
30
20
10 19
0
YES NO
The above Figure 4.8 shows that current curriculum can enhance communication level
17
Figure 4.9: Do teachers use multimedia to improve English communication?
60
50
40
65
30
20
35
10
0
YES NO
The above figure shows that majority of the students were of the opinion that teachers
18
Figure 4.10: Do you think that you study English as subject not as language?
80
70
60
50
40 83
30
20
10 17
0
YES NO
Figure 4.10 shows that we as a student study English as a subject but not as a
language. Majority of the students thought that English is being taught as a subject in
19
Figure 4.11: Does student learn all content by heart at Master level?
60
50
40
30 60
20 40
10
0
YES NO
Figure 4.11 shows that majority of the students were of the opinion that students at
20
Figure 4.12: Can you speak English fluently?
90
80
70
60
50
86
40
30
20
10
14
0
YES NO
Figure 4.12 shows that majority of students were of the opinion that they could not
21
Figure 4.13: Do you prefer to speak English as a language of instruction?
60
50
40
64
30
20
36
10
0
YES NO
The above figure shows that majority of the students did not prefer to speak English
as a language of instruction.
22
Figure 4.14: Does your mother-tongue cause problem to you in speaking
English?
60
50
40
30 60
20 40
10
0
YES NO
The above figure shows that mother-tongue becomes obstacle in speaking English.
English is not the mother language of Pakistan. That is one big reason for which the
students are not familiar to this language which makes them reluctant and hesitant
23
Figure 4.15: Do you feel any hesitation participating in speaking English?
80
70
60
50
40 77
30
20
10 23
0
YES NO
Figure 4.15 reveals that most of the students do feel hesitation while they are
24
Figure 4.16: Does your institution has English speaking environment?
90
80
70
60
50
91
40
30
20
10
9
0
YES NO
The above figure shows that majority of the educational institutions in Pakistan are
Urdu medium and most importantly the primary education is being taught in Urdu
which sets the base of students in Urdu and it makes it for them to get over this
language.
And the institutions where medium of instruction is English has also no environment
of English language.
25
Figure 4.17: Do you think that the atmosphere in the class is motivating?
50
40
30
56
44
20
10
0
YES NO
The above Figure indicates that upto some extent the atmosphere in the classroom is
26
Figure 4.18: Do you speak English with your parents / family members/friends
in society?
Figure 4.18 shows that majority of the students did not speak English with their
family members. The one who is willing to speak English in Pakistan faces several
barriers, this is the part of the culture and society of the country in which the one who
speaks English is being demotivated which further makes the condition worse and
difficult for the students and that is again one reason which contributes in the
reluctance and hesitation of the students while dealing with English language.
27
CHAPTER-5
CONCLUSION AND RECOMMENDATIONS
5.1 CONCLUSION
The results clearly indicate that students failed to speak English, even getting sixteen
years of education. They are facing English speaking problem. This study investigates
factors that become obstacles to spoken English. Factors are given below.
9. Lack of motivation by teachers, friends and parents. These are the major
factors that are arising obstacles in learning English. In addition, this study is
also focused on finding out some causes and solutions of the obstacles.
Overall it can be concluded that, most students believed that lack of practice
was the main factor causing an obstacle for them to speak English.
The results also show that there were many factors affecting students speaking
performance as follow:
28
(2) Listening ability
(5) Confidence;
5.2 RECOMMENDATIONS
English is not our mother language, students face problems like interference of native
language, lack of suitable environment, syllabus design which increase cramming etc.
So there is the need to pay attention to these problems. curriculum should be upgrade
according to their needs and goal. Teacher’s training is also required. Teacher should
be cooperative and try to teach in friendly atmosphere so that master level students
Basing on the results of the study, some recommendations were made for both the
time to prepare for a speaking task, teaching the students how to use mind map
to generate ideas and giving students enough time to perform their tasks.
2. They should help their students overcome inhibition and shyness by having
when speaking in the class, reminding students not to worry about making
3. The teacher should personalize and simplify the topics in the textbook to make
29
them easier, more interesting and relevant to their lives. Moreover, speaking
skills should be included in tests and exams because the students will be more
when and how to correct the students’ mistakes so that the students are not
fearful of making mistakes and the flow of the students’ conversation is not
speaking activities.
the students to use English in the classroom to make it a habit, letting them
watching videos in English and the teachers should also use English in the
classroom frequently so that the students have more exposure to the language.
2. They should practice speaking English outside the classroom more often by
doing the speaking tasks in the textbook at home with their classmates, joining
speaking club where they can use English to communicate and speaking on
3. They should use English in the class. Hopefully, the study can contribute to
30
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Davies, P., & Pearse, E. (2000). Success in English Teaching. . Oxford University
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Doff, A. (1998). Teach English: A training Course for Teacher. Cambridge University
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Nation, I. S. P., & Newton, J. (2009). Teaching ESL/EFL Listening and Speaking.
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Nunan, D. (1999). Second Language Teaching & Learning. Heinle & Heinle
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GEMA online journal of language studies 53,volume 10(1) 2010 Grammatical errors
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