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Improving British Speaking Skills In British Major Students

English language is just about the global language which dominates in various fields across the world (Baker, 2003). Much like Diab, 2006 British is not the terms that is employed by the greatest group of people, though it performs influential role in many areas such as running a business world, technology, research, communication, and education. High effectiveness in English is required for all of these fields (Wiriyachitra, 2002). English, especially in education is essential to develop recruiting which appear to be most important in development of countries (). Therefore, the countrywide governments around the world want to change English curricular to be able to develop communicative abilities of students (Wedell, 2008).

Specifically, since Thailand is a country that British which is involved with academic, career and travelling is a foreign language, instructing and learning English is significant to boost English language skills of Thai's learners (Khamkhien, 2010). Therefore, Thailand educational plan () introduces British at every level of public universities. Furthermore, students must cross the evaluation or the standardized test of English in some potential in order to review in government colleges and universities (Baker, 2003; Wiriyachitra, 2002).

However, predicated on two international British tests: TOEFL and TOEIC, ratings of Thais have indicated that Thais' English proficiency level is unsatisfied in all four skills: reading, writing, tuning in and speaking (Khamkhien, 2010; Wiriyachitra, 2002). Therefore, because of the result of these two tests coaching and learning of British in Thailand and British terms curriculum in expanding English capabilities of learners stress on "language pedagogy" (Khamkhien, 2010, p. 184).

Then, English terminology curriculum was revised many times with the purpose of developing students' English language proficiency in order to provide students the opportunities to hook up the changing world and globalization (Foley, 2005; Khamkhien, 2010). In conditions of English terminology teaching approach which was launched in 2001 by the Ministry of Education through the English vocabulary curriculum is child-centered (Foley, 2005; Khamkhien, 2010). In fact, at universities and in higher education English is trained by non-native speaking instructors (baker, 2003) who bring the old strategies in teaching dialect that are teacher-centered and grammar translation approaches (Bhaowises, n. d. ).

1. 2 Background: Problems in learning and educating speaking

Since Thailand show English as a spanish, Coaching and learning English in Thailand have emphasized on language capacity

Nevertheless, teaching and learning British in primary, supplementary schools and university levels have faced many difficulties. According to Biyaem (1997) cited in Wiriyachitra (2002) explains what difficulties teachers and students in key and secondary academic institutions have faced in English vocabulary classroom. For educators, the down sides in teaching are anticipated to educators' skills (Wedell, 2008), and they have workloads and too many students in a course (Biyaem, 1997 cited in Wiriyachitra, 2002). A large group of professors of English lacks of appropriate degrees of English, and uses a lot of improper materials (wedell, 2008). In the same way, Thai English teachers who have lack of ability as English educators are the majority in all levels (Khamkhien, 2010, and many educators who graduated from colleges lack essential British skills, especially the capability to speak English (Al Hamzi, 2003 cited in Wedell, 2008). For students, they wish to speak English fluently, but face with terminology obstacles such as pronunciation and grammar consumption (Biyaem, 1997 cited in Wiriyachitra, 2002). Additionally, they lack of possibility to speak or use terminology in daily lives (). They are simply too shy to speak with their classmates because they are being passive and also have little speaking activities to practice ().

In addition, most of four skills, coaching and learning of speaking skills seem to be the most important part, because in the class almost of instructions receive in Thai as many as professors who are non-native speakers teach British without naturalness, and having no conversation occurs in the class (Khamkhien, 2010; Wiriyachitra, 2002).

These troubles in main and secondary colleges, where the British curriculum and environment do not meet up with the demand of the learners, , nor focus on speaking, have influenced on learning British in university level where hearing and speaking skills are most used (Wiriyachitra, 2002). Therefore, to help the learners boosts speaking skills, various types of strategies is highly recommended.

Since reading could be the first discipline that students of a terms come into contact with, it could help the learners to master in speaking because reading establishes relationship of skills (Mody, Studdert-Kennedy, & Brady, 1997). Viewing the words of a language on paper will be the first thing people start to see the language. Moreover, Reading is the skill that uses as an activity which is related to students' potential such as interpreting notion of information, helping to keep in mind meanings and ideas of materials, and expressing judgment through speaking skills. According to the research of Hilferty and Barbara (2000), development in reading skills appears to enhance improvement in the spoken vocabulary. While Students read, they can easily see sentence structures that assist to improve using sentence structure in speaking.

Since manga is among the most world comics which can be popular and read by different sets of people, manga that display in market throughout the world has various genres divided to be befitting get older and gender categories (Eng, 2010). Also, every genre of Japanese manga ranges in the topics of fantasy, research fiction, offense, sport, relationship, horror and erotic (Eng, 2010; Welcome to manga world, n. d. ). 16 types of manga are well known and being shared in Japan (Welcome to manga world, n. d. ).

Although manga has different genres and has been broadly sent out in Japan, four main types of manga that made an appearance after World Conflict II and have been popular are shonen manga, shojo manga, seinen manga and redikomi manga (Schwatrz & Rubinstein-Avila, 2006). The styles of these four main types may in five categories: hobby, specialist, sports erotic and pornograph, and they're marketed to children, and adult men and woman (Eng, 2010; Schwatrz & Rubinstein-Avila, 2006). Therefore, for this research mangas that are best suited for young people are shonen and shojo mangas which can be comics for young adults aged 6-18 (Welcome to manga world, n. d. ).

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