Định dạng cấu trúc đề thi, bài tập đề cương và đáp án chi tiết môn phương pháp nghiên cứu khoa học. Bái thi gồm có 7 câu hỏi và phần đáp án giải thích dễ hiểu, tô đậm phần quan trọng và đặc biệt là sát với đề thi hàng năm của bộ môn quan trọng đối với chuyên ngành ngoại ngữ này
Trang 1ĐỊNH DẠNG CẤU TRÚC ĐỀ KÌ 1 NĂM HỌC 2015-2016
Học phần thi: Phương pháp luận NCKH
Mã đề: ………
Mã học phần: ………
Số TC: 02 Ngày thi: Thời gian: 45 phút Họ tên: ……… Giám thị 1 Giám thị 2 Số phách Lớp: ………
Mã SV: ………
Số báo danh: ……….
-Điểm (số) Điểm (chữ) Giám khảo 1 Giám khảo 2 Số phách Ghi chú: Thí sinh làm bài trực tiếp trên đề thi. 1 Liệt kê 04 loại nguồn tài liệu có thể sử dụng để thu thập thông tin nghiên cứu/ viết phần điểm các quan điểm lý thuyết (2,0 đ) 2 Nối một thuật ngữ ở cột A vào định nghĩa phù hợp ở cột B trong bảng cho sẵn Chú ý có 1 định nghĩa dư không dùng đến.( 2,5 đ) A B 1. 2. 3. 4. 5. 3 Sắp xếp các mục cho sẵn trong đề cương nghiên cứu theo thứ tự (1 đ) 4 Đọc 1 đoạn miêu tả một nghiên cứu cho sẵn và trả lời câu hỏi nhằm xác định rõ loại hình của nghiên cứu được miêu tảZ, trả lời câu hỏi bằng cách đánh dấu (√) vào ô thích hợp và nêu lý do ( 1 đ) 5 Viết lại các chi tiết của một nguồn tài liệu tham khảo cho trước dưới đây theo cách ghi tài liệu tham khảo APA hoặc Harvard (1,5 đ) 6 Viết từ 1 đến 2 câu hỏi nghiên cứu cho một đề tài nghiên cứu khoa học có tên được cho sẵn (1,0 đ)
7 Viết hướng dẫn cách trả lời cho câu hỏi trong bảng hỏi (questionnaire item) cho sẵn (1,0 đ)
Trang 2
EXERCISES OF RESEARCH METHODS
I Were the following studies qualitative or quantitative? Tick the appropriate
box.
A teacher developed some innovative listening materials for low level learners She used these materials with a range of classes, and believed that they were significantly superior to the
traditional materials which were used in her school However, her colleagues were skeptical Therefore, she carried out a study She had two ways to collect data
1 She surveyed the students through interviews and questionnaires, and obtained their
subjective impressions In addition, she asked a colleague to become a participant observer in her classroom and made a record of the teaching and learning going on
If she collected data in this way, was her study qualitative or quantitative ?
2 She randomly assigned the students to two groups One group used the traditional materials
and the other group used the innovative materials Besides, she gave the students two tests, a pre-test and a post-test, to check both group at the beginning of the term as well as the end Then she compared the scores to test her hypothesis of the superiority of the innovative materials
If she collected data in this way, was her study qualitative or quantitative ?
II Read the following extracts from TESOL articles and answer the questions
below
This article presents the results of an investigation into the place of English in the curriculum in several countries in the Asia-Pacific region The study indicates that the emergence of English as a global language is having considerable impact on policies and practices in all countries surveyed However, it also reveals significant problems, including confusion and inconsistency, at the level of policy, particularly regarding the issue of age of initial instruction, inequity regarding access to effective language instruction, inadequately trained and skilled teachers, and a disjunction between curriculum rhetoric and pedagogical reality Despite the apparent widespread perception that English is a global language, relatively little systematic information has been gathered on its impact on educational policies and practices in educational systems around the world The purpose of this study is to explore the impact of English on educational policies and practices in countries in the Asia-Pacific region, particularly Mainland China, Hong Kong, Japan, Korea, Malaysia, Taiwan, and Vietnam These countries were chosen because they represent a range of contrasting characteristics and features, from developed to developing, ex-colonial to independent, large to small, and culturally diverse to culturally cohesive.
.I first collected and analyzed published policy statements, documents, and programs drawn from a number of sources, including recent books, articles, government reports, syllabuses, and curriculum documents I obtained these materials in several different ways Some were publicly available; others were provided by informants These documents provided
a backdrop for more detailed data collection through guided interviews with informants The second source of data was guided interviews with 68
Trang 3informants, the majority of whom I had met in the course of teaching and researching in the region over many years In other instances, regional officials from the British Council and the United States Information Service provided me with contacts The informants represented different positions, interests, and perspectives within the educational sectors of their respective countries, including academics/teacher trainers, ministry officials, publishers, and teachers
(From Nunan, David Tesol Quarterly, Vol 37, No 4, Winter 2003)
1 What is the research aim of the study?
2 What are the sources for data of the study?
3 What is the data collection method of the study?
III Write the details of following sources in order in a list of references
1.For a book
Name of author: David Allwright
Year of publication: 1988
Title of publication: Observation in the Language Classroom
Place of publication: London
Publisher: Longman
2.For a journal article
Name of author: Alan Berreta
Year of publication: 1990
Title of publication: Implementation of the Bangalore Project
Title of journal: Apllied Linguistics
Volume number: 11
Issue number: 4
Page number(s): 321 – 40
IV List four kinds of sources that can be used for writing the literature review.
Trang 4V Write specific instruction for each question in a questionnaire below
Example:
Question: Did you watch television last night? Yes [ ] No [ ]
Response selected from one of two alternatives
Instruction: Tick the appropriate box
QUESTIONNAIRE FOR TEACHERS
This questionnaire aims at surveying the issues of teaching listening in "Tieng Anh 10" at Dao Duy Tu High School in Quang Binh province Your contribution is of great value to my research The data collected will be served the study purpose only, not for any others Please answer the questions by circling the option you choose You may choose more than one option or give your own opinions in some questions
Thank you for your kind cooperation
**********
Please provide your personal information
Name (optional):
Gender: Male Female
Age:
How long have you been teaching listening? Have you attended any workshops on Listening Teaching?
a Yes b No
1 How important are high school listening teaching skills?
Response selected from one of four alternatives
Instruction:
a Very important
b Important
c Not very important
d Not important
2 What are the reasons?
Trang 5Response provided by the informant
Instruction:
3 Do you find it difficult to teach listening? Response selected from one of four alternatives Instruction: a Very difficult
b Difficult
c Not very difficult
d Not difficult
4 What are the reasons? Response provided by the informant Instruction:
5 If your answer is No, which stage is often omitted? Response selected from one or two of three alternatives Instruction: a Pre-listening
b While-listening
c Post-listening
6 Why is it omitted? Response selected from one or two of three alternatives or your own opinion. Instruction: a Time limitation
b Students’ low interest in this stage
c It is not necessary
d Others (please specify):
Trang 67 How often do you organize pre-listening activities?
Response selected from one of four alternatives
Instruction:
Pre-listening Activities Very often Sometimes Rarely Never
Prediction
Vocabulary presentation
Discussion
aids( pictures/photos)
Guiding questions
Games
Others
8 How often do you teach your students listening skills or strategies?
Response selected from one of four alternatives
Instruction:
a Very often
b Sometimes
c Rarely
d Never
9 How often do you organize work arrangements in your listening class?
Response selected from one of four alternatives
Instruction:
Individual work
Pair work
Group work
Collective work
10 What facilities do you use in listening lessons?
Trang 7Response selected from one or more among alternatives or your own opinion
Instruction:
a Radios
b Cassette recorders
c Audio tapes/ CD
d Video
e Computers
f The internet
g Others (please specify): 11 What problems in your listening teaching remain unsolved? Response provided by the informant Instruction ………
12 In your opinion, what can be done to make the listening lessons at grade 10 more interesting and effective? Response provided by the informants Instruction: ………
VI Write research questions for the following research topic. An Investigation into the Effects of Using Facebook on UFLS-UD Students
Trang 8
EXERCISES OF RESEARCH METHODS
I Were the following studies qualitative or quantitative? Tick the appropriate
box.
A teacher developed some innovative listening materials for low level learners She used these materials with a range of classes, and believed that they were significantly superior to the traditional materials which were used in her school However, her colleagues were skeptical Therefore, she carried out a study She had two ways to collect data
1 She surveyed the students through interviews and questionnaires, and obtained their subjective impressions In addition, she asked a colleague to become a participant observer in her classroom and made a record of the teaching and learning going on
If she collected data in this way, was her study:
qualitative or quantitative ?
2 She randomly assigned the students to two groups One group used the traditional
materials and the other group used the innovative materials Besides, she gave the students two tests, a pre-test and a post-test, to check both group at the beginning of the term as well as the end Then she compared the scores to test her hypothesis of the superiority of the innovative materials
If she collected data in this way, was her study qualitative or quantitative ?
Trang 9II Read the following extracts from TESOL articles and answer the questions
below
This article presents the results of an investigation into the place of
English in the curriculum in several countries in the Asia-Pacific region The study indicates that the emergence of English as a global language is having considerable impact on policies and practices in all countries surveyed
However, it also reveals significant problems, including confusion and
inconsistency, at the level of policy, particularly regarding the issue of age of initial instruction, inequity regarding access to effective language instruction, inadequately trained and skilled teachers, and a disjunction between
curriculum rhetoric and pedagogical reality Despite the apparent widespread perception that English is a global language, relatively little systematic
information has been gathered on its impact on educational policies and
practices in educational systems around the world The purpose of this study
is to explore the impact of English on educational policies and practices in countries in the Asia-Pacific region, particularly Mainland China, Hong Kong, Japan, Korea, Malaysia, Taiwan, and Vietnam These countries were chosen because they represent a range of contrasting characteristics and features, from developed to developing, ex-colonial to independent, large to small, and culturally diverse to culturally cohesive.
.I first collected and analyzed published policy statements, documents, and programs drawn from a number of sources, including recent books, articles, government reports, syllabuses, and curriculum documents I obtained these materials in several different ways Some were publicly available; others were provided by informants These documents provided
a backdrop for more detailed data collection through guided interviews with informants The second source of data was guided interviews with 68 informants, the majority of whom I had met in the course of teaching and researching in the region over many years In other instances, regional officials from the British Council and the United States Information Service provided me with contacts The informants represented different positions, interests, and perspectives within the educational sectors of their respective countries, including academics/teacher trainers, ministry officials, publishers, and teachers
Trang 10(From Nunan, David Tesol Quarterly, Vol 37, No 4, Winter 2003)
1 What is the research aim of the study?
2 What is the population and the sample of the study?
3 What is
the data collection method of the study?
III Write the details of following sources in order in a list of references
1.For a book
Name of author: David Nunan
Year of publication: 1992
Title of publication: Research methods in language learning
Place of publication: New York
Publisher: Cambridge University Press
2.For a journal article
Name of author: Alan Davies
Year of publication: 2002
Title of publication: Using teacher-generated biography as input material
Title of journal: ELT Journal
Volume number: 56
Issue number: 4
Page number(s): 368 – 371
IV List four kinds of sources that can be used for writing the literature review.
• Journal articles
• Monographs
• Computerized databases
• Conference proceedings
Trang 11V Write specific instruction for each question in a questionnaire below
Example:
Question: Did you watch television last night? Yes [ ] No [ ]
Response selected from one of two alternatives
Instruction: Tick the appropriate box
QUESTIONNAIRE FOR TEACHERS
This questionnaire aims at surveying the issues of teaching listening in "Tieng Anh 10" at Dao Duy Tu High School in Quang Binh province Your contribution is of great value to my research The data collected will be served the study purpose only, not for any others Please answer the questions by circling the option you choose You may choose more than one option or give your own opinions in some questions
Thank you for your kind cooperation
**********
Please provide your personal information
Name (optional):
Gender: Male Female
Age:
How long have you been teaching listening? Have you attended any workshops on Listening Teaching?
a Yes b No
1) How important are high school listening teaching skills?
Response selected from one of four alternatives
Instruction: Tick the appropriate box