research paper

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Inocêncio Agostinho Jaquissone
The Difficulties of Speaking English Language, as Foreign Language Classes of Grade 12 Students, at Cristiano Paulo Taimo Secondary School (2021-2022)
Licenciatura em Ensino de Ingles, 1º ano
Universidade Rovuma
Extensão de Niassa
2021
Inocêncio Agostinho Jaquissone
Reasons That Negatively Influence Students ‘Speaking Skills, as Foreign Language Classes of Grade 12, at Cristiano Paulo Taimo Secondary School (2021-2022)
Licenciatura em Ensino de Ingles, 1º ano
	Research Proposal to be submitted at
Department of Language Communication
and Arts, for evaluation. Under orientation of:
MSc. Arlindo Humberto Malize
Universidade Rovuma
Extensão de Niassa
2021
Chapter 1
1.1 Introduction 
The present paper represents the outline of the student's final work that will be developed
later, in the context of the theme: Reasons That Negatively Influence Students ‘Speaking Skills, as Foreign Language Classes of Grade 12, at Cristiano Paulo Taimo Secondary School (2021-2022).
1.2 Context of study/background to the problem
English language is the most dominant and powerful language all over the world, it is due to the power of its people, and as a result it is used as mother tongue, second language and a foreign language for non-native speaker. Being so, English has become a global language used in business, technological and academic communication. This fact of English globalization, as a worldwide phenomenon, makes it necessary to communicate with people from different linguistic and cultural backgrounds and in a variety of settings. 
But some people need to learn for their interpersonal communication. Speaking skill is an important aspect to acquire when learning a second or foreign language and the success of learning the language is measured from the performance of learners to speak the language learned. 
In our country English is the first foreign language which is taught from primary schools to university level. In English language, there are integrated skills to be mastered such as speaking, listening, reading and writing.
However language learners do not speak fluently after studying many years, even up to university.
1.3 Statement of the problem 
Why grade 12 students from Cristiano Paulo Taimo Secondary School do not speak English after 5 years learning English?
1.4 Objectives of study 
1.4.1 General objective: 
a) Identify the reasons of grade 12 students’ difficulties in speaking English language after five years and find the strategies to overcome with the problems at Cristiano Paulo Taimo Secondary School.
1.4.2 Specific objectives:
Based on the question above, the writer would like to arrange the specific objectives as follows: 
1. To investigate the problems faced by students in speaking English language skill 
2. To investigate the teachers‟ strategies in overcoming students‟ problems in speaking English language 
1.5 Critical questions 
1. What are the problems faced by students in speaking English language?
2. What are the strategies used by teacher in overcoming students‟ problem in speaking English language? 
1.6 Hypothesis
· The students’ still lack of understanding of grammatical patterns, 
· Incorrect pronunciation, 
· Limited vocabulary mastery, 
· Minimum opportunities, 
· Students interest,
· Mother tongue use, 
· Seldom to practice and less discipline, 
· Fear of making mistake
· environment factors which do not support them to implement English in daily language communication
· Psychological problem such as lack motivation. 
1.7 Merits and scope of the study
The choice of theme arises from the fact that I have found that a number of students who study at Cristiano Paulo Taimo Secondary School they know only how to answer the greeting: how are you? And when someone talks to them the answer is always “yes” even when it is “no” After that they say nothing else. And because I am a future teacher, this fact really touched me, and I decided to do this project in order to better understand the reactions that negatively influence the ability to speak the English language in that school, and to propose some strategies that will help both teachers and students.
Teachers will be given some methods to help students speak English fluently. And students will be given some strategies to overcome some of the obstacles that are preventing them from progressing in their learning of the English language.
Chapter 2
2.1 Literature Review
In this chapter, is described first briefly some important theoretical perspectives on What is speaking, Principles for Teaching Speaking to Beginning Learners, Speaking Problems, Factors Affecting Speaking Skill and activities to Promote Speaking.
2.1.2 What is speaking?
According to Kathleen M. Bailey (2005 :) “In language teaching we often talk about the four language skills (speaking, listening, reading, and writing) in terms of their direction and modality. Language generated by the learners (in either speech or writing) is considered productive, and language directed at the learners (in reading or listening) is known as receptive language (Savignon, 1991). Modality refers to the medium of the language (whether it is aural/oral or written). Thus, speaking is the productive, oral skill. Speaking consists of producing systematic verbal utterances to convey meaning. (Utterances are simply things people say.). Moreover Speaking is “an interactive process of constructing meaning that involves producing and receiving and processing information” (Florez, 1999, p. 1). Cited by Kathleen M. Bailey. 
Bygate (1987) defined speaking as the production of auditory signals to produce different verbal responses in listeners.It is regarded as combining sounds systematically to form meaningful sentences. Eckard and Kearny (1981), Florez (1999), Howarth (2001), and Abd El Fattah Torky (2006) defined speaking as a two–way process including a true communication of opinions, information, or emotions.
2.1.3 Principles for Teaching Speaking to Beginning Learners
Kathleen-Bailey claims that there three principles which can influence and inform our decisions as we teach speaking to beginning and false beginning learners. These principles are:
· Provide something for learners to talk about. 
· Create opportunities for students to interact by using group work or pair work.
· Manipulate physical arrangements to promote speaking practice.
2.1.4 
2.1.5 Speaking Problems
Liu and Jackson (2008) claim that lack of vocabulary was regarded as a main obstacle for spoken communication by Chinese English learners. Even in the study conducted by Australian Journal of Teacher Education volume 37, January 2012 /issue 1, article 3 on Understanding L2 Speaking Problems: Implications for ESL Curriculum Development in a Teacher Training Institution in Hong Kong, inadequate vocabulary was also reported as a prevalent concern among the students as well.
2.1.6 Factors Affecting Speaking Skill 
To help learners overcome their difficulties in learning speaking skill, teachers should identify some factors that influence their speaking performance. These factors are: Performance conditions, affective factors, listening skill, and feedback during speaking tasks (Tuan & Mai, 2015).
2.1.7 Activities to Promote Speaking
According to Jabbarova Anora Jizzakh the modern approaches in teaching speaking are discussions, Role Play, Simulations, Storytelling, Interviews, Story Completion, Picture Narrating and Picture Describing. In addition Kathleen M. Bailey (2005:) says that “ Task and exercise types that can be used to teach speaking to beginning learners are: Conversations, controlled (or guided) conversations, and interviews; Information gap and jigsaw activities ;Scripted dialogues, drama, and role-playing; Logic puzzles; Picture-based activities and Physical actions in speaking lessons.”
Chapter 3
3.1 Methodology 
This research offers a description of the research methodology of this study. It has been divided into five sections: Researchapproach, Subjects, Instruments and techniques for data collection and Data analysis procedures
3.1.1 Research approach 
Research approach will be basically qualitative and quantitative (mixed mode) because it will involve word and numerical data. 
3.1.2 Subjects 
The place of investigation will be at Cristiano Paulo Taimo Secondary School. And the participants will be students from grade 8 to 12 of the same school, so as to analyse the learning process.
3.1.3 Instruments and techniques for data collection
Instruments and techniques for data collection will be direct observation in the classroom, interviews with students and teachers, and questionnaires administered to students and teachers.
The research instruments are used to get the primary data and secondary data. In this research, the researcher plays as the main instrument. 
To collect the data in this study, there will be the researcher himself who will be the instrument of research. To make the data more accurate, the researcher will use the techniques of collecting data, such as observation and interview. 
3.1.3.1 Observation 
3.1.3.1.2 Interview 
3.1.4 Data analysis procedure
	Grades 
	Marks 
	Codes 
	
	8
	0-9
	A
	
	
	10-13
	B
	
	
	14-16
	C
	
	
	17-20
	D
	
	9
	0-9
	E
	
	
	10-13
	F
	
	
	14-16
	G
	
	
	17-20
	H
	
	10
	
	
	
	11
	
	
	
	12
	
	
	
Chapter 4
Plan of activities 
	
No 
	
Activities
	Months
	
	
	March
	April 
	May 
	June
	July
	1.
	Proposal Preparation
	X
	
	
	
	
	2.
	Instrument preparation 
	
	X
	
	
	
	3.
	Coming and getting permission of the school
	
	X
	
	
	
	4.
	Observation 
	
	
	X
	
	
	5.
	Analyzing data from observation
	
	
	X
	
	
	6.
	Conducting interviews 
	
	
	X
	
	
	7.
	Analyzing data from interview
	
	
	
	X
	
	8.
	Writing and guiding report of the research
	
	
	
	X
	X
Chapter 5
Budget
	No. 
	Description
	Quantity
	Price
	Overall
	1.
	A4 Paper 
	1
	500, 00 MTS
	500, 00 MTS
	2.
	Pens 
	10
	10, 00 MTS
	100, 00 MTS
	3.
	Credit 
	50
	10, 00 MTS
	500, 00 MTS
	4.
	Transport 
	-
	1000, 00 MTS
	1000, 00 MTS
	5.
	Food 
	-
	1000, 00 MTS
	1000, 00 MTS
	6.
	Workers 
	1
	5000, 00 MTS
	5000, 00 MTS
	7.
	Print 
	30
	50, 00 MTS
	150, 00 MTS
	8.
	Biding 
	2.
	50, 00 MTS
	100, 00 MTS
	
	
General Overall 
	
	
	8.350,00 MTS 
Bibliography 
BAILEY, Kathleen M. Practical-English-Language-Teaching_-Speaking, New York: McGraw-Hill ESL/ELT, 2005
JIZZAKH, Jabbarova Anora, MODERN APPROACHES IN TEACHING SPEAKING, State Pedagogical Institute
Australian Journal of Teacher Education Understanding L2 Speaking Problems: Implications for ESL Curriculum Development in a Teacher Training Institution in Hong Kong, volume 37, January 2012 /issue 1, article 3
HARMER, Jeremy, 4th ed. the practice English language teaching, England person, 2007
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