The feasibility of integrated approach in English language teaching at Maritime College No.1, Haiphong = Tính khả thi của phương pháp tích hợp trong giản20150227.PDF

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The feasibility of integrated approach in English language teaching at Maritime College No.1, Haiphong = Tính khả thi của phương pháp tích hợp trong giản20150227.PDF

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iv TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENT ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATION vi LIST OF FIGURES, TABLES AND CHARTS vii PART I: INTRODUCTION 1 Rationale Aims and objectives Research methods Scope of research Significance of the study Design of the study PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Integrated-skills approach 1.1.1 Definitions 1.1.2 Types of Integration 1.1.2.1 Integration of three areas 1.1.2.2 Integration of skills 1.1.3 The advantages of integrated approach 1.1.4 An integrated approach to teaching reading 1.1.5 The disadvantages of integrated approach 10 1.2 The statement of the problems 11 1.2.1 Teachers' background 11 1.2.2 Students’ background 12 1.2.3 The current situation of English language teaching 13 and learning at Maritime College v 1.2.3.1 The teaching situation 13 1.2.3.2 The learning situation 13 1.3 Summary 13 CHAPTER 2: RESEARCH METHODOLOGY 14 Methodology 14 2.1.1 Research questions 14 2.1.2 The participants 14 2.1.3 The instruments 14 2.1.3.1 Survey questionnaires 2.1.3.2 Class observation 2.1.3.3 Informal interview 2.2 Data analysis 14 15 16 17 2.3 Summary 18 CHAPTER 3: FINDINGS AND DISCUSSIONS 19 3.1 Teacher survey questionnaire 19 3.1.1 Teachers’ perceptions of feasibility of 19 Integration of skills to Reading at Maritime College 3.1.2 Advantages of Integrated Approach 22 3.1.3 Disadvantages of Integrated Approach 23 3.2 Class observation 28 3.3 Informal interview 28 3.4 Major findings 29 3.5 Recommendations and suggestions 30 3.6 Sample lesson plans with integrated approach 32 PART III: CONCLUSION 38 Conclusions 38 Implications 38 Limitations 39 REFERENCES 43 APPENDICES I vi LIST OF ABBREVIATION School year : SY Ss : Student(s) Integrated approach : IA Teaching and learning : T/L Maritime College No : MC Ministry of Education and Training : MOET International Maritime Organization : IMO English as a Foreign Language : EFL English as a Second Language : ESL vii LIST OF FIGURES, TABLES AND CHARTS FIGURES Figure1: Classification of integration (Meltem Huri, 2010) TABLES Table 1: Advantages of Integrated Approach 24 Table 2: Disadvantages of Integrated Approach 25 Table 3: Recommendations for the application of integrated approach 29 CHARTS Chart 1: Teachers’ current language teaching approaches at MC 21 Chart 2: Appropriateness of the integrated Approaches 21 Chart 3: Priority in Language Teaching 22 Chart 4: Definition of Integrated Approaches 22 Chart 5: Integrated Approaches implementation 26 Chart 6: Suitability and applicability of Integrated Approaches in 27 Language teaching at MC Chart 7: Fluency of Integrated Approaches applications 28 PART I: INTRODUCTION Rationale Globalization has not omitted maritime industry Nowadays we can see different nationalities on board This cross-cultural labour mobility makes many maritime English instructors aware that the quality of cadets in the global seafarer‟s community needs a proper teaching pedagogy Today‟s shipping industry communicates through maritime English, the language of the sea Competent seafarers should also be proficient in understanding and using maritime English, which is essential for the safety of life at sea, ship property, pollution prevention, etc Maritime English knowledge and skills can ensure the effectiveness of communication between English speaking seafarers and non-English speaking seafarers; and between seafarers and offshore personnel To a certain degree safety at sea depends on seafarers‟ communication in maritime English Proper command of maritime English is not only for the essentials of seafarers but also for the appropriate operation of ship Taking into consideration the significance of the above, IMO (International Maritime Organization) has officially adopted maritime English as the language of maritime industry But another important step is to ensure that seafarers gain good maritime English communication skills Most of the maritime institutes realize that mastering communication skills is one of the important components which ensure the safety at sea To help seafarers to achieve high quality performance, maritime English instructors should focus on the particular terminology and communication skills that include listening, speaking, reading, writing and try to find the most effective ways to teach the language, trying to use or at least introduce some communicative techniques Lecturers in general play an essential part in achieving the goals of teaching In addition, the quality of maritime English teaching decides whether the cadets will become competent seafarers to meet requirements of IMO Conventions, and whether they will be communicating freely in the global maritime community But in the process of teaching and learning maritime English, teaching methodology is the key to success of educational outcomes In this paper I would like to give an overview of maritime English teaching at the Maritime College No 1, Hai Phong, addressing some advantages and disadvantages of integration of four skills to Reading and providing suggestions on how to improve the communicative skills in maritime English teaching at Maritime College For all these reasons above, a thesis named: “THE FEASIBILITY OF AN INTEGRATED APPROACH IN ENGLISH LANGUAGE TEACHING AT MARITIME COLLEGE No 1, HAI PHONG” has been fostered and conducted Aims and objectives In line with the above mentioned thoughts on English teaching at Maritime College, the author sets out a target to identify what advantages and disadvantages of using integrated approach at Maritime College No 1, Hai Phong and to determine whether the approach is feasible to be carried out at Maritime College Specifically, the researcher seeks to examine the perception of teachers on how to integrate skills in Reading teaching and the feasibility of the method at Maritime College setting In addition, it is expected that findings and discussion given would make certain contribution to the improvement of teaching methods for the teacher It means that the specific solutions and samples of lesson plans with integration of four skills to Reading will be suggested by the school teachers and the author as well In short, the study is an attempt to meet two aims It not only points to the advantages and disadvantages of integrated-skills teaching at MC but also to provide guidance and suggestions in applying the method with the purpose of teaching improvement 3 Research methods In this section, the author provided the description of the instruments for collecting data that were used and also highlighted the strengths and weakness of the research methods chosen The thesis is developed based on a survey research with three methods including surveys questionnaire, class observation and informal interviews A Survey Questionnaire for teachers is used to collect data that relates to the teachers‟ perspectives and attitudes towards the skills integration approach they have applied Class observation is a tool to check the answers of teachers in reality Informal interviews, on the other hand, ask broad questions, collects data from participants and most importantly, to clarify information collected in the survey questionnaire and observation The next part is a detailed discussion of the research methods used in the thesis In short, the author‟s attempt is to carry out a qualitative and quantitative research of the integrated skills approach at Maritime College Scope of the study As mentioned in the research‟s title, the research is aiming at an investigation on the suitability of integrated-skills method at MC Since then, the author will study teaching and learning situation in the light of communication language teaching with all English teachers at MC Based on theoretical background and actual observations, recommendations for teaching renovation are given Significance of the study Being one of two colleges in Vietnam specializing in Maritime industry, MC has played a very important role in providing Maritime English lectures and labour forces for the nation Thus, studying integrated method, one of the innovative methods with the purpose of T/L quality improvement at MC, in the long-term strategies, will bring out Maritime English lectures that should use some effective pedagogy to help the students in maritime related fields perfect their language skills Especially, in the process of teaching maritime English there are some problems related to four macro skills in the English language communications, namely speaking, listening, reading and writing The study is to clearly understand how feasible the integrated-skills approach is as applying at MC Besides, the author has expected to give recommendations for enhancing T/L quality of the school, providing consultation to the school's educational managers to better understand English studies at MC and making relevant policies of management in time; upgrading pre-service and in-service training programs for the teachers in the coming time and increasing the qualified graduates working in maritime industry who will make a significant contribution to the society Design of the study PART I: INTRODUCTION provides the basic information such as the aims, the scope, and significance of the study PART II: DEVELOPMENT contains of chapters Chapter 1: Literature Review justifies the literature on integrated teaching approach, categories of integration, the advantages and disadvantages of this method and especially the statement of the problems whose background of teachers and students are given clearly with the application of this method at the school Chapter 2: Research Methodology focus on the methodology employed in this study, including the methodology, the participants, the instruments for data collection Chapter 3: Findings and Discussions are reported PART III: CONCLUSION AND IMPLICATIONS presents a review of the research and the recommendations for the improvement of the material with selected suggestions for further research PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW The process of the literature review involves the researcher in exploring the literature to establish the status quo, formulate a problem or research enquiry, define the value of pursuing the line of enquiry established, and compared the findings and ideas with his or her own (Andresen 1997, adapted from Bruce 1994) That is why, as stated in the title of the thesis, the assumption has been made that the primary parts of the literature will be involved in the definitions and types of integrated approach and the review of literature concerning advantages and disadvantages of the method The second and most important part which provides the background of teachers and students is the statements of problems It embedded the current situation of language teaching and learning at Maritime College This assumption has influenced both the structure and the content of the literature review 1.1 Integrated teaching approach 1.1.1 Definitions The philosophy of integrated skills approach is based on the concept that in natural, day-to-day experience, oral and written languages are not kept separate and isolated from one another Instead, they often occur together, integrated in specific communication events (Peregoy & Boyle, 2001) Cunningsworth states that “In the actual language use, one skill is rarely used in isolation Numerous communicative situations in real life involve integrating two or more of the four skills The user of the language exercises his abilities in two or more skills, either simultaneously or in close succession.” (1984, p.46) Similarly, Hersan points out that “nowadays, communication is the major aim for learning a foreign language In daily life, these skills are seen in integration, for example, after reading a letter, usually an answer to this letter is written So in the classroom the activities should be taught in integration in order to arrive at ease in communication.” (1998, p 22) Thus, the integrated skills approach is the application for the development of communicative skills in the classroom, in which the four skills in the acquisition of knowledge of a foreign language can be taught in a coherent way, and practiced together, with a distinction of the importance of one upon the other 1.2.2 Types of Integration According to Meltem Huri Baturay (2010), integration can be classified into two types, including integration of four language skills and integration of three areas namely grammar, language functions and topics/themes The concepts of integration are separated into two as in the chart below: Grammar Integration of areas Language functions Topics/themes INTEGRATION Listening Integration of skills Speaking Writing Reading Figure 1: Classification of integration (Meltem Huri, 2010) 1.2.2.1 Integration of three areas Up to now, it has been emphasized that skills integration is inevitable if a communicative way of teaching is applied However, it should not be limited to skills integration only in a thematic way Meltem Huri (2010) has suggested a skills integration model roughly falling into three categories as grammar, language functions and topics/themes Grammatical Integration Most of the course books apply this type of integration There is no topical/thematic unity among the skills activities, but they reinforce the same grammatical item Therefore, one/a unit of the course book is completely ... communicative skills in maritime English teaching at Maritime College For all these reasons above, a thesis named: ? ?THE FEASIBILITY OF AN INTEGRATED APPROACH IN ENGLISH LANGUAGE TEACHING AT MARITIME. .. teaching approaches at MC 21 Chart 2: Appropriateness of the integrated Approaches 21 Chart 3: Priority in Language Teaching 22 Chart 4: Definition of Integrated Approaches 22 Chart 5: Integrated. .. traditional teaching and learning at Maritime College No.1 At the college, there are 23 teachers of English Fourteen out of 23 had the full-time training in English teaching course at the University The

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Mục lục

  • TABLE OF CONTENTS

  • LIST OF ABBREVIATION

  • LIST OF FIGURES, TABLES AND CHARTS

  • PART I: INTRODUCTION

  • 1. Rationale

  • 2. Aims and objectives

  • 3. Research methods

  • 4. Scope of the study

  • 5. Significance of the study

  • 6. Design of the study

  • PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW

  • 1.1. Integrated teaching approach

  • 1.1.1. Definitions

  • 1.2.2. Types of Integration

  • 1.2.3. The advantages of integrated approach

  • 1.2.4. An integrated approach to teaching reading

  • 1.2.5. The disadvantages of integrated approach

  • 1.3. The statement of the problems

  • 1.3.1. Teachers' background

  • 1.3.2. Students' background

  • 1.3.3. The current situation of English language teaching and learning at Maritime College

  • 1.4. Summary

  • CHAPTER 2: RESEARCH METHODOLOGY

  • 2.1. Methodology

  • 2.1.1. Research questions

  • 2.1.2. The participants

  • 2.1.3. The instruments

  • 2.2. Data analysis

  • 2.3. Summary

  • CHAPTER 3: FINDINGS AND DISCUSSIONS

  • 3.1. Teacher survey questionnaire

  • 3.1.1. Teachers’ perceptions of feasibility of Integration of skills to Reading at Maritime College

  • 3.1.2. Advantages of Integrated Approach

  • 3.1.3. Disadvantages of Integrated Approach

  • 3.2. Class observation

  • 3.3. Informal interview

  • 3.4. Major findings

  • 3.5. Recommendations and suggestions

  • 3.6. Sample lesson plans with integrated approach

  • STUDENT A COOLING SYSTEM

  • STUDENT B COOLING SYSTEM

  • PART III: CONCLUSIONS

  • 1. Conclusions

  • 2. Implications

  • 3. Limitations

  • REFERENCES

  • APPENDIX 1 SURVEY QUESTIONNAIRE

  • APPENDIX 2

  • INTERVIEW TRANSCRIPTS

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