saobangmuaha266
New Member
Chia sẻ miễn phí cho các bạn tài liệu: The reality of teaching and learning English writing skill at Tran Nguyen Han high school in Hai Phong and recommendations
DECLARATION
I hereby certify that this minor thesis is the result of my own work submitted in partial fulfillment of the requirements for the degree of Master of Arts, except where reference is made in the text of the thesis and that the thesis in whole or in part has not been submitted for a higher degree in any other tertiary institution.
Pham Thuy Trinh
2009, September
ACKNOWLEDGEMENTS
On the completion of this work, I would like to express my deepest gratitude to my supervisor, Mr. Khoa Anh Viet, MA for his precious advice, instructions, suggestions, and especially, invaluable critical feedback and correction as well as his invaluable encouragement.
My special thanks go to Dr. Le Hung Tien and all the lecturers who have been teaching K15 MA course in Viet Nam National University - College of Foreign Languages, and to the post- graduate staff for their legitimate contributions to the success of the course.
I also wish to acknowledge the great support and precious Giúp with the data collection and analysis of the leaders, colleagues, and students of five classes at Tran Nguyen Han high school. Without them, I could not have finished my thesis.
Last but not least, my heart-felt thanks are due to my family and other individuals who always stand by me for their love and understanding and encouragement, material and spiritual support throughout this thesis.
ABSTRACT
It is a common knowledge that writing is an important language skill. However, in the reality, the teaching and learning writing are still far from satisfaction.
The study focuses on the teachers’ and students’ attitudes towards writing skill as well as the analysis of the present teaching and learning to write English.
The subject involved in the study were 100 students from five classes ( 11A1,11A2, 11A3, 11A4, 11A5) and 10 teachers of English. Findings from the questionnaires and the interviews reveals that i) writing is not highly appreciated by both the teachers and students; ii) both the teachers and students have a lot of difficulties in teaching and learning writing.
Based on such findings, the study has also suggested some ways to reduce the difficulties when teaching and learning writing and to Giúp to improve the quality of teaching and learning writing at Tran Nguyen Han high school.
TABLE OF CONTENTS
DECLARATION i
ACKNOWLEDGEMENTS ii
ABSTRACT iii
TABLE OF CONTENTS iv
LIST OF TABLES AND FIGURES vi
PART A. INTRODUCTION 1
1. Rationale 1
2. Aims of the study 2
3. The significance of the study 2
4. Scope of the study 2
5. Methods of the study 2
PART B. DEVELOPMENT 4
CHAPTER 1. LITERATURE REVIEW 4
1.1. Definitions of writing 4
1.2. Writing versus Speaking 5
1.3. Writing Difficulties 6
1.4. Approaches to teaching writing 6
1.4.1. The Controlled to Free Approach 6
1.4.2 The Free-Writing Approach 7
1.4.3. The Paragraph-Pattern Approach 7
1.4.4 The Grammar- Syntax-Organization Approach 7
1.4.5. The Communicative Approach 8
1.4.6. The Process Approach 8
1.5. Writing in the communicative classes 11
1.5.1. Purpose 11
1.5.2. Audience 12
1.5.4. Forms 14
1.5.5. Responding to students’ writing 15
1.6. Summary 16
CHAPTER 2. RESEARCH METHODOLOGY 17
2.1 The context at Tran Nguyen Han high school 17
2.1.1. The teachers 17
2.1.2. The students 17
2.2. The new “ Tieng Anh 11” textbook. 17
2.2.1. Grade 11 writing objectives 17
2.2.2. Writing lessons 17
2.3. Research questions 18
2.4. The participants 18
2.5. Instruments 19
2.6. Summary 19
CHAPTER 3. DATA ANALYSIS AND FINDINGS 20
3.1 Data analysis 20
3.1.1. Data analysis from teachers’ survey questionnaire 20
3.1.2. Data analysis from students’ survey questionnaire 25
3.2 Findings 30
3.2.1. The teacher’s and students’ attitudes towards the teaching and learning of writing 30
3.2.2. Students’ difficulties in learning writing 31
3.2.3. Teachers’ difficulties in teaching writing for grade 11 students 31
3.3 Summary 32
CHAPTER 4. RECOMMENDATIONS 33
4.1. Techniques in pre-writing stage 34
4.1.1. Identifying the purpose and audience 34
4.1.2. Analyzing models 35
4.1.3. Brainstorming 35
4.1.4. Interview 36
4.1.5. Asking journalists’ question 36
4.2. Techniques in the while-writing stage 37
4.3. Techniques in the post-writing stage 37
4.4 Techniques for motivating students 37
4.4.1. Using oral presentation 37
4.4.2. Using games 38
4.4.3. Providing an appropriate tone of feedback 38
4.5 Summary 38
PART C. Conclusion 39
REFERENCES I
APPENDIX 1 III
APPENDIX 2 VI
APPENDIX 3 IX
APPENDIX 4 X
LIST OF TABLES AND FIGURES
I. LIST OF TABLES
Table 1: Checklist of writing tasks in English 11 textbook 18
Table 2: Teachers’ and students’ attitudes towards appropriate time for teaching and learning English writing skill 21
Table 3: Teachers’ opinions on the writing lessons 22
Table 4: Difficulties encountered by the teachers 22
Table 5: Teachers’ expectation for better teaching and learning situations 24
Table 6: Difficulties encountered by the students 25
Table 7 : Students’ personal views of causes of difficulties 26
Table 8: Students’ expectations for better teaching and learning situations 30
II. LIST OF FIGURES
Figure 1: The importance of writing as perceived by 11th form students 20
Figure 2: The importance of writing as perceived by the teachers 20
Figure 3: Teachers’ and students’ attitudes towards students’ writing competence 21
Figure 4 : Teachers’ pre-writing techniques 27
Figure 5: Work arrangement in While-writing stage 28
Figure 6: Teacher’s activities during the While-writing stage 28
Figure 7: The main source of feedback on students’ writing 29
PART A. INTRODUCTION
1. Rationale
In the process of globalization, English plays an important role in enhancing economy, politics, culture and international relations between many countries. Therefore, there is a great demand for teaching and learning English in the world as well as in Viet Nam. English users today focus more on the ability to communicate in spoken and written languages. However, according to Trang and Baldoff (2007), the education quality has not met the society’s expectation because mostly high-school graduates cannot communicate in English effectively in both oral and written forms. Under the urgent demand of improving the quality, Vietnam’s English language teaching has recently undergone a comprehensive reform. Vietnamese Ministry of Education and Training has issued a new set of textbook for high school students in order to develop students’ communicative competence. The new textbook displays two new teaching approaches. They are learner- centered and communicative approaches. However, regarding Vietnam’s context, the change will create a lot of difficulties to teachers of English who are too familiar to the old teaching methods, especially in teaching writing skill, which seems to be the most difficult work in teaching English.
At Tran Nguyen Han high school, teaching writing skills is really a big challenge. For the teachers, they used to teach the old textbooks in which writing has no place. Therefore, they have no experiences in teaching theme-based writing. Another problem is the students’ low level of English proficiency. That is why they find it difficult to write. Moreover, lack of motivation also faces the students. They often get bored and indifferent in the writing lessons. In my opinion, the current problem must be worked out and appropriate teaching techniques should be made. Up to present, a few researches have been carried out on the teaching of writing for students in Hai Phong. Most of the researchers have studied others problems concerning teaching other skills in Hai Phong.
As a teacher of English, who is aware of the fact and wishes to contribute some suggestions for possible improvements in the teaching and learning of writing skill, I decided to do the research entitled “ The reality of teaching and learning English writing skill at Tran Nguyen Han high school in Hai Phong and recommendations.”
2. Aims of the study
The main purpose of this study is to research the current reality of teaching and learning writing skill to 11th form students at Tran Nguyen Han high school on the basic of finding out the difficulties experienced by the teachers and the students. Furthermore, some suggestions are made to stimulate the students and some recommendations are made to improve teaching methodology for the teachers at Tran Nguyen Han high school.
3. The significance of the study
Pedagogically, the findings and comments of the study are believed to be relevant to improving the teaching of writing to the students. The study may Giúp teachers to make their writing lessons more effective so that they can Giúp their students develop writing skill as well as other language skills.
4. Scope of the study
The study focuses on the reality of teaching and learning English writing skill to 11 grade students at Tran Nguyen Han high school. In addition, some recommendations for a better writing teaching and learning situation are presented. Although the author is well aware that the survey statistics are not fully representative of all high school students studying English in Hai Phong, she hopes to propose some of the most popular facts that occurring in this study.
5. Methods of the study
Both quantitative and qualitative methods are employed to carry out the study. With the aim of increasing validity and reliability of the data collected, the survey questionnaires will be delivered. The purpose of the survey is to collect data about the current situation of teaching and learning writing at Tran Nguyen Han high school. Informal interviews with the colleagues and the students are also conducted. Besides, reviewing the related documents is also a method to establish the theoretical background for the study.
6. Design of the study
The study is expected to consist of three main parts:
Part A includes the rationales, aims, significance, scope, and methods of the study.
Part B includes 3 chapters
Chapter 1 deals with definitions of writing, the differences between writing and speaking, writing difficulties, approaches to writing and writing in the communicative classes.
Chapter 2 discusses the methodology of the study, i.e. describes the study context, participants, and instruments. Besides, the introduction of the new “Tieng Anh 11” textbook is elaborated.
Chapter3 is about the data analysis and findings. It describes how collected data is analyzed and presented.
Chapter 4 provides recommendations for better teaching and learning English writing skill.
Part C is the conclusion which summarizes the thesis and offers some suggestions for further research. Besides, the limitations of the thesis are also pointed out.
Dành riêng cho anh em Ketnooi, bác nào cần download miễn phí bản đầy đủ thì trả lời topic này, Nhóm Mods sẽ gửi tài liệu cho bạn qua hòm tin nhắn nhé.
- Bạn nào có tài liệu gì hay thì up lên đây chia sẻ cùng anh em.
- Ai cần tài liệu gì mà không tìm thấy ở forum, thì đăng yêu cầu down tại đây nhé:
Nhận download tài liệu miễn phí
DECLARATION
I hereby certify that this minor thesis is the result of my own work submitted in partial fulfillment of the requirements for the degree of Master of Arts, except where reference is made in the text of the thesis and that the thesis in whole or in part has not been submitted for a higher degree in any other tertiary institution.
Pham Thuy Trinh
2009, September
ACKNOWLEDGEMENTS
On the completion of this work, I would like to express my deepest gratitude to my supervisor, Mr. Khoa Anh Viet, MA for his precious advice, instructions, suggestions, and especially, invaluable critical feedback and correction as well as his invaluable encouragement.
My special thanks go to Dr. Le Hung Tien and all the lecturers who have been teaching K15 MA course in Viet Nam National University - College of Foreign Languages, and to the post- graduate staff for their legitimate contributions to the success of the course.
I also wish to acknowledge the great support and precious Giúp with the data collection and analysis of the leaders, colleagues, and students of five classes at Tran Nguyen Han high school. Without them, I could not have finished my thesis.
Last but not least, my heart-felt thanks are due to my family and other individuals who always stand by me for their love and understanding and encouragement, material and spiritual support throughout this thesis.
ABSTRACT
It is a common knowledge that writing is an important language skill. However, in the reality, the teaching and learning writing are still far from satisfaction.
The study focuses on the teachers’ and students’ attitudes towards writing skill as well as the analysis of the present teaching and learning to write English.
The subject involved in the study were 100 students from five classes ( 11A1,11A2, 11A3, 11A4, 11A5) and 10 teachers of English. Findings from the questionnaires and the interviews reveals that i) writing is not highly appreciated by both the teachers and students; ii) both the teachers and students have a lot of difficulties in teaching and learning writing.
Based on such findings, the study has also suggested some ways to reduce the difficulties when teaching and learning writing and to Giúp to improve the quality of teaching and learning writing at Tran Nguyen Han high school.
TABLE OF CONTENTS
DECLARATION i
ACKNOWLEDGEMENTS ii
ABSTRACT iii
TABLE OF CONTENTS iv
LIST OF TABLES AND FIGURES vi
PART A. INTRODUCTION 1
1. Rationale 1
2. Aims of the study 2
3. The significance of the study 2
4. Scope of the study 2
5. Methods of the study 2
PART B. DEVELOPMENT 4
CHAPTER 1. LITERATURE REVIEW 4
1.1. Definitions of writing 4
1.2. Writing versus Speaking 5
1.3. Writing Difficulties 6
1.4. Approaches to teaching writing 6
1.4.1. The Controlled to Free Approach 6
1.4.2 The Free-Writing Approach 7
1.4.3. The Paragraph-Pattern Approach 7
1.4.4 The Grammar- Syntax-Organization Approach 7
1.4.5. The Communicative Approach 8
1.4.6. The Process Approach 8
1.5. Writing in the communicative classes 11
1.5.1. Purpose 11
1.5.2. Audience 12
1.5.4. Forms 14
1.5.5. Responding to students’ writing 15
1.6. Summary 16
CHAPTER 2. RESEARCH METHODOLOGY 17
2.1 The context at Tran Nguyen Han high school 17
2.1.1. The teachers 17
2.1.2. The students 17
2.2. The new “ Tieng Anh 11” textbook. 17
2.2.1. Grade 11 writing objectives 17
2.2.2. Writing lessons 17
2.3. Research questions 18
2.4. The participants 18
2.5. Instruments 19
2.6. Summary 19
CHAPTER 3. DATA ANALYSIS AND FINDINGS 20
3.1 Data analysis 20
3.1.1. Data analysis from teachers’ survey questionnaire 20
3.1.2. Data analysis from students’ survey questionnaire 25
3.2 Findings 30
3.2.1. The teacher’s and students’ attitudes towards the teaching and learning of writing 30
3.2.2. Students’ difficulties in learning writing 31
3.2.3. Teachers’ difficulties in teaching writing for grade 11 students 31
3.3 Summary 32
CHAPTER 4. RECOMMENDATIONS 33
4.1. Techniques in pre-writing stage 34
4.1.1. Identifying the purpose and audience 34
4.1.2. Analyzing models 35
4.1.3. Brainstorming 35
4.1.4. Interview 36
4.1.5. Asking journalists’ question 36
4.2. Techniques in the while-writing stage 37
4.3. Techniques in the post-writing stage 37
4.4 Techniques for motivating students 37
4.4.1. Using oral presentation 37
4.4.2. Using games 38
4.4.3. Providing an appropriate tone of feedback 38
4.5 Summary 38
PART C. Conclusion 39
REFERENCES I
APPENDIX 1 III
APPENDIX 2 VI
APPENDIX 3 IX
APPENDIX 4 X
LIST OF TABLES AND FIGURES
I. LIST OF TABLES
Table 1: Checklist of writing tasks in English 11 textbook 18
Table 2: Teachers’ and students’ attitudes towards appropriate time for teaching and learning English writing skill 21
Table 3: Teachers’ opinions on the writing lessons 22
Table 4: Difficulties encountered by the teachers 22
Table 5: Teachers’ expectation for better teaching and learning situations 24
Table 6: Difficulties encountered by the students 25
Table 7 : Students’ personal views of causes of difficulties 26
Table 8: Students’ expectations for better teaching and learning situations 30
II. LIST OF FIGURES
Figure 1: The importance of writing as perceived by 11th form students 20
Figure 2: The importance of writing as perceived by the teachers 20
Figure 3: Teachers’ and students’ attitudes towards students’ writing competence 21
Figure 4 : Teachers’ pre-writing techniques 27
Figure 5: Work arrangement in While-writing stage 28
Figure 6: Teacher’s activities during the While-writing stage 28
Figure 7: The main source of feedback on students’ writing 29
PART A. INTRODUCTION
1. Rationale
In the process of globalization, English plays an important role in enhancing economy, politics, culture and international relations between many countries. Therefore, there is a great demand for teaching and learning English in the world as well as in Viet Nam. English users today focus more on the ability to communicate in spoken and written languages. However, according to Trang and Baldoff (2007), the education quality has not met the society’s expectation because mostly high-school graduates cannot communicate in English effectively in both oral and written forms. Under the urgent demand of improving the quality, Vietnam’s English language teaching has recently undergone a comprehensive reform. Vietnamese Ministry of Education and Training has issued a new set of textbook for high school students in order to develop students’ communicative competence. The new textbook displays two new teaching approaches. They are learner- centered and communicative approaches. However, regarding Vietnam’s context, the change will create a lot of difficulties to teachers of English who are too familiar to the old teaching methods, especially in teaching writing skill, which seems to be the most difficult work in teaching English.
At Tran Nguyen Han high school, teaching writing skills is really a big challenge. For the teachers, they used to teach the old textbooks in which writing has no place. Therefore, they have no experiences in teaching theme-based writing. Another problem is the students’ low level of English proficiency. That is why they find it difficult to write. Moreover, lack of motivation also faces the students. They often get bored and indifferent in the writing lessons. In my opinion, the current problem must be worked out and appropriate teaching techniques should be made. Up to present, a few researches have been carried out on the teaching of writing for students in Hai Phong. Most of the researchers have studied others problems concerning teaching other skills in Hai Phong.
As a teacher of English, who is aware of the fact and wishes to contribute some suggestions for possible improvements in the teaching and learning of writing skill, I decided to do the research entitled “ The reality of teaching and learning English writing skill at Tran Nguyen Han high school in Hai Phong and recommendations.”
2. Aims of the study
The main purpose of this study is to research the current reality of teaching and learning writing skill to 11th form students at Tran Nguyen Han high school on the basic of finding out the difficulties experienced by the teachers and the students. Furthermore, some suggestions are made to stimulate the students and some recommendations are made to improve teaching methodology for the teachers at Tran Nguyen Han high school.
3. The significance of the study
Pedagogically, the findings and comments of the study are believed to be relevant to improving the teaching of writing to the students. The study may Giúp teachers to make their writing lessons more effective so that they can Giúp their students develop writing skill as well as other language skills.
4. Scope of the study
The study focuses on the reality of teaching and learning English writing skill to 11 grade students at Tran Nguyen Han high school. In addition, some recommendations for a better writing teaching and learning situation are presented. Although the author is well aware that the survey statistics are not fully representative of all high school students studying English in Hai Phong, she hopes to propose some of the most popular facts that occurring in this study.
5. Methods of the study
Both quantitative and qualitative methods are employed to carry out the study. With the aim of increasing validity and reliability of the data collected, the survey questionnaires will be delivered. The purpose of the survey is to collect data about the current situation of teaching and learning writing at Tran Nguyen Han high school. Informal interviews with the colleagues and the students are also conducted. Besides, reviewing the related documents is also a method to establish the theoretical background for the study.
6. Design of the study
The study is expected to consist of three main parts:
Part A includes the rationales, aims, significance, scope, and methods of the study.
Part B includes 3 chapters
Chapter 1 deals with definitions of writing, the differences between writing and speaking, writing difficulties, approaches to writing and writing in the communicative classes.
Chapter 2 discusses the methodology of the study, i.e. describes the study context, participants, and instruments. Besides, the introduction of the new “Tieng Anh 11” textbook is elaborated.
Chapter3 is about the data analysis and findings. It describes how collected data is analyzed and presented.
Chapter 4 provides recommendations for better teaching and learning English writing skill.
Part C is the conclusion which summarizes the thesis and offers some suggestions for further research. Besides, the limitations of the thesis are also pointed out.
Dành riêng cho anh em Ketnooi, bác nào cần download miễn phí bản đầy đủ thì trả lời topic này, Nhóm Mods sẽ gửi tài liệu cho bạn qua hòm tin nhắn nhé.
- Bạn nào có tài liệu gì hay thì up lên đây chia sẻ cùng anh em.
- Ai cần tài liệu gì mà không tìm thấy ở forum, thì đăng yêu cầu down tại đây nhé:
Nhận download tài liệu miễn phí
Tags: The role skills in teaching and learning English, the importance of grammar in effective writing at high school, Definition of “ Teaching and learning english, The reality of using English in the company, A study on the difficulties in learning writing skills, thesis about the vital role of writing skills