Analyzing literary devices using Newmark’s translation methods from the English and Vietnamese versions of The Little Prince

Abstract

"English-majored students prioritize mastering speaking, one of the most crucial language abilities. Speaking anxiety is the most common issue faced by many English learners. Moreover, Speaking anxiety is a significant obstacle to effective second language learning. Psychological problems like anxiety can have the most impact on language proficiency in speaking. Taking the fact that not much research is done on this field and the importance of speaking anxiety, this research aims to fill this gap. The current study aims to identify anxiety-related factors affecting English-majored students’ speaking performance. This research deployed a qualitative methodology that utilized semi-structured interviews. The interview section included a set of thirteen open-ended questions, which included five questions about the participants’ demographic, and the remaining questions addressed the aims of the study. To facilitate this investigation, a group of eleven English-majored students who study English as a foreign language located in the Mekong Delta were selected to participate through purposive sampling. The students were asked a set of 12 questions related to the research’s aim to investigate the causes of English major students’ anxiety in speaking. These difficulties are mainly related to linguistic, psychological, and environmental factors. The results of the analysis revealed that the roots of speaking anxiety were categorized into two main components, which were external and internal factors. Students who had difficulties with external factors were listed as evaluations, negative feedback, presentations, performing immediate speech, and general expectations. Meanwhile, internal factors that could affect English major students’ anxiety were lack of confidence, English proficiency, fear of using English in speaking, and lastly, personal traits. Based on the findings of this research, it can contribute to the development of solutions, instructional practices, and support services that address English-speaking anxiety among English-majored students. By understanding the causes of anxiety and the factors that influence it, educators and institutions can design appropriate interventions and create supportive learning environments that encourage positive English-speaking environments. Keyword: Speaking anxiety, language proficiency, factors, causes, English-majored students."