The benefits and limitations of a genre - based approach to teaching writing to grade 10 students in Tan Trao high schoool, Tuyen Quang province

The benefits and limitations of a genre - based approach to teaching writing to grade 10 students in Tan Trao high schoool, Tuyen Quang province Những lợi ích và hạn chế của đường hướng dựa vào thể loại đối với việc dạy viết cho học sinh lớp 10 trường THPT Tân trào, Tuyên Quang Bùi Thị Thu Huyền University of Languages and International Studies M.A. Thesis. English Teaching Methodology; Mã số: 60 14 10 Supervisor : M.Ed. Khoa Anh Việt Năm bảo vệ: 2012 Abstract. There are two main purposes of the study. One main purpose was to investigate how the benefits and limitations of using a genre-based approach to teaching writing for grade 10 students are. The second main purpose was to explore their attitudes towards learning to write with this approach. The genre chosen for this study is narrative text. A pre-test-posttest group research design was used .The sample population was from two classes of the grade 10 students at Tan Trao High school. There were totally 90 students involved in this study (30 male and 60 female). The experimental group was taught using a genre-based approach for 5 weeks following four stages: Building knowledge of the field, modeling of the text, Join Construction of the Text, Independent construction of the Text. The control group was taught in the traditional method of the teacher-centered approach. This study collected data from two writing tests, motivational questionnaires, and observation. The statistical tools of the Independent sample Test were used to determine whether there were significant inter-group differences. The results of the study showed that the experimental group outperformed the control group significantly. The major findings of this study suggested that the genre-based approach helped significantly to enhance the students’ writing skills and their motivation towards learning writing. Based up the conclusions drawn from the study, the genre-based approach was thus recommended to be integrated into teaching writing for the students at Tan Trao High School in Tuyen Quang province. Finally, suggestions for further research were recommended. Keywords. Tiếng Anh; Kỹ năng viết; Lớp 10; Phương pháp giảng dạy Content. TABLE OF CONTENTS CONTENTS PAGE Acknowledgements i Abstract ii Table of contents iii,iv,v,vi Lists of abbreviations vii Lists of tables and figers viii INTRODUCTION 1. Rationale 1 2. Purposes of the Study 1-2 3. Research Questions 2 4. Scope of the Study 2 5. Research Method 2 6. Design of the Study 2-3 7. Summary 3 DEVELOPMENT CHAPTER 1.LITERATURE REVIEW 1.1. Theoretical Backgrounds of Writing 3 3 1.1.1. Definitions 3-4 1.1.2. Role of writing skill in Foreign Language Learning 4-5 1.2. Theoretical Backgrounds of Genre-Based Approach (G.B.A) 6 1.2.1. Why choose a genre based approach to teaching writing ? 6-7 1.2.2. Definitions 7-8 1.2.3. Genre-Based Approach (G.B.A) 8 1.2.4 Basic Principles of G.B.A 8-9-10 1.2.5. The curriculum cycle of G.B.A 10-11 1.2.5.1. Building knowledge of the field 11-12 1.2.5.2 .Modeling of the Text 12 1.2.5.3. Join Construction of the Text 13-14 1.2.5.4. Independent construction of the Text 14-15-16-17 1.3. Theoretical backgrounds of narrative text 17-18 1.4. Benefits and limitations of GBA 19-20-21 1.4.1. Benefits of GBA 19-20 1.4.2. Limitations of GBA 20 1.5. Conclusion 21 CHAPTER 2.THE STUDY 2.1. The setting of the study 21 21 2.1.1. The context 21 2.1.2. The writing program of the grade 10 students 21 2.1.3. The participants 22 2.2. The Experimental program 23 2.2.1. Materials 23 2.2.2. Activities 23 2.2.3. Role of the teacher and the students 23-24 2.3. Data collection 24 2.3.1. Data collection Instruments 24 2.3.1.1. Pre-test and Post-test 24 2.3.1.2. Pre- and –Post Questionnaires 24 2.3.1.3. Teacher’s and students’ observation 25 2.3.2. Data collection Procedures 25 2.3.2.1.Before the experimental treatment 25 2.3.2.2.During the experimental treatment 25 2.3.2.3.After the experimental treatment 25-26 2.4. Data Analysis 26 2.4.1. Data Analysis of Pre -and - Post Tests 26 2.4.1.1. The two groups’ writing performance before the experiment 26-27 2.4.1.2. The two groups’ writing performance after the experiment 27-28 2.4.1.3. The experimental groups’ improvement in writing proficiency 29-30 2.4.2. Data Analysis of Questionnaires 30 2.4.2.1. Students’ attitude to writing before and after the experiment 30-31-32-33 2.4.2.2. Students’ participation before and after the program. 33-34-35 2.5. Summary 35 CHAPTER 3.DICUSSION THE RESEARCH QUESTIONS 35 3.1. Discussion of the Research Questions 35 3.1.1. Benefits of G.B.A on students’ writing proficiency 35-36-37 3.1.2. Limitations of G.B.A to teaching writing 37-38 3.2. Summary 38-39 CONCLUSION 39 1.The benefits and limitations of the genre-based approach in teaching writing to my own students. 39-40 2.Limitations of the study 40 3.Implications for further research 40-41 References I, II, III Appendix 1: Sore writing , rating scale IV, V, VI Appendix 2: Pre-questionnaire VII, VIII Appendix 3:Post-questionnaire IX, X Appendix 4: Lesson Plan XI,XII,XIII, XIV,XV References. Tiếng Việt 1.Tài liệu Nghiên cứu ứng dụng sư phạm ứng dụng-Dự án Việt-Bỉ 2.Nguyễn Thị Thúy (2000), Một số khó khăn trong việc dạy kỹ năng viết theo sách giáo khoa mới tiếng anh 10 (cơ bản) trên thực tiễn của giáo viên và học sinh lớp 10 tại trường THPT Kinh Môn ,Hải Dương, Luận văn Thạc sỹ, trường Đại học Ngoại ngữ, Đại học Quốc gia Hà Nội, Hà Nội. Tiếng Anh 1. Anderson, K. & Anderson, M. (1995). Text Types in English. Australia: Macmillan Education. 2. Badger, R. and White, G. (2000). A process genre approach to teaching writing. ELT Journal Volume 54/2. 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The benefits and limitations of a genre - based approach to teaching writing to grade 10 students in Tan Trao high schoool, Tuyen Quang province Những lợi ích và hạn chế c a đường. benefits and limitations of using a genre- based approach to teaching writing for grade 10 students are. The second main purpose was to explore their attitudes towards learning to write with this approach. . proficiency 3 5-3 6-3 7 3.1.2. Limitations of G.B .A to teaching writing 3 7-3 8 3.2. Summary 3 8-3 9 CONCLUSION 39 1 .The benefits and limitations of the genre- based approach in teaching writing