Điều tra việc dạy đoạn văn viết tiếng anh ở lớp 12 trường phổ thông dân tộc nội trú ngọc hồi kon tum

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES ……………… PHAN THI TAM AN INVESTIGATION INTO TEACHING ENGLISH PARAGRAPH WRITING OF GRADE 12 AT NGOC HOI ETHNIC MINORITY HIGH SCHOOL IN KON TUM PROVINCE MA THESIS IN EDUCATION HUE, 2011 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES ……………… PHAN THI TAM AN INVESTIGATION INTO TEACHING ENGLISH PARAGRAPH WRITING OF GRADE 12 AT NGOC HOI ETHNIC MINORITY HIGH SCHOOL IN KON TUM PROVINCE FIELD OF STUDY: THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.10 MA THESIS IN EDUCATION HUE, 2011 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ ……………… PHAN THỊ TÂM ÂIÃƯU TRA VIÃÛC DẢY VIÃÚT ÂOẢN VÀN TIÃÚNG ANH ÅÍ LÅÏP 12 TRỈÅÌNG PHÄØ THÄNG DÁN TÄÜC NÄÜI TRỤ NGC HÄƯI TÈNH KON TUM CHUN NGÀNH: LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY - HỌC MÔN TIẾNG ANH MÃ SỐ : 60.41.10 LUẬN VĂN THẠC SỸ GIÁO DỤC HỌC NGƯỜI HƯỚNG DẪN KHOA HỌC: TS LÊ TẤN THI HUẾ, 2011 STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is mine The data and findings discussed in the thesis are true, used with permission from associates and have not been published elsewhere Hue, 2011 Author Phan Thi Tam First and foremost, I would like to express my deepest thanks and gratitude to my supervisor, Mr Le Tan Thi for the invaluable knowledge and experience, the enthusiastic and helpful guidance, the responsible care as well as the sympathetic encouragement he has given to me at every stage of the development of this research paper Sincerely speaking, without him, the research paper cannot be completed I would like to show my deep gratitude to Mr Truong Vien who gave me early suggestions and enthusiastic support for the thesis paper I am also grateful to the staff of librarians working in the college of Foreign Languages, who have given me many chances to get access to the necessary and valuable materials for the references of the research Moreover, I would like to convey my profound gratitude to the leaders as well as teachers of English of Ngoc Hoi Ethnic Minority High School in Kon Tum Province, who have provided me with helpful ideas and precious information to fulfill the research The competitive assistance is an indispensable part of the fulfillment of this research paper My sincere thanks are also respectfully given to all of the teachers who have taught and provided me with precious knowledge and experience for the time I have attended the course of Master of TESOL students And last but not least, my deepest love and grateful acknowledgement go to my husband, my mother and my loved ones for their indulgence, endless support, love, encouragements and care which energized and gave me strength whenever I met difficulties at the time conducting this research thesis LIST OF ABBREVIATIONS NHEMHS : Ngoc Hoi Ethnic Minority High School EFL : English as a Foreign Language No : Number % : Percent Q : Questionnaire LIST OF TABLES TABLES Page Table 3.1: Research subjects………………………………………………… 36 Table 3.2: Research methods……………………………………………… 38 Table 4.1: The difficulties in paragraph writing…………………………… 51 Table 4.2: Students’ perception of the requirements to create the impression of their paragraph writing pieces ………………………………… 55 Table 4.3: Students’ preference toward the strategies involved in paragraph writing lessons………………………………………… 56 Table 4.4: Frequency of using writing techniques in paragraph writing…… 60 Table 4.5: Students’ preferences for teachers’ feedback …………………… 68 Table 4.6: Suggestions to improve the quality of paragraph writing learning 72 Table 4.7: Problems students face in paragraph writing …………………… 76 LIST OF FIGURES FIGURES Page Figure 4.1: The most difficult skill in English learning……………………… 45 Figure 4.2: Students’ perception of a paragraph…………………………… 47 Figure 4.3: Students’ responses to current quality of paragraph learning… 48 Figure 4.4: Students’ responses to the requirements of a paragraph………… 50 Figure 4.5: The necessity of process approach in paragraph writing……… 54 Figure 4.6: Students’ preference toward kinds of work …………………… 62 Figure 4.7: Students’ perceptions on the importance of grading…………… 65 Figure 4.8: Students’ perceptions on areas graded………………………… 66 Figure 4.9: Students’ responses to the importance of feedback giving……… 67 TABLE OF CONTENTS Contents Pages Sub cover page Statements of authorship Acknowledgements LIST OF ABBREVIATIONS LIST OF TABLES AND FIGURES TABLE OF CONTENTS ABSTRACT CHAPTER INTRODUCTION 1.1 THE CONTEXT OF THE STUDY 1.1.1 Education Policy toward Ethnic Minorities’ Education 1.1.2 Kon Tum and the Development of the Educational System 1.1.3 Ngoc Hoi Ethnic Minority High School 1.2 BACKGROUND OF THE STUDY 1.3 REASONS FOR THE RESEARCH 1.5 SCOPE OF THE STUDY 11 1.6 ORGANIZATION OF THE STUDY 11 CHAPTER LITERATURE REVIEW AND THEORETICAL BACKGROUND 13 2.1 REVIEW OF PREVIOUS STUDIES 13 2.1.1 Previous Studies on Writing 13 2.1.2 Unsolved Problems 17 2.1.3 How May My Work Fit in with Previous Research? 18 2.2 THEORETICAL BACKGROUND .18 2.2.1 The Nature of Paragraph Writing 18 2.2.1.1 Definition of Paragraph Writing .18 2.2.1.2 The Process of Paragraph Writing 21 Table 4.7 Problems students face in paragraph writing Number of Kinds of mistakes Order occurrences Percentage (%) incorrect grammar 339 546.8 vocabulary use 153 246.8 difficult to express thought 63 101.6 spelling 47 75.8 unity 45 72.6 ideas 38 61.3 paragraph organization 27 43.5 coherence 21 33.9 completeness 19 30.6 10 orderly movement 12 19.4 The result, to some extent, seemed to be in accordance with that collected from the questionnaire in such areas as vocabulary use, incorrect grammar, and idea expression and this therefore might meet the researcher’s expectation There rises a question that whether it is worth paying sufficient attention to the mistake of spelling when the target that a paragraph writing piece should aim at is students’ critical thinking and ideas about a specific topic in the context of their cultural and social background Teachers, for the sake of achieving such an above-mentioned target, should balance their effort in feedback giving in order that students would be more courageous in paragraph learning To conclude, it is clear that teachers’ feedback should focus more on students’ ideas than grammar or vocabulary used in order that students can have a sense of achievement and success through teachers’ constant encouragement It is hoped that with a keen eye for achievement, an admiring eye for efforts, and a tolerant eye for differences and individuality (Fengying, 2003, p 41), skillful teachers can manage to enable the majority of their students to enjoy writing It is 76 therefore suggested that teachers should have a shift in evaluating their student’s writing in order that feedback giving can bring learners encouragements with many positive remarks Summary In this chapter, the researcher has reported the data about teaching and learning English paragraph writing of grade 12 at NHEMHS in Kon Tum Province The data were collected from four sources as described in Chapter Accordingly, the data on the situation of teaching and learning paragraph writing at NHEMHS in Kon Tum Province, students’ perception on the role of the qualities that help increase the impression of a paragraph, and the teachers and students’ preference toward the strategies involved in paragraph writing lessons were collected and discussed What is more, the frequency of using writing techniques in paragraph writing, the preference for the activities involved and for grading writing pieces were analyzed and discussed Next, some suggestions made by both teachers interviewed and students through questionnaires for improving the paragraph writing teaching and learning were collected also Last but not least, the result of students’ paper analysis has partly helped the researcher explore the situation of teaching and learning paragraph writing at the school 77 CHAPTER CONCLUSION AND IMPLICATIONS Overview This chapter firstly deals with making a summary of key findings that the research paper has recorded Next, implications based on the findings of the research are also suggested by the researcher Finally, contributions of the study, limitations of the study and suggestions for further research are all mentioned in this chapter 5.1 Summary of Key Findings To get findings of this study, this research has employed the research instruments of questionnaires, interviews, class observation, and written work analysis In terms of teachers and students’ perceptions of teaching and learning English paragraph writing, the researcher investigate the situation of teaching and learning English paragraph writing at NEMHS in Kon Tum Province The findings revealed that writing is the most difficult skill for the students of NHEMHS to learn A large number of students were well aware of what a paragraph was as well as the requirements of a good paragraph, they failed to reach the quality of paragraph writing due to some difficulties they faced in paragraph writing, which included the lack of vocabulary, incorrect grammar, the ways of expressing ideas and using connecting words It is the ideas and students’ thoughts that should be included in their paragraph writing pieces Teachers and students therefore should not consider the above- mentioned difficulties as the leading causes for the poor quality of their paragraph writing pieces An overwhelming majority of students recognized the necessity of process approach in paragraph writing They asserted that process approach is of great importance in writing, which can result in positive impacts toward teaching paragraph writing Through the findings of the first question, the answer for the second question that how the teachers design and conduct activities 78 and that for the third one that students’ attitudes toward the activities involved in the writing paragraph classrooms have been found Regarding the last research question, the researcher has used a combination of the findings from the questionnaires, the interviews, and the observation of written works as sources for answering the research questions It will be mentioned in more detail in the implications of this chapter 5.2 Implications Based on the findings, the researcher would like to offer some implications for administrators, and teachers of English at NHEMHS in Kon Tum Province 5.2.1 For Administrators at NHEMHS The findings of the research have implications for the teachers of general English as well as administrators at NHEMHS as follows: The teachers in the interviews revealed that the quality of students’ paragraph writing was rather low This was partly due to the unsatisfactory supply of the current classroom conditions, teaching facilities, and time arrangements for English classes According to them, these insufficiencies and unreasonable time arrangements have a negative effect on the teaching and learning process They suggested the followings to create favorable conditions for teaching and learning writing generally and paragraph writing particularly and enhance the quality of writing as well at NHEMHS: The classrooms should have enough space and light Chairs and tables should be moveable so that writing activities can be carried out easily Students should be classified according to their levels so that they can study with their peers who have the same levels as theirs This helps students feel more confident in learning and enables teachers to conduct class activities more easily Teachers and students should have access to appropriate technology for lessons and project presentations such as visual aids or audio- visuals aids, overhead projects 79 Clerks who are responsible for arranging schedules for classes at NHEMHS should pay attention to the time arrangement of classes It is suggested that English classes should involve more than four periods weekly The secretary of the school union that is in charge of holding extra curriculum activities should engage students in activities related to the settings of different ethnic groups with a view to deepening the mutual understanding among themselves, which allows teachers to conduct more effective writing activities in language classrooms In this view, it is hoped, regardless of how reserved students of ethnic groups are that teachers of English can adopt various student- centered activities to increase their participation and critical thinking, which is considered indispensable in any writing classes including those of paragraph in the case of NHEMHS in Kon Tum Province 5.2.2 For Teachers of English To improve the quality of paragraph writing teaching and learning, teachers of English should take the following implications into considerations: Firstly, it is necessary to change the attitudes of both teachers and learners toward paragraph writing teaching and learning It is commonly believed that writing is the most difficult skill for them both Teachers should provide more interesting materials and create an active atmosphere through various and different activities in paragraph writing to make a change in their attitude In addition, teachers’ perception of the process approach in paragraph writing should be improved in such a way that the gap between what is in their mind and what is in the teaching practice gets smaller Once this done, it is hoped to bring positive impacts on the teaching and learning practice Secondly, writing strategies should be taken into account in accordance with activities of different kinds in order that students can have more chances to show their creativeness and activeness in the learning process The purpose of doing such a thing is to create an environment, in which students are encouraged to take part in 80 classroom activities, especially for those who are passive and weak Although the process approach takes time, teachers should be more of process approach for this approach focuses more on content, meaning and communication than on form and grammar It is the writers’ critical thinking and ideas about a certain topic that need to paid sufficient attention to by the teachers So students as writers should be more involved in what their readers’ expectation is rather than on the means of delivering their thought Besides, the elements relating to grammar and form should be taken into consideration in order that their paragraph writing pieces could get not only the quality of a good paragraph writing pieces but create the impression of their papers also In addition, teachers should provide students with more exercises to practice at home with regular checking Those all would make their teaching practice get the most effectiveness Thirdly, regarding the grading of students’ paragraph writing papers, it is suggested that teachers should take into account the grading and feedback giving on students’ papers for the fact that those can influence students’ effort in writing in the coming times It is certain that error making is inevitable in the language learning process In addition, errors help not only provide feedback about the effectiveness of the teaching techniques but show the teachers what part needs further attention for students’ gradual improvements in writing learning also Teachers by indicating the errors with regular symbols can help students identify the errors and let them try to correct them themselves For the above-mentioned reasons, in responding to students’ paragraph writing, instead of focusing too much on correcting grammar and spelling mistakes, teachers should have the responsibility of taking care of various aspects in students’ writing process This means that instead of depending on the model to assess a paragraph writing piece, teachers should pay more attention to recognize and accept the difference and creativeness among individual students 81 5.3 Contributions of the Study Methodologically, although the research is conducted in a small scale of two classes with 62 students and three teachers of English at NHEMHS in Kon Tum Province, its practical and essential contribution to teaching and learning writing in general and that of paragraph writing in particular is undeniable Firstly, the research can, to some extent, tell us something about the situation of paragraph learning and teaching at NHEMHS Next, the teachers and students’ perception of paragraph writing teaching and learning are also mentioned in the research In addition, the findings of the study have revealed vividly students’ perception and preference toward teachers’ paragraph teaching practice What is more, the suggestions for improving the quality of writing and teaching practice are added to the study Expectantly, the research paper enables the administrator(s) at NHEMHS to consider the teaching facilities and the policies for teachers to have further training on the theory and methodology of English language teaching with a view to improving the quality of teaching and learning paragraph writing at the school Additionally, this research paper is useful for the staff of the teachers of English at NHEMHS since it provides them with the reflection from their students’ perception and preference toward their teaching practice Thus, it will be easier for them to decide and design their teaching procedure in a way that may satisfy and motivate students in language learning 5.4 Limitations Due to the time limit and other subjective and objective reasons, the research result is far from being perfect As a result, some more supporting ideas from readers, teachers, and colleagues are warmly appreciated It is hoped that the findings and suggestions in the research might be of some value to teachers and students in the process of paragraph writing teaching and learning 82 The first limitation of the study is the scale it investigates The research would provide better results with more respondent teachers and students involved The second limitation lies in the insufficiency of references It is undeniable that there are a lot of English books on the writing skill Nevertheless, most of them are for high level students and inappropriate for the respondents of the research context The final limitation is that there has rarely been research on paragraph writing Accordingly, the researcher still does not have sufficient materials about the topic for reference Thus, limited knowledge of the researcher about paragraph writing might lead to some bias views on the problem as a whole 5.5 Suggestions for Further Studies As its title suggested, the researcher aims to investigate the difficulties in paragraph writing teaching and learning at NHEMHS Therefore, conclusions based on the data colleted are, to some extent, limited to that population, that level of students and the themes chosen For further research, a similar study could be done on a nationwide scale or on the 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