4 TABLE OF CONTENT Candidate‟s statement i Acknowledgements ii Abstract iii PART A: INTRODUCTION 1 Statement of the problem and rationale for the study The objectives of the study Scope of the study Methods of study Significance of the study Design of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Communication strategies 1.2 Second language learning 1.3 Learning strategies 1.4 Learning strategies and communication strategies 1.5 Language transfer 10 1.6 Transfer as a communication strategy 11 1.7 Transfer as a learning strategy 11 1.8 Related studies 12 CHAPTER 2: RESEARCH METHODOLOGY 16 2.1 Population 16 2.2 Measuring instruments 16 2.3 Data collection procedure 18 2.4 Analyzing data procedure 19 CHAPTER 3: DATA ANALYSIS 22 3.1 Research findings 22 3.1.1 Transfer as a communication strategy 22 3.1.1.1 Language switch 22 3.1.1.2 Literal translation 33 3.1.2 Transfer as a second language learning strategy 44 3.1.2.1 Language switch 44 3.1.2.2 Literal translation 46 3.2 Comparing to the original research 47 3.2.1 Transfer as a communication strategy 47 3.2.1.1 Language switch 47 3.2.1.2 Literal translation 49 3.2.2 Transfer as a second language learning strategy 50 3.2.2.1 Language switch 50 3.2.2.2 Literal translation 51 PART C: CONCLUSION 52 Summary of the findings 52 Pedagogical implications 54 Limitations of the research 55 Recommendations for further research 56 Conclusion 56 REFERENCES 57 APPENDIX PART A: INTRODUCTION Statement of the problem and rationale Terence Odlin once stated that “language contact situations arise whenever there is meeting of speakers who not all share the same language and who need to communicate When the communicative needs of people go beyond what gestures and other paralinguistic signal can achieve, some use of a second language becomes necessary.” The speakers may use language mixing, that is the merging of characteristics of two or more languages If mixing does occur, the speakers use their native language to overcome the difficulties they encounter in communicating with others In other words, the mother tongue has influence on the target language Another kind of mixing is in the form of borrowings from a second language into the native language For example, Vietnamese people use the word “meeting” in English to talk about a certain kind of assembly with a little different in spelling, or the use by English speakers of the loan word ”croissant” from French to describe a certain type of pastry Last but not least, the speakers may use code switching, in which there is a systematic interchange of words, phrases, and sentences of two or more languages From the researcher‟s own experience, there are some cases when students use language transfer When they are asked to work in pairs or in groups during their English lessons, and when they talk to the native teachers, it is amazing that they can communicate effectively despite their low proficiency in the target language In addition to body language such as gesture, mime, facial expression, sometimes, they replace the target language by a native one, translate word for word It can be seen that the mother tongue plays an important role in second language learning, even has big impact on the achievement of the learners However, many language teachers in Vietnam not recognize and make use of the native language With the hope of discovering the influence of Vietnamese in communication in English, and how it affects the studying of a second language, the researcher conducted this study Besides, I also expected to find out some possibly applicable methods in teaching English Objectives of the study This research is carried out in order to get sufficient understanding of language transfer as a communication and learning strategy, and how this strategy works in the case of study with first year students at FTU during 2009-2010 academic year as well as propose some suggestions to improve teaching methods Scope of the study Four first year students from different classes at FTU are involved in the study The participants include two male and two female students This helps to reduce the effect of gender in communicating Two productive skills, speaking and writing are investigated The following research questions are addressed How is transfer employed as a communication strategy by a group of students at FTU in the performance of oral and writing tasks? Are there similarities and differences in the way transfer is employed as a communication strategy in the oral and writing tasks? What is the potential learning effect of transfer when employed as a communication strategy in these tasks? Methods of study This research collects multiple sources of evidence, which are the results of three oral tasks, the writing task and observation of classroom activities It studies the subjects from real-life contexts (how they produce English in their English classes) The study employs the ethnographic approach in its qualitative-interpretive mode, using the principles of discourse analysis Significance of the study It is hoped that the findings from this study will be of some benefits to teachers of English as a second language in general, to Vietnamese ones in particular, especially those who are teaching beginners or elementary students of English The study contributes to our understanding of the language transfer between English and Vietnamese in certain situations and offers some suggestions of activities, games, and exercises for teaching low proficiency students Design of the study This thesis contains three parts - Part A presents the state of the problem and rationale, the objectives, the scope, as well as the significance of the study - Part B prepares the theoretical background for the thesis concerning communication strategies, learning strategies, and language transfer in the first chapter Then chapter two describes in details the methodology underlying the research The final chapter provides specific description of research findings, a thorough discussion of the findings of the study and some recommendations as well - Part C is the conclusions - The Appendix is the last part of the study, following the references PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW This chapter will present the theoretical background needed for the research by discussing the definition, different views of communication strategies, learning strategies, language transfer, their relationships, as well as the related studies 1 Communication strategies We are living in a society where communities and individuals within the society must communicate with each other The communication tools are diverse They can be written, oral, pictorial or even non-verbal, as in body language where mood and compliance or demand may be made through gesture rather than text Communication comprises more than simply the speech of one individual to another Successful and productive conversations are inevitably multi-directional, with responses between the participants taking a pattern in which one speaks while the others listen and, in turn, respond However, people sometimes face difficulties in communicating due to the low communicative competence To have successful conversations, they use “communication strategies” According to Canale and Swain (1980), the ability to use communication strategies constitutes strategic competence, which is a component of communicative competence They define strategic competence as “the verbal and non verbal communication strategies that may be called into action to compensate for breakdowns in communication due to performance variables or to insufficient competence” Meanwhile Faerch and Kasper (1983) see communication strategies as “potentially conscious plans for solving what to an individual presents itself as a problem in reaching a particular communicative goal” The main distinguishing criteria in this definition are problem-orientedness and consciousness Faerch and Kasper contend that L2 learners want to express something through the second language but encounter problems as a result of their limited interlanguage They therefore resort to communication strategies, which are solutions to the communication problems encountered For example, if a speaker want to express the meaning of “waiter”, but he does not know the equivalent in the target language, he 10 may paraphrase “someone who bring the food from the kitchen to the table for the customer” Faerch and Kasper (1983) emphasize that the speaker‟s choice of a communication strategy is influenced by his underlying behaviour They explain that there are two kinds of behaviour that the speaker can adopt, avoidance or achievement behaviour If the speaker chooses avoidance or to opt out of the problem, then he may change his communicative goal He gives up, avoids or revises his original plan On the other hand, he attempts to reach his original targets In this case, he uses language transfer, appeals, paralinguistic means, word coinage, and circumlocution Second language learning There are two broad views to language learning – the behaviouristic view and the cognitive view This cognitive view believes that “in learning a second language, the learner actively constructs the rules of the second language from the L2 data he encounters and gradually adapts these rules in the direction of the second language system” (Paramasivam, 2009) The processes are called rule formation, including the formation and testing out of hypotheses about rules of the target language are In the first step, the learner forms a hypothetical rule of the second language based on the L2 data he is exposed to Then this hypothetical rule is subsequently checked for its validity by being used in communication or, in formal learning settings, in exercises etc In the second step, the hypothesis is tested to be confirmed or rejected With positive feedback from the interlocutor, the hypothesis is confirmed and the hypothetical rule becomes a fixed rule of the learner‟s interlanguage system On the other hand, the negative one leads to hypothesis rejection and induces the learner to either look for new L2 data or to use the feedback to form a revised hypothesis The procedure of hypothesis formation and testing is repeated until the learner‟s hypothesis is confirmed and gets stored as a fixed rule Once a fixed rule is established, the learner is said to have stopped learning in this particular interlanguage area (Paramasivam, 2009) However, second language learning constitutes more than the mere construction of L2 rules It also constitutes the automatization of L2 rules so that they can result in fluent performance in communication (Faerch and Kasper, 1980; Spolsky, 1989) This is to say that the learner not only has to learn L2 rules but also to develop his ability to use these rules in communication Faerch and Kasper (1980) see no contradiction in emphasizing the importance of rule automatization and 11 holding a cognitive view of language learning at the same time They contend that “since there is no direct way from the integration of an interlanguage rule into the learner‟s cognitive structure to the free availability of that rule in communication, i.e., without the learner having to monitor” (p 76), it is necessary to assume rule automatization as an intervening variable which can account for the difference between these two stages in L2 learning They state that in order to achieve a more or less automatic access to the interlanguage system the most obvious plan to follow is to practice L2 in a variety of communicative situations In short, second language learning includes both cognitive aspects and behavioural aspects The cognitive aspects involve rule formation and the behavioural aspects involve rule automatization With this understanding, learning strategies are discussed in the following section Learning strategies Many people say learning strategies are devices which learners make use of to learn a language However, Rubin (1975) sees them in a broader sense as “the techniques or devices which a learner may use to acquire knowledge” Faerch and Kasper (1980), on the other hand, propose a psycholinguistic definition in which they define a learning strategy, as they define a communication strategy, in relation to problem-orientedness and consciousness The criterion of problemorientedness implies that the learner is having a problem in reaching a particular learning goal, whereas the criterion of consciousness implies that the learner is consciously aware of his having the problem As a result, Faerch and Kasper (1980) view learning strategies as “potentially conscious plans for solving what to an individual presents itself as a problem in reaching a particular learning goal” The learning goal is in relation to constructing and mastering the rules of the target language Since language learning constitutes of rule formation and rule automatization, the learning problems may lie in hypothesis formation or it may be in hypothesis testing and in increasing automatization Accordingly, they classify learning strategies as “psycholinguistic” and “behavioural” learning strategies (Faerch and Kasper, 1980) “Psycholinguistic” learning strategies are used when the learner encounter a problem in hypothesis formation meanwhile “behavioural” learning strategies are found in hypothesis testing or in increasing automatization 12 As the two linguists explain, learners form hypotheses basing on two sources which consist of their L2 input and their prior knowledge and experience relating to language learning Psycholinguistic learning strategies are classified based on the way the learner makes use of their experience in language learning In this way, they differentiate the psycholinguistic learning strategies of “induction”, “inferencing” and “transfer” and “behavioural learning strategies” composing of strategies that allow for practice of the L2 rules like “appeal” where the learner appeals directly to some authority, for instance, a native speaker, or looks up reference materials like dictionaries or textbooks to test the validity of a hypothetical rule (Paramasivam, 2009) However, Naiman et al (1978) propose five broad categories and a number of secondary learning strategies The primary classification composes of an active task approach, realization of language as a system, realization of language as a means of communication and interaction, management of affective demands, and monitoring of second language performance The active task approach means students react positively to learning opportunity or search for and exploit learning environment; they add concerning language learning activities to regular classroom program; and practice the target language The realization of language as a system refers to the analysis of individual problems, the comparison between the mother tongue and the second language, the inferences from the target language, and the use of language as a system The realization of language as a means of communication and interaction overweighs fluency over accuracy, and finds opportunities to speak English with other learners The management of affective demands finds socio-cultural meanings and copes with affective demands in learning Finally, monitoring of second language performance means constantly revises L2 system by testing inferences and asking L2native speakers for feedback Similarly, Rubin (1981) divides learning strategies into primary and representative secondary ones The former consists of strategies that directly affect learning, including clarification or verification, monitoring, memorization, guessing or inductive inferencing, deductive reasoning, practice and processes that contribute indirectly to learning referring to create opportunities for practice and production tricks 13 Nunan (1999) says “learning strategies are the mental and communicative procedures learners use in order to learn and use language” He classifies learners into different types with different learning preferences The first kind is “concrete learners” who acquire the target language through audio-visual teaching methods, i.e pictures, video, films, cassette players, and communicative activities like talking in pairs and practicing English outside the classroom The second type is “analytical learners” They prefer to learn formal written English independently As its name suggests, “communicative learners” learn effectively in “native environment”, i.e exposing to the native speakers, learning through talking and listening The last type “authority-oriented” ones “prefer the teacher to explain everything, like to have their own textbook, to write everything in a notebook, to study grammar, learn by reading, and learn new words by seeing them” Jones, et al (1987) found that “effective learners aware of the process underlying their own learning and seek to use appropriate learning strategies to control their own learning” Besides, O‟Malley and Chamot (1990) discover that “students who were designated by their teachers as more effective learners use strategies more frequently, and use a greater variety of strategies than students who were designated as less effective” 1.4 Learning strategies and communication strategies There are many different views about the relation between communication strategies and learning strategies Brown (1980) notes that they are clearly different because “communication is the output modality and learning is the input modality” Yet, he makes an exception for rule transference noting that this strategy may have a dual function For example, a learner may apply the strategy in learning a language as well as when communicating in it Similarly, Ellis (1986) also finds the differences between communication strategies and learning strategies He in fact argues that “successful use of communication strategies may prevent learning since skilful compensation for lack of linguistic knowledge can make the need for learning unnecessary” (Ellis, 1986 quoted in Paramasivam, 2009) However, some researchers are for the opposite opinion Tarone (1980) suggests that the learner may be exposed to language input that may result in language learning even though they are lack of grammar and vocabulary She then concludes 65 APPENDIXES Appendix 1: Table English Vietnamese Spanner Cờ lê Screw Ốc vít Saw Cái cưa Wire Dây điện Tap Cái vòi nước Passenger Hành khách Whistle Cái còi Notice Chú ý Tie Buộc Appendix 2: Table Words Meaning Examples Spanner (noun) a metal tool with a shaped You need a spanner to fix /spænər/ end, used to turn nuts and your bicycle bolts Cờ lê Screw (noun) a thin pointed piece of You use the spanner to /skru:/ metal with a raised edge remove the screw twisting round along its length and a flat top with a cut in it, which is used to join things together, especially pieces of wood ốc vít Screw (verb) a twist or turn made to Give it another screw to /skru:/ fasten or tighten make sure the lid doesn't something come off Bắt vít while we're travelling Wire (noun) (a piece of) thin metal Don't touch those wires /waIər/ thread with a layer of whatever you 66 plastic around it, used for carrying electric current Dây điện Table tennis (noun) / teɪbl tenɪs/ a game which is played on China has many famous a large table where two or table tennis players four players hit a ball over a low net using small, round bats Bóng bàn Saw (verb) to be conscious of what is Turn the light on so I can /sɔː/ around you by using your see past simple of see eyes Nhìn a tool with a long or round They cut down all the trees blade and a row of sharp Saw (noun) /sɔː/ by an electric saw points along one edge, which is used for cutting hard materials, such as wood or metal Cái cưa Tap (noun) /tæp/ (US faucet) Turn the tap on/off a device that controls the flow of liquid, especially water, from a pipe Vịi nước Tap (verb) /tỉp/ to hit something gently, The branches tapped and often repeatedly, against the window especially making short sharp noises 67 Vỗ nhẹ Tap (verb) /tæp/ to get or make use of For more than a century, something Eastern cities have expanded their water Lấy supplies by tapping ever more remote sources Tap (verb) /tæp/ to use a small device fixed He suspected that his to a telephone in order to telephone had been listen secretly to what tapped people are saying Mắc rẽ, nghe trộm Passenger (noun) a person who is travelling The two passengers /pæsəndʒər/ in a vehicle but is not involved in the accident /-dʒɚ/ n driving it, flying it or had both come from south- working on it west London Hành khách Whistle (verb) /wɪsl ̩/ to make a high sound by He whistled as he worked forcing air through a small hole or passage, especially through the lips, or through a special device held to the lips Huýt sáo Whistle (noun) /wɪsl ̩/ the sound made by - From the bottom of the someone or something garden I recognised my whistling father's tuneless whistle She listened to the whistle - It sounded like the of the wind through the whistle of an old- trees fashioned steam train Tiếng huýt sáo, tiếng còi 68 an object which you hold The referee blew his to your lips and blow Whistle (noun) /wɪsl ̩/ whistle for half-time through in order to make a loud, high sound Cái còi Notice (verb) /nəʊtɪs/ /noʊt ̬ɪs/ I noticed a crack in the [I or T] to see or become ceiling conscious of something or someone Chú ý Notice (noun) (a board, piece of paper, There was a large notice /nəʊtɪs/ etc containing) on the wall saying 'No information or instructions Parking' /noʊt ̬ɪs/ Thông báo Notice (noun) information or a warning /nəʊtɪs/ given about something that can you give me more /noʊt ̬ɪs/ is going to happen in the The next time you visit, notice? future Cảnh báo, thông báo Notice (noun) attention brought to my notice (= I /nəʊtɪs/ /noʊt ̬ɪs/ It has come to/been Chú ý, lưu ý have been told) that you have been late for work every day this week Tie (verb) to fasten together two ends /taɪ/ (tying, tied, tied) of a piece of string or other string for me? long thin material, or to (cause to) hold together Could you tie this piece of 69 with a long, thin piece of string, material, etc Buộc, nối, thắt Tie (verb) to relate to or connect to Is the allergy tied to dairy products, for example? /taɪ/ Gắn với, liên quan đến Tie (verb) to finish at the same time Jane and I tied (for first /taɪ/ or score the same number place) in the spelling test of points, etc in a competition as someone or something else Ngang điểm, hòa Tie (noun) a long thin piece of He always wears a jacket /taɪ/ material that is worn under and tie to work a shirt collar, especially by men, and tied in a knot at the front Cà vạt Tie (noun) any piece of string, plastic, /taɪ/ metal, etc which is used to the rubbish bags in the fasten or hold together Can you see the ties for cupboard? something Dây buộc Tie (noun) the friendly feelings that Family ties are weaker if /taɪ/ people have for other you move a long way people, or special away connections with places Mối quan hệ, gắn bó 70 Appendix 3: Table Spanner (noun) Cờ lê Screw (noun) ốc vít Wire (noun) Dây điện Table tennis (noun) Bóng bàn Saw (noun) Cái cưa Tap (noun) Cái vịi nước Whistle (noun) Cái còi 71 Tie (noun) Cái cà vạt Appendix 4: Transcription of the game “What‟s the word?” Presenter: OK, Adam Card number It‟s a person It‟s somebody who works in a restaurant Adam: A cook Presenter: No, no, no, it‟s the person who takes the food from the kitchen to the tables Adam: Oh, a……………(1) Presenter: That‟s right Card number it‟s a place It‟s a place where you go when you want to buy something Adam: A shop Presenter: Yes, but it‟s a very big shop where you can buy anything Adam: Is it a……………(2)? Presenter: Yes, well done OK card number It‟s a thing mmm It‟s a thing which you use to talk to people Adam: Your mouth? Presenter: No, no it‟s a kind of machine It‟s very small Nearly everyone has one nowadays Adam: (3)? Presenter: That‟s it Card number It‟s an adjective It‟s the opposite of fat Adam: Thin? Presenter: It‟s like thin, but it means thin and attractive Adam: (4)? Presenter: Yes, number It‟s an adjective again It‟s how you feel when you have a lot of work Adam: Worried? 72 Presenter: No, but it‟s similar to worried It‟s how you feel when you have a lot of things to but you don‟t have time to them Adam: Busy? Presenter: No Adam: (5)? Presenter: Yes, brilliant And card number six, the last one.OK It‟s a verb For example, you this with the TV Adam: Watch? Presenter: No it‟s what you when you finish watching the TV Adam: Er go to bed Presenter: No, you it to the TV before you go to bed Adam: Is it (6)? Presenter: Yes! Appendix 5: Table It is a metal tool It is a saw It shapes like a knife but it has teeth It is used to cut wood It is a metal tool It‟s It has a shaped end spanner It is used to turn nuts and bolts It is a thin pointed piece of metal with a raised edge It twists round along its length and a flat top with a cut in it Which is used to join things together, especially pieces of wood It‟s a screw a 73 It is a piece of thin metal thread It‟s a wire It has a layer of plastic around it It is used for carrying electric current It is a kind of sport It‟s It is played on a large table where two or table tennis four players hit a ball over a low net using small, round bats It is a metal device It‟s tap It controls the flow of liquid, especially water, from a pipe It is an object which you hold to your lips It‟s whistle and blow through in order to make a loud, high sound It is always used in football match It is a long thin piece of material It is worn under a shirt collar, especially by men, and tied in a knot at the front The groom always wears this It‟s a tie 74 Appendix Exercise 1: Match each job in box A with a place in box B More than one answer may be possible A Cashier Mechanic Photographer Receptionist Pilot Vicar Dentist Librarian Cook Hiardresser waiter Miner Muscian Porter B Bank Garage Studio Kitchen Surgery Salon Field Concert hall Coal-mine Cockpit Hotel Office Restaurant Church Library Exercise 2: Match each job from the box with the sentence which best refers to the job Accountant firefighter chef estate agent carpenter plumber refuse collector vet a) Yesterday I had to give an injection to an injured bull b) I get rather tired of picking up rubbish all day c) I can help you sell your house d) I can make new doors for the wardrobe if you like e) Make sure that the fish is fresh by looking at the eyes f) I'll come round and replace all the pipes in the kitchen g) Unless you keep the receipts you'll pay more tax h) The cause was either an electrical fault or a cigarette Exercise 3: Which person from and above would you need in each situation? a) One of the radiators has burst and flooded your bedroom b) You have to carry a lot of heavy bags at the airport 75 c) You think you need three fillings d) Your fringe is too long and you want a perm e) The floorboards in the living room need replacing f) Your pet goat has started sneezing g) You have read the menu twice and you are feeling hungry h) Your car makes a funny whistling noise Exercise 4: Complete each sentence with a word from the box Use the words more than once Business job living work a) Jack makes his living working as a journalist b) She has just left to go to , I'm afraid c) They worked very hard and now have their own d) There are still nearly two million people without e) The cost of has risen greatly over recent years f) Stop interfering! This is none of your g) Lucy has a very good in an international company h) I can't come out tonight I've got too much to i) Some -men came and dug a hole in the road outside j) An early by Picasso was sold for £3,000,000 Exercise 5: Complete each sentence with a word from the box Call draw fall get take come face fill go turn a) I think we should go over our plan again before we tell the managing director b) Have you up with any ideas for advertising the new products? c) Our deal with the Chinese company may through, but we can sell the machinery to the German firm if necessary d) You have to in this form, and return it to the manager e) She didn't on with her boss, so she left the company f) If they don't give us a better price, we'll down their offer g) I'm afraid we have to up to the fact that we are losing money 76 h) Our lawyers are going to up a new contract tomorrow i) A multinational company is trying to over our firm, but we want to stay independent j) We had to off the office party because of the economic situation Exercise 6: Complete each sentence (a-h) with a suitable ending (1-8) Use each ending once a) If you work hard, the company will give you b) In a different job I could get a higher c) The best way to find new staff is to put a/an d) Because he had stolen the money, we decided that e) She has a pleasant personality but hasn't got the right f) In the meeting we are going to discuss the g) I think it would be a good idea to send in your h) We cannot give you the job without qualifications for a job of this kind advertisement in the local press on Friday application for the job as soon as possible promotion to a more responsible position references from your previous employer dismissing him was the only possible action we could take salary and better conditions of employment appointment of a new sales representative 77 Exercise 7: Use the word given in capitals at the end of each line to form a word that fits in the space in the same line Leaving a job I recently left my job in an advertising agency ADVERTISEMENT after a disagreement with my boss She accepted my (2) but warned me that because of the RESIGN (3) .situation, I might have to get used to the ECONOMY idea of being (4) for a while I thought that she EMPLOY was trying to make a point, but after I had made over fifty (5) to other companies, I realised that she APPLY was right Although I am a (6) designer, I QUALIFICATIONS didn't receive any offers of a job After that I tried working from home, but it was not very (7) Then PROFIT I became an (8) in a fast-food restaurant, EMPLOY even though my (9) were extremely low EARN I wish I had accepted early (10) from my old job RETIRE That is what I disagreed with my boss about! Exercise 8: Underline the most suitable word or phrase a) The building workers were paid their income/salary/wages every Friday b) She's only been here three weeks It's a/an overtime/temporary job c) When he retired he received a monthly bonus/pension/reward d) Apparently she earns/gains/wins over £60,000 a year e) While the boss is away, Sue will be in charge/in control/in place of the office f) Could I have two days away/off/out next week to visit my mother? g) Paul was always arriving late, and in the end he was pushed/sacked/thrown h) When I left the job, I had to hand in my application/dismissal/notice three weeks beforehand i) How much exactly you do/make/take in your new job? j) If you have to travel on company business, we will pay your costs/expenses/needs 78 Exercise 9: Rewrite each sentence so that it contains the word or words given, and so that the meaning stays the same Do not change the words given in any way a) Terry works in a different place now JOB Terry has a different job now b) A good boss looks after everyone in the company EMPLOYER c) I am sure you will learn a lot in this job EXPERIENCE d) This job is a good way to earn money, but that's all LIVING e) The firm gave me a rise after I had worked there a year RAISED f) The company was profitable last year MADE g) I had to be interviewed at head office ATTEND h) My annual salary is £12,000 A YEAR i) Jill is employed by a firm of accountants WORKS j) We advertised the job in the paper PUT Exercise 10: Decide which answer (A, B, C or D) best fits each space Choosing a job One of the most difficult decisions is choosing what to for a (1) B For example, you want to follow a definite (2) , and (3) a low (4) at the beginning, but have good (5) in a company that trains its (6) ? Or are you more interested in taking any kind of work, because you need a/an (7) ? You may have to (8) the fact that a good (9) can be difficult to find In that case, why not take a (10) one? You will gain some useful (11) Remember that even if you have the right (12) , you may have to (13) lots of application forms before you are asked to (14) an interview But don't worry if you don't know what you want to (15) exactly You'll enjoy finding out! 79 1) A salary B living C employee D work 2) A company B training C business D career 3) A earn B gain C win D take 4) A money B profit C cheque D salary 5) A hopes B prospects C futures D promotions 6) A employers B crew C staff D persons 7) A money B cash C account D income 8) A face up to B go over C come up with D call off 9) A work B labour C job D seat 10) A temporary B overtime C profitable D short 11) A experiences B experienced C experience D experiencing 12) A qualifications B exams C letters D degrees 13) A fall through B get on C turn down D fill in 14) A be B attend C make D advertise 15) A work B job C D employ ... were safe I’m sure that she will never go into the plane “ Then she wrote it in Vietnamese “Cô học sinh động Mỗi mùa hè, cô thường du lịch ba lơ nước ngồi Trong suốt chuyến đi, cô phải đối mặt với... everything became calm, finished her luckily.” The second student‟s story in Vietnamese was: “ Cô học sinh giỏi Cô dẫn đầu lớp cô Với kiến thức cô ấy, cô nhận học bổng trường đại học tiếng Trước xa... her love before bye this life But the flight was safe, and landed safely.” “Cô tham gia bữa tiệc sinh nhật cô vui Vì uống nhiều rượu nên thấy mệt Tối hơm đó, người đàn ơng phải đưa cô nhà Mặc dù