Luận văn thạc sĩ VNU ULIS an evaluation of the writing curriculum for first year and second year students of english at hanoi university of language and international studies, vietnam national university (HULIS VNU)

Aims and objectives

Using McKay’s and Scarino’s (1991) assertion that a curriculum include: A syllabus, i.e a plan of action outlining goals, objectives and learning content; Strategies for teaching and learning in the classroom; Learning resources; An assessment scheme; and Evaluation strategies, the paper aims at making a thorough investigation into the English writing curriculum of the first and second years mainly through analyzing their course books and syllabuses to figure out their strengths and weaknesses In particular, the researcher is going to answer the four following questions:

1 How do the first and second year writing syllabus components and course book contents match course objectives?

2 How do the syllabus components and course books guarantee the continuity and coherence through stages in curriculum development?

3 How do the syllabus components and course books guarantee the internal consistency of the curriculum?

4 If there are some mismatches, what problems occur as a consequence?

After coming up with the answers to the above questions, the researcher would like to give some suggestions to enhance the English writing curriculum of the first and second year and even for the language skill training program of English Teacher Education Department – HULIS - VNU More importantly, with the findings of the research, I hope to shorten the language skill program to save time, money and energy for students, teachers and the institutions as the planning manifested through the curriculum can reduce, before a class even meets, about half the work for teaching a course (Vogler, 1997).

Significance of the study

The study results would be very helpful to various groups including students at English Teacher Education Department – HULIS – VNU, course curriculum developers, English Teacher Education Department – HULIS - VNU and researchers in both theoretical and practical aspects

First and foremost, the innovations that are triggered by the findings of this research will ensure students achieving the highest English competence within the shortest period of time Regarding English Teacher Education Department – HULIS – VNU, this is the opportunity for them to reform their training programs for higher quality Moreover, they can save a lot of money, time and energy thanks to a more condensed and effective curriculum Concerning course curriculum developers and course book designer, they can recognize the points in need of improvement in their products and learn valuable lessons for future work from the suggestions made by the participants and the researchers Last but not least, researchers can benefit a lot from the rich and thorough literature review for the issues related especially the criteria to evaluate a English Language Teaching program and a comprehensive curriculum construction process.

Scope of the study

Within the scope of this study, I am going to evaluate the implemented (UNESCO-IBE,

2007) writing curriculum for the first year and second year students in 2009-2010 academic year The focus is the match between the course objectives with learning content and activities, the continuity and coherence through various stages and the consistency in the English writing program revealed in the syllabus and the course books

To find out the answers to the four above research questions, the researcher has adopted both quantitative and qualitative research methods The research tools would include:

Document analysis: Curriculum, Course guide and course book analysis: I made an exhaustive study about the course guide with explicit explanation of course objectives, skills, structure, assignments, assessment and grading, and list of reference materials as well as the writing course books of both English language Division1 and 2 to disclose any teaching item that non-match the course objectives as well as that breaks the continuity and consistency of the whole program

Students’ paper analysis, Student Questionnaire and teacher Interview: The analysis of 100 students’ papers, questionnaires for 100 sophomores and interviews for 5 teachers who have taught both of the target writing programs were conducted to help the researcher gather practical evidence for the conclusions from course guide and course book analysis

Moreover, these data were used to elicit the respondent’s ideas for the final research question about the consequences of the existing problems in the target writing programs

Syllabus Designer Interviews: Besides, interviews were also conducted with the syllabus designers of English Language Divsion1 and 2 to have a deeper look into the weaknesses of the curriculum and their consequences, which allows me to make suggestions for curriculum improvements

The study has six main parts: (1) Introduction, (2) Literature review, (3) Methodology, (4) Data analysis and discussion (5) Suggestions for improvement and (6) Conclusion

In the literature review, we are going to discuss four main issues: firstly, the researcher is going to deal with the definitions of main concepts in the research including curriculum, syllabus, and course books Especially, in this part, I am going to distinguish the terms curriculum and syllabus, which are very confusing and hence misused The second point is curriculum classification with five main types of curriculum that have been utilized in educational history namely Curriculum as content, Curriculum as experience, Curriculum as framework, Outcomes-based curriculum, and Standards-based curriculum To help readers to have a more insightful look into each type of curriculum, the study also provides a list of advantages and disadvantages of bottom-up and top-down curriculum Thirdly, the researcher is going to discuss the curriculum development process with two important stages of preparation and evaluation In the end, I am presenting the role and the way to maintain the continuity and coherence throughout stages in curriculum development,

The third chapter is going to present the methodology of the research with detailed information about the participants, the research tools, the procedure of data collection, and the procedure of data analysis

In the fourth chapter, I would like to present the results of data analysis and how they answer four research questions

In the fifth chapter, after describing the target course with the specific information about who and how the curriculum have been built up and adjusted, I am going to make some suggestions to improve the curriculum design of the target English language program

In the final chapter, the researcher aims at providing the readers a thorough overview of the research with a summary of the most important results and suggestions

1.1 Definition of curriculum, syllabus, course books

A range of terminology may be used in the specification of curriculum development task with curriculum and syllabus being the most popular and important

In view of the literature, a number of definitions of curriculum have been proposed in both narrow and broad approach For supporters of the narrow view, curriculum is the totality of learning experiences provided to students so that they can attain general skills and knowledge at a variety of learning sites (Marsh & Willis, 2003) The broad view define curriculum as an educational program, which states:

1) ―The educational purpose of the program (the ends)

2) The content teaching procedures and learning experience which will be necessary to achieve this purpose (the means)

3) Means for assessing whether or not the educational ends have been achieved.‖

(Richards & Platt, 1993, p.94) Sharing this stance, McKay and Scarino (1991, p.23) claim that a curriculum includes:

1) A syllabus, i.e a plan of action outlining goals, objectives and learning content

2) Strategies for teaching and learning in the classroom

Holding the strong belief that a curriculum should involve the consideration of “the whole complex of philosophical, social, and administrative factors that contribute to the planning of an educational program.” (Nunan, 1988, p.6); in this research, I have adopted the definition in broad view given by McKay and Scarino (1991) Furthermore, I use UNESCO definition of an implemented curriculum as what is “actually carried out in school or followed by teachers and school administrators for the students” (UNESCO-IBE,

2007) to refer to the writing curriculum under investigation in this thesis

Regarding the definition of syllabus, many people try to conceptualize syllabus by making a clear distinction between syllabus and methodology They believe that methodology is concerned with the selection and grading of tasks and activities while syllabus relates to the selection and grading of content Whereas, others question this strict separation so they seek to define syllabus in a different way Widdowson (1984) states that a syllabus is a framework within which activities can be carried out or in other words a teaching device to facilitate learning Another representative of this approach is Breen (1984) who claims that any syllabus will show indirectly certain assumption about language, about the psychological process of learning and about the pedagogic and social processes within classroom This paper adopts the expanded definition of syllabus as a statement of content, tasks, and activities, and that the tasks of the syllabus designer are to select and grade this content (Nunan, 1998)

Questions concerning the differences between the two terms curriculum and syllabus have arisen One of the reasons for this confusion may be the North American understanding of the term curriculum, which is often used interchangeably with syllabus For American people, both can be used in America to mean teachers' requirement for a particular course

In fact, do these two terms have the same or different reference? Nunan (1998) confirmed there are several conflicting views on just what distinguishes syllabus design and curriculum development However, up to now, scholars seem to have come to an agreement about the scope of those two concepts A syllabus is more specific and more concrete than a curriculum “a curriculum is a very general concept” while “syllabus concerns with a specification of what units will be taught” (Allen, 1984, p.61) Krahnke, K

(1987) shared this view by saying that syllabus is a statement of the plan for any part of a curriculum excluding the element of curriculum evaluation itself and the syllabus should be viewed in the context of an ongoing curriculum development process

To sum up, curriculum and syllabus cannot be interchanged; a curriculum is broader than a syllabus in scope Syllabus is more localized and is based on accounts and records of what actually happens at the classroom level

Unlike curriculum and syllabus, defining course books or textbook is not complicated and controversial A course book is a source of the core materials for a course It aims to provide as much as possible in one book and is designed so that it could serve as the only book, which the learners necessarily use during a course (Tomlinson, 1998, p9) Therefore, it is obvious that textbooks represent the “visible heart of any ELT program" (Sheldon,

Organization

Curriculum

In view of the literature, a number of definitions of curriculum have been proposed in both narrow and broad approach For supporters of the narrow view, curriculum is the totality of learning experiences provided to students so that they can attain general skills and knowledge at a variety of learning sites (Marsh & Willis, 2003) The broad view define curriculum as an educational program, which states:

1) ―The educational purpose of the program (the ends)

2) The content teaching procedures and learning experience which will be necessary to achieve this purpose (the means)

3) Means for assessing whether or not the educational ends have been achieved.‖

(Richards & Platt, 1993, p.94) Sharing this stance, McKay and Scarino (1991, p.23) claim that a curriculum includes:

1) A syllabus, i.e a plan of action outlining goals, objectives and learning content

2) Strategies for teaching and learning in the classroom

Holding the strong belief that a curriculum should involve the consideration of “the whole complex of philosophical, social, and administrative factors that contribute to the planning of an educational program.” (Nunan, 1988, p.6); in this research, I have adopted the definition in broad view given by McKay and Scarino (1991) Furthermore, I use UNESCO definition of an implemented curriculum as what is “actually carried out in school or followed by teachers and school administrators for the students” (UNESCO-IBE,

2007) to refer to the writing curriculum under investigation in this thesis.

Syllabus

Regarding the definition of syllabus, many people try to conceptualize syllabus by making a clear distinction between syllabus and methodology They believe that methodology is concerned with the selection and grading of tasks and activities while syllabus relates to the selection and grading of content Whereas, others question this strict separation so they seek to define syllabus in a different way Widdowson (1984) states that a syllabus is a framework within which activities can be carried out or in other words a teaching device to facilitate learning Another representative of this approach is Breen (1984) who claims that any syllabus will show indirectly certain assumption about language, about the psychological process of learning and about the pedagogic and social processes within classroom This paper adopts the expanded definition of syllabus as a statement of content, tasks, and activities, and that the tasks of the syllabus designer are to select and grade this content (Nunan, 1998).

Curriculum vs Syllabus

Questions concerning the differences between the two terms curriculum and syllabus have arisen One of the reasons for this confusion may be the North American understanding of the term curriculum, which is often used interchangeably with syllabus For American people, both can be used in America to mean teachers' requirement for a particular course

In fact, do these two terms have the same or different reference? Nunan (1998) confirmed there are several conflicting views on just what distinguishes syllabus design and curriculum development However, up to now, scholars seem to have come to an agreement about the scope of those two concepts A syllabus is more specific and more concrete than a curriculum “a curriculum is a very general concept” while “syllabus concerns with a specification of what units will be taught” (Allen, 1984, p.61) Krahnke, K

(1987) shared this view by saying that syllabus is a statement of the plan for any part of a curriculum excluding the element of curriculum evaluation itself and the syllabus should be viewed in the context of an ongoing curriculum development process

To sum up, curriculum and syllabus cannot be interchanged; a curriculum is broader than a syllabus in scope Syllabus is more localized and is based on accounts and records of what actually happens at the classroom level.

Course books

Unlike curriculum and syllabus, defining course books or textbook is not complicated and controversial A course book is a source of the core materials for a course It aims to provide as much as possible in one book and is designed so that it could serve as the only book, which the learners necessarily use during a course (Tomlinson, 1998, p9) Therefore, it is obvious that textbooks represent the “visible heart of any ELT program" (Sheldon,

Classification of curriculum

Enormous effort and energy have been spent on classifying ELT syllabus; however, none has been done to ELT curriculum However, scholars have managed to list educational curriculum throughout the history as follows:

This is a classical way of understanding curriculum In this model, curriculum means a detailed description of contents of teaching (syllabuses or syllabi) that teachers should deliver to their pupils through teaching This model derives from the classical Tylerian education rationale that views teaching and learning process as a linear causal relationship (Tyler, 1949) According to this curriculum logic, carefully pre-determined educational objectives lead to appropriate selection of content that will be taught and to choice of relevant teaching methods that fit with the qualities of students and teachers Evaluation of learning outcomes will then be used to regulate the new “input” or planning of teaching

This curriculum model has been typical in many countries It is a common solution in less developed education systems especially when there is a shortage of adequately trained schoolteachers The reasons for the prevalence of this approach are that it is systematic, follows the ideas of industrial management, and has therefore considerable organizing power For example, many European countries used to have a content-oriented curriculum in 1970s when a school curriculum was rapidly renewed

This curriculum model is based on an assumption that the process through which the goals of schooling are achieved is more important than the content that is used as an object of study Probably the best-known advocate of this curriculum modal was American educationalist John Dewey in early 20 th century Later on, curriculum as experience became alternative to classical content-based curriculum However, curriculum model that emphasizes experiences rather than transfer of information is more vulnerable to external critics (especially from traditional academic spheres) and also more difficult to use as a basis for educational evaluation and assessment for student learning

Another alternative to often relatively fixed content-based curriculum has been so called framework curriculum that only sets an objective and provides broad guidelines for actual curriculum planning Framework curriculum is normally a comprehensive document that describes the overall aim of schooling, more specific goals of education, and objectives of teaching subjects or integrated subject groups The purpose of such a framework curriculum is to leave decision-making and curriculum planning authority to teachers themselves

Framework curriculum model also requires that the education system has highly qualified and committed personnel in place

In 1980s mostly in North America, the focus of curriculum planning started to shift from teaching, i.e subjects, content, methods, and other arrangements, to what students should actually learn as a result of school education An idea of outcome-based curriculum expanded widely and was also adopted as a learning principle of many large-scale curriculum reforms The key idea of outcomes-based curriculum is that it guides the planning of teaching by more precise description of intended learning outcomes In other words, this curriculum model consists of descriptive attainment targets for learning in various subjects For example, it may provide teachers with very detailed lists of knowledge and skills that students should achieve in any given level of their schooling

This outcomes-based curriculum became very popular model in many education reforms in 1990s because it gave politicians, parents, and students more specific picture of what is expected from schools in terms of learning outcomes Moreover, it also made external assessment and testing of that learning more relevant due to commonly agreed expectations that the curriculum spelled out

The next generation of outcomes-based curriculum was standards-based curriculum model that goes even further in setting the criteria what students should know and be able to do in different subjects and at different phrases of schooling The basic logic of standards-based curriculum model is that the State sets the standards for learning and learning that are the same for all students, teachers, and schools These standards are normally subject-specific, detailed descriptions of expected learning outcomes per grade or phase of schooling A particular strength of standards-based curriculum is their provision of measurable criteria for evaluating the quality of the course

However, the current trend is the combination and integration of more than one curriculum types Curriculum is an ongoing process, not a product that never ceases once a curriculum framework and a package of prescribed teaching/learning materials are produced and introduced in an educational system It is no doubt that curriculum t is the heart of educational improvement (Pinar et al, 1995)

1.2.6 Criticism of different curriculum development methods 1.2.6.1 Limitations of a top down model

A top-down model of curriculum development may be conceptualized in terms of a set of hierarchically ordered processes that are centrally initiated and controlled and that are usually performed by selected expert committees A decision is made by the supreme authority in the educational system to start the whole process A steering committee will be entrusted with the production of the educational philosophy A number of working committees will be selected for producing the curriculum guides/ frameworks for different stages and school subjects or subject areas A co-coordinating committee will be entrusted with the co-ordination of work done in different committees at different levels The duties of the working committees might include the production of a retrospective scope-and- sequence through the analysis of existing curriculum documents and then producing the prospective scope-and-sequence based on the goals and broad guidelines specified in the educational philosophy/strategy Materials will then be produced or selected Materials production takes many forms and involves various processes depending upon several factors In most cases, however, this will be the work of committees including textbook writers and editors In the different variants of the top-down model, attempts will be made to make those materials teacher-proof through the production of teacher manuals that accompany different textbooks for different stages and grades This process might also include lots of brainstorming, fact finding, pooling of ideas, proof reading, revising and publicizing conferences in which the views of all stakeholders are sought

Proponents of this model or its variants normally consider such activities major efforts to get all parties concerned, including teachers, involved Teachers’ involvement here might be viewed as attempts to familiarize them with what is going on and, probably, ensure that the products are suitable for or feasible in the local market Only during the implementation stage are teachers actually involved The implementation committees will arrange for textbook training, and in some cases trialing language teaching materials on a small scale before they are finally introduced nation-wide Presumably, this model has its own ways of market evaluation However, the teachers’ role will be confined to implementation of the new product in exactly the same way in which expert designers intended it to be implemented All measures are taken to suppress/circumvent any criticism; and any difficulties encountered by implementers will normally be interpreted as indicators of their ignorance of, or at least lack of familiarity with, the new product But the most important advantage of this model is that tremendous nation wide changes that are centrally controlled can be coercively introduced in a relatively short time

Depending entirely on this model may have both short-term and long-term disadvantages

First, curriculum development in this model looks like an educational raid that ends with replacing the currently used textbooks by a new series that may, or may not, constitute a great improvement on the old ones depending on a host of other factors such as the excessive caution of the change agents to be system-sensitive (Markee, 1997) This is specially clear when the change agent is an expatriate as is the case in foreign language teaching More often than not I am being reminded by teachers of very interesting features of the old materials that they miss in new ones Moreover, no change agent will ever dare to introduce too many theoretically motivated innovative features given the filtering role often played by system constraints Therefore, the newly introduced textbooks may, in very few years, require a new educational raid in which they meet the same fate of their predecessors This is specially disturbing because most educational systems cannot afford such costs of frequent textbook replacement Second, and perhaps more disturbing, is that it can result in teacher resistance to and/or misinterpretation of innovative features This argument is supported by the often dwelt upon phenomenon of the gap between theory and practice To this issue we return later in the section about teacher professional growth

With all attempts made to produce teacher-proof materials through the production of highly prescriptive teacher manuals, teachers may reinterpret any task or language learning experience Third, detailed guidance given to teachers about how to implement materials designed by experts can lead to guidance jams and feelings of insecurity, anxiety and a relatively low level of self-efficacy It might be argued that such phenomena are expected only in the initial stages of implementation However, this prescriptive approach can develop what might be called pedagogical dogmatism Fourth, as Markee (1997, p 64) argues, it

“…discourages individual initiatives – a quality indispensable to the long term maintenance of innovation – because it turns teachers into passive recipients of change agents’ dictates.”

Finally, lack of teacher involvement results in feelings of a lack of ownership Being excluded from ELT curriculum development decisions and the associated feelings of lack of ownership detrimentally affect teachers’ commitment to the success of the newly introduced innovative features

1.2.6.2 Bottom-up/school-based curriculum development

In many parts of the world such as USA, Britain, Australia and some other European and South-Asian countries, many attempts have been made to develop curricula using bottom- up models (Bolstad, 2004) In almost all these attempts, teachers in a particular school or region of a country will be entrusted with developing their school curricula collaboratively

Several definitions of school based curriculum development (SBCD) are available in the literature Skilbeck (1984, cited in Bolstad, 2004, p.14) defines it as

“ the planning, design, implementation and evaluation of a program of students’ learning by the educational institution of which those students are members.”

Curriculum development

To prepare for the curriculum development, McKay and Scarino (1991) emphasized three points including the establishing the curriculum development task, clarification of the task and support structure for the project

1.3.1.1 Establishing the curriculum development task

There are a number of options to choose curriculum developers as follows:

 School-based: Practicing teachers are given regular release time from teaching to develop materials

 Clusters of schools, districts, or regions: One project officer coordinates the curriculum development work of teachers in schools

 System wide: A central team forms a core working party, consulting regularly with teachers The team carries out the writing, and teachers respond to the drafts and participate in trialing

 A combination of school-based and regional or system wide structures is used

(McKay & Scarino, 1991, p.11) The processes of curriculum development followed can also vary:

 The project team writes an initial draft with limited consultation The team then consults teachers and others to gather responses and rewrite according to reactions

 The project team coordinates the input of the teachers to the writing task and finalizes the material for publication

To guarantee the quality of the curriculum, McKay and Scarino (1991) state that all those involved and influenced by the planned curriculum development need to establish a clear, shared understanding of the task before proceeding Clear statements of goals, objectives, and outcomes need to be determined, and the roles and responsibilities of participating members need to be negotiated Some significant questions concern:

 The nature of the learner group: the age, number, their language experience and competence

 The nature of the program: type of target program

 The nature of the target audience: the suitability of the curriculum to the target teachers and students

 The nature of curriculum development task: the understanding of the terminology used

 Management processes within the writing group and consultative processes beyond the writing group: who will be affected by the task? Who will be asked for consultancy? Who will give the final decision?, etc

 The time frame: What are the time lines for the project?

Answers to all the above questions will influence the time and energy spent on different aspects of curriculum development process

Curriculum developers should be flexible and modify the plan as required, modification should be expected after consultancy

1.3.1.3 Support structures for the project

- Management: A management group may assist the financial and administrative aspects of the projects; particularly, if more than one system or agency is involved in the task The management group may be organized by and comprise personnel from the administrative structures supporting the project It is likely to include personnel representing the project, the system and funding agency It is useful to establish clear roles and responsibilities regarding management process

- Professional consultancy: A reference group may provide invaluable support A reference group may consist of:

 colleagues with expertise in the area, e.g other curriculum writers on the same and in other languages as well as in other areas of the curriculum, teachers

 representatives from a range of interested areas, e.g early childhood education

 the project writers Meeting of the groups can be held:

 on a regular basis during the life of the project

 on a short-term basis to deal with particular document or issue

 once only, to deal with a particular document or issue

 once only, with further guidance or feedback provided by correspondence Reference group can provide:

 guidance on directions to take

 assistance in the development of materials, e.g feedback on drafts

 perspective from the range of related interest groups

 contacts in related curriculum areas

- Information dissemination: this must be done to collect feedback for the curriculum

1.3.2 Curriculum evaluation 1.3.2.1 Why to evaluate

Both teachers and learners need to evaluate the learning activity, the syllabus and other aspect of the learning and teaching activity Narrowly, it is for students to judge, to make comments on the teaching and learning activity (which is important for the teachers to look at for making changes/ innovations) and adjust their own learning More broadly, teachers needs evaluation “because it can provide a wealth of information to use for the future direction of classroom practice, for the planning of the courses, and for the management of learning tasks and students” (Germaine et al., 1992, p.3)

As summarized by Dickins and Germaine (1992, p 10), there are two reasons why evaluation is called for:

In other words, evaluation is considered as the confirmation of practice if the practice is good In the other case when there is any problem with the practice Evaluation is for the consideration of ways to innovate or change the practice for a better one

In view of the time point to evaluate the curriculum (McKay & Scarino, 1991) suggests that evaluation of the curriculum can occur at different levels and different points during the development process Curriculum developers can undertake evaluation formatively and summatively:

 During and towards the end of the curriculum development process: curriculum developers evaluate their own materials, checking for a range of broad features (consistency, progression, integration, comprehensiveness) as well as specific aspects within the materials which will contribute to their final usefulness and effectiveness

 With a planned evaluation process of evaluation through trial of the curriculum materials

 Through consultations, questionnaires, interviews with teacher and other users about the curriculum

 By employing external consultant who may carry out an evaluation with teachers and others, leading to a report for further considerations

McKay & Scarino (1991) designed a checklist for curriculum evaluation, which in the researcher’s point of view is quite good due to the specific criteria and evaluable factors

EVALUATION OF CURRICULUM AND CURRICULUM DEVELOPMENT PROCESSES

 Has a statement of Essential learning been included?

 How was it arrived at?

 Is it sufficiently comprehensive for the syllabus?

 How does it compare with the Statements of Essential learning in other States?

 Is a clear statement of development through states evident in the statement of Essential learning?

 Have general objectives been stated?

 Have they been stated in holistic terms?

 Is there an adequate range?

 Check initially through dimensions and communication goals (activity types)

Then check through the four macro-skills

 Are they sufficiently generalizable? Sometimes is it possible to combine some of the objectives?

 Are they presented in a coherent order?

 Do the general objectives relate to the goals and activities?

 Is there an adequate number and range of activities?

 Check range through activity-type and macro-skills

 Are they expressed sufficiently clearly and consistently?

 Have they been categorized accurately according to according to the activity-type framework? Are they activities and not exercises? Apply the context, audience, purpose framework (or alternatively use the field, tenor, mode framework) to elaborate the activities

 Are the activities appropriate to the stage? Is stimulus language or a specific resource indicated to help clarify the level? Are sufficient examples provided?

 Do the activities match the goals and/ or objectives?

 Are there any other activities which could be added to bring in another aspect of the organizational focus?

 Are the activities ordered and/ or sequenced in any way? If so, is it coherent? Are the criteria for sequencing evident?

 If more than one activity-type is indicated for an activity, is it necessary? Can the activity be easily divided into work or three activities, or is the focus of the activity clearly in one particular activity-type?

 Do the activities relate to the organizational focus of the module?

 Is a range of resources implied?

 Do some of the activities lend themselves to assessment? Have these been indicated?

 On what basis have the organizational focus been chosen? Is it explicit? Is the basis justifiable and appropriate?

 Is an overview of the module (in terms of the range of dimensions, modes and activity- types) provided?

 Have some suggested units been provided in each module? Is there a sufficient range and scope for a unit? Does the module allow for several units?

 Are they in fact exercises?

 Is a range of techniques evident in the exercise?

 Is an assessment scheme included for each module, and for the overall syllabus, or curriculum?

 Does it allow for an appropriate spread of dimensions, modes, and activity-types?

 Are the purposes of assessment clear?

 Is a sufficient range of procedures included?

 Are criteria for judging performance and awarding grades included?

 Are exemplars included? Are they appropriate?

 Are the writers clear about the expected outcomes of the project, i.e the curriculum package: syllabus, resources package and teachers’ manual? How is work in each of the originality?

 What does the curriculum look like as a whole? Is it fully developed? Is it internally consistent? How is the issue of sequencing deal with? Is there an element of originality?

 Is the difference between Stages sufficiently clear in terms of level?

 Is there development through Stages in terms of organizational focuses?

 What consultative strut3ures have been established for the project?

Has a time-line been established?

Continuity and coherence through various stages in curriculum development

The issue of maintaining continuity and coherence across phases of schooling is an important one (Mc Kay, P & Scarino, A 1998, p 24)

When developing curriculum materials for learners, curriculum designers need to:

 attend the detail, range and coherence within materials designed for each Stage (micro-approach)

 maintain an overview of the Stages in order to check for progression, continuity and coherence (macro-approach)

To facilitate the above requirements, Mc Kay and Scarino make some suggestions In particular, curriculum developers should approach the task from both these angles from the earliest stages of the project It is useful, for example, to outline the broad development across Stages before working in depth on any one Stage or to work in broad brush-stroke across a number of Stages while completing one Stage in detail with frequent reference to the outline

Activities can be graded and sequenced according to the:

 activity itself: number of participants, level of cognitive demand, etc

 text used: grammatical complexity, whether it is conceptually easy or difficult to understand, etc

 conditions under which the activity is undertaken: access to a dictionary, degree of teacher support, degree of redrafting allowed, degree of redeemability, etc

 expectation: degree of grammatical accuracy, level of appropriateness, breadth, and depth of vocabulary

Syllabus designers can use the following checklist for their work reference

Recognizing that the Stages are interlocking, check that there is evidence through the Stages of a progression in range and depth, and a recycling of:

 texts text types (or genres)

 specific objectives, e.g elements of language, skills, strategies

(Adapted from Mc Kay, P & Scarino, A 1998, p 24)

Table 2 The checklist for Continuity and coherence throughout stages in curriculum development

Stages in learning and teaching process can be differentiated as follows

 Little assumed knowledge prior to activity

 More assumed knowledge prior to activity

 Reduced cognitive processing (e.g information is presented in a clear, logical manner, short manageable chunks of language, etc.)

 Reduced number of steps required in the activity

 Reduced linguistic processing (e.g short simple sentences, limited amount of unfamiliar vocabulary, etc.)

 Increased number of steps required in the activity

 Reduced information contained in text

 Subject matter of the text is familiar to the learner

 Clear ogranization of information organized

 Clear layout, assists comprehension of meaning

 Extensive information contained in text

 Subject matter of the text is nor necessarily familiar to the learner

 Information may be less clearly

 Layout less significant in assisting comprehension of meaning

 Print or recording may be recording and no redundancies

 Reduced speed and/ or number of speakers of low quality and contain a greater number of redundancies

 Greater speed and/ or number of speakers

 Extensive time available for processing

 Extensive preliminary work to introduce the activity

 Opportunity available to redeem an initial effort

 Reduced time available preliminary work

 The response may be short and simple

 The response may be prepared in advanced

 The degree of accuracy and fluency required is reduced

 The degree of socio-cultural knowledge required is reduced

 Extensive reliance on use of communication strategies

 The response is longer and more complex

 The response may be prepared or impromptu

 Increased expectations of accuracy and fluency

 Increased socio-cultural knowledge is expected

 Reduced reliance on communication strategies

Table 3 The differentiations between stages in learning and teaching process

To illustrate the differentiation framework, McKay and Scarino (1991) provided an example o across ESL/ ALL stages – report writing.

METHODOLOGY 2.0 Research questions

Participants

To collect data for this research, the researcher approached two writing syllabus designers of the first and second year program, 100 second year students at English Teacher Education Department _ HULIS _ VNU who belong to 4 groups of E8, E10, E11, E14 and

5 teachers from English Teacher Education Department _ HULIS _ VNU who have been involved in teaching the writing program of both the English language Division1 and 2

Table 4 Survey and Interview participant description

The students were randomly chosen to make the research objective and representative while the 5 teachers involved in delivering the first year and second year writing program were selected based on their consent The first year students were not included because they are not competent (both linguistically and psychologically due to the transitional natures of their first year experience in higher education) enough to provide valid and reliable information.

Procedures of data analysis

1 How do the first and second year writing syllabus components and course book contents match course objectives?

2 How do the syllabus components and course books guarantee the continuity and coherence through stages in curriculum development?

3 How do the syllabus components and course books guarantee the internal consistency of the curriculum?

4 If there are some mismatches, what problems occur as a consequence?

To collect data for this research, the researcher approached two writing syllabus designers of the first and second year program, 100 second year students at English Teacher Education Department _ HULIS _ VNU who belong to 4 groups of E8, E10, E11, E14 and

5 teachers from English Teacher Education Department _ HULIS _ VNU who have been involved in teaching the writing program of both the English language Division1 and 2

Table 4 Survey and Interview participant description

The students were randomly chosen to make the research objective and representative while the 5 teachers involved in delivering the first year and second year writing program were selected based on their consent The first year students were not included because they are not competent (both linguistically and psychologically due to the transitional natures of their first year experience in higher education) enough to provide valid and reliable information

To find out the answers to four research questions, the researcher has exploited 4 research tools Firstly, along with the knowledge acquired from the literature review and ALTE framework, I investigated and analyzed the BA TEFL curriculum, the course guide with claims about course objectives, materials, structure, assessment and grading, assignments; and the course books This enabled the researcher to have firstly the overview of the whole writing programs and then a closer look into specific items to find out any conflicts between the course objectives and syllabus components like activities or assignments designed to achieve those objectives; the teaching and learning activities and course materials that fail to guarantee the continuity and consistency throughout stages of the whole English language program

The second tool utilized by the researcher is the analysis of the papers and writing portfolio that 100 sophomores produced in their first and second year to find out the consequences of designing the above assignments and activities Also, the findings of the students’ results and mistakes help me confirm the suitability of the assignment to students’ level and reveal the consequences of the discontinuity and inconsistency in curriculum development stages

Besides, I conducted a survey among 100 second year students and interviewed 5 teachers to answer the questions of whether students and teachers face any problems and what problems they face due to the discontinuity and inconsistency in the syllabus or the mismatch between the course objectives and other curriculum components These students who have undertaken the first and second year English writing program can have an appropriate and exhaustive evaluation of the target syllabus while 5 teacher interviewees who have taught first year and second year writing program can also give professional reflections of the issue based on their real experiences

Interviews were also conducted with the two syllabus designers to clarify the factors influencing their syllabus design, their evaluation of the suitability of certain types of assignments to students’ level and suggestions to guarantee the continuity of the six - semester English language program

The data collection procedure comprised 4 main stages:

In the first stage, the researcher had to read and study the BA TEFL curriculum, course guide with specifics of course objectives, materials, structure, assessment, grading, and assignments and then the course books for the first year and second year English writing program Then, based on the literature review especially, the framework of ALTE, which is the standards set for the BA TEFL graduates (see Appendix 1) and my own experience in teaching these writing programs, I drew out a list of items that are not equivalent to course objectives and fail to meet the requirement of continuity and consistency in the curriculum

To confirm the list, the researcher approached 100 second - year students of 4 groups of E8, E10, E11, and E14 and collected the papers of reflection, and summary, which they finished in their first year, and the writing portfolio they compiled in their second year to evaluate their performance They handed in the required documents one day after being asked for consent to participate in the research with provision of the original versions

After completing the second step, the researcher analyzed the students’ papers and portfolio for English Writing to get the basis for designing the student questionnaires The list of questions for the survey was pondered for one week The questions aimed at clarifying students’ evaluation of some certain types of writing that mismatch the course objectives, the mistakes they often make in these types of writing, and the reasons for their making those mistakes and their suggestions for bettering the writing syllabus and course books To carry out the survey, the teacher arranged a meeting with the monitor of 4 groups of E8, E10, E11, E14 - K4, explaining the purpose of the survey, requesting their consent to participate and asking them to pass the questionnaires on to their classmates

Three days after the meeting, the monitors returned the completed questionnaires to the researcher To avoid the situation in which the monitor cannot deliver the questionnaire to the classmates and answered all of them by himself/ herself, the researcher contacted a number of students in each group to cross-check These students were in fact randomly chosen based on their agreement

At the same time, I produced a list of questions for interviews (see Appendix 5) with 5 teachers who have taught both the first and second year writing programs and the two syllabus designers (see Appendix 6) based on the analysis of the course guide, the textbooks, and students’ papers

At the agreed time, the researcher had face-to-face conversations with those teachers one by one The required procedure of an interview was strictly followed and for the preciseness and convenience for deeper analysis, all the interviews were recorded with their consent

When it comes to the latter subjects, I had to conduct email interviews because both of the syllabus designers were away from Hanoi on business I send email to the participants and received their answer just two days later As the list of questions was very clear so the interviews could be done in such a way

2.4 Procedure of data analysis Stage 1:

In the first stage, I had to study the course guide and course books very carefully to figure out: 1) the conflict between any component of the syllabus and course books with course objectives, 2) any syllabus component and course book content that breaks the continuity and consistency requirement of curriculum development In order to come up with an accurate list, I had to refer to ALTE framework during the analysis process carefully and regularly To increase the accuracy of the analysis, I turned to a colleague in the same division for help with another list Then, we compare the lists together, finding out and discussing the differences to come to the agreed final list

In the second stage, we treated the data collected from the students survey, student test score, and interviews with syllabus designers and other year 1 and year 2 writing teachers

The quantitative data from questionnaires and from test scores were processed and presented with descriptive statistics such as percentages, mean, range, standard deviation via the special statistical software SPSS version 15

The qualitative data was processed interactively with the synthesis of the open and semi- closed questions in interviews and questionnaires.

DATA ANALYSIS AND DISCUSSION 3.1 How do the syllabus components and course book contents match course objective? 31 3.2 How do the syllabus components and course book guarantee the continuity and

What problems occur as a consequence?

As analyzed above, the problems arising as a consequence of the inconsistency and discontinuity of the writing programs for the freshmen and sophomore students include students’ making basic mistakes in challenging types of exercises Concerning with summary, and reflection, students make mistakes such as Including details and examples, Omitting main ideas, Repetition, Summary reflection, Expanding the topic; Lack of knowledge about how to cite the sources of reference materials, Writing process, and Unaware plagiarism

As for writing genres, students make many avoidable mistakes, among which structure mistake is the most popular with 88% of the students surveyed having ever committed

This mistake is represented in two ways Firstly, they formulate their writing that is supposed to be a paragraph in the form of an essay (topic sentence, development and conclusion sentence are separated by indentations) as the following example

Topic: Describe utensils that you like the most

I like TV the most among utensils in my family

It was bought by my brother when he worked for a television production company of Japan

10 years ago It does not only have beautiful appearance as modern television now, especially, its screen is not only 16 inch that is so small compared with model LCD screen, but its machine is very good It have serene sound; moreover, it has the capability for pictures and graphics with clarity and fineness so I can chance to listen a song or watch my favorite program with high standard However, I like it because it not only is a good television but also it is my useful friend, it enables me to see things in distant places by news with full information as well as pictures Besides, short films are shown on television make me feel more comfortable, especially when I have to stay alone at home Moreover, I can learn subjects through teaching program on television, such as Math, English, Chemistry, etc it is indeed useful for me

In a nutshell, television plays important role in my life and it is always my best friend

The second mistake is their introduction of a paragraph is another paragraph just like in an essay with some general statements and thesis as follows

Topic: Steps to make a glass of mixed fruit

Mixed fruit is one of the most delicious dessert for the summer It is not only good taste but also easy to prepare To have a glass of mixed fruit, follow five simple steps below First thing you need to do is preparing ingredients Go to the supermarket nearest your house and buy some packs of milk, siro and some kinds of fruit You may choose the favourite fruit but I recommend you to choose following fruit: avocado, watermelon, apple, cherry, strawberry, mango… their taste such as sour, sweet, good smell… are get on well together

You need four or five kinds of fruit for an amazing glass of mixed fruit Secondly, you have to peel and cut them into small pieces It is very good to make them equal in shape because they will look nicer Later, that is time to put them together into a glass Why a glass but not a pottery or ceramic bowl? That is because glass ensure good appearance Then you should add into the glass two spoons of fresh milk and one spoon of sweetened milk (siro)

Sweetened milk or siro is also good but siro is better I recommend that add-on because it is not only sweet, good smell but also colorful After that, adding some ice is the final step

At that time, you may have a beautiful and delicious dessert after meal It is very interesting to enjoy a mixed fruit glass in a hot summer day It is also good for skin So why don’t we come to supermarket and prepare a glass of mixed fruit right Let’s enjoy the summer with a colorful mixed fruit glass

As can be seen from the above paragraph, the student added two lead-in sentences before stating the topic sentence while a paragraph must begin with a single topic sentence as required in academic writing

Through the survey, the researcher managed to find the causes of students’ mistake related to structure in writing

Lack of instruction in the course book

Lack of instruction from teacher

The habit of writing essay in the first year

Figure 5 Reasons for students’ paragraph writing structure mistakes

As revealed by the chart, 76% of the student respondents said that producing essays instead of paragraphs in the very first year of the whole language program is the main reason for two following structure mistakes of the second year students This is also the highest proportion among all categories Coming the next are Lack of instruction in the course book (30%), Lack of instruction from teacher (15%) Others reasons like the lack of concentration or language competence were mentioned by 15% of the sample

The people who have to suffer the most from this are no doubt students Committing these mistakes has caused students to get bad result for their study, which discourage them a lot

The evidence is 100% of the teachers surveyed said that they are “determined” to give students mark zero for the structure mistake as a penalty

Besides, according to the 100% of the teachers interviewed, the failure to guarantee the continuity of syllabus throughout the development stages causes the waste of time and energy of students, teacher, syllabus designers, and other parties involved To be specific, the recycled items are taught as if they were brand new to students rather than a revised component

In addition, the teachers emphasized the discontinuity throughout stages of syllabus design should be also blamed for retarding students’ progress That learners are not told about the writing process with the way to enrich their ideas, vocabulary and grammar structure from the beginning is also the reason why they often make mistakes of word choice and grammar in topics, which require technical terms like stating the steps to make your favorite dish, or describing your favorite utensils For example, regarding the former topic, they can use only a limited range of vocabulary like cook, chop, or heat rather than the words with more accurate but sophisticated connotation including slice, dice, simmer, or grill, etc They cannot understand that in order to write well, they must read a lot in the

English so they miss one of the key steps in writing; that is, to collect information from different reference sources Some students who include this step become photocopiers when they copy exactly what they have read in newspapers or the Internet about the topic without knowing that they are committing plagiarism

Last but not least, the inconsistency of the curriculum components are also having bad effect on the students, the teachers and the institution For instance, 67% of the sample said that different ways of conceptualization and classifying of some items in the course books confused them Consequently, teachers have to spend a lot of time to justify them to the students Above all, the institution has to suffer because such curricular undermine its professional reputation.

SUGGESTIONS FOR IMPROVEMENT 4.1 BA TEFL Course/Context description

Suggestions for improvement

As can be seen from the working mechanism of English Language skill division and the policy of the Department, we can conclude that English Language Teacher Education Department does not have appropriate and tight control and supervision over the curriculum development process Divisions work too independently (none of the syllabus designers said that they took the continuity and consistency throughout stages of curriculum development into consideration when they design the curriculum)

The language program in the English Language Teacher Education Department must have big changes with the curriculum designers and curriculum designing At the present, core factors including assignments, assessment criteria, and even teaching materials are mainly cared about by young teachers even fresh graduates who have little experience in teaching and syllabus designing The reason for this is simply that young teachers are those who still have the zeal, passion, and time This should completely be changed as curriculum development is a complicated work that requires experience and brilliant professional knowledge In view of the above problems as well as the literature review, I highly recommend that curriculum designers should be a central team forming a core working party, consulting regularly with teachers The team carries out the writing, and teachers respond to the drafts and participate in trial A consultancy committee should also be formed for regular reference This guarantees the professionalism, quality and consistency throughout stages of the language program

Secondly, some teaching items should be rearranged in a more logical order To be detailed, the lesson about writing process with steps to produce a piece of writing should be delivered in the first year when students learn how to generate a written English work by themselves for the first time This will provide them with basic theoretical preparation for writing skills such as how to make a piece of writing rich in ideas, varied in vocabulary and grammar structures as well as attractive to target audience In addition, many learners commit plagiarism in writing when they just copy a work on the same topic on the Internet or English magazines without quoting the source As a result, teaching students about the writing process can prevent them from making such kind of mistakes Next, challenging tasks like reflection or summary should be taught at appropriate point of time with clear and insightful instructions and examples To make these tasks more useful for students, more difficult text types should be introduced in the course books as in both work and real life, students have to deal with many complicated materials like a research, a novel, or a critique

With thorough investigation and analysis, the researcher has come up with a number of findings Firstly, I could figure out the items that bears the mismatch between the course objectives and syllabus components as well as course books (Research question 1) In particular, students have to “master” summary and reflection writing in the very first semester whereas the second year students are expected to “familiarize” with these difficult types of writing only Secondly, lists of contents that break the continuity and consistency throughout stages in syllabus design in the target writing programs were also discovered

For example, the textbook for freshmen lacks the instructions for basic skills like paraphrasing and source citation for students which were, however, are included in that for sophomore First year students were familiarized with essay writing while second year students have to learn from writing basic units of a paragraph The ways book writers of two programs name and classify common items reveal differences for which there is no explanation

From the data collected, the researcher also managed to figure out the problems caused by the above conflicts including students’ bad result, loss of motivation, avoidable mistake making, and the waste of time, money and energy of the faculty and institution

Then I have withdrawn necessary suggestions to improve the target program ranging from who should be involved in curriculum development, how it should be managed as well as the specific recommendations to better certain teaching contents

Though the researcher has carried out the study with full seriousness and carefulness, the research remains some certain limits

First and foremost, due to the lack of time I could not interview leaders of the institutions to get their evaluations and comments about the whole English language program in terms of management All of these things make my research incomprehensive

Moreover, within this research, I could focus on some aspects of the curriculum including the grading of contents, the activities, and the course books while many other important factors like the assessment methods were ignored

In view of the shortcomings in this research, I would like to make some recommendations for further research into the same topic In the beginning, researchers should comprehensively analyze the stated curriculum then the implemented one and make a more insightful comparison of the two

Furthermore, in order to make suggestions for improvement, practical and realistic ideas of leaders of the institution who are in charge of broad scale issues related to curriculum development should be referred to

Last but not least, other factors of the above writing programs like assessment methods should be taken into consideration to make the research findings more comprehensive and exhaustive

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APPENDIX 1 TRAINING PROGRAM FOR STUDENTS OF ENGLISH

CHƯƠNG TRÌNH ĐÀO TẠO CHUẨN NGÀNH TIẾNG ANH SƢ PHẠM

I MỤC TIÊU ĐÀO TẠO 1.1 Về kiến thức

Trang bị cho người học những kiến thức chung về chủ nghĩa Mác -Lênin, tư tưởng Hồ Chí Minh và kiến thức đại cương làm kiến thức nền cho cử nhân khoa học ngành Tiếng Anh; những kiến thức cơ bản về các bình diện ngôn ngữ Anh (ngữ âm, từ vựng, ngữ pháp) và văn hoá, văn học và văn minh các nước nói tiếng Anh chính như Anh, Mỹ, Úc, New Zealand, v.v ; về khoa học sư phạm, cơ sở lý luận và phương pháp giảng dạy tiếng Anh làm tiền đề cho công việc giảng dạy

Kết thúc chương trình, người học có khả năng sử dụng các kỹ năng ngôn ngữ (nghe, nói, đọc, viết ) tương đương với trình độ C1 của Hội đồng Châu Âu (hoặc trình độ 4 của ALTE) để phục vụ mục đích nghề nghiệp của mình

Người học hình thành và phát triển năng lực phát hiện và xử lý vấn đề, hợp tác, khả năng thuyết trình, chia sẻ và năng lực quản lý để sau khi tốt nghiệp có khả năng làm việc độc lập với tư cách là một giáo viên, một cán bộ giảng dạy tại các cơ sở dạy tiếng Anh ở các cấp học trong hệ thống giáo dục của Việt Nam; đặc biệt tại các trường phổ thông trung học

Cử nhân sư phạm tiếng Anh có phẩm chất chính trị tốt và có đạo đức nghề nghiệp, có tinh thần trách nhiệm cao đối với cộng đồng và Tổ quốc

2 NỘI DUNG CHƯƠNG TRÌNH ĐÀO TẠO

2.1 Tổng số tín chỉ phải tích lũy: 137 tín chỉ, Trong đó:

(Không tính các môn học GDTC và GDQP-AN)

- Khối kiến thức toán và khoa học tự nhiên: 2 tín chỉ

- Khối kiến thức cơ bản chung của nhóm ngành: 11 tín chỉ

- Khối kiến thức cơ sở của ngành: 66 tín chỉ

+ Khối kiến thức ngôn ngữ: 9 tín chỉ

+ Khối kiến thức văn hoá: 11 tín chỉ

+ Khối kiến thức tiếng: 46 tín chỉ

- Khối kiến thức nghiệp vụ ngành: 20 tín chỉ

- Khối kiến thức thực tập: 3 tín chỉ

- Khoá luận tốt nghiệp: 5 tín chỉ

Khung chương trình đào tạo

Số TT Mã số Môn học

(số TT của môn học) Lên lớp

Th ự c h à n h , th í n g h iệ m , đ iề n d ã , st u d io T ự h ọc , tự n g h iê n c ứ u

Lý thuyết Bài tập Thảo luận

(Không tính các môn học 11-15) 30

1 PHI1001 Triết học Mác - Lênin 4 40 10 10

2 PEC1001 Kinh tế chính trị Mác -Lênin 3 30 12 3 1

3 PHI1002 Chủ nghĩa xã hội khoa học 2 20 2 6 2 2

4 HIS1001 Lịch sử Đảng Cộng sản Việt Nam 2 24 4 2 3

5 POL1001 Tư tưởng Hồ Chí Minh 2 20 6 2 2 4

6 INT1004 Tin học cơ sở 3 24 2 19

FLF1201 Tiếng Nga cơ sở 1

FLF1301 Tiếng Pháp cơ sở 1

FLF1401 Tiếng Trung cơ sở 1

11 PES1001 Giáo dục thể chất 1 2 2 26 2

12 PES1002 Giáo dục thể chất 2 2 2 26 2 11

13 CME1001 Giáo dục quốc phòng-an ninh 1 2 14 12 4

14 CME1002 Giáo dục quốc phòng-an ninh 2 2 14 12 4 13

15 CME1003 Giáo dục quốc phòng-an ninh 3 3 18 3 21 3

II Khối kiến thức Toán và KHTN 2/6

16 ENG 1001 Địa lý đại cương 2 25 5 47,48

17 MAT1078 Thống kê cho khoa học xã hội 2 15 14 1

18 EVS1001 Môi trường và phát triển 2 20 5 3 2 46

III Khối kiến thức cơ bản 11

III.1 Các môn học bắt buộc 9

19 HIS1052 Cơ sở văn hoá Việt Nam 2 20 6 4

20 LIN1001 Dẫn luận ngôn ngữ học 2 22 4 3 1

22 PHI1051 Logic học đại cương 2 20 6 4 1

III.2 Các môn học tự chọn 2/6

23 MNS1051 Phương pháp luận nghiên cứu khoa học 2 20 4 4 2 51,52

24 ENG1050 Kỹ năng tư duy có phê phán 2 20 4 4 2

25 LIN1012 Ngôn ngữ học đối chiếu 2 15 7 4 4

IV Khối kiến thức cơ sở 66

IV.1 Khối kiến thức ngôn ngữ 9

IV.1.1 Các môn học bắt buộc 7

IV.1.2 Các môn học tự chọn 2/16

29 ENG2004 Dụng học tiếng Anh 2 15 10 5 57,61

30 ENG2005 Ngôn ngữ xã hội học 2 15 10 5 57,61

31 ENG2006 Phân tích diễn ngôn 2 15 10 5 27

32 ENG2007 Ngôn ngữ học tâm lý 2 15 10 5

34 ENG2009 Ngữ pháp chức năng 2 15 10 5 27

35 ENG2010 Ngữ pháp tiếng Anh thực hành tổng hợp 2 15 10 5

36 ENG2011 Ngữ âm thực hành 2 15 10 5

IV.2 Khối kiến thức văn hoá 11

40 ENG2015 Giao thoa Văn hoá 1 2 15 10 5 55,56

41 ENG2016 Giao thoa Văn hoá 2 2 15 10 5 40

43 ENG2018 Kỹ năng giao tiếp 2 15 10 5

44 ENG2019 Đất nước học các nước nói tiếng Anh khác 2 15 10 5

IV.3 Khối kiến thức tiếng 46

57 ENG2042 Tiếng Anh tổng hợp 4 30 20 10 55,56

58 ENG2032 Tiếng Anh kinh tế 2 15 10 5 57

60 ENG2034 Tăng cường diễn đạt nói tiếng Anh 2 15 10 5 45

61 ENG2035 Tăng cường diễn đạt viết tiếng Anh 2 15 10 5 46

62 ENG2036 Tiếng Anh hành chính -văn phòng 2 15 10 5

63 ENG2033 Tiếng Anh tài chính - ngân hàng 2 15 10 5

64 ENG2037 Tiếng Anh du lịch - khách sạn 2 15 10 5

65 ENG2038 Tiếng Anh quản lý 2 15 10 5

66 ENG2039 Tiếng Anh thư tín thương mại 2 15 10 5

V Khối kiến thức nghiệp vụ sƣ phạm 20

V.1 Các môn học bắt buộc 18

67 PSF3002 Tâm lý học đại cương 2 20 4 4 2

68 PSF3003 Tâm lý học lứa tuổi và tâm lý học sư phạm 2 20 4 4 2 67

69 PSF3004 Giáo dục học đại cương 2 20 4 4 2

70 PSF3005 Lý luận dạy học 2 20 4 4 2 69

71 PSF3006 Quản lý hành chính Nhà nước và quản lý ngành Giáo dục và đào tạo 2 20 4 4 2 69

72 ENG3019 Lý luận giảng dạy ngoại ngữ 2 15 10 5 53,54

73 ENG3020 Phương pháp giảng dạy ngoại ngữ 4 25 20 15 72

74 ENG3021 Kiểm tra đánh giá ngoại ngữ 2 15 10 5 73

V.2 Các môn học tự chọn 2/8

75 ENG3022 Công nghệ trong giảng dạy ngoại ngữ 2 15 15

76 ENG3023 Lịch sử giảng dạy ngoại ngữ 2 15 15

78 ENG3024 Kỹ thuật nghiệp vụ sư phạm 2 20 10 74

VI ENG4003 Khối kiến thức thực tập 3 30 15

VII ENG4053 Khóa luận tốt nghiệp hoặc tương đương 5

Tiêu đề	An Evaluation of the Writing Curriculum for First Year and Second Year Students of English at Hanoi University of Languages and International Studies, Vietnam National University (HULIS-VNU)
Tác giả	Lê Diễm Phúc
Người hướng dẫn	Dr. Tô Thị Thu Hương
Trường học	Hanoi University of Languages and International Studies, Vietnam National University
Chuyên ngành	English Teaching Methodology
Thể loại	M.A. Combined Programme Thesis
Năm xuất bản	2010
Thành phố	Hanoi

Định dạng
Số trang	133
Dung lượng	1,65 MB