Luận văn thạc sĩ VNU ULIS sở thích học ngoại ngữ của sinh viên trường THPT phạm hồng thái, hà nội điển cứu m a thesis linguistics 60 14 10

VIETNAM NATIONAL UNIVERSITY, HANOI COLLEGE OF FOREIGN LANGUAGES DEPARTMENT OF POST-GRADUATE STUDIES THÁI THỊ PHƯƠNG NGA STUDENTS’ LANGUAGE LEARNING STYLE PREFERENCES AT PHAM HONG THAI HIGH SCHOOL, HANOI: A CASE STUDY (SỞ THÍCH HỌC NGOẠI NGỮ CỦA HỌC SINH TRƯỜNG THPT PHẠM HỒNG THÁI, HÀ NỘI: ĐIỂN CỨU) Field: English Teaching Methodology Code: 60.14.10 Course: 15 MA Minor Thesis Supervisor: Dr NGUYỄN HUY KỶ Hanoi, August 2009 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com iii TABLE OF CONTENTS Acknowledgements i Abstract ii Table of contents iii Lists of graphs and table vi List of Abbreviations vii PART A INTRODUCTION Rationale Aims of the study Research questions Significance of the study Scope of the study Organization of the study PART B DEVELOPMENT CHAPTER LITERATURE REVIEW 1.1 Definitions of terms - Categorization of learning styles 1.1.1 Cognitive learning styles 1.1.2 Sensory learning styles ……………………………………… …… 1.1.3 Personality learning styles 1.2 Students’ learning preferences ……………… ……… ………… … 1.3 Contrastive analysis between students’ and teachers’ opinions …… 11 CHAPTER METHODOLOGY 2.1 Methods of the study ……… ……………………………… ………… 13 2.2 Methodology and procedures …………………………… … ……… 14 2.2.1 Participants … ……………………………………………… … 14 2.2.1.1 Students ……………….……………………………… … 14 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com iv 2.2.1.2 Teachers ……………………………… ……………….… 15 2.2.2 Instrument ……………………… ……………………… …… … 16 2.2.3 Data collection procedure ………………………………………… 17 2.2.4 Data analysis procedure ………………………………… … 18 CHAPTER DATA ANALYSIS 3.1 Learning mode ……… ……………………………………… ……… … 19 3.2 Homework ……………………… …………………………… .… 21 3.3 Learning time and place ………………………………………… ……… 22 3.4 Perceiving and processing information ………………… … ……… … 23 3.4.1 Copying from the board ………………………………………… … 23 3.4.2 Listening and taking notes …………………… ……………… … 24 3.4.3 Reading and taking notes ………………………………………… 25 3.5 New words ……………………………………………………… ………… 26 3.5.1 Using new words in a sentence ………….……………………….… 26 3.5.2 Saying or writing a word several times …………………….……… 27 3.5.3 Guessing the unknown ………………………………… ………… 27 3.6 Error correction …………………………………………….…………… 28 3.7 Teaching aids ……………………… …………………….…………… … 29 3.7.1 Cassettes / tapes ………………………………….……… … 30 3.7.2 Written materials …………………… ………….…………… 31 3.7.3 Pictures / posters ………………………………………………….… 31 3.8 Class activities ……………… ……………………… …………… …… 32 3.8.1 Role-play ……………………………… ……… …………….… 32 3.8.2 Language games …………………… ……………………….…… 33 3.8.3 Talking with and listening to other students ……………………… 34 3.9 Improvement ………………… ……………………………………… … 35 3.9.1 Written tasks set by the teacher ………………………….….….…… 35 3.9.2 Using language in real-life situations …………………… …… … 36 3.10 Sense of satisfaction ………………… ………………….…… …… 37 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com v PART C CONCLUSIONS Major findings ………………… …………………….…… ………… ……… 39 Contributions of the study ………………… …………………….……… … 40 Limitations ………………… …………………….…… ……………… …… 41 Suggestions for further studies ………………… ………………….……… … 42 REFERENCES ………………… ………………….……… … I APPENDICES Appendix 1: Students’ version questionnaire (in English) …………………… … IV Appendix 2: Students’ version questionnaire (in Vietnamese) ……………… …… VII Appendix 3: Teacher’s version questionnaire (in English) ………………………… X LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com vi LISTS OF GRAPHS AND TABLE GRAPHS: Graph 1: Students’ and teachers’ view on learning individually Graph 2: Students’ and teachers’ view on doing homework Graph 3: Students’ and teachers’ view on learning time and place Graph 4: Students’ and teachers’ view on learning by copying from the board Graph 5: Students’ and teachers’ view on learning by listening and taking notes Graph 6: Students’ and teachers’ view on learning by reading and taking notes Graph 7: Students’ and teachers’ view on using new words in a sentence Graph 8: Students’ and teachers’ view on saying or writing a word several times Graph 9: Students’ and teachers’ view on guessing the unknown Graph 10: Students’ and teachers’ view on being corrected immediately in front of everyone Graph 11: Students’ and teachers’ view on learning from cassettes / tapes Graph 12: Students’ and teachers’ view on learning from written materials Graph 13: Students’ and teachers’ view on learning from pictures and posters Graph 14: Students’ and teachers’ view on role-play Graph 15: Students’ and teachers’ view on language games Graph 16: Students’ and teachers’ view on talking with and listening to other students Graph 17: Students’ and teachers’ view on improvement through written tasks set by the teacher Graph 18: Students’ view on using English in real-life situations Graph 19: Students’ and teachers’ view on feeling more confident in previous situations TABLE: Table 1: The English results in the first term of the school – year 2008-2009 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com vii LIST OF ABBREVIATIONS ESL: English as a Second Language EFL: English as a Foreign Language L2: The target language N: Number TOEFL: Test of English as a Foreign Language %: Percentage LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com PART A INTRODUCTION The first part states the rationale for the study Afterwards, the aims, research questions, significance, scope of the study are discussed The chapter ends with an overview of the thesis structure Rationale: There have been significant educational changes in Vietnam for the last few years, especially since the new textbook set was officially used at high schools in the school - year 2006 – 2007 According to Van (2006), the English program follows two current approaches: the learner-centered approach and communicative language teaching Also, it aims at helping students consolidate, expand and improve their communicative competence: the linguistic knowledge and the communicative functions in different topics as well as help them foster their conducts and intellectual qualities needed to enter life or to study further Understanding students’ learning style preferences, therefore, is fundamentally important and is the key to educational improvement and success The ways in which an individual characteristically acquires, retains, and retrieves information are collectively termed the individual’s learning style (Reid, 1987; Celce Murcia, 2001) Students learn in many ways - by seeing and hearing; reflecting and acting; reasoning logically and intuitively; memorizing and visualizing; some students learn a lot from group work, others prefer working individually Some students never mind being immediately corrected both written and spoken errors, others, whereas, are easy to lose face when being corrected While some students can learn much through games and activities, other students like formal presentations Also, teaching methods vary Some teachers lecture, others demonstrate or discuss; some teachers focus on rules and others on examples; some teachers emphasize memory and others understanding Serious mismatches may occur between the learning styles of students in a class and the teaching style of the instructor (Felder LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com & Silverman 1988; Lawrence 1993; Oxford et al., 1991; Schmeck, 1988), with unfortunate effects on the quality of the students’ learning and on their attitudes toward the class and the subject Many teachers, moreover, are unaware of their students’ learning style preferences, hence cannot meet the learning needs of individual students Aims of the study The case study on students’ language learning style preferences at Pham Hong Thai High School, Hanoi aims at certain points Firstly, the case study aims at investigating students’ language learning style preferences at Pham Hong Thai High School, Hanoi Students’ language learning style preferences can be defined basing on some criteria such as learning mode (individually, in pairs, in groups, etc), learning time and place, perceiving and processing information, error correction (immediate and delayed error correction), homework, new words, class activities (listening and taking notes, copying from the board, reading and taking notes, talking with and listening to other students, etc), teaching aids (tapes, cassettes, etc), improvement, sense of satisfaction Secondly, the study intends to discover teachers’ awareness of their students’ preferences The extent to which teachers know about their students’ language learning style preferences in terms of learning mode, error correction, homework, class activities, feeling of achievement, etc can be gained from their answers in the questionnaires Thirdly, the study examines the relation between some variables such as age and gender with learning style preferences Finally, the results of the study can help categorize students at Pham Hong Thai High in terms of language learning styles typologies Research questions The study intends to investigate the language learning style preferences of the students at Pham Hong Thai High School and the extent of teachers’ awareness of them Specifically, the study seeks answers to the following questions: What are the language learning style preferences of Pham Hong Thai High School students? LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com To what extent, if any, are teachers aware of their students’ language learning preferences? What is the association between language learning styles and age and gender variables? How can these students be categorized in terms of language learning styles typologies? Significance of the study It is important to emphasize that learning styles and strategies of individual students can work together with – or conflict with – a given instructional methodology If there is harmony between the student (in terms of style and strategy preferences) and the combination of instructional methodology and materials, then the student is likely to perform well, feel confident, and experience low anxiety If clashes occur between the student and the combination of instructional methodology and materials, the student often performs poorly, feels unconfident, and experiences significant anxiety Sometimes such clashes lead to serious breakdowns in teacher-student interaction These conflicts may also lead to the dispirited student’s outright rejection of the teaching methodology, the teacher, and the subject matter The results gained from the study are intended to provide an overview of students’ language learning style preferences at Pham Hong Thai High School, Hanoi as well as the extent to which teachers are aware of their preferences The awareness of students’ ‘real’ language learning style preferences is the basis for teachers to find out teaching ways that work the best for them In addition, teachers’ awareness of students’ learning preference helps make their lessons more attractive, effective and practical The desired learning outcome of individual task, activity in each lesson as well as the whole syllabus can be easily achieved As a result, the atmosphere in the class, the attitude of students towards the teacher and the subject can be improved significantly This can certainly help improve the language learning and teaching at Pham Hong Thai High School Such information is also significant to other teachers from other high schools in similar teaching context LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Scope of the study The study examines student’s language learning style preferences at Pham Hong Thai High School Among about 2,000 students, 532 students from 12 classes were randomly selected: classes from group A and classes from group D of each grade 10, 11 and 12 12 teachers teaching these 12 classes were invited to take part in the study This number of participants is sufficient to provide valid and reliable information, the contribution of which is vital to the success of this modest research Students’ and teachers’ answers in the 13-item questionnaires on such criteria as learning mode, perceiving and processing information, new words, error correction, teaching aids, class activities, improvement, etc help answer the questions on students’ language learning style preferences at Pham Hong Thai High School as well as teachers’ awareness of them Moreover, the results of the study can help figure out the relationship between age, gender and language learning style preferences and categorize students at Pham Hong Thai High in terms of language learning styles typologies Organization of the study The study is divided into three main parts In the first part _ Introduction _ the rationale, aims, significance, scope of the study, the research questions and the organization of the study are presented The second part_ Development_ is divided into three chapters Chapter 1, Literature Review, deals with definitions of terms – categorization of learning styles, students’ learning preferences and a contrastive analysis between students’ and teachers’ opinions The methods of the study adopted as well as justifications for the chosen instrument, participants and procedures for data collection and analysis are discussed in chapter _ Methodology In the third chapter, the data on such criteria as learning mode, homework, learning time and place, perceiving and processing information, new words, error correction, teaching aids, class activities, improvement, sense of satisfaction are discussed This chapter presents the results combined with critical interpretation and analysis, from which major findings are revealed and discussed LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 40 Thirdly, it is clear that there was an association between language learning styles, age and gender In some criteria, students’ learning style preferences differed when they were of different age Gender also influenced students’ preferences Interestingly, the older the students got, the more practical and mature they were in learning English They liked taking part in active, communicative and challenging activities and wanted to find out their improvement in different criteria, etc Finally, basing on Reid’s 1995 classification, students can be categorized into four categories To begin with, they are global learners because they learn more effectively through concrete experience, and by interaction with other people, listening and talking with other students Moreover, they are auditory learners as they like learning from listening and taking notes and listening to other students Furthermore, they are visual learner since they favor pictures and posters as aids In addition, they are extroverted learners for they are interested in relationships with others such as pair and group work, they also favor contact with outside, namely their liking for practice English both inside and outside the class To sum up, with reliable and valuable findings, the present study successfully completed the objectives set forward, fully addressed the four research questions and provided a deep insight into the research matter, which helped to fill the research gap to a certain extent Contributions of the research To begin with, the learning styles of EFL students have been investigated in a number of studies (Reid, 1987; Melton, 1990; Chew, 1997, Rossi-Le, 1995; Hyland, 1993; Anderson, 1993; Kavaliauskiene, 2003; Wintergerst, DeCapua, and Marilyn, 2003, Rula L.D, 2005) with different participants such as Chinese, Iranian, Japanese, Russian, etc but not Vietnamese Hue (2004)’s and Nga (2007)’s studies provided a look at teachers’ and students’ beliefs about only certain aspects at some high schools in Vietnam This study, however, provided an overall as well as insightful view of EFL Vietnamese high school students in general and Pham Hong Thai High School students in particular with students’ language learning style preferences, the extent to which the teachers were aware of them, the relation between them and the variables like age and LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 41 gender and their categories As can be seen, the findings of the study would be useful for not only teachers, students at the target school but also those who are undergoing the similar context of language teaching and learning in Vietnam Secondly, the findings of this study are helpful to students in demonstrating the importance of learning style identification Students are recommended to identify the best way(s) through which they can learn the language more effectively Therefore, future learning can be enriched because the learners are aware of their strengths and weaknesses, make efforts to maintain their strengths and improve on their weaknesses Moreover, students will be more comfortable and self-confident to achieve their goals Thirdly, teachers should help themselves as well as their students discover their own language learning style preferences, basing on the suggested criteria in the study such as learning mode, homework, learning time and place, perceiving and processing information, new words, error correction, teaching aids, class activities, improvement and sense of satisfaction They, afterwards, should provide constructive feedback about the advantages and disadvantages of various styles Also, teachers should respect the learners’ present preferences and encourage their development, while at the same time create opportunities for students to try different ways of learning As a result, the atmosphere in the class, the attitude of the students toward the teacher and the subject will surely improved significantly, which will help improve the language learning and teaching Limitations Due to the time constraints and limited scope, the study remains certain shortcomings First, due to the characteristics of Pham Hong Thai teaching staff and students, there was an unbalance in terms of gender Out of 532 participants, there were 202 male students and 330 female students and all the teachers were female If possible, an equal number of participants from the two sexes could have given a more complete picture of the relation between students’ language learning style preferences and gender Second, students from different major groups such as Natural sciences group and Basic group may have different language learning style preferences Discipline, therefore, could have been considered as another variable that had certain LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 42 relation with students’ language learning style preferences To sum up, those limitations need to be taken into consideration when further studies are conducted in the future In such a way, more fruitful results relating to the research topic will be produced Suggestions for further studies Future researchers who are interested in students’ language learning preferences can expand and diversify the participants of the study Specifically, students from different majors, different high schools, different levels of education (primary, secondary, tertiary), different levels of proficiency can be involved to make a wider scope of populations and more generalized results With such populations, researchers can define the relation between students’ language learning style preferences and discipline and proficiency Additionally, a balance in terms of gender of the participants can provide a complete picture Furthermore, a combination of instruments can be utilized to enhance the validity and reliability of the data Those further studies can help provide an overall picture of students’ language learning style preferences, teachers’ awareness of them and the relation between them and other variables such as age, gender, discipline, proficiency, etc The results from those studies will surely help improve the English learning and teaching in Vietnam LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com I REFERENCES Barkhuizen, G.P (1998) Discovering Learners’ Perceptions of ESL Classroom Teaching/ Learning Activities in a South African Context TESOL Quarterly, 32, pp 85-108 Brindley, G (1984) Needs Analysis and Objective Setting in the Adult Migrant Education Program, Sydney, NSW: Adult Migrant Education Service Cathcart, R.L, and J.E.W.B.Olsen (1976) Teachers’ and Students’ Preferences for Correction of Classroom Conversation error TESOL Quarterly, 76, pp 41-53 Celce-Maria, M (2001) Teaching English as a Second or Foreign Language (3rd ed.) Dewey Publishing Services: NY Diab, R.L (2005) EFL University Students’ Preferences for Error Correction and Teacher’s Feedback on Writing TESOL Quarterly, pp 27-30 Dornyei Z (2003) Questionnaires in the Second Language Research: Construction, Administration and Processing, Mahwah, N.J: Lawrence Erlbaum Associates Doff, A (1988) Teach English: A Training Course for Teachers Cambridge: Cambridge University Press Felder, R.M and Henriques, E.R (1995) Learning and Teaching Styles In Foreign and Second Language Education, Foreign Language Annals, 28, No 1,1995, pp 21-31 Felder, R.M (1996) Matters of Styles ASEE Prism, 6(4), pp 18-23 10 Hancock, B (1991) An Introduction to Qualitative Research University of Nottingham http://trentfocus.org.uk 11 Harmer, J (1998) How to Teach English Essex: Addison Wesley Longman Limited 12 Hue, Nguyen Thi Minh (2004) An Investigation into Vietnamese Upper Secondary School Students Attitude towards Grammar Learning and Teaching M.A Thesis LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com II 13 James, H.M and Sally S (1993) Research in Education: A Conceptual Introduction, New York, NY: Harper Collins College Publishers 14 Johnson, D.M (2000) Approaches to Research in Second Language Learning London: Longman 15 Jo, M.D and Steven M.D (1997) Research Methods for English Language Teachers, London, New York: Arnold 16 Kavaliauskiene, G (2003) English for Specific Purposes: Learners’ Preferences and Attitudes Journal of Language and Learning, 1(1) 17 Leedy, P.D and Ormorod, J.E (2001) Practical Research: Planning and Design (7th ed.) Saddle River, New Jersey: Prentice Hall, Inc 18 Munby, H (1984) A Qualitative Approach to the Study of a Teacher’s Beliefs Journal of Research in Science Teaching 1, pp 27-38 19 Nga, Nguyen Thi Thu ((2007) Teachers’ Beliefs about Teaching Reading Strategies and Their Practices: A Case Study of Viet Ba High School M.A Thesis 20 Nunan D (1992) Research Methods in Language Learning Cambridge: CUP 21 Reid, J M (1987) The Learning Style Preferences of ESL students, TESOL Quarterly 21, pp 87-111 22 Reid, J (1995) Learning Styles in the ESL/EFL classroom, Boston, MA: Heinle and Heinle Publishers 23 Riazi, A and Riasati, M.J (2007) Language Learning Style Preferences: A Students Case Study of Shiraz EFL Institutes, Asian EFL Journal, Volume 9, Number 1, pp 97-125 24 Selinger, H.W and E Shohamy (1989) Second Language Research Methods Oxford: OUP 25 Stake, E.R (1995) The Art of Case Study Research, CA: SAGE Publications 26 Spratt, M (1999) How Good Are We at What Learners Like? System, 27, pp 141155 27 Stapa, S.H (2003) ESP Students’ Learning Preferences: Are the Teachers Aware? LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com III http://www.Esp-world.Info/articles/stapa.htm 28 Stoynoff, S (2004) Survey: Case Study in TESOL Practice ELT Journal Volume 58/4, pp 379-393 29 Van, Hoang Van (2006) Introduction to Tieng Anh 10 and Tieng Anh 11, Conference introducing the new English textbook set to teachers of English in Hanoi 30 Wang, T and Moore, R (2007) Exploring Learning Style Preferences of Chinese Postgraduate Students in Australian Transnational Programs, International Journal of Pedagogies and Learning, 3(2), pp 31-41 October 2007 31 Wisker, G (2001) The Postgraduate Research Handbook, New York: Palgrave LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com IV APPENDICES APPENDIX 1: STUDENTS’ VERSION QUESTIONNAIRE N ENGLISH HOW DO YOU LIKE LEARNING ENGLISH? This questionnaire is to investigate students’ language learning style preferences at Pham Hong Thai High School, Hanoi Please put a circle around your answer(s) Name: Age: Class: Sex: Male 1) Are you satisfied with your achievement in English? Female YES NO 2) In class you like learning a) individually? YES NO b) in pairs? YES NO c) in small groups? YES NO d) in one large group? YES NO e) other (specify please) 3) Do you want to homework? YES NO If so, how much time you spend for homework outside class hours? hours a day or hours a week 4) How would you like to spend this time? a) preparing for the next class? YES NO b) reviewing the day's work? YES NO c) other (specify please) 5) Do you want to a) spend all your learning time in the classroom? YES NO b) spend some time in the classroom and some time practicing your English with people outside? YES NO c) other (specify please) LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com V 6) Do you like learning a) by listening? YES NO b) by reading? YES NO c) by copying from the board? YES NO d) by listening and taking notes? YES NO e) by reading and making notes? YES NO f) by repeating what you hear? YES NO g) by making summaries? YES NO h) other (specify please) 7) When learning new vocabulary, you like learning a) by using new words in a sentence YES NO b) by thinking of relationships between known and new YES NO c) by saying or writing words several times YES NO d) by avoiding verbatim translation YES NO e) by guessing the unknown YES NO f) by reading without looking up words YES NO g) other (specify please) 8) When you speak you want to be corrected a) immediately, in front of everyone? YES NO b) later, at the end of the activity, in front of everyone? YES NO c) later, in private? YES NO d) other (specify please) 9) Do you mind if other students sometimes correct your written work? YES NO Do you mind if the teacher sometimes asks you to correct your own work? YES NO 10) Do you like learning from a) television/video/films? YES NO b) radio? YES NO c) tapes/cassettes? YES NO d) written material? YES NO e) the blackboard? YES NO f) pictures/posters? YES NO g) other (specify please) 11) Do you the following in your class? LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com VI a) Role play YES NO b) Language games YES NO c) Songs YES NO d) Talking with and listening to other students YES NO e) Memorizing conversations/dialogues YES NO f) Getting information from guest speakers YES NO g) Getting information from planned visits YES NO h) Writing a learning diary YES NO i) Learning about culture YES NO 12) How you like to find out how much your English is improving? a) By written tasks set by the teacher? YES NO b) By seeing if you can use the language you have learnt in real-life situations? YES NO c) other (specify please) 13) Do you get a sense of satisfaction from a) having your work graded? YES NO b) being told that you have made progress? YES NO c) feeling more confident in situations that you found difficult before? YES NO d) other (specify please) LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com VII APPENDIX 2: STUDENTS’ VERSION QUESTIONNAIRE IN VIETNAMESE PHIẾU ĐIỀU TRA EM THÍCH HỌC TIẾNG ANH NHƯ THẾ NÀO? Phiếu câu hỏi dùng để điều tra sở thích học ngoại ngữ học sinh trường THPT Phạm Hồng Thái Hãy khoanh tròn (những) câu trả lời em Tên: Tuổi: Lớp: Giới tính: Nam Nữ Em có hài lịng với kết học tiếng Anh khơng? Có Khơng Trong học, em thích học a) cá nhân b) theo cặp c) theo nhóm nhỏ d) theo nhóm lớn e) Phương án khác (hãy rõ) 3) Em có thích làm tập nhà khơng? Có Khơng Nếu có, em dành thời gian cho tập nhà? ngày tuần 4) Em thích sử dụng khoảng thời gian nào? a) chuẩn bị cho tiết học sau? Có Khơng b) ơn lại học ngày? Có Khơng c) Phương án khác (hãy rõ) 5) Em muốn a) dành tất thời gian học tập lớp? Có Khơng b) vừa học lớp vừa luyện tiếng Anh với người khác lớp học Có Khơng c) Phương án khác (hãy rõ) 6) Em thích học qua / a) nghe giảng Có Khơng b) đọc sách Có Khơng c) chép bảng Có Khơng d) vừa nghe giảng vừa ghi chép Có Khơng LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com VIII e) vừa tự đọc sách vừa ghi chép Có Khơng f) nhắc lại nghe Có Khơng g) tóm tắt lại học Có Khơng h) Phương án khác (hãy rõ) 7) Khi học từ mới, em thích học cách a) sử dụng từ câu Có Khơng b) suy nghĩ mối quan hệ từ từ học Có Khơng c) nhắc nhắc lại chép từ Có Khơng d) tránh dịch từ Có Khơng e) đốn nghĩa từ Có Khơng f) đọc mà khơng tra nghĩa từ Có Khơng g) Phương án khác (hãy rõ) 8) Nếu mắc lỗi nói, em thích sửa lỗi a) lập tức, trước mặt lớp Có Khơng b) sau đó, cuối bài, trước mặt lớp Có Khơng c) sau đó, Có Khơng d) Phương án khác (hãy rõ) 9) Em có thấy phiền bạn khác sửa lỗi viết khơng? Có Khơng Em có thấy phiền thày/cơ u cầu em tự chữa khơng? Có Khơng 10) Em thích học qua a) truyền hình/ video /phim? Có Khơng b) đài Có Khơng c) băng / cassette Có Khơng d) viết Có Khơng e) bảng Có Khơng f) tranh ảnh / poster Có Khơng g) Phương án khác (hãy rõ) 11) Em thường làm hoạt động sau lớp? a) Đóng vai Có Khơng b) Chơi trị chơi Có Khơng c) Hát hát Có Khơng d) Nói nghe bạn khác nói Có Khơng LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com IX e) Ghi nhớ đoạn hội thoại Có Khơng f) Nghe thơng tin từ khách mời Có Không g) Nghe thông tin từ chuyến tham quan Có Khơng h) Viết nhật ký học Có Khơng i) Học văn hố Có Khơng 12) Em thích kiểm tra tiến việc học tiếng Anh cách nào? a) Các kiểm tra viết thày/ giao? Có Khơng b) Xem xem liệu sử dụng tiếng Anh tình giao tiếp hàng ngày khơng? Có Khơng c) Phương án khác (hãy rõ) 13) Em có cảm thấy hài lịng từ a) việc thày / chấm Có Khơng b) việc thày / nhận xét em có tiến bộ? Có Khơng c) việc em cảm thấy tự tin tập / tình em gặp khó khăn trước đó? Có Khơng d) Phương án khác (hãy rõ) Rất cảm ơn hợp tác em Chúc em thành công học tập! LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com X APPENDIX 3: TEACHER’S VERSION QUESTIONNAIRE HOW DO YOUR STUDENTS LIKE LEARNING ENGLISH? This questionnaire is to investigate students’ language learning style preferences at Pham Hong Thai High School, Hanoi Please put a circle around your answer Name: Age: Sex: Male 1) Are you satisfied with your students' achievement in English? Female YES NO 2) In class your students like learning a) individually? YES NO b) in pairs? YES NO c) in small groups? YES NO d) in one large group? YES NO e) other (specify please) 3) Do your students like doing homework? YES NO 4) How would your students like to spend this time? a) preparing for the next class? YES NO b) reviewing the day's work? YES NO c) other (specify please) 5) Do they want to a) spend all their learning time in the classroom? YES NO b) spend some time in the classroom and some time practicing their English with people outside? YES NO c) other (specify please) 6) Do they like learning a) by listening? YES NO b) by reading? YES NO c) by copying from the board? YES NO d) by listening and taking notes? YES NO e) by reading and making notes? YES NO LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com XI f) by repeating what they hear? YES NO g) by making summaries? YES NO h) other (specify please) 7) When learning new vocabulary, they like learning a) by using new words in a sentence YES NO b) by thinking of relationships between known and new YES NO c) by saying or writing words several times YES NO d) by avoiding verbatim translation YES NO e) by guessing the unknown YES NO f) by reading without looking up words YES NO g) other (specify please) 8) When they speak they want to be corrected a) immediately in front of everyone? YES NO b) later, at the end of the activity, in front of everyone? YES NO c) later, in private? YES NO d) other (specify please) 9) Do they mind if other students sometimes correct their written work? YES NO Do they mind if you as the teacher sometimes ask them to correct their own work? YES NO 10) Do they like learning from a) television/video/films? YES NO b) radio? YES NO c) tapes/cassettes? YES NO d) written material? YES NO e) the blackboard? YES NO f) pictures/posters? YES NO g) other (specify please) 11) Do you the following in your class? a) Role play YES NO b) Language games YES NO c) Songs YES NO d) Talking with and listening to other students YES NO e) Memorizing conversations/dialogues YES NO f) Getting information from guest speakers YES NO LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com XII g) Getting information from planned visits YES NO h) Writing a learning diary YES NO i) Learning about culture YES NO 12) How you think students like to find out how much their English is improving? By a) written tasks set by you? YES NO b) seeing if they can use the language they have learnt in real-life situations? YES NO c) other (specify please) 13) Do you think students get a sense of satisfaction from a) having their work graded? YES NO b) being told that they have made progress? YES NO c) feeling more confident in situations that they found difficult before? YES NO d) other (specify please) Thank you very much for your co-operation LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ... persist regardless of teaching methods and materials; that they can be adapted because they are partly habit rather than LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com biological attributes;... Attitude towards Grammar Learning and Teaching M. A Thesis LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com II 13 James, H .M and Sally S (1993) Research in Education: A Conceptual Introduction,... positive about grammar as well as grammar teaching and learning However, teaching techniques, activities in grammar class and teachers’ explanation were so monotonous and repetitive that students