Examining The Low English Speaking Proficiency Of Lao Student

As we all known, students in the non-English speaking country Lao will face many problems when they study English as a second or foreign language. This paper aims to find out the problems existing in the English education of Lao, and explore the reasons which prevent the improvement of English education level in Lao.80sophomore and junior students in Champasak University of Laos are selected as participants. These students are in a continuing normal course program for Bachelor’s degree of teacher English at the Education faculty, and study English as a foreign language. A questionnaire is designed to investigate the problems and associated causes, and is distributed to the80participants. All participants make their individual decision about the questions in the questionnaire. Some open-ended questions supply participants an opportunity to express their own views and put forward some constructive suggestions for the improvement of English education in Lao.According to the questionnaire results, the main problems and associated causes are summarized. Firstly, the low-quality English teacher cannot support efficient teaching method and help for students, and make a bad effect on the classroom teaching atmosphere. Thereby they cannot perform well in class to attract to the interest of the student. Secondly, almost90%of students are lack of Basic English education before they step into the university. The small vocabulary and pool pronunciation prevent them to improve the English skill. They are afraid to make mistake when they open mouth to speak English. At the same time, the students are shy to express themselves in English. Thirdly, the current curriculum is inappropriate. It cannot support sufficient time for students to practice English skill. Lastly, due to the lack of motivation and efficient study method,it is difficult for most students to learn English well.Based on the analysis, some constructive suggestions are put forward. The governments should strengthen the training of teachers to improve their teaching skills. The curriculum designer should take the learners real requirements of language learning into consideration when they plan to design curriculum. English teachers should support high-quality courses and prepare some relative background culture. Student should be encouraged to practice oral English with the native speakers in both outside and inside classroom.