Oral and wrtten discourse analysis basis for integrative activities for basic english course at thai nguyen university

i THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines ORAL AND WRITTEN DISCOURSE ANALYSIS: BASIS FOR INTEGRATIVE ACTIVITIES FOR BASIC ENGLISH COURSE AT THAI NGUYEN UNIVERSITY A Dissertation Presented to The Faculty of Graduate School Batangas State University Batangas City, Philippines In Partial Fulfillment Of the Requirements for the Degree Of Doctor of Philosophy Major in English By: VU KIEU HANH April 2015 ii THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines iii THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines ABSTRACT Title : Oral and Written Discourse Analysis: Basis for Integrative Activities for Basic English Course at Thai Nguyen University Author : Vũ Kiều Hạnh Course : Doctor of Philosophy Major : English Year : 2015 Adviser : Dr Matilda H Dimaano Summary: This study aimed to analyze the oral and written discourse of First Year College students enrolled in Basic English Course at Thai Nguyen University with integrative activities as the output of the study It made use of the descriptive method of research The respondents of the study comprised of 367 students and 65 teachers The statistical tools used were mean, percentage, percentile rank, ranking, standard deviation, and t-test The findings of the study show that the biggest group of respondent or 46.9 percent have parents with educational attainment in the tertiary level of education which means that student‟s parents have higher educational attainment and are motivated to send their children to higher education as they iv THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines In addition, the students came from at least 13 different places in Vietnam This indicates that the University campus under study cater to students coming from different places in Vietnam and therefore handles a heterogeneous student population As regards the place of origin in terms of whether these are urban or rural, it can be noted that majority comes from urban areas Thus, it can be said that the respondents can afford and have access to University education Further, findings revealed that 357 out of 367 students or 97.3 percent had exposure to the English media However, mere exposure did not give much impact on the learning of the English language Findings also indicates that certain factors constrained the students to be exposed to foreign media, like the lack of English shows in TV station, or the mandated program of the government to control English language instruction The identification and resolution of these factors could be critical in the successful English language learning of the students In relation to pronunciation and fluency, the average score of correct items is 2.80 which indicates that the level of pronunciation and fluency competence of the students is average for this set of student population while in comprehension and vocabulary, the average score of correct items is 2.84 This indicates that the level of comprehension and vocabulary competence of v THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines the students is also average In terms of grammatical accuracy, the average score of correct items is 2.71 which indicates that the level of grammatical accuracy competence of the students is average The total performance of the students for oral discourse on the other hand is indicated in their average score of 2.78 This means that students have developed oral discourse competency perhaps due to varied language activities provided by their teachers and their daily interactions using the English language In the evaluation of written discourse competency, for cohesion and coherence, the average score of correct items is 4.53 This result, reflects the poor performance of the students, but also the relative difficulty of these test items In the case of logical order, the results show that the average correct score is 2.0 This indicates the poor performance of the students and the relative difficulty of these question items For the student written paragraph, in terms of completeness, the average correct score is 3.06 which means that in terms of completeness of written paragraph, the students‟ performance is average for this given population In the aspect of logical order, the result shows a mean score of 2.92 This indicates that the performance of the students in insuring logical order of a written paragraph is average for this population while for unity and coherence, the mean score obtained is 2.95 This indicates that the ability of the students to achieve unity and coherence in their written paragraph is average vi THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines In terms of the total performance of the students in written discourse, the mean score obtained was 3.09 This indicates that in general, the written discourse performance of the student respondents is average This implies further that students were provided by their teachers with varied classroom writing activities for them to practice and their exposure to such activity enrich their understanding written discourses Among the 28 mean combinations being compared, 19 mean combinations showed significant differences or 67.9 percent This indicates that majority of the means compared are significantly different and are generally not related to each other The competency items that did not show significant differences were the mean combinations involving the oral discourse and last two items of the student written paragraphs namely order and unity and coherence These mean combinations with p-values above 0.05 are indicative of existing statistical relationship and are predictive of each other vii THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines ACKNOWLEDGMENT Sincerest and profound gratitude and appreciation are extended to all the persons who in their own special ways have made this dissertation a reality The author is most grateful to: Prof Dr Dang Kim Vui, President of Thai Nguyen University, Vietnam for offering the Doctor of Philosophy major in English in cooperation with Batangas State University, Philippines; Dr Matilda H Dimaano, Dissertation Adviser, for her indisputable expertise, invaluable comments, guidance, and encouragement that led to the completion of this research; The Panel of Examiners Dr Maria Luisa A Valdez, Dr Amada G Banaag, Dr Myrna G Sulit, and Dr Felix Panopio, for their profound insights, suggestions and recommendations to improve this study; The visiting professors from the Batangas State University including Dr Remedios P Magnaye, Dr Rosa Adelaida Ecalnir and other professors for their lectures; Dr Tran Van Dien, the Rector of Thai Nguyen University of Agriculture and Forestry, Dr Nguyen Tuan Anh Dean of International School and Dr Pham Viet Binh, Rector of Thai Nguyen University of Information and viii THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines Transportation Technology for their approval of the researcher‟s request to conduct the study; The respondents of the study, for their active involvement; Her loving classmates and colleagues, for their support and friendship that inspire the researcher to pursue this research work; Her parents and sibling, for their encouragement, financial, moral and spiritual supports and for continuously believing that she can finish this academic work Vu Kieu Hanh ix THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines DEDICATION This research is dedicated to my beloved parents, Vu Van Hieu and Nguyen Thi Thanh Thuy, children, Trinh Vu Gia Minh (Heo) and Trinh Vu Duc Duy (Bo), for giving me the best of everything most especially their love Vu Kieu Hanh x THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines TABLE OF CONTENTS Page TITLE PAGE i APPROVAL SHEET ii ABSTRACT iii ACKNOWLEDGEMENT vii DEDICATION ix TABLE OF CONTENTS x LIST OF TABLES xiii LIST OF FIGURES xiv CHAPTER I THE PROBLEM Introduction Statement of the Problem Scope, Delimitation and Limitation of the Study Significance of the Study II REVIEW OF LITERATURE Conceptual Literature 10 Research Literature 36 Synthesis 43 139 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines CURRICULUM VITAE PERSONAL DATA Name: Nickname: Address: Date of birth: Place of birth: Nationality: Religion: Civil Status: Father's name: Mother's name: Sibling: EDUCATION Graduate Studies: VU KIEU HANH Lucky # 329 G Phan Dinh Phung St Thai Nguyen City November 14, 1985 Thai Nguyen City Vietnamese None Maried Vu Van Hieu Nguyen Thi Thanh Thuy Vu Quang Huy Laguna State Polytechnic University Laguna Philippines Master of Arts in English Tertiary Thai Nguyen University of Education, Thai Nguyen City Bachelor of Arts in Teaching English High School: Luong Ngoc Quyen High School, Thai Nguyen City Secondary: Chu Van An Secondary School, Thai Nguyen City Elementary: Nha Trang Elementary School, Thai Nguyen City WORK EXPERIENCE July 1, 2008 to present Faculty Member, Thai Nguyen University of Agriculture and Forestry, Thai Nguyen University 140 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines 141 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines 142 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines 143 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines 144 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines 145 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines 146 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines 147 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines 148 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines 149 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam CANDIDATE: BATANGAS STATE UNIVERSITY Republic of the Philippines VU KIEU HANH (LUCKY) Title of Dissertation: ORAL AND WRITTEN DISCOURSE ANALYSIS: BASIS FOR INTEGRATIVE ACTIVITIES FOR BASIC ENGLISH COURSE AT THAI NGUYEN UNIVERSITY Chairman: Members: Dr Amada Banaag Dr Ma Luisa Valdez Dr Felix Panopio External Panel Secretary Dr Myrna Sulit Dr Remedios Magnaye Adviser Dr Matilda H Dimaano COMMENTS/SUGGESTIONS/RECOMMENDATIONS: Abstract is long Delete quotation mark in the second paragraph under writing in the Introduction Next sentence should be in another universities Revise the first paragraph Modify the last paragraph Improve first paragraph on page Review the lengths of paragraph on page and Corrections on page last paragraph: As a college teacher teaching Basic English, the researcher observed difficulties that include writing effective sentences in a paragraph… This prompted the researcher to probe deeper into the learning aspects of the college students Corrections on page 7, SOP number 1.4 ; this may be deleted Variables on page should be started with small letters Corrections on page SOP number Are there significant relationships between the students‟ oral and written discourse competencies? Corrections for SOP number Are there significant differences between the students‟ oral and written discourse competencies and the teachers‟ assessments in the same areas? 150 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines For the Scope, show focus/coverage of the study Correction for 2nd sentence on page The teachers made to validate grammatical and discourse analysis questionnaire while the students were asked to answer … Simplify the delimitation and limitation of the study On page 9, Teachers should be English teachers and add Researchers and Future Researchers in the Significance of the Study On page 10, the first construct should be Instruction in Basic College English Course 10 Add two to three pages for the concept, Integrative English Activities 11 Page 22 paragraph discussion on Approaches to Discourse Analysis has a very long 12 Paraphrase Thomas (1987) on page 35 13 On page 50, simplify the discussion on Conceptual Framework by discussing the Input-Process-output boxes 14 Improve Figure on page 51 Delete type of school attended under variable for A Arrow should touch the boxes Output box should contain Integrative Activities for Basic English 15 Hypotheses: There are no significant relationships between the students‟ oral and written discourse competencies There are no significant differences between the students‟ oral and written discourse competencies and the teachers‟ assessments of the students‟ stated competencies 16 Provide introductory paragraph for the Definition of Terms on page 52 17 Research environment on page 54 is very long 151 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines 18 On page 57, Subjects of the Study The subjects of this study were the 367 first year students taking up Basic English and… 19 On page 57, second paragraph of the Research Design; use of two types… This study made 20 Correction for Table page 58, the fourth column should be Teacher Respondents 21 Add scoring and verbal interpretation after Teacher Made Test on page 61 22 Correction on page 63 for T-test This was used to find out the significant difference of the means of the variables being compared 23 Delete Table along with discussion pertaining to profile of high schools attended on page 68 24 Exposure to English Media should be 1.4 Table will be Table Profile in the first column should be Exposed then Not Exposed 25 Correction on page 69 number 2: Levels of Oral and Written Discourse Competencies of Students 26 New Title of Table 7: Performance of Student Respondents in the Oral discourse competence test Discuss clearly how to give point for column (Average Score of Correct Items) Bottom part of column should be Mean=2.78 and bottom part of column should be Mean = 55.66 27 Correction on page 72, Table 8: Put the word Mean at the bottom of the rd column, Average Score of Correct Items and at the bottom of the th column 28 Corrections on page 75 number Significant Relationships between the Students‟ Oral and Written Discourse Competencies To test whether there are significant relationships between the Students‟ Oral and Written discourse competencies… As shown in the table, it can be observed that among the 28 mean combinations being compared, 19 mean combinations or 67.9% showed 152 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines significant relationships This indicates that majority of the means compared are significantly related and are generally almost equal to each other These mean contributions with significant relationships involved the competency items… The result further showed that there are more mean conbinations that are significantly related among oral… 29 Corrections on page 76: … that as the component skill departs from its skill classification, the more significantly related they are from each other The competency items that did not show significant relationships were the mean combinations… These mean combinations with p-values above 0.05 are indicative of none existence of statistical relationship and are not predictive of each other 30 Correction for Table Column for Pronunciation and Fluency was missed under the column Oral Discourse Include Unity and Coherence under Written Discourse Oral Discourse and Written Discourse should be in bold letters For the Note: Mean scores with p-values below 0.05 are significantly related and shown in shaded areas 31 Correction on page 78, Table 10 First column title should be Items 32 New title of Table 10: Discourse Competencies Validated Student Skills as to Oral and Written 33 Correction on page 79, New title of Table 11: Competencies of Freshman Students and Frequency of Use Rank in Column should be as follows: 12.5, 18, 5.5, 5.5, 7, 19, 17, 14.5, 14.5, 16, 8.5, 3, 11, 1.5, 4, 1.5, 10, 8.5 and 12.5 34 New title of Table 11: Student Oral and Written Discourse Skills According to the Frequency of Use 35 Corrections on page 80, new title of Table 12: Student Oral and Written Discours Skills According to the Degree of Importance Rank in Column should be as follows: 1.5, 4, 11, 16.5, 19, 15, 3, 9, 13, 14, 18, 16.5, 10, 6, 8, 6, 6, 12 and 1.5 36 Page 82 number Difference between the students‟ oral and written discourse competencies and the Teachers‟ Assessment on the Same Areas 153 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines 37 Corrections on page 82 first paragraph: It should be… The comparison between the combined students‟ oral and written… Second paragraph… As shown in the table, it can be observed that the pvalues of the majority of the different mean combinations were less than 0.05 that is 150 combinations out of 152…… This implies that these mean combinations such as oral and written discourse performance of students vis-à-vis frequency of student skill as perceived by the teachers are not the same Third paragraph… Two mean combinations have p-values above 0.05, indicating these means are not significantly different indicating that the performance of the students and the evaluation of teachers are statistically the same 38 New title of Table 13: Students‟ Performance in the Different Oral and Written Discourse Competencies as Assessed by Teachers 39 Corrections on page 84 number Integrative Activities for Basic English to improve the Students‟ Oral and Written Discourse 40 New title of Table 14: Bases for the Design of Integrative Activities for Basic English 41 Correction for Table 14, third column: Combined factor (S1xS2) (in %) are as follows: 10.644, 10.799, 10.281, 7.817, 7.600, 10.404, 11.090 and 11.193 42 Corrections on page 85: Based on Table 14, the list will include three competency items under the written discourse namely: Logical Order, Cohesion and Coherence, and …… The main justification for the choice of these three items were the low student mean % scores for the first two items and the least number of p-values with less than 0.05 for the third item, since this indicates a significant difference between students‟ competencies and teachers‟ perceptions The rest of the items were not considered as the results suggested that the students are performing better in those areas 43.Provide cover page for the output of the study Provide introduction 44 All the corrections in chapter IV should be reflected in chapter V 45 The paper needs thorough editing [...]... 74 11 Students‟ Oral and Written Discourse Skills According to the Degree of Importance 75 12 Comparison Between Students‟ Performance and Teachers‟ Assessment in the Different Oral and Written Discourse Competencies 78 13 Bases for the Design of Integrative Activities for Basic English 79 xiv THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic... students for a quality English education, and evaluating the current curriculum for College English, it would seem reasonable to evaluate and analyse the oral and written discourse among the College students These two aspects are important to the development of oral 6 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines and writing skills, one aimed at. .. students' oral and written discourse competencies? 5 Are there significant differences between the students' oral and written discourse competencies and the teachers‟ assessments in the same areas? 6 What integrative activities may be proposed to enhance students in oral and written discourse competencies? Scope, Delimitation and Limitation of the Study This study is focused on analyzing the oral and written... that a frame analysis is a type of discourse analysis that would be able to shed light on context that mediate this change in meaning Discourse analysis is a type of linguistic analysis concerns with whole texts rather than sentences or clauses It is divided into types like the Spoken Discourse Analysis, which involves the study of conversations, dialogues, spoken monologues, and Written Discourse Analysis, ... instruction in basic college English course, evaluation of students‟ competencies, approaches to discourse analysis, and integrative English activities were reviewed to substantiate the study Instruction in Basic College English Course College English is one of the language subjects in the general curriculum of the tertiary education It is known in different names like English 101 or Basic College English. .. gender; 1.2 parents‟ educational attainment; 1.3 student's place of origin; and 1.4 English media exposure? 2 What are the levels of oral and written discourse competencies of the students? 7 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines 3 Are there significant relationships between the students‟ oral and written discourse competencies? 4 How... will provide very rich information regarding oral and written discourse of freshman students for appropriate utilization of intervention activities and other pedagogic materials Future Researchers Results of the study will provide them insights to explore other areas relative to this research undertaking 10 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the... news, and political speeches Discourse analysis is more concerned with naturally occurring data rather than in made up examples as it wants to prove the rigorousness of its procedures Its 5 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines practitioners assert that discourse analysis in fact is a collection of techniques, rather than a single analysis. .. learn English That prompted educational institutions and other agencies to offer Basic English course Varied descriptions and goals were provided as to the content of the course Among them include: improving various English skills focusing in pronunciation of words and sounds; listening, practicing casual English; reading 14 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY. .. necessary for individuals or groups are included in formative evaluation Approaches to Discourse Analysis Discourse analysis (DA), or discourse studies, is a general term for a number of approaches to analyzing written, vocal, or sign language use or any significant semiotic event The objects of discourse analysis such as discourse, writing, conversation, communicative eventare variously defined in terms of ... Title : Oral and Written Discourse Analysis: Basis for Integrative Activities for Basic English Course at Thai Nguyen University Author : Vũ Kiều Hạnh Course : Doctor of Philosophy Major : English. .. Performance and Teachers‟ Assessment in the Different Oral and Written Discourse Competencies 78 13 Bases for the Design of Integrative Activities for Basic English 79 xiv THAI NGUYEN. .. Rector of Thai Nguyen University of Information and viii THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines Transportation Technology for their