Điều tra việc dạy phần skills 1 cho học sinh lớp 7 dựa vào sách tiếng anh 7 tại trường trung học phổ thông nguyễn tri phương ở thành phố huế

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES HOANG THI THUY DUONG AN INVESTIGATION INTO TEACHING “SKILLS 1” SECTION IN TIENG ANH TO THE SUDENTS AT NGUYEN TRI PHUONG LOWER SECONDARY SCHOOL IN HUE CITY MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, Hue University of Foreign Languages HUE, 2015 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES HOANG THI THUY DUONG AN INVESTIGATION INTO TEACHING “SKILLS 1” SECTION IN TIENG ANH TO THE SUDENTS AT NGUYEN TRI PHUONG LOWER SECONDARY SCHOOL IN HUE CITY MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: ASSOC.PROF DR LUU QUY KHUONG HUE, 2015 i BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ HOÀNG THỊ THÙY DƯƠNG ĐIỀU TRA VỀ VIỆC DẠY PHẦN “SKILLS 1” CHO HỌC SINH LỚP DỰA VÀO SÁCH TIẾNG ANH TẠI TRƯỜNG TRUNG HỌC PHỔ THÔNG NGUYỄN TRI PHƯƠNG Ở THÀNH PHỐ HUẾ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.14.01.11 NGƯỜI HƯỚNG DẪN KHOA HỌC: PGS.TS LƯU QUÝ KHƯƠNG HUẾ, 2015 ii STATEMENT OF ORIGINALITY This work has not previously been submitted for a degree or diploma in any university To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Date: 22/7/2015 Signature Hoang Thi Thuy Duong iii ABSTRACT This study investigated the reality of teaching “Skills1” section for students of grade based on the “Tieng Anh 7” at Nguyen Tri Phuong Lower Secondary School in Hue city The participants were English teachers and grade students at Nguyen Tri Phuong lower secondary school in Hue city Data were collected from the interviews, questionnaires and observations to the teachers and students First of all, this study examines students’ attitudes of teachers and students toward “Skills 1” section Then, this study investigates how “Skills 1” section is taught and what difficulties teachers and students may face in teaching and learning the section The analysis of this research is based upon “Tieng Anh 7” The objectives of this research are to know whether there are any advantages and disadvantages of using this book to teach and learn of teachers and students at Nguyen Tri Phuong lower secondary school in particular, and all teachers and students in Hue city in general During the study there are more advantages than disadvantages in using the new textbook In comparison with currently –used textbook “Tieng Anh 7” 80% of teachers participating in the survey and interview found that the section “Skills 1” provided many activities for students to develop their language competence Forty teachers highly appreciated the situations given in the section because they were close to real life All teachers (taking up 100 %) agreed that much attention is paid to teaching pronunciation In addition there are twenty-five teachers said that the activities in the section are variously designed with clear instructions And last, forty teachers completely agreed students can apply the structure and vocabulary in each unit to practice speaking From a detailed discussion, the teachers and students at Nguyen Tri Phuong Lower secondary school in Hue city agreed that they will use the new textbook “Tieng Anh 7” to teach and learn widely In addition, limitations and suggestions for further researcher were also included iv Acknowledgements Frist of all, I would like to express my deep gratitude to my supervisor, Assoc Prof Dr Luu Quy Khuong, for his whole - hearted instruction and precious comments in each stage of the development of this thesis Without his assistances, it will be hard for me to fulfill the research paper successfully My sincere thanks will also be sent to English teachers and grade students from Nguyen Tri Phuong Lower Secondary School for their enthusiastic participation in answering my questionnaires and offering me a chance to observe their English classes Thanks to their cooperation, I v have collected the accurate and valuable data to serve the purposes of my paper Last but not least, many thanks will be conveyed to my loved family and friends who were always by my side during the time I conducted my research Their encouragement and support strengthen me a lots to overcome the difficulties to complete the thesis Hue, July 23th TABLE OF CONTENTS Contents Pages SUB COVER PAGE .i SUB COVER PAGE ii STATEMENT OF ORIGINALITY iii ABSTRACT iv ACKNOWLEDGEMENTS v TABLE OF CONTENTS .vi LIST OF TABLES .x LIST OF CHARTS xi vi CHAPTER INTRODUCTION .1 1.1 Background to the Situation .1 1.2 Reasons for the Study .3 1.3 Aims of the Study .3 1.4 Objectives of the Study 1.5 Justification for the Study .4 1.6 Research Questions 1.7 Scope of the Study 1.8 Organization of the Study .5 CHAPTER LITERATURE REVIEW AND THEORETICAL BACKGROUND .6 2.1 Review of Previous Studies Related to the Research .6 2.2 Theoretical Background 2.2.1 Introduction of the new English Textbook “Tieng Anh 7” 2.2.2 The Communicative Approach (Communicative Language Teaching) 12 2.2.3 Teaching speaking skill 14 2.2.3.1 Definition of teaching speaking 14 2.2.3.2 Purposes of teaching speaking 14 2.2.3.3 Reasons to practice speaking during a lesson 15 2.2.3.4 Guidance for Teachers in Teaching Speaking 15 2.2.3.5 Some activities to promote speaking 16 2.2.4 Teaching Reading skill .16 2.2.4.1 Definition of teaching reading 16 2.2.4.2 Purposes of teaching Reading 17 2.2.4.3 The types of reading skills 17 2.2.5 Relationship between Speaking and Reading skills 17 2.2.5.1 Integrating Oral Communication Skills 18 2.2.5.2 Reading to speak .18 2.2.6 Suggested Activities 21 CHAPTER RESEARCH DESIGN AND METHODOLOGY 22 3.1 Approaches of the Study 22 vii 3.2 Participants .22 3.3 Data Collections Instruments 22 3.3.1 Questionnaires 22 3.3.2 Interviews 23 3.3.3 Observation .23 3.4 Procedures for Data Collection and Analysis .24 3.4.1 Procedures for Data Collection 24 3.4.2 Procedure for Data Analysis .25 3.4.2.1 Grouping the Data .25 3.4.2.2 Data Analysis and Discussion 25 3.5 Research Procedure 26 3.6 Summary .27 CHAPTER FINDINGS AND DICUSSIONS 28 4.1 Teachers’ and Students’ Attitudes towards “Skills1” Section in the English Textbook “Tieng Anh 7” .28 4.1.1 The Role of “Skills1” Section in the English Textbook “Tieng Anh 7” 28 4.1.2 Teachers’ and Students’ Thoughts of “Skills1” Section in the English Textbook “Tieng Anh 7” 29 4.1.3 Reasons for “Skills1” Section Considered to be Easy .30 4.1.4 Reasons for “Skills1” Section Considered to be Difficult .33 4.1.5 Students’ Enjoyment of “Skills 1” Section 33 4.1.6 Advantages and Disadvantages of “Skills1” section 35 4.2 The Reality of Teaching “Skills1” Section .38 4.2.1 Ways of Teaching “Skills1” Section 38 4.2.1.1 Teachers’ Techniques in Teaching “Skills 1” Section 38 4.2.1.2 Teachers’ Activities in Teaching “Skills1” Section 38 4.2.2 Difficulties in Teaching “Skills1” Section .46 4.3 Suggestions to Overcome the Difficulties in Teaching “Skills1” Section .48 4.3.1 Students’ Expectations from Their Teachers in Teaching “Skills1” Section 48 viii 4.3.2 Teachers’ Suggestions to Difficulties in Teaching “Skills1” Section 49 4.4 Solutions to overcome difficulties when teaching and learning “Skills 1” section in “Tieng Anh 7” at Nguyen Tri Phuong Lower Secondary School in Hue City .51 4.4.1 For Students 51 4.4.2 For Teachers .52 CHAPTER CONCLUSION, IMPLICATIONS AND RECOMMENDATIONS 53 5.1 Summary of the Study 53 5.2 Implications of the Study .55 5.2.1 For Students 56 5.2.2 For Teachers .56 5.2.3 For Textbook Designers and Educational Administrators .57 5.3 Limitations of the Study 57 5.4 Recommendations for Future Studies 58 REFERENCES 60 APPENDICES 63 ix REFERENCES Allwright, D (1989) How important are lessons, anyway? Lancaster–Leeds Language Learning in Large Classes Research Project, Report No 12” Leeds: School of Education, University of Leeds Cao, T.X.P (1997) Teaching English to grade 6th students with communicative approach Da Nang University Celce, M.M (2002) Teaching English as a second or foreign language Heinle & Heinle Pulishers Doff, A (1994) Trainers Handbook: Teach English A training course for teachers Cambridge: Cambridge University Press Grellet, F (1996) Developing Reading Skills A practical guide to reading comprehension exercises Cambridge University Press Hoang, V.V et al (2014) Tieng Anh 7, Tập 1,Tập2 (Sách học sinh) Vietnam Education Publisher Hoang, V.V et al (2013) Tieng Anh 7, Tập 1, Tâp (Sách tập).Vietnam Education Publisher Hoang, V.V et al (2013) Tieng Anh 7, Tập 1, Tập (Sách giáo viên).Vietnam Education Publisher Ho, N.D.T (2002) How Communicative Do Secondary School Teachers Want Their Textbook To Be? Da Nang University Le, T.N.P (2010).An Investigation into Teaching English Grammar to Children Learning English as a Second Language at Primary Level in Danang.Da Nang University Littlejohn, A.L (1992) Why are ELT materials the way they are?Unpublished PhD thesis, Lancaster University Loewenberg Kayi, Hayriye (2006) Teaching Speaking: Activities to Promote Speaking in a Second Language Source: The Internet TESL Journal, Vol XII, No 11 Accessible at: http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html 60 Mackey, A &Gass S (2005) Second language research: Methodology and Design London: Lawrence Erlbaum Associates Nunan, D (1989) Understanding language classrooms New York: Prentice Hall Nguyen, T.A.Q (2012) An Investigation into Teaching English Speaking Skill to the 6th Grade Students with Current Pilot Textbook Tieng Anh at Nguyen Tri Phuong and Tran Cao Van Lower Secondary Schools in Hue” Hue University Nguyen, T.H.A (2002) A Study on Grammar Learning and Teaching in the Communicative Approach at High Schools.Da Nang University Nguyen, T.H.V (2014) An Investigation into the Teaching “Getting Started” Section in the Pilot English Textbook “Tieng Anh 6” at Some Lower Secondary Schools in Da Nang Da Nang University Nuttall, C (1982) Teaching Reading Skills in a Foreign Language London: Heinemann Educational Richards, J & Rodgers, T (1986).Approaches and Methods in Language Teaching Cambridge University Press Swain, M (1995) Three functions of output in second language learning In Principles and practice in applied linguistics: Studies in honour of H G.Widdowson, ed G Cook and B Seidlhofer, 125–44 Oxford: Oxford University Strong, L A G (1945) Reading for Pleasure cited in Higher Secondary English Selections pp 41-49 Dhaka: Modern Printing House Ur, P (1996) A course in language teaching: Practice and theory Cambridge: Cambridge University Press Uong, T.N.L (2011) An Investigation into the Common Difficulties Faced by Teachers and Students in Using the English Textbook at Quang Binh Lower SecondarySchools.Unpuplished MA Thesis Hue 61 Websites http://en.wikipedia.org/wiki/Communicative_language_teaching http://elearning.cfl.udn.vn/en/mod/book/view.php?id=554&chapterid=28 www.mentoringpittsburgh.org/ /TMP_Characteristics_of_Children_and http://www.teachingenglish.org.uk/knowledge-database/communicative-approach http://en.wikipedia.org/wiki/Common_European_Framework_of_Reference_for_Languages Rogers, T (2001) Language teaching methodology, (http://www.cal.org/resources/digest/rodgers.html), Sep 2001 62 online resource APPENDICES APPENDIX A QUESTIONNAIRE (For students) Phiếu khảo sát thiết kế nhằm mục đích thu thập liệu cho đề tài nghiên cứu “Khảo sát việc dạy phần “ Skills 1” sách tiếng Anh lớp cho học sinh trường Trung học Cơ sở Nguyễn Tri Phương” Những thông tin liệu thu từ phiếu điều tra sử dụng cho mục đích hồn thành đề tài nghiên cứu khơng mục đích khác Những câu trả lời xác em cho câu hỏi phiếu điều tra đóng góp phần lớn vào thành công đề tài nghiên cứu Để trả lời cho câu hỏi đây, em đánh dấu (√) vào trước đáp án mà em chọn I.THÔNG TIN CÁ NHÂN Giới tính Nam Nữ Age………………………………………………………………… Em học Tiếng Anh khoảng…………… năm II NỘI DUNG CÂU HỎI Câu 1: Theo em sách giáo khoa Tiếng Anh sách mà em học có khó khơng?  Dễ  Vừa  Hơi khó  Khó  Rất khó Câu 2: Theo em, tiết học phần “Skills 1” có khó khơng?  Dễ  Vừa  Hơi khó  Khó  Rất khó Câu 3: Nếu dễ, em thấy dễ?  Em hiểu giảng thầy/cơ  Các hoạt động có u cầu rõ ràng, dễ hiểu, em biết phải làm  Chương trình dễ so với trình độ em Khác (ghi rõ)………………………………………………………………………… 63 Câu 4: Nếu khó, em thấy tiết học phần”Skills 1” lại khó?  Em khơng hiểu giảng thầy/cơ  Em khơng biết u cầu phải làm  Các hoạt động phức tạp, em hiểu u cầu khơng biết cách làm  Chương trình khó so với trình độ em Khác:(ghi rõ)………………………………………………………………………… Câu 5: Em thấy hoạt động phần”Skills 1” khó nhất?  Hoạt động nhìn tranh đốn(guess the picture)  Các hoạt động đọc hiểu (reading comprehension)  Các hoạt động trả lời câu hỏi(answering the questions)  Các hoạt động thảo luận (discussion)  Hoạt động điền từ, điền vào (gap-filling/filling the table)  Trò chơi (game),và số hoạt động khác Câu 6: Em có thích học phần “Skills 1” khơng?  Khơng thích  Thích  Rất thích Câu 7: Nếu thích, em thích học?  Các hoạt động vui nhộn, bổ ích  Các hoạt động dễ hiểu , đơn giản  Nội dung vừa sức, em hiểu  Nhận lời khen điểm tốt cô giáo Khác(ghi rõ)………………………………………………………………………… Câu 8: Nếu khơng, em lại khơng thích học?  Các hoạt động nhàm chán đơn điệu  Các hoạt động phức tạp khó  Nội dung khó, khơng hiểu  Cơ giáo thường phê bình la mắng em khơng hiểu mắc lỗi sai Khác: (ghi rõ)………………………………………………………………………… 64 Câu 9: Em thích hoạt động phần “Skills 1” nhất?  Hoạt động nhìn tranh đốn(guess the picture)  Các hoạt động đọc hiểu (reading comprehension)  Các hoạt động trả lời câu hỏi(answering the questions)  Các hoạt động thảo luận (discussion)  Hoạt động điền từ, điền vào (gap-filling/filling the table)  Trò chơi (game),và số hoạt động khác Câu 10: Em muốn thầy giúp đỡ để em thích học phần “Skills 1” hơn?  Muốn thầy cô giảng kỹ  Muốn thầy cô hướng dẫn cách thực hoạt động rõ ràng  Thầy cô linh động thêm, bớt hoạt động cho phù hợp  Thầy cô nhẹ nhàng bảo không la mắng em mắc lỗi  Thầy cô giúp chúng em nhận sửa lỗi sai cách chu đáo, tận tình 65 APPENDIX B QUESTIONNAIRE (For teachers) This questionnaire was designed to serve the purpose of collecting data for the research "An Investigation into Teaching “Skills 1” Section in the English Textbook Tieng Anh at Nguyễn Tri Phương Lower Secondary School in Hue” The information and data collected from this questionnaire will be only used for the research, not for any other purposes Your opinions and responses to the questions in this questionnaire play a very important role in the success of the study They are very valuable for our research To answer the following questions, please put a tick (√) before each option For many questions, many options are accepted Thank you for cooperation I PERSONAL INFORMATION  Male Gender  Female You have been teaching for …………years Age…………………………………………… II QUESTIONS Question 1: How many periods per week your students study with the English textbook “Tieng Anh 7”? ……………………………………………… Question 2: What you think about the role of “Skills 1” section in the English textbook?  Unim portant  Quite important  Important  Very important Question 3: In your opinion, is the knowledge in “Skills 1” section suitable for your students’ level ?  Easier Suitable  More difficult  Much more difficult Question 4: How you teach “Skills 1” section to students?  Using only the activities given in the section  Adapting the activities in the section to suit students' level and teaching conditions Other: (Please specify)……………………………………………………………… 66 Question 5: What are the advantages of “Skills 1” section?  There are many activities for students to improve their language competence  The situations given in the section are close to real life  The activities in the section are variously designed with clear instructions  Much attention is paid to teaching pronunciation  Students can apply the structure and vocabulary in each unit to practice speaking Other: (Please specify)……………………………………………………………… Question 6: Do you usually face difficulties when teaching “Skills “section?  Yes  No Question 7: What difficulties you usually face when teaching “Skills 1” section to students?  Lack of time to carry out all the activities in the section  Large classes  Students’ lack of interest and enthusiasm to participate in the classroom activities  Complicated and unsuitable activities for low-level students  Shortage of teaching aids Other: (Please specify):……………………………………………………………… Question 8: What difficulties you think students face when learning “Skills 1” section?  They cannot understand the lesson  They not understand the requirements of some activities  Some activities are difficult to carry out  The knowledge and requirements of some activities are high, beyond students' ability  They don’t have enough cultural background knowledge to understand the lesson well Other: (Please specify):……………………………………………………………… Question 9: What are some limitations of “Skills 1” section in the new textbook “Tieng Anh 7” that need improving?  It is so long - insufficient time for all the activities to be implemented 67  The requirements of some activities are high, beyond students' ability Other: (Please specify):……………………………………………………………… Question 10: What activities you usually organize before teaching “Skills 1” section?  Holding a game to lead students to the lesson  Raising an issue related to the topic for students to discuss  Giving a situation and asking students to predict what happened / is happening / will happen Other: (Please specify):……………………………………………………………… Question 11: While teaching “Skills 1” section, what you often do?  Teaching, explaining and instructing clearly  Supporting students when they are carrying out the activities  Taking notes of students’ errors for later correction  Observing and reminding students to focus on the lesson Other: (Please specify):……………………………………………………………… Question 12: After students finish activities in “Skills 1” section, what you often do?  Giving feedback about language use  Giving feedback about content  Encouraging students to develop their strengths Other: (Please specify):……………………………………………………………… Question 13: What kind of activity in “Skills 1” section you think students like most?  Guess the picture  Reading comprehension  Gap-filling/ Filling the table  Matching  Discussion  Game  Answering the questions 68 Question 14: What kind of activity in “Skills 1” section is most difficult to teach?  Guess the picture  Reading comprehension  Gap-filling/ Filling the table  Matching  Discussion  Game and some different activities  Answering the questions Question 15: To what extent your students enthusiastically participate in “Skills 1” section?  All students enthusiastically participate in the section  Most students enthusiastically participate in the section  Some students enthusiastically participate in the section, most other students not  All students not enthusiastically participate in the section Question 16: In your opinion, what should teachers to teach “Skills 1” section effectively?  Designing funny and suitable activities for students' age  Using lively teaching aids to support the lesson  Giving clear instructions for students to understand what they have to  Simplifying the activities and gives students examples  Encouraging students by compliments or good marks Other: (Please specify):……………………………………………………………… Question 17: How you correct students' mistakes in ‘Skills “section?  Indicating the mistakes, correcting them and asking students to repeat the correct sentences/phrases/words  Asking students to repeat their answers and eliciting them to recognize their mistakes and correct by themselves 69  Asking the other students to indicate and correct mistakes Other: (Please specify):……………………………………………………………… Question 18: Do you think students like learning “Skills 1” section?  Yes  No Question 19: Do you give students marks in “Skills 1” section? Yes  No 70 APPENDIX C INTERVIEW QUESTIONS (For students) Em thích học phần sách “Tiếng Anh 7”? Em có thích học phần “Skills 1” sách “Tiếng Anh 7” khơng? Tại em thích/khơng thích học phần “Skills 1”? Khi học phần “Skilsl 1”, em gặp khó khăn nào? Khi học phần “Skills 1”, em muốn giáo viên dạy nào? 71 APPENDIX D INTERVIEW QUESTIONS (For teachers) What you think about the role of “Skills 1” section? Why you think so? What difficulties you face when teaching “Skills 1” section? What are strengths and weaknesses of “Skills 1” section? What are the reasons for difficulties faced by your students when learning “Skills 1” section? Do you have any suggestions for teaching “Skills 1” section effectively? 72 APPENDIX E PHIẾU DỰ GIỜ I Thông tin chung Trường: Lớp: Giáo viên: Sỉ số lớp: Bài học: Tiết: II Nội dung dự Trước bắt đầu dạy, giáo viên:  Tổ chức trò chơi để dẫn em đến học  Đưa vấn đề, để em trao đổi  Đưa tình yêu cầu em dự đoán việc đã, xảy Cung cấp cho em từ vựng cấu trúc cần thiết Trong dạy, giáo viên yêu cầu học sinh làm việc theo:  Cá nhân  Cặp  Nhóm Trong trình day phần nói phần ‘Skills 1”, giáo viên yêu cầu học sinh”  Thảo luận  Đóng vai  Điền thông tin  Phỏng vấn  Miêu tả  Tường thuật  Kể chuyện  Điều tra 73 Trong lúc học sinh làm giáo viên:  Quan sát nhắc nhở em tập trung vào viêc luyện tâp  Lắng nghe ghi lại lỗi mà em thường mắc phải  Khi phát lỗi, nhắc nhở học sinh sữa lại cho Khi học sinh hoàn thành hoạt động phần “ Skills 1”, giao viên:  Nhân xét góp cho em phát âm  Sữa lỗi sai mà em mắc phải  Nhận xét cho em mặt nội dung  Động viên em tiếp tuc phat huy điểm mạnh cố gắng khắc phục điểm yêu Học sinh tham gia vào hoạt động lớp:  Rất tích cực  Tích cực  Khơng tích cực Các hoạt động giáo viên triển khai lớp:  Giống hoạt động sách giao khoa  Được điều chỉnh từ hoạt động sách giáo khoa  Được thiết kế hồn tồn mới, khơng lấy từ hoạt đông sách giáo khoa Nhận xét chung tiết dạy: 74