1. Introduction
It does not require any further argument to state that English has become indispensable part of communication in the world. In Asia, almost each of countries has its own language which is extremely complex and quite difficult to understand. Hence, English is regarded as a bridge which helps information exchanges among Asian countries get to be more simply. It is fairly hard for Asian learners to use English correctly and effectively, especially speaking skill although they have been trained this language for a long time. When interviewing students from five Asian nations, Erlenawat has concluded that these learning difficulties are grounded in weaknesses in students’ prior learning experiences – focused on grammar and reading skills in classrooms, not conversational skills (Erlenawati Sawir, 2005).
Vietnamese students are not exception of these problems and they are getting trouble with finding their own effective methods to overcome. Despite the fact that many Vietnamese learners spent nearly or even more than 10 years studying English at school, they cannot pronounce an English sentence exactly and fluently. As a result, they are not self-assured enough to speak out in the language. It can be clearly seen that a large number of students understand English grammar very well and get high score in written examinations whereas their oral communication skills are very poor and they are often shy to attempt to strike up a conversation (Trung Hieu, 2011).
In “Language difficulties of international students in Australia: The effects of prior learning experience”, Erlenawati concentrated on international students’ difficulties of communicating by English and suggested several useful strategies to help them overcome. Nevertheless, she just discussed international students in Australia without mentioning troubles when using English of Asian students in