An investigation into roles and tasks of teachers and learners in general english classes at hochiminh city open university

MINISTRY OF EDUCAnON AND TRAINING VIETNAM NAnONAL UNIVERSITY - HO CHI MINH CITY HOCHIMINH CITY UNIVERSITY OF SOCIAL SCIENCES A D HUMANITIES NGUYEN THl HoAr MINH AN INVESTIGATION INTO ROLES AND TASKS OF TEACHERS AND LEARNERS IN GENERAL ENGLISH CLASSES AT HOCHIMINH CITY OPEN UNIVERSITY M.A THESIS IN TESOL SUBMITED IN PARTIAL FULFILME T OF THE REQUIREMENTS FOT THE DEGREE OF MASTER OF TESOL Supervisor: NGUYEN nEN HUNG, PH.D HOCHIMINH CITY - 2004 -lll"'I~/I-;-1 , ' v;~l" t , i ,,~ - J.-~'I I ,.J I '.' • E19! LA J"j'~t J ~,1 - - _ J CERTIFICATE OF ORIGINALITY I certify my authorship of the thesis submitted today entitled: AN INVESTIGATION INTO ROLES AND TASKS OF TEACHERS AND LEARNERS IN GENERAL ENGLISH CLASSES AT HOCHIMINH CITY OPEN UNIVERSTY in terms of the statement of Requirements for Theses in Master's Programmes issued by the Higher Degree Committee HoChiMinh City, November 2004 NGUYEN THJ HoAI MINH RETENTION AND USE OF THE THESIS I hereby state that I, NGUYEN THl HoAI MINH, being the candidate for the degree of Master of TESOL, accept the requirements of the University relating to the retention and use of Master's Theses deposited in the Library In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions establish by the Library for the care, loan or reproduction of theses HoChiMinh City November 2004 NGUYEN THJ HoAI MINH II ACKNOWLEDGEMENTS I, the author of the this thesis, would like to express my deepest gratitude to: Dr NguySn Tie'n Hung, my thesis supervisor, Chair of the Department of English Linguistics of the Faculty of English Linguistics and Literature, HCMC University of Social Sciences and Humanities Dr Le Thi Thanh, Dean of the Faculty of Foreign Languages of HCMC Open University Mr Le Van Khue, M.A., Director of the English Centre of the Open University of HCMC all the staff members of the Faculty of Foreign Languages of HCMC Open University all my colleagues and students of General English at HCMC Open University and my family, especially my husband for their invaluable suggestions, encouragement and assistance 111 and institutional encouragement for improving methodology This suggested that teaching and learning GE at HOU was taking a backward step in comparison with our new understanding about language acquisition In order to explain for their favored teaching styles, GE teachers pointed out quite a lot of objective constrains that prevented them from making innovation in teaching and had good reasons to keep their teaching practice from changing Their rationales ranged from learning environment to the students' level as well as their reluctance to apply new methods From students' perspective, although they did not feel very interested in their current GE learning at university, they found it obligatory to come to class as English was a compulsory subject Furthermore, they believed traditional tasks were necessary to pass examination, so they were perfectly content to be fed with knowledge rather than to work independently In an attempt to contribute a systematic look about roles and tasks to general institutional process of improving teaching and learning, the author of this thesis wished to offer a depiction of the problems teachers, students, and the institution had to face More importantly, recommendations were suggested based on this perception Moreover, during the time this study was done, especially in the framework of the conversations with the participants, the writer expected that the issue did foster them a more profound understanding on the importance of new roles for teachers and learners v C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an ABSTRACT This thesis is entitled "An investigation into roles and tasks between teachers and learners in General English classes at Ho Chi Minh City Open University." The thesis aimed to describe the reality of teaching and learning GE which led to a critical look at the effectiveness of typical roles and tasks that teachers and students perform in GE class at HOD From one side of the issue, a focus of the study was the search for the understanding of various factors affecting teachers' rationales for the roles they adopted in the classroom From the other side, students' attitudes and motivation toward their English learning at university were learned to clarify the appropriateness and effectiveness of the curriculum in general and the roles and tasks of teachers and learners in particular In the light of this understanding, the writer looked to the necessity of roles shifting of teachers and students at GE level and the effectiveness of tasks given by teachers in the classroom The study was carried out as following: (1) a series of class observations at HOD in order to figure out the most popular roles and tasks in GE classes at HOU; (2) a questionnaire asking students about their perception and attitudes to the learning style in GE classes; and (3) interviews with teachers who are in charge of the chosen observed classes in order to search for their explanation for what they prefer to carry out in the classroom What has been learnt from the analysis of data reveals that almost all teachers still stuck to their traditional teaching-centered model with 57.7% of class time spending on teacher's talk (transmitting knowledge and providing answers) and 22.7% on tasks focusing on grammar in spite of a very communicative textbook IV Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an and institutional encouragement for improving methodology This suggested that teaching and learning GE at HOU was taking a backward step in comparison with our new understanding about language acquisition In order to explain for their favored teaching styles, GE teachers pointed out quite a lot of objective constrains that prevented them from making innovation in teaching and had good reasons to keep their teaching practice from changing Their rationales ranged from learning environment to the students' level as well as their reluctance to apply new methods From students' perspective, although they did not feel very interested in their current GE learning at university, they found it obligatory to come to class as English was a compulsory subject Furthermore, they believed traditional tasks were necessary to pass examination, so they were perfectly content to be fed with knowledge rather than to work independently In an attempt to contribute a systematic look about roles and tasks to general institutional process of improving teaching and learning, the author of this thesis wished to offer a depiction of the problems teachers, students, and the institution had to face More importantly, recommendations were suggested based on this perception Moreover, during the time this study was done, especially in the framework of the conversations with the participants, the writer expected that the issue did foster them a more profound understanding on the importance of new roles for teachers and learners v Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an TABLE OF CONTENTS CHAPTER ONE: INTRODUCTION 1.1 Scope of the study 1.2 Aim of the study 1.3 Rationale for the study 1.4 General background of the sudy 1.5 Overview of the study CHAPTER TWO: LITERATURE REVIEW 2.1 Teaching and learning as social activities 2.1.1 The nature of roles 2.1.2 Teacher and learner roles 2.1.2.1 Job-related side of teacher and learner roles 2.1.2.2 Role relationship 10 2.1.2.3 Beliefs and attitudes 12 2.2 Traditional vs modern roles and tasks 15 2.2.1 When roles dictate tasks 16 2.2.2 When tasks dictate roles 19 2.3 Roles and tasks in English classes at Vietnamese universities 23 CHAPTER THREE: METHODOLOGy 29 3.1 Objectives 29 3.2 Participants 30 3.3 Data collection procedure 30 VI Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 3.3.1 Class observation 31 3.3.2 Questionnaire 34 3.3.3 Interviews with teachers 34 3.4 Assumptions 35 3.5 Limitation 35 CHAPTER FOUR: RESULTS AND DISCUSSION 37 4.1 Results from class observation 37 4.1.1 Division of class time 38 4.1.2 Types of tasks for students 41 4.2 Resuls from questionnaire 47 4.2.1 Students' motivation for English learning 47 4.2.2 Students' attitude toward English learning activities 50 4.2.3 Students' expectation for roles 55 4.2.4 Students' opnions ofGE program at HOU 57 4.3 Results from interviews 59 4.3.1 The student 61 4.3.2 The institutional system 64 4.3.3 The teacher 66 CHAPTER FIVE: CONCLUSION AND RECOMMENDAnONS 69 APPENDICES Appendix I 77 Appendix 79 BIBLIOGRAPHY 81 VII Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Through a series of class observations, we learn that classroom activities still stress the knowledge of the target language itself rather than the communication of meaning To serve that purpose, the teacher's role dictates almost all of the tasks in the class, that is teachers tend to disperse power and disciplines over learners, specify dialogues to be learned, structures to be practiced, words to be memorized, etc without giving students enough contexts for language use by means of listening and reading activities, discussion, communicative tasks and role-playing, etc This teaching and learning style emphasizes the accuracy of the language and results in the intolerant attitudes toward errors which have been regarded as signs of failure Through the analysis of results from questionnaire, most students display low motivation for their English learning at school except for the desire to pass final examinations Thus, they have very positive attitudes toward tasks that help them to tests well such as grammar exercises and drills while showing ignorance to communicative tasks Additionally, they are not aware of the importance of their roles in the process of acquiring the language when they show the expectation that everything, from test skills to competence proficiency, should be done by teachers in class Without a clear understanding of the purpose of English learning at university, it is possible that the situation will lead to a sense of demoralization on both teacher and learner Discussing with teachers on the necessity of role shifting, the writer learns that most of teachers feel reluctant to apply CLT into practice with both 70 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an objective and subjective reasons Teachers' rationales for their transmissionoriented teaching range from cultural factors to personal factors: (I) both teachers and learners find it exotic to CTL as it requires a very different view from traditional teaching and learning a foreign language in Vietnam; (2) the setting of teaching and learning environment maintains a great barrier in the way of trying new methods; (3) students are not willing to adopt new roles as they resist to participate in class activities and not have motivation for communication competence; and (4) teachers also think that they are not sure how to conduct a communicative classroom due to lack of CTL training Although the results, in their essence, are not new to our common perception about the reality of teaching and learning English at university, we would like to emphasize the importance of looking for the insights of roles and tasks From this perspective, the matter of fact that can be considered as a great barrier of improving the quality of GE teaching and learning at HOU is teachers' and students' conservative attitudes toward communicative tasks Teachers themselves depend a lot on objective conditions such as conducive facilities and student's level of proficiency, while ignoring the fact that the teacher can always have great influence on their students' attitude toward the subject Except for a few teachers who attempt to increase interest and excitement for English learning in the classroom, others still hesitate to start changing their traditional teaching styles Until their desire and performance are driven by the short-term goal of passing examination, they cannot deal with any other tasks rather than filling in students' head with the required knowledge about the language 71 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an On the basis of the new understanding about language acquisition given in the body of literature and of the results shown in our study about the reality of GE teaching and learning as well as roles and tasks at HOU, we would like to suggest the following recommendations: It goes without saying that at present, the teacher can no longer insist on mere transmission orientation and continue refusing to take part in the constant search for the better way of teaching It is also the right time for students at tertiary level to get accustomed to individual learning due to the instructions of teachers Of course, making an innovation will take time and we should not rush to definite solutions to make teaching and learning fashionable just as modem methodology theory has shown However, what we learn from teacher and learner roles in English classes clearly implies the pressing demand for improving students' ability to take responsibility for learning Then, broadly speaking, that whether the effective teaching and learning GE is optimized or not, also depends a great deal on many other social and economical conditions and changing needs When teachers change their teaching styles appropriately, their students will accordingly change their attitudes and perceptions to learning At present, when teaching and learning facilities are still not good, the motive for teachers to break their nerves for applying more communicative tasks is just the genuine desire to improve the teaching and learning quality Teachers should be conscious that they cannot all what their students have to in order to acquire knowledge and skills Teachers should make their students know that the amount of knowledge and skills which they have acquired, has 72 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an been much more accumulated through individual learn inab than throuah b transmission vessels That also means the level to which a student baets involved into learning tasks directly influences the quality of his acquisition Therefore, learning a foreign language should be task-oriented Referring to the teacher and learner roles and tasks, we always put a strong emphasis on the necessity of new methods of teaching and learning in which the whole-task practice used in the classroom should be taken as an effective means to draw learners' attention not only on the language but also on the communication of meaning This idea implies that almost our effort, at the very beginning of the teaching process, should be directed toward creating contexts for language use in the classroom which include various kinds of communicative activities as major component and some sub-skill training for students to use the language as an important component With this orientation, a transmission teacher should be more interpretative, more openminded with variety of students' needs and learning styles At the very beginning stage of university study, students, who have been so familiar to traditional role of receptive vessel, may find themselves like "a fish out of water" with communicative tasks when they have to negotiate meanings themselves Teachers should be tolerant with this feeling because it must take some time for their students to give up the habit of being fed with knowledge during high-school learning In fact, the obstacle does not mainly come from the student, but that whether communicative tasks are successfully made full use or not mostly depends on the teacher's professional skills and experience In order to create a possible environment 73 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an for making real learning happen, the teacher is required a great deal of devotion and patience on preparing appropriate tasks to enhance interactions in the classroom Making use of available tasks from many resources and designing new tasks according to the needs of the students is a very challenging job for the teacher In order to assist teachers with this new important role, more researches on tasks should be carried out in GE classes at HOU Likewise , teachers themselves should be involved in doing researches In order to promote the quality of teaching and learning, teachers should adopt a new role to help learners be themselves in the new language and enable learners to keep themselves on self-learning without completely depending on the teacher By this way, learners should be provided sufficient instructions and guidance from the teacher to work with one another Instead of gripping dominant role in the class, teachers ought to learn how to share control of the teaching environment with students as fellow learners While the teacher encourages their students to learn independently during learning-centered process, s/he must be creative endlessly in such a way that s/he needs to properly renew his/ her tasks assigned to learners Once the teacher is willing to accept variety of ideas from the student, s/he will be able to adapt himself/ herself to a given class context and make it profitable for his/ her students The most important thing is that the teacher can create a motivation for students to learn and that s/he should always believe in his/her students' potential and ability 74 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Finally, teachers also need help and encouragement to improve their ongoing teaching process The institution better creates more opportunities for teachers to activate their creative potential Teachers should be given chances to obtain more professional skills to gradually introduce communicative tasks during the process of teaching Since the time of GE learning will be reduced half next year, both teachers and students at HOU will have a more difficult time to go through all the required knowledge and skills merely by transmission style Therefore, the institution should give more support and favorable conditions for teachers to encourage their students to work more independently 75 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an APPENDIX Unit structure and organization of New Interchange by Jack C Richards, Jonathan Hull, and Susan Proctor EXERCISE TITLE PURPOSE Snapshot These exercises contain interesting, real-world information that introduces the topic of a unit or cycle They also build receptive and productive vocabulary The information in the Snapshot in presented in a graphic form, which makes it easy to read Follow-up questions encourage discussion of the Snapshot material and personalize the topic Word Power The Word Power activities develop students' vocabulary as related to the unit or cycle topic through a variety of interesting tasks, such as word maps and collocation exercises These activities are usually followed by oral or written practice that help students understand how to use the vocabulary in context Conversation exercises introduce new grammar points and Conversation functions in each cycle They present the grammar in a situational and communicative context and also serve as models for conversational expressions and for speaking tasks Grammar Focus These exercises present summaries of new grammar items followed by controlled and freer communicative practice of the grammar These freer activities often have students use the grammar in a personal context Pair Work These oral fluency exercises provide more personalized Role Play practice of the new teaching points and increase the 77 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Group Work opportunity for meaningful individual student practice Class Activity Pronunciation These exercises provide important pronunciation features - such as stress, rhythm, intonation, reductions, and blending - that are usually found in the Conversation or Grammar Focus exercises Listening The listening activities develop a wide variety of receptive skills, including listening for gist, listening for details, and inferring meaning from context Charts or graphics often accompany these task-based exercises to lend support to students Writing The Writing exercises include practical writing tasks that extend and reinforce the topic and grammar of the unit or cycle and help develop students' compositional skills These exercises are often task-based (e.g., writing a postcard, describing a person) Reading Reading exercises develop reading skills as well as receptive language and vocabulary The reading passages use various types of texts adapted from authentic sources Pre-reading and post-reading questions use the topic of the reading as a springboard to discussion Interchange These information-sharing and role-playing activities Activities provide a communicative extension to the unit These exercises are a central part of the course and allow students to extend and personalize what they have practiced and learned in each unit (Source: New Interchange 1, Teacher's Edition, Richards et al., 1997) 78 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an APPENDIX BAN TRAM DO Y ~N (mlOh cho sinh vien Anh ngt1 co ban £)l;li hQc Md - Ban cong Tp Ho Chi Minh) %in b!Jn vui long cho bier f kien trung thifC cua minh Chung toi het sUe tran tr9ng thong tin va f hen cua b?n neu ra; nhilng thOng tin va f kien chi filfr;fC stJ diJng cho miJC filch Dubien ctJu ma thOi " I B(jn Mn lOp tie'ng Anh d tnt