paperazy13
New Member
Download Luận văn This study aims at exploring the possibility of using VCDs to increase the young learners’ time-On-task
In recent years, the use of video in English classes has grown rapidly as a result of the increasing emphasis on communicative techniques. Being a rich and valuable resource, video is well-liked by both students and teachers (Hemei, 1997:45). Students like it because video presentations are interesting, challenging, and stimulating to watch. Video shows them how people behave in the culture whose language they are learning by bringing into the classroom a wide range of communicative situations. Another important factor for teachers that makes it more interesting and enjoyable is that it helps to promote comprehension. We know that deficiencies in vocabulary can make even a simple task very difficult for our students. Video makes meaning clearer by illustrating relationships in a way that is not possible with words, which proves a well-known saying that a picture is worth thousand words. Two minutes of video can provide an hour of classroom work, or it can be used to introduce a range of activity for five minutes. A ten-minute programme can be useful for more advanced students. Less advanced students may wish something much shorter because their limited command of the language also limits their attention span.
Để tải bản DOC Đầy Đủ xin Trả lời bài viết này, Mods sẽ gửi Link download cho bạn sớm nhất qua hòm tin nhắn.
Ai cần download tài liệu gì mà không tìm thấy ở đây, thì đăng yêu cầu down tại đây nhé:
Nhận download tài liệu miễn phí
The integrative motivation should be differentiated with the instrumental motivation. While the former is dependent upon the integrative orientation, the later is the learner’s primary aim in studying the language to be an interest in acquiring sufficient knowledge of the language for its instrumental values in goal attainment. That is, the learner seeking to learn a language for other reasons such as for school credits, job opportunities, etc., will not manifest and maintain as high a degree of motivation over extended periods of language study.
II.5.2 Some review of studies of motivation in language learning
The effect of motivation to learning a foreign or second language is inevitable. Many language teachers and researchers even view motivation as a key factor in L2 learning and explain their own sense of failure with reference to the students' lack of motivation. Being aware of the importance of the students' motivation, many language researchers have devoted their time to study the relationship between the students' motivation and their achievement in L2 learning. Some of them such as Gardner and Lambert (1972) or Crookes and Smith (1989) (as cited in Ellis 1994) try to investigate the consistent correlation between students' internal motivation and their L2 achievement, that is, they hope to prove a positive relationship that the higher motivation students have, the more successful in L2 learning they are. However, some others such as Oller, Baca and Vigil (1977, cited in Ellis 1994) have demonstrated a converse thing. They report that Mexican women in California are successful in learning English though they have negative attitudes towards the target language community. Many other studies focus on students' external motivation and view it as determinant of students' motivational strength. They claim that when students are provided with some kind of incentives to learn such as a financial reward, they may be motivated and do better in learning. But the major disadvantage of this kind motivation is that students may stop extra effort to learning when the reward is eliminated. Gardner, Day, and MacIntyre (1991) carry out a study which aims to find out the effects of both integrative motivation and anxiety on computerized vocabulary acquisition using a laboratory analog procedure as a microcosm of second language learning. The result of the study shows that integrative motivation facilitates learning of vocabulary items. This means that integrative motivation is associated with higher levels of achievement and a willingness to initiate a respond quickly. Integratively motivated subjects learn the items more quickly and consequently are willing to risk attempting an answer sooner as trials progress.
The studies mentioned so far suggest that students with greater motivation could get better learning, but not vice verse. However, some further studies by Strong (1983, 1984) or Savignon (1972) (as cited in Ellis 1994) claim that students' achievement can affect strongly their motivation, that is, students' desire to learn would increase with attainment in their language proficiency. In addition, students' intrinsic interest is also considered to be one of the main elements of motivation. The studies by Crookes and Smith (1989) and McNamara (1973) (as cited in Ellis 1994) point out that students' motivation could be activated if they have a chance to participate actively in learning tasks and it is teachers’ job to motivate students by engaging their interest in classroom activities. And in his own conclusion, Ellis (1994) sums up four types of motivation: integrative motivation or internal motivation, instrumental motivation or external motivation, resultative motivation, and motivation as intrinsic interest. According to him, this is based on the assumptions that the main determinants of motivation are the learners' attitudes to the target language community and their need to learn the L2. Motivation can affect the extent to which individual learners achieve in learning the L2, the kind of learning they employ.
II.5.3 Motivation for young learners
Why should we worry about motivation? After all shouldn’t it be up to the student to make sure they come to class in the right frame of mind? Can the presence or absence of motivation make any real difference?
The Longman Dictionary of Language Teaching and Applied Linguistics defines motivation as follows:
Motivation is generally considered to be one of the primary causes of success and failure in second language learning (2002: 344).
So it would seem from this definition that motivation is something we teachers need to take seriously if we are concerned about creating the best possible acquisition/learning environment for our students. But what is a good motivator? And how can we ‘rekindle the inner fire’? According to O. Dunn (1984), after a time of studying, young learners “begin to lose interest in learning English and thus motivation is vital” (Developing English with young learners. P83) and among some sources for activities to motivate young learners he suggests using of audio-visual material, especially video.
CHAPTER III: METHODOLOGY
This research is based on the qualitative and quantitative methods with the survey questionnaires, interviews and classroom observation in order to achieve quantified background data, which aims to prove how VCDs increase the pupils’ time-on-task. All the data and information collected present the foundation for my study.
III.1 The subjects of the research
The subjects for this study consist of 60 participants placed in two groups:
The first group includes 50 pupils at Thinh Hao primary school in Hanoi. They were chosen at random from 5 classes of 5th grade. All the pupils follow the same three - year course of English and their textbooks in use are Let’s Go 2. This group of pupils is taught by Vietnamese teachers of English.
The second group includes 10 teachers, who were chosen from three primary schools in Hanoi (Dai Tu primary school, Thinh Hao primary school, Thanh Liet primary school). They are in charge of teaching English for 5th grade. Five of them are in their early thirties with 8 years of teaching experience; five others are in their late forties with more than 20 years of teaching experience.
III. 2 Data collection
III.2.1 Questionnaire
We have designed two sets of questionnaire. One is for teachers and the other for primary pupils. In order that the answerer could be free to express their specific thoughts about the items raised in the questionnaire, some questions are designed to be open - ended or to allow interviewees give free answers (these are often the last choice in the suggested group of answer).
Questionnaire No. 1, consisting of 11 questions all written in English, was administered to the 10 English teachers.
Questionnaire No. 2, including 14 questions, was administered to the 50 primary pupils. All questions were written in Vietnamese in order to make sure that they can be fully understood by the pupils before they give their answers. They were also requested to answer in Vietnamese, so as to fully express their ideas. For easier reference, these questionnaires are included in the appendixes.
The questions for the teacher focus on the following points:
Situation of using VCDs in teaching
Purposes of using VCDs in teaching
Pupils’ feeling and attitudes towards VCDs used during the classroom hours
The differences between using VCDs and cassettes in teaching
How can the use of VCDs motivate the pupils?
Teachers’ suggestions
The questions for pupils cover some similar points with those for the teacher. Q1 and Q2 is made to get information about the situation of using VCDs. If pupils say “Yes”, they have to answer 10 following questions (Q3-Q12). If they choose “No”, they can ignore Q3 to Q12 and go on to Q13 and 14. The questions for the pupils refer to the following points:
Accessing VCDs
Advantages of VCDs in learning English
Pupils’ feeling and attitudes towards Video, VCD
When and for how long are VCDs used in the class
Opinions about the use of VCDs in teaching and learning English
Note: The in...
Download miễn phí Luận văn This study aims at exploring the possibility of using VCDs to increase the young learners’ time-On-task
In recent years, the use of video in English classes has grown rapidly as a result of the increasing emphasis on communicative techniques. Being a rich and valuable resource, video is well-liked by both students and teachers (Hemei, 1997:45). Students like it because video presentations are interesting, challenging, and stimulating to watch. Video shows them how people behave in the culture whose language they are learning by bringing into the classroom a wide range of communicative situations. Another important factor for teachers that makes it more interesting and enjoyable is that it helps to promote comprehension. We know that deficiencies in vocabulary can make even a simple task very difficult for our students. Video makes meaning clearer by illustrating relationships in a way that is not possible with words, which proves a well-known saying that a picture is worth thousand words. Two minutes of video can provide an hour of classroom work, or it can be used to introduce a range of activity for five minutes. A ten-minute programme can be useful for more advanced students. Less advanced students may wish something much shorter because their limited command of the language also limits their attention span.
Để tải bản DOC Đầy Đủ xin Trả lời bài viết này, Mods sẽ gửi Link download cho bạn sớm nhất qua hòm tin nhắn.
Ai cần download tài liệu gì mà không tìm thấy ở đây, thì đăng yêu cầu down tại đây nhé:
Nhận download tài liệu miễn phí
Tóm tắt nội dung:
r of another group because he perceives that group favorably and possibly as having higher status than his own group. The learner then imitates behavioral characteristics of members of that group so that he will be recognized as a member himself. This called ‘approach’ dimension. Second, the learner does not necessarily perceive the other group as having desirable characteristics. Rather, he chooses the other group as a ‘reference’ group because of personal dissatisfactions with his own cultural community. Consequently, this aim in integration could be independent of any favorable evaluation of the new group. This is called ‘avoidance’ dimension.The integrative motivation should be differentiated with the instrumental motivation. While the former is dependent upon the integrative orientation, the later is the learner’s primary aim in studying the language to be an interest in acquiring sufficient knowledge of the language for its instrumental values in goal attainment. That is, the learner seeking to learn a language for other reasons such as for school credits, job opportunities, etc., will not manifest and maintain as high a degree of motivation over extended periods of language study.
II.5.2 Some review of studies of motivation in language learning
The effect of motivation to learning a foreign or second language is inevitable. Many language teachers and researchers even view motivation as a key factor in L2 learning and explain their own sense of failure with reference to the students' lack of motivation. Being aware of the importance of the students' motivation, many language researchers have devoted their time to study the relationship between the students' motivation and their achievement in L2 learning. Some of them such as Gardner and Lambert (1972) or Crookes and Smith (1989) (as cited in Ellis 1994) try to investigate the consistent correlation between students' internal motivation and their L2 achievement, that is, they hope to prove a positive relationship that the higher motivation students have, the more successful in L2 learning they are. However, some others such as Oller, Baca and Vigil (1977, cited in Ellis 1994) have demonstrated a converse thing. They report that Mexican women in California are successful in learning English though they have negative attitudes towards the target language community. Many other studies focus on students' external motivation and view it as determinant of students' motivational strength. They claim that when students are provided with some kind of incentives to learn such as a financial reward, they may be motivated and do better in learning. But the major disadvantage of this kind motivation is that students may stop extra effort to learning when the reward is eliminated. Gardner, Day, and MacIntyre (1991) carry out a study which aims to find out the effects of both integrative motivation and anxiety on computerized vocabulary acquisition using a laboratory analog procedure as a microcosm of second language learning. The result of the study shows that integrative motivation facilitates learning of vocabulary items. This means that integrative motivation is associated with higher levels of achievement and a willingness to initiate a respond quickly. Integratively motivated subjects learn the items more quickly and consequently are willing to risk attempting an answer sooner as trials progress.
The studies mentioned so far suggest that students with greater motivation could get better learning, but not vice verse. However, some further studies by Strong (1983, 1984) or Savignon (1972) (as cited in Ellis 1994) claim that students' achievement can affect strongly their motivation, that is, students' desire to learn would increase with attainment in their language proficiency. In addition, students' intrinsic interest is also considered to be one of the main elements of motivation. The studies by Crookes and Smith (1989) and McNamara (1973) (as cited in Ellis 1994) point out that students' motivation could be activated if they have a chance to participate actively in learning tasks and it is teachers’ job to motivate students by engaging their interest in classroom activities. And in his own conclusion, Ellis (1994) sums up four types of motivation: integrative motivation or internal motivation, instrumental motivation or external motivation, resultative motivation, and motivation as intrinsic interest. According to him, this is based on the assumptions that the main determinants of motivation are the learners' attitudes to the target language community and their need to learn the L2. Motivation can affect the extent to which individual learners achieve in learning the L2, the kind of learning they employ.
II.5.3 Motivation for young learners
Why should we worry about motivation? After all shouldn’t it be up to the student to make sure they come to class in the right frame of mind? Can the presence or absence of motivation make any real difference?
The Longman Dictionary of Language Teaching and Applied Linguistics defines motivation as follows:
Motivation is generally considered to be one of the primary causes of success and failure in second language learning (2002: 344).
So it would seem from this definition that motivation is something we teachers need to take seriously if we are concerned about creating the best possible acquisition/learning environment for our students. But what is a good motivator? And how can we ‘rekindle the inner fire’? According to O. Dunn (1984), after a time of studying, young learners “begin to lose interest in learning English and thus motivation is vital” (Developing English with young learners. P83) and among some sources for activities to motivate young learners he suggests using of audio-visual material, especially video.
CHAPTER III: METHODOLOGY
This research is based on the qualitative and quantitative methods with the survey questionnaires, interviews and classroom observation in order to achieve quantified background data, which aims to prove how VCDs increase the pupils’ time-on-task. All the data and information collected present the foundation for my study.
III.1 The subjects of the research
The subjects for this study consist of 60 participants placed in two groups:
The first group includes 50 pupils at Thinh Hao primary school in Hanoi. They were chosen at random from 5 classes of 5th grade. All the pupils follow the same three - year course of English and their textbooks in use are Let’s Go 2. This group of pupils is taught by Vietnamese teachers of English.
The second group includes 10 teachers, who were chosen from three primary schools in Hanoi (Dai Tu primary school, Thinh Hao primary school, Thanh Liet primary school). They are in charge of teaching English for 5th grade. Five of them are in their early thirties with 8 years of teaching experience; five others are in their late forties with more than 20 years of teaching experience.
III. 2 Data collection
III.2.1 Questionnaire
We have designed two sets of questionnaire. One is for teachers and the other for primary pupils. In order that the answerer could be free to express their specific thoughts about the items raised in the questionnaire, some questions are designed to be open - ended or to allow interviewees give free answers (these are often the last choice in the suggested group of answer).
Questionnaire No. 1, consisting of 11 questions all written in English, was administered to the 10 English teachers.
Questionnaire No. 2, including 14 questions, was administered to the 50 primary pupils. All questions were written in Vietnamese in order to make sure that they can be fully understood by the pupils before they give their answers. They were also requested to answer in Vietnamese, so as to fully express their ideas. For easier reference, these questionnaires are included in the appendixes.
The questions for the teacher focus on the following points:
Situation of using VCDs in teaching
Purposes of using VCDs in teaching
Pupils’ feeling and attitudes towards VCDs used during the classroom hours
The differences between using VCDs and cassettes in teaching
How can the use of VCDs motivate the pupils?
Teachers’ suggestions
The questions for pupils cover some similar points with those for the teacher. Q1 and Q2 is made to get information about the situation of using VCDs. If pupils say “Yes”, they have to answer 10 following questions (Q3-Q12). If they choose “No”, they can ignore Q3 to Q12 and go on to Q13 and 14. The questions for the pupils refer to the following points:
Accessing VCDs
Advantages of VCDs in learning English
Pupils’ feeling and attitudes towards Video, VCD
When and for how long are VCDs used in the class
Opinions about the use of VCDs in teaching and learning English
Note: The in...