Sử dụng hình ảnh trực quan sinh động để giảng dạy giáo trình lets go tại một số trường tiểu học ở thành phố huế

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES TRUONG THI VAN USING ANIMATED VISUAL AIDS TO TEACH LESSONS IN LET’S GO AT SOME PRIMARY SCHOOLS IN HUE CITY MA THESIS IN EDUCATION Hue, 2010 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES TRUONG THI VAN USING ANIMATED VISUAL AIDS TO TEACH LESSONS IN LET’S GO AT SOME PRIMARY SCHOOLS IN HUE CITY FIELD STUDY: THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.10 MA THESIS IN EDUCATION SUPERVISOR: TRAN QUANG HAI, Ph D Hue, 2010 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ SỬ DỤNG HÌNH ẢNH TRỰC QUAN SINH ĐỘNG ĐỂ GIẢNG DẠY GIÁO TRÌNH LET'S GO TẠI MỘT SỐ TRƯỜNG TIỂU HỌC Ở THÀNH PHỐ HUẾ CHUYÊN NGÀNH: LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC MÔN TIẾNG ANH MÃ SỐ: 60.14.10 LUẬN VĂN THẠC SĨ GIÁO DỤC NGƯỜI HƯỚNG DẪN KHOA HỌC TS TRẦN QUANG HẢI HUẾ, 2010 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 Author Truong Thi Van ACKNOWLEDGEMENTS Above all, I am deeply indebted to my supervisor, Dr Tran Quang Hai, 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 research Also, my special thanks go to the teachers and the pupils at primary schools in Hue City: Ngo Kha, Vy Da, Thuy Bieu, Phu Hoa, Tran Quoc Toan, Thuan Hoa, Kim Long, and Thanh Long who generously and enthusiastically spent their time for my interviews and questionnaires to be conducted conveniently Finally, from the bottom of my heart, I am deeply grateful to my family who had to take more workload while I was busy with the thesis paper and my close friends encouragement and real help for their kindness, sincere, .TABLE OF CONTENTS Contents Page SUB COVER PAGE STATEMENT OF AUTHORSHIP ACKNOWLEDGEMENTS TABLE OF CONTENTS LIST OF ABBREVIATIONS LIST OF FIGURES LIST OF TABLE ABSTRACT Chapter – INTRODUCTION 1.1 Rationale 1.2 Research purposes 10 1.3 Research questions 10 1.4 Research significance 11 1.5 Structure of the study 11 Chapter - LITERATURE REVIEW 2.1 Review of Previous Studies 12 2.1.1 Context of learning and teaching English at primary schools in Asia 12 2.1.1.1 Context of Teaching and Learning 13 2.1.2.1 Difficulties 13 2.1.1.3 Teacher situation 14 2.1.1.4 Teaching method 15 2.1.2 Context of learning and teaching English at primary schools in Vietnam 15 2.1.2.1 Difficulties 16 2.1.2.2 Teacher situation 16 2.1.2.3 Teaching method 17 2.2 Using animated visual aids in teaching English at primary schools 18 2.2 What are animated visual aids? 18 2.2.1.1 Definitions of animated visual aids 18 2.2.1.2 Main kinds of animated visual aids and their common techniques 19 2.2.2 The impacts of animated visual aids on teaching 26 2.2.3 Advantages of using animated visual aids 27 2.2.4 Application of animated visual ads in teaching and learning Let’s Go textbook 31 2.2.4.1 Preparation for animated visual aids 31 2.2.4.2 Showing animated visual aids 31 2.2.5 Goals of language learning and teaching in the primary schools 32 Chapter – METHODOLOGY 3.1 Research approach 36 3.2 Participants 37 3.3 Data Collection Instruments 37 3.3.1 Questionnaires 37 3.3.2 Class observations 38 3.3.3 Interviews 38 3.4 Data Collection Procedure 39 3.5 Data Analysis 39 3.6 Summary 40 Chapter - FINDINGS AND DISCUSSION 4.1 The teachers’ and pupils' attitudes towards using animated visual aids 41 4.1 Teacher Factors 41 4.1.1.1 The teachers’ awareness of the importance of using animated visual aids 41 4.1.1.2 Teachers' Frequency of Using Animated Visual Aids 43 4.1.2 Learner Factors 43 4.1.2.1 Pupils' attitudes towards using animated visual aids 43 4.1.2.2 Learners’ opinion on the necessity of using animated visual aids 45 4.2 Teachers' viewpoints on what aspects of language and skills are focused on when using animated visual aids 45 4.2.1 Effects of using animated visual aids on aspects of language and language skills 45 4.2.2 Types of activities in which aspects of language and language skills are developed when using animated visual aids 48 4.2.3 Interaction in the classroom when using animated visual aids 50 4.3 Teachers' benefits when using animated visual aids 51 4.3.1 Why teachers use animated visual aids when teaching 51 4.3.2 How pupils feel when learning English with the help of AVA 52 4.4 Teachers’ difficulties when using animated visual aids 53 4.4.1 Objective difficulties 53 4.4.2 Difficulties from pupils 55 4.4.2.1 Pupils' difficulties in learning English at primary school 55 4.4.2.2 Frequency of Pupils' Home Practice of EFL 56 4.5 Suggestions to effective using of animated visual aids 57 Chapter - CONCLUSION AND IMPLICATIONS 5.1 Research questions 59 5.2 Summary of findings 59 5.3 Implications 60 5.4 Limitations of the study 61 5.5 Suggestions of further study 61 REFERENCES 62 APPENDICES LIST OF ABBREVIATIONS AVA : Animated Visual Aids EFL : English as a Foreign Language N : Number Per : Percentage P : Pupil Ps : Pupils T : Teacher Ts : Teachers % : Per cent TESOL : Teaching English to Speakers of other Languages LIST OF FIGURES Figure 4.1: The Importance of Using Animated Visual Aids Figure 4.4: Learners' Opinions on the Necessity of Using AVA Figure 4.11 : Frequency of Students' Home Practice of EFL hhtp:// www.bioscience.heacademy.ac.uk/journal/vol2 16 Kisito, F( 2006) Retrieved December 16th 2006 from http:// webmaster/ TEFL teacher/ trainer 17 Larsen, D.F (1986) Techniques and Principles in Language Teaching Oxford University Press 18 Le, T.A.P Problems and Solutions for General English classes at Junior Colleges Teacher's Edition Issue 10 November, 2002 19 Littlewood, W (1981) Communicative Language Teaching - An Introduction Cambridge University Press 20 McDonough, J & Shaw, C (1993) Materials and Methods in ELT Oxford: Blackwell 21 Moon, J ( 2000) Children Learning English, Oxford University Press 22 Moon, J (2005a) Investigating the teaching of English at primary level in Vietnam: a report 23 Moon, J (2005b) Nghiên cứu việc giảng dạy tiếng Anh bậc tiểu học Việt Nam: Báo cáo tóm tắt Paper presented at the Hội thảo Giảng dạy Tiếng Anh bậc Tiểu học, Hà Nội 24 Nation, P (1994) New Ways in Teaching Vocabulary New ways in TESOL Series Innovative Classroom Techniques Richards, J.C., Series Editors Teachers of English of Other Language, Inc 25 Richards, J., Platt, J & Platt, H (1992) Longman Dictionary of Language Teaching and Applied Linguistic England Longman 26 Rivers, M.W & Temperley, S.M (1978) A practical guide to the teaching of English as a second or foreign language Oxford University Press 27 Stevick, E.W (1982) Teaching and Learning Languages Cambridge: Cambridge University Press 28 Swenson P ( 2009) "How to Prepare Visual Aids", retrieved 21 August, 2009 from http://www.ehow.co.uk/how_5019154_prepare-visual-aids.html 63 29 Trịnh Quốc Thái, (2005) Thực trạng việc giảng dạy tiếng Anh bậc tiểu học Việt Nam Báo cáo trình bày Hội thảo Giảng dạy Tiếng Anh bậc Tiểu học, Ha Nội 30 Truong Vien (1998) Techniques of Teaching Language Skills Department of English, Hue College of Foreign Languages 31 Truong Vien (1999) Technology and Visual Aids in Language Teaching Department of English, Hue College of Pedagogy 32 Vale, David, and Anne Feunteun 1995 Teaching Children English Cambridge, England: Cambridge University Press 33 Widdowson, H.G (1978) Teaching Language as Communication Oxford: Oxford University Press 34 Wright, A and Haleem, S (1991) Visuals for the Language Classroom, Longman 35 Wright, A ( 1989) Pictures for Language Learning, Cambridge University Press 36 Wright, A ( 1996) 1000 Pictures for Teachers to Copy, Longman 37 Wright, A ( 1976) Visual Materials for the Language Teacher, Longman 38 Wright, A ( 1985) Collins Picture Dictionary for Young Learners Collins EFL 39 Wilkinson, S and Nakata, R and Hoskins, B and Frazier, K ( 2000) Let’s Go 1A , 1B, 2A, 2B, Oxford University Press 40 Ytreberg, L.H.and Scott, W.A ( 1990) Teaching English to Children 41 Hudelson, S (1993) EFL Teaching and Children: A Topic- Based Approach English Teaching Forum In Kral, Th (Ed), " Teacher Development, Making the Right Moves" (pp 256-262) English Language Programs Division, United States Information Agency, Washington, D.C 64 Appendix INTERVIEWS WITH TEACHERS (Main questions) Is it necessary to use animated visual aids in English teaching and learning at primary schools? Do you often use animated visual aids in your English classes? Are your students motivated when you use animated visual aids in your classroom? What aspects of language and skills you focus on when using animated visual aids? How is your preparation before class? In particular, how you find the types of animated visual aids relevant to your lessons and does it take much time for you to design powerpoint presentation lessons? What challenges you encounter during your lessons when you use animated visual aids? Appendix QUESTIONNAIRE A ( For primary school teachers) In the purposes of collecting data to support the research paper entitled " Using animated visual aids to teach lessons in Let’s Go at some primary schools in Hue City”, your responses and feedback will be helpful and valuable to this research The data collected will be kept confidential and used only for the purpose of the current research Please answer the questions by putting a tick  in front of the option you choose For some questions you may choose more than one option You are also asked to specify your answer when it is not one of the options given Thank you very much for your kind cooperation ********* Please provide your personal information Name (optional): Gender:  Male  Female Age: How long have you been teaching English at primary school? a years b years c years d More than years How many periods per class you have a week? a No period b One period c Two periods d Three periods e More than three periods According to you, the current class hours for English teaching and learning at primary school is: a Little b Just enough c Much d Too much In your opinion, how important are animated visual aids used to teach children English? a Very important b Important c Not very important d Not important at all What are the reasons? a Contributing the context that the language is being used b Enhancing pupils' language c Creating interesting and joyful learning environment d Making it easy for pupils to memorize the lessons Your own Experience: During the time you have been teaching English at primary school, what are the difficulties that your young learners face? a Being unable to learn English b Lacking confidence to express themselves c Having limited productive language d Having pronunciation problem e Not being aware of the learning motivation What are the reasons? How often you deliver lessons using animated visual aids? Kinds of animated visual aids Usually Sometimes Rarely Never Flashcards Realia Pictures Powerpoint slides Charts Others How are language skills developed when you teach children using animated visual aids? a Dialogue b Story c Song d The action e Situational learning f Incidental learning g Reading material h Others (please specify) 10 What aspects of English and skills you focus on to teach children with the help of animated visual aids? A little Much Not much Pronunciation Grammar Vocabulary Reading Writing Speaking Listening 11 What kind of work arrangement you often organize in your English classes using animated visual aids? a Individual work b Pair work c Group work d The whole class work e Others: (please specify here) 12 Beside available materials such as textbooks, picture cards ,wall charts, CDs… you use other materials to teach children English? a Yes b No 13 If your answer is "Yes", what materials you use in your English lessons? a Children English songs b Children English films c Children English programs on TV, or on radio d English culture video tapes / VCDs about celebrations such as birthday, Christmas, Halloween… e Conversations in English on the Internet f Other (please specify here) 14 What difficulties have you faced in teaching English to children using animated visual aids? (More than one answer can be chosen) a Learners' lack of linguistic competence b Learners' low motivation and passive attitude c Learners' mixed ability d Uninteresting materials e Time limitation f Large class size g Lack of teaching experience at primary school j Lack of facilities (e.g pictures, computer, charts…) k.Others(please specify) 15 In your opinion, what are some solutions for using animated visual aids effectively? Thank you very much for your cooperation! QUESTIONNAIRE B ( For pupils at primary schools) This questionnaire is designed to collect information for my research of " Using animated visual aids to teach lessons in Let’s Go at some primary schools in Hue City” Your responses and feedback will be helpful and valuable to this research The data collected will be kept confidential and used only for the purpose of the current research Please answer the questions by putting a tick in front of the option you choose For some questions you may choose more than one option You are also asked to specify your answer when it is not one of the options given Thank you very much for your kind cooperation ********* Please provide your personal information Name (optional Gender:  Male  Female Age: How long have you been learning English? How you feel about learning English with the help of animated visual aids? a Enjoyable b Interesting c Normal d Difficult e Bored In your opinion, is it necessary to learn English with the help of animated visual aids? a Yes It's very necessary b Yes It's a little bit necessary c No It's not necessary at all d I have no idea If it is necessary, please say why it is necessary? If it is not necessary, please say why it is not necessary? In the process of teaching, how often your teacher uses the following kinds of animated visual aids? Usually Sometim Rarely Never es Flashcard s Realia Pictures/ Drawings Powerpoi nt slides Charts Others Do you like learning English with the help of animated visual aids such as flashcards, realia, pictures, powerpoint slides, charts? a Yes b No Why you like this way of learning? A little Very much Not very much Creating positive leaning motivation and interest Being easy to remember and remembering for long Developing main skills Having more time to practice during classtime Other benefits What problems have you faced in learning English? a Variety of different accents, voices b Vocabulary insufficiency c Unfamiliar structures, idioms d A new and challenging subject e Lack of textbooks f Incapacity of understanding teachers’ explanation g Others (please specify) e Never How often you spend time learning English at home? a Always d Rarely b Usually c Sometimes e Never Which work arrangement would you prefer in English lessons? a Individual work c Group work b Pair work d The whole class work Thank you for your cooperation BẢNG CÂU HỎI ĐIỀU TRA ( Dành cho học sinh tiểu học) Bảng câu hỏi nhằm mục đích thu thập thơng tin cần thiết cho đề tài nghiên cứu " Sử dụng hình ảnh trực quan sinh động để giảng dạy giáo trình Let's Go số trường tiểu học thành phố Huế Xin em vui lòng đọc câu hỏi đánh dấu vào câu trả lời lựa chọn Xin em vui lòng cung cấp số thông tin cá nhân: Họ tên ( không bắt buộc)  Nam  Nữ Tuổi Thời gian học tiếng Anh Em cảm thấy việc học tiếng Anh có hỗ trợ hình ảnh trực quan sinh động? a Thích thú c Bình thường b Thú vị d Khó khăn e Chán nản Theo em, việc học tiếng Anh có hỗ trợ hình ảnh trực quan sinh động có cần thiết khơng? a Có, cần thiết c Khơng, khơng cần thiết b Có, cần thiết d Khơng có ý kiến Nếu cần thiết, xin vui lòng đưa lý do: Nếu khơng cần thiết vui lịng đưa lý do: Trong q trình dạy, giáo viên có thường xuyên sử dụng loại hình ảnh trực quan sinh động sau khơng? Các loại hình Thường Thỉnh thoảng Ít Không ảnh trực quan sinh động Phiếu tranh Vật thật Tranh ảnh/ hình vẽ Phần mềm powerpoint Biểu bảng Các loại khác Em có thích học tiếng Anh với hỗ trợ loại hình ảnh trực quan sinh động phiếu tranh, vật thật, tranh ảnh/ hình vẽ, phần mềm powerpoint, biểu bảng? a Có b Khơng Tại em thích học theo cách vừa nêu trên? Một Tạo động hứng thú học tập tích cực Dễ dàng ghi nhớ nhớ lâu Phát triển kĩ Có nhiều thời gian luyện tập lớp Các lợi ích khác Rất nhiều Khơng nhiều Các khó khăn em gặp phải học tiếng Anh gì? a Các phát âm giọng điệu khác b Thiếu từ vựng c Các thành ngữ cấu trúc khác lạ d Môn học nhiều thử thách e Thiếu sách giáo khoa f Khơng có khả hiểu giảng g Những khó khăn khác: Em có thường xuyên dành thời gian học tiếng Anh nhà không? a Luôn b Thường thường d Ít e Khơng c.Thỉnh thoảng Tổ chức hoạt động học tập em thích học tiếng Anh? a Cá nhân b Theo cặp c Theo nhóm d Cả lớp Xin chân thành cám ơn hợp tác em! Appendix CLASSROOM OBSERVATION SHEET Date: Teacher' s name: Class: Textbook: Let's Go Unit: Time: Stages Activities Teaching Work methods arrangement AVA Time Presentation Practice Production Note: Appendix 4: Sample lesson plans designed by using powerpoint slides I would like to enclose one CD here