skkn phát huy hiệu quả của việc chữa bài khi dạy viết luận cho đội tuyển học sinh giỏi tiếng anh trường thpt chuyên hưng yên

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skkn phát huy hiệu quả của việc chữa bài khi dạy viết luận cho đội tuyển học sinh giỏi tiếng anh trường thpt chuyên hưng yên

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Së GI¸O DôC & §µO T¹O H¦NG Y£N TR¦êNG Thpt CHUYÊN  Sáng kiến kinh nghiệm “Phát huy tính hiệu quả của việc chữa bài trong khi dạy viết luận cho đội tuyển HSG trường THPT Chuyên” Họ và tên giáo viên: Nguyễn Thị Hường Bé m«n : Tiếng Anh Năm học : 2013-2014 2 TABLE OF CONTENTS PAGE CHAPTER I: REASON FOR CHOOSING THE TOPIC…………………… 2 1. Reasons for choosing the topic. 2. Aims of the study 3. Significance and scope of the study CHAPTER II: LITERATURE REVIEW…………………………………… 5 1. Definition of feedback and correctives 2. Corrective feedback in writing 2.1. Corrective feedback in writing: varied feedback modes 2.2. Corrective feedback in writing: some related issues 2.3. Corrective feedback in writing: teachers’ beliefs and practices CHAPTER III: APPLICATIONS & RESULTS ………………………………23 1. Applications 2. Results CHAPTER IV: CONCLUSION ……………………………………… 38 1. Limitations of the study Results 2. Recommendations 3. Conclusion REFERENCES …………………………………………………………… 40 CHAPTER ONE: INTRODUCTION 1. Reasons for choosing the topic. Nowadays, English is considered to be one of the key factors that help our country make faster progress on the way of industrialization and modernization. Therefore, the demand to use English fluently as well as to master the four basic skills is becoming essential among all students. Of the four skills, writing seems to be the most difficult but really important. Therefore, helping students enhance their writing skills is one of the teachers’ responsibilities. This can be done in a number of ways. Second language writers often benefit most and make most progress, when teachers contribute to this goal through a variety of intervention strategies available in classroom settings. Feedback is universally viewed as crucial for stimulating and consolidating learning and its significance has been recognized by those working in the field of second language learning in general and second language writing in particular. Its importance is acknowledged in process-based classrooms where it forms the key element of the students’ growing control of their composition skills and also by genre-based teachers who exploit scaffold techniques as their teaching method to build learners’ confidence. From an interactionist’s perspective, feedback is considered to be the mean of establishing the significance of reader responses in shaping meanings. However, while feedback plays a central aspect of writing programs, the research literature has not been raised positive about its importance in writing development and it appears that teachers often adopt the sense that they do not bring feedback to its fullest potential. Many questions involving feedback remain unanswered or partially addressed: Does it make difference to students’ writing? If so, in what areas? What is the best way of delivering feedback? Can error correction and form-focused feedback have long-term benefits on students’ writing? Can technology play a greater part in giving feedback? What role can peers’ feedback play in writing development? How far does culture play a part in students’ response to feedback? How can teacher feedback enhance students’ ability to independently reflect on their writing? 2 What are the implications of feedback for teacher control and text appropriation? And just as importantly, what are students’ preferences for feedback and error correction? It is assumed that students’ beliefs about what constitutes effective feedback and their expectations regarding teachers’ paper- marking techniques may influence effectiveness of such feedback (Schulz, 1996). In reality, when I teach writing skills for my gifted students in Hung Yen Specialised High School , I have found that corrective feedback is of great importance for students to make progress in writing essays. That’s the reasons why I choose the topic as my study with the hope that the results will raise teachers’ awareness regarding the way they provide feedback to their students. The importance of writing skill to students call for adjustments to be made to the methodology of teaching writing and the use of written feedback and oral feedback are of significant value in this research. 2 . Aims of the study The purpose of this study is to investigate the practices related to corrective feedback on student writing with respect to the correction focus and correction- delivering strategies to improve writing skill especially writing an essay for gifted students in Hung Yen Specialised school. Within this context, the thesis is expected to generate some recommendations and suggestions for the teachers to deliver more effective feedback. 3. Scope and Significance of the Study The study was conducted at Hung Yen Specialised High School, Hung Yen province aiming at gifted students in English National Team. In order for the mentioned-above aims to be achieved, the research attempts to answer the following questions: What are teachers’ practices of giving corrective feedback? The scope is narrowed down to those following aspects: - What corrective feedback strategies the teachers are applying in their writing class. - How much the amount of the teachers’ attention is being given on different aspects of students’ writing. - Who is taking the main role in providing corrective feedback on different 3 aspects of writing? - When the teachers are providing corrective feedback towards students’ writing errors. CHAPTER TWO: LITERATURE REVIEW The literature review of the thesis is the compilation of written and published knowledge on the topic of corrective feedback in writing regarding various issues and insights. The review is drawn from previous studies done by famous applied linguists. 1. Definition of feedback and correctives Feedback is information given back to individuals about the adequacy of their actions. Feedback is a reaction to a stimulus offered by the others. Feedback also serves a regulatory function in that it prompts individuals to keep on tracks towards a specified goal. However, feedback is not given just to keep individuals informed about their behavior. The aim of feedback should be to make individuals think about 4 giving better responses (Cole & Chan, 1994). Teachers give feedback to students in order to assist their learning. Lightbown and Spada (1999) define that “many actions of teachers are properly classified as feedback to students: grades given on exam papers, comments on assignments, answers to questions asked by students, and remarks about students’ class work all fall into this category” (p.234). Correctives are extended form of feedback. They include augmented feedback given to students as well as instructional procedures intended to rectify errors and inadequacies in learning (Cole & Chan, 1994). Corrective procedures concentrate on what has to be done to get students back on track to state of proper understanding of subject content. Correctives include a variety of instructional procedures, ranging from providing alternative cues or additional practice, to re-teaching aspects of subject matter using different materials and strategies. They include prompts, hints, suggestion regarding strategy use, reminders about methods, further demonstrations and explanations, even suggestions to abandon inefficient strategies. In all such cases these are supplied after the students have tried to learn on their own. Correctives are often necessary in classes where there are a good number of students with learning problems. Some students benefit from corrective instruction based on traditional teaching strategies, while others require more innovative approaches. In most whole- class teaching situations, it is inevitable that some students will exhibit inadequacies in performance or errors in learning that need the use of correctives. 2. Corrective feedback in writing 2.1. Corrective feedback in writing: varied feedback modes Since the late 1980’s, there has been a switch in the teaching of writing from a focus on product to a focus on process. The process-oriented writing approach, therefore, shifts the core of writing instruction away from students’ final products towards their writing processes, which include pre-writing, drafting, revising and editing stages. Feedback, as a factor of great significance in the writing process, calls for wide concerns from EFL/ESL teachers. For a long time, product-oriented approach dominates the writing pedagogy and teacher feedback is used as the only way to respond to student writing. New feedback modes 5 are burgeoning and varied feedback techniques are explored along with this new development in writing pedagogy. 2.1.1 .Peer feedback Peer feedback, also referred to as peer response, peer editing or peer review, is one type of feedback frequently recommended by process advocates. It continues to be a popular source of in EFL/ESL classroom. It is defined as working with someone of relatively equal language proficiency and of one’s own age- usually someone in the same class- to help improve, revise and edit his or her writing. The beneficial effects of peer review have been outlined in substantial amount of research. Peer readers can provide useful feedback. For example, Rollinson (2005) found high levels of valid feedback among college level students. 80% of comments were considered valid and only 7% were potentially damaging. It has also been shown that peer writers can and do revise effectively on the basis of comments from peer readers. Mendonca and Johnson’s (1994) study showed that 53% of revisions made were incorporations of peer comments. Rollinson (2005) found even higher levels of uptake of reader feedback, and 65% of comments were accepter either completely or partially by readers. According to Li (2009), peer feedback, cognitively, force students to exercise their thinking and help them enhance audience awareness. Linguistically, students experience through peer review valuable opportunities to enhance their reading and writing ability as they discuss such issues as writing contents, organizational patterns, grammatical structures and appropriate word choices. Affectively, through peer feedback, students can gain confidence and reduce apprehension by seeing peers’ strengths and weaknesses in writing and therefore generate more positive attitudes towards writing. However, some literature reports that peer response cannot achiever fruitful results because students are not knowledgeable enough for error detection and corrections or they tend to withhold critical comments in order to 6 maintain group harmony. 2.1.2. Self-monitoring Self-monitoring technique is also a potentially rewarding option in the ESL/EFL writing class. Based on the literature developed by Cresswell (2000), self- monitoring students write marginal annotations about problems in their evolving compositions, to which the teacher responds. Students are asked to annotate their text with any doubts they have during the writing process. Research on this technique provides an increasing number of advantages for students of writing. Firstly, the passive position of the writer has been totally changed into an active audience in the writing process (Charles, 1990, cited in Chen, 2009). Clear evidence indicates that lack of critical thinking and active attitudes is the most common problem during ESL students’ learning process (Matalene, 1985). According to the study presented by Matalene through examining and analyzing ESL writing, ESL writers show their perspectives that comprehending their writing is only the audience’s responsibility and few of them judge their own writing from a reader’s objective view. This characteristic originates from the traditional thought that writing is only the matter of the writer and writing is not for showing off but self- learning. Another reason that explains why ESL writing learners tend to take a negative attitude on their production is the traditional teacher-centered educational model (Huang & Leung, 2005, cited in Chen, 2009). That is, getting used to this teaching model, students prefer reception rather than production, being a good listener and reader but an inexperienced thinker and writer. However, making annotations reflecting the writer’s concern, student writers have to force themselves to form an awareness of the audience for their writing. And this technique pushes them to evaluate their work more objectively and to express motivation instead of only writing without thinking. Besides, it encourages writing learners to develop the responsibilities for what they write and drives them to participate in the whole writing process. 7 Secondly, self-monitoring encourages students to look critically and analytically at their writings and helps enhance their learning autonomy. It meanwhile enables the teacher to give tailor-made feedback to individual students and offers a match between the feedback that students want or expect and the feedback that is actually given. What remains a problem, nevertheless, is that this feedback seems inapplicable to all students. Some self-monitoring learners cannot adequately describe their concerns or cannot locate the problems in their writing. The questions they are too general or some are written down too casually or many students still prefer to rely on their teacher for comment rather than exercise their individual judgments. In addition, the effectiveness of self-monitoring technique partly depends on the feedback that the teacher provides. Hence, teacher-student conference is encouraged after the teacher looks over students’ annotations, which means teachers and students schedule a meeting time when the teacher explains the solutions to students’ problems and points out the other important issues ignored. During the conference, teachers should create harmonious atmosphere for substantial negotiation and deep communication. They take an easy-of-approach attitude to discuss students’ problems as well as offering sincere encouragements and constructive suggestions. 2.1.3. Teachers’ written corrective feedback Despite growing attention to oral response and the exploitation of peers, computers and self-monitoring model as sources of feedback, written comments from instructors remain central in most L2 and foreign language writing classes. Many teachers have the notion that it is necessary for them to write substantial comments on writing papers to provide reader reaction to students’ effort, to help them improve as writers and to justify the grade given ( Li, 2009). As a traditional feedback mode, it bears many advantages that cannot by surpassed by other feedback techniques. It provides a critical instructional opportunity for students and offers a convenient avenue to achieve one-to-one 8 [...]... people Each one should choose the most suitable lifestyle in relation to his or her living condition, working setting, and social status ************************************************************ LE HANH NGUYEN Essay: When it comes to the matter of appoaches to life, some may enjoy change and they look forward to new experiences; however, others like their lives to stay the same Choosing which of two... people talk about things Compare these methods and choose the most suitable one for you.” Here are their writing papers: Trang Doan – Hung Yen Specialized High School Topic: People learn in different ways Some learn by doing things, other people prefer learning by reading, others learn by listening to people talk about things Compare these methods and choose the most suitable one for you Enhancing the... preoccupation with errors can interfere with, if not prevent, the writer’s ability to discover and make meaning Accuracy versus fluency in a writing class 2.2.2 2.2.2.1 Accuracy/Fluency dichotomy The accuracy/fluency dichotomy has provided ESL/EFL teaching field with a wide arena for both research and dispute As the trend towards communicative competence continues, with its concomitant concentration on... Lifestyle is a crucial factor affecting to the living standard, as a result, individuals should make their sound choice to achieve expected results (very good) After three months teaching in this way, I found that my students’ essay improved a lot The way they express their ideas is clear Word choices as well as their structures in their writings are quite good and academic They hardly made simple mistakes... point in each essay Ask students to correct the mistakes of their own as well as of their friends’ Here are a sample of the essays of my gifted students at the beginning of the school year 2013-2014 and my corrections: MAI HAI ANH Writing: Thanks to changes, the world can develop but to keep society stable, living routines of residents are needed Almost everyone is wondering which trend should be followed-intending... foundation for the curricula at schools and universities In the final analysis, each learning method has its specialty and can be suitable for certain individuals Personally, to a busy and curious student like me, reading books is the most advisable way for my studying habit and condition ***************************************************************** Name: Mai Hai Anh People learn in different ways... disadvantages ***************************************************************** Student: Le Hanh Nguyen Topic:People learn in different ways Some people learn by doing things; other people learn by reading about things; others learn by listening to people talk about things Compare these ways of studying ? What is your choice? Studying process inevitably requires enduring efforts and consummate concentration... this method will be offered the chance to envision the theory and attach it to the practice Knowledge, in this way, is anchored in one’s memory for a longer period of time than in other ones Students particularly benefit from this studying approach Keeping all theoretical subjects at school in mind is , to some extent, such a challenge to youngsters The saying “practice makes perfect “, therefore, proves... identify their potential to adhere to the most appropriate way in studying process ***************************************************************** Nguyen Thanh Mai Topic: learning by doing things, reading or listening to people talk Compare these and choose one suitable for you Writing: In the same educational environment, it is self-learning method that would be the determinant for student to succeed... ***************************************************************** Nguyen Phuong Thao- Hung Yen Specialized High School Topic: People learn in different ways Some learn by doing things, others prefer learning by reading; others learn by listening to people talk about things Compared these methods and choose a most suitable one for you ESSAY Learning methods greatly vary among individuals Commonly, knowledge . §µO T¹O H¦NG Y£N TR¦êNG Thpt CHUYÊN  Sáng kiến kinh nghiệm Phát huy tính hiệu quả của việc chữa bài trong khi dạy viết luận cho đội tuyển HSG trường THPT Chuyên Họ và tên giáo viên:. viên: Nguyễn Thị Hường Bé m«n : Tiếng Anh Năm học : 2013-2014 2 TABLE OF CONTENTS PAGE CHAPTER I: REASON FOR CHOOSING THE TOPIC…………………… 2 1. Reasons for choosing the topic. 2. Aims of the. Yen Specialised High School , I have found that corrective feedback is of great importance for students to make progress in writing essays. That’s the reasons why I choose the topic as my

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  • 3. Scope and Significance of the Study

  • CHAPTER III : APPLICATIONS AND RESULTS

    • 1. APPLICATIONS

  • CHAPTER IV: Conclusion

    • 3. Conclusion.

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