The document summarizes a study that used interviews to investigate the perceived English speaking problems of 20 final-year students in a Bachelor of Education program in Hong Kong. The interviews found that students struggled with inadequate vocabulary, grammar, pronunciation and intonation. They also lacked opportunities to speak English in class and experienced an input-poor environment outside of class. The study aims to understand students' speaking problems and inform curriculum development to address their needs.

1. ERROR ANALYSIS
• Understanding L2 Speaking Problems: Implications for
ESL Curriculum Development in a Teacher Training
Institution in Hong Kong
Zhengdong Gan The Hong Kong Institute of Education, zdgan@ied.edu.hk

2. METHODOLOGY
• In order to investigate the perceived English speaking problems of the ESL
English major students, the study reported here used semi-structured interview,
which aimed for "concrete and complex illustrations" (Wolcott, 1994, p. 364) and
thus provided the students with opportunities to talk about their experiences in
their own words.
• Participants
Participants were 20 students (of whom 16 were females) in the final year of a 4-year
Bachelor of Education (BEd) (English language) programme in a teacher training
institution at tertiary level in Hong Kong.
Data collection and Analysis
Semi-structured interviews were conducted with all the participants.

3. RESULT AND FINDING
• Inadequate vocabulary
I think there is a gap between my vocabulary range when I write and speak. I mean
when I am writing, I have enough time to figure out the most appropriate words and
phrases. But when it comes to speaking, some words and phrases may never come to
my mind, so my expression may not deliver my intended meaning precisely. (Jane) “
 Grammar as a Stumbling Block
 Imperfectly Learned Pronunciation and Intonation
 Inadequate Opportunities to Speak English in Class
 Lack of a Focus on Language Improvement in the Curriculum
 Input-Poor Environment Outside Class

4. DISCUSSION AND CONCLUSION
• This study was designed in part to contribute to the relatively small body of
knowledge so far available on the English speaking problems of ESL students
attending teacher training programs at tertiary level. The various linguistic
problems (for example, grammatical, lexical and phonological problems)
documented in this study lead the present author to concur with Fulcher’s (2003)
argument that second language speaking is complex.