Thông báo Đăng ký các lớp luyện thi TOEIC và các lớp luyện kỹ năng dành cho sinh viên CTTT&CLC | Cổng thông tin đào tạo thong bao hoc phi

   INTRODUCTION 1. RATIONALE There is no doubt that testing is an essential part of language teaching and learning. A language test in general can be a “ sample language behavior and infer general ability in the language learnt.”(Brown D.H, 1994:252). In other words, from the results of the test, depending on different kinds of tests with different purposes as well, the teacher infers a certain level of language competence of his students in such different areas as grammar, vocabulary, pronunciation, or speaking, listening, writing and reading. It is obvious that the teacher plays a very important role in the process of assessment and measurement which is conducted through testing. It is said that “ language testing is a form of measurement. It is so closely related to teaching that we cannot work in testing without being constantly concerned with teaching.”(Heaton, 1988:5). There are various types of test which serve different purposes in foreign language teaching and learning. Among the kinds of tests and testing, writing tests are said to be less reliable from the point of both scorer and testee. This situation can be seen clearly at Nghe An Junior Teacher Training College. For many years, English writing has been considered the most difficult skill to be tested among teachers. Teachers have found it difficult to mark the achievement writing tests accurately, in particular mark compositions, as they blame that there is no rating scale for scoring compositions, or the provided rating scale is too general. Apart from this, many students are still worried about the results of the writing achievement tests, especially the task of writing a composition as they wonder if their writings are accurately evaluated by raters. That is the reason for choosing the topic of the research: A study on the reliability of the achievement writing test for the second year English major students at N.A.JTTC. It is hoped that the study will be helpful to the author, the teachers at the English department of    N.A JTTC and to those who are concerned with language testing in general and the study of the reliability of writing achievement tests in particular. 2. AIMS OF THE STUDY The major aims of this study are: - to explore the relevant notions of language testing - to analyze the achievement writing test for the second year English major students on the basis of the syllabus, purposes of teaching and testing; and available data such as test scores and scores of sample compositions for evidences on its validity and reliability with a focus on reliability. - to provide some suggestions for test- designers as well as raters. 3. SCOPE OF THE STUDY Evaluating an achievement writing test consists of complex procedures and needs a number of criteria to be set up. However, due to the availability of data and limitation of time, this study focuses mainly on the reliability of the achievement writing test for the second year English major students at N.A JTTC. The results can be seen as the basis for providing some suggestions for test designers as well as raters. 4. METHODS OF THE STUDY On the basis of analyzing the teaching aims, and syllabus for the second-year English major students as well as the content of the writing test (term 1) as the practical base for the study, the quantitative method, which focuses on analyzing the test scores of 156 second year students and the scores of 15 sample compositions collected randomly, is used to measure the reliability of the test.    5. DESIGN OF THE STUDY The study is comprised of three parts: Part I: Introduction provides information on the rationale for choosing the topic, the aims, ĐẠI HỌC QUỐC GIA TP.HCM TRƯỜNG ĐẠI HỌC CÔNG NGHỆ THÔNG TIN (UIT) TRUNG TÂM ANH NGỮ Centre for English Language (CELUIT) THÔNG BÁO V/v: Học phí lớp Luyện thi Tiếng Anh cho sinh viên Tp.HCM, Ngày 03/10/2014 Trung tâm ngọai ngữ trân trọng thông báo mức học phí lớp luyện thi Toeic & Toefl iBT Khai giảng ngày 06/10/2014 dành riêng cho sinh viên Công nghệ thông tin chi tiết sau: ST T LUYỆN THI TIẾNG ANH Toeic for starter Toeic (350-400) Toeic (450-500) Toeic (500-600) Luyện Speaking & Listening Guide to Toefl iBT (60/120) Số tiết Số HV TB Số lượng lớp 48 48 48 2 48 48 1 48 Học phí 1,20 0,000 1,30 0,000 1,40 0,000 1,50 0,000 1,20 0,000 2,50 0,000 Học phí cho CBNV UIT (-15%) 1, 020,000 1, 105,000 1, 190,000 1, 275,000 1, 020,000 2, 125,000 Sự chọn lựa cho bạn tham gia khoá học đặc biệt là: Trung tâm cam kết chất lượng điểm TOEIC đạt phù hợp trình độ lớp bạnlựa chọn thông qua kiểm tra thi xếp lớp (Placement Test) Được học lại hoàn toàn miễn phí điểm thi đạt chuẩn đăng ký (học viên không nghỉ học 20% so với thời lượng chương trình học & thực hành) Giáo viên có kinh nghiệm, phát âm chuẩn, giỏi, nhiệt tình, tuyển chọn cẩn thận Thời gian hoàn thành khoá học từ đến tuần khóa học Học phí ưu đãi Môi trường học tập chất lượng cao Lớp học không 25 hv/lớp Giáo trình , có Code rèn luyện thêm Online cho sinh viên Có chương trình họat động ngọai khóa dành cho sinh viên trung tâm để trao dồi kinh nghiệm tiếng Anh làm việc thực tế VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ĐẶNG THÚY HẰNG A STUDY ON THE TEACHERS’ TEACHING TECHNIQUES FOR IMPROVING THE READING SKILLS OF FRESHMEN AT HANOI COLLEGE OF INDUSTRIAL ECONOMICS (Nghiên cứu các thủ thuật dạy học của giáo viên nhằm nâng cao kỹ năng đọc cho sinh viên năm thứ nhất tại trường Cao đẳng Kinh tế Công nghiệp Hà Nội) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60 14 01 11 HANOI, 2014 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ĐẶNG THÚY HẰNG A STUDY ON THE TEACHERS’ TEACHING TECHNIQUES FOR IMPROVING THE READING SKILLS OF FRESHMEN AT HANOI COLLEGE OF INDUSTRIAL ECONOMICS (Nghiên cứu các thủ thuật dạy học của giáo viên nhằm nâng cao kỹ năng đọc cho sinh viên năm thứ nhất tại trường Cao đẳng Kinh tế Công nghiệp Hà Nội) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60 14 01 11 Supervisor: Dr. Trần Thị Thu Hiền HANOI, 2014 i DECLARATION I, Dang Thuy Hang, hereby certify that this minor thesis entitled “A study on the teachers’ teaching techniques for improving the reading skills of freshmen at Hanoi College of Industrial Economics” is the result of my own research in the fulfillment of the requirement for the Degree of Master of Arts at Faculty of Post Graduate Studies - University of Languages and International Studies – Vietnam National University, Hanoi. Hanoi, April 2014 Signature Đặng Thúy Hằng ii ACKNOWLEDGEMENTS On the completion of this thesis, I would like to give my sincere thanks to many people for their encouragement and assistance during the preparation of my thesis. First and foremost, I would like to express my deepest gratitude to my supervisor, Dr. Tran Thi Thu Hien, who has been most willing and ready to give me valuable and helpful guidance, advice and support during the most difficult time of thesis construction. Without her help, this thesis would not have been made possible. I would also like to express my thanks to the lecturers and the staff of the Departure of Postgraduate Study at College of Foreign language for their useful lectures and careful guidance. My special thanks also go to English teachers in Foundation faculty, at Hanoi College of Industrial Economics for their enthusiastic participation and constructive suggestions for the development of the study. And I also wish to express my thanks for the great cooperation from the freshmen in the classes: CKX12.3, CKX12.8, CKT12.6, and CKT12.10 in the data collection of my study. Last but not least, my sincere thanks go to my family who give me much motivation, energy and support in accomplishing this challenging work. iii ABSTRACT This study investigates the real situation of teaching and learning reading skills at HCIE for freshmen and providing some suggested reading teaching techniques for the teachers to help teachers and students teach and learn reading skills more effectively. To attain these objectives, three kinds of instruments are applied such as survey questionnaire, 4 TABLE OF CONTENTS Contents Pages Acknowledgement i Abstract ii Table of contents iii CHAPTER 1: INTRODUCTION 1 1.1. The background of the study 1 1.2. Aims of the study and research questions 1 1.3. The scope of the study 2 1.4. The significance of the study 2 1.5. The method of the study 2 1.6. The organization of the thesis 3 CHAPTER 2: LITERATURE REVIEW 4 2.1. Definition of speaking 4 2.2. Speaking competences 4 2.3. Approaches in teaching and learning speaking skill 6 2.4. Speaking difficulties of language learners 7 2.5. Summary 9 CHAPTER 3: RESEARCH METHODOLOGY 10 3.1. The setting of the study 10 3.2. Participants 11 3.3. The instruments 12 5 3.4. Data collection procedure 13 3.5. Data analysis procedure 13 3.6. Summary 14 CHAPTER 4: PRESENTATION AND ANALYSIS OF DATA 15 4.1. Students‟ English language background 15 4.2. The connection of speaking to reading, listening and writing skills 17 4.3. Students‟ difficulties in speaking English 19 4.4. Students‟ opinions on methods of overcoming their difficulties in speaking English 28 4.5. Summary 30 CHAPTER 5: SUGGESTIONS AND CONCLUSION 31 5.1. Pedagogical Implications 31 5.2. Conclusion 38 5.3. Limitation of the study and suggestions for further research 38 References 40 Appendices . 6 CHAPTER 1: INTRODUCTION 1.1. Background of the study Since Vietnam started open the door to the world and to foreign investment, English has gained significance as it seems to play a crucial role on the country‟s path of modernization and industrialization. English has rapidly become the most popular first foreign language in Vietnam, especially at schools, colleges and universities. Foreign language schools and centers have mushroomed and provided English classes with morning, afternoon and evening shifts in a day, catering for different levels of learners at different ages, with different learning purposes. Generally observed, English plays an important role in the integrating context especially in labor market. Most learners of English agree that the ability to express themselves in English is of great importance for their future career, especially in modern society where working with foreigners often occurs. For example, a candidate will be impressive to employers if he or she obtains good English proficiency. However, the sad fact is that students‟ English proficiency especially their ability to communicate in English orally does not really meet employers‟ demand. Vietnamese people may be mostly good at reading, writing skills and doing grammatical exercises, whereas they meet difficulties in listening and especially in speaking English. Thus, the research on the difficulties in learning speaking of students and some suggestions for those problems was necessary. 1.2. Aims of the study and research questions The study was conducted to investigate the current learning of speaking skill of the second year part-time students at A2 campus at University of Languages and International Studies - Vietnam National University. Basing on the current learning English of students at the university, the difficulties of students when practicing English speaking skill were discovered and some recommendations to minimize those difficulties were suggested. 7 The above aims can be realized through the research questions: 1. What difficulties in improving English-speaking skill do the second year part time students, A2 campus at University of Languages and International Studies - Vietnam National University meet? 2. What should be done to minimize these difficulties and help to improve English- speaking skill of the second year part-time students at University of Languages and International Studies - Vietnam National University? 1.3. The scope of the study The study of difficulties, recommendations of HANOI, 2009 FIELD: ENGLISH METHODOLOGY CODE: 60 14 10 VIETNAM NATIONAL UNIVERSITY Hanoi University of languages and international studies Department of posT - graduate studies NGUYEN THI NGOC HUAN using supplementary reading materials for the course book powerbase - elementary to improve reading skills for first year non- english MAJOR students at national economics university (Sử DụNG TàI LIệu Đọc Bổ TRợ cho giáo trình POWERBASE - ELEMENTARY Để NÂNG CAO Kỹ NĂNG Đọc cho sinh viên không chuyên tiếng anh năm thứ nhấT tr-ờng đại học kinh tế quốc dâN) M.A. MINOR THESIS HANOI, 2009 FIELD: ENGLISH METHODOLOGY CODE: 60 14 10 SUPERVISOR: PHAN TH VN QUYấN, M.A. VIETNAM NATIONAL UNIVERSITY Hanoi University of languages and international studies Department of posT - graduate studies NGUYN TH NGC HUN using supplementary reading materials for the course book powerbase - elementary to improve reading skills for first year non- english major students at national economics university (Sử DụNG TàI LIệU Đọc Bổ TRợ cho giáo trình POWERBASE - ELEMENTARY Để NÂNG CAO Kỹ NĂNG Đọc cho sinh viên không chuyên tiếng anh năm thứ nhất tr-ờng đại học kinh tế quốc dâN) M.A. MINOR THESIS vii TABLE OF CONTENTS Declaration ………………………………………………………………………… i Acknowledgements………………………………………………………………… ii Abstract…………………………………………………………………………… iii List of Abbreviation………………………………………………………………… iv List of Tables……………………………………………………………………… v List of Charts……………………………………………………………………… vi Table of contents…………………………………………………………………… vii CHAPTER ONE: INTRODUCTION 1.1. Rationale……………………………………………………………………… 1 1.2. Scope of the study……………………………………………………………. 2 1.3 Significance of the study……………………………………………………… 2 1.4. Aims of the study…………………………………………………………… 2 1.5. Research questions…………………………………………………………… 3 1.6. Methodology………………………………………………………………… . 3 1.7. Design of the study…………………………………………………………… 4 CHAPTER TWO: LITERATURE REVIEW 2.1. Overview of reading………………………………………………………… 5 2.1.1. Definitions of reading…………………………………………………… 5 2.1.2. Reading comprehension……………………………………………… 6 2.1.3. Reading skills………………………………………………………… 7 2.1.3.1. Definition of reading skills…………………………………………. 7 2.1.3.2. Types of reading skills…………………………………………… . 7 2.2. Overview of materials in language teaching………………………………… 8 2.2.1. Definition of materials and types of materials in language teaching… 8 2.2.2. Supplementary materials for language teaching……………………… 9 2.2.3. Materials evaluation and the criteria for reading texts evaluation……… 10 2.2.4. Criteria for selecting appropriate supplementary materials…………… 11 Summary 12 viii CHAPTER THREE: METHODOLOGY 3.1. Background to the thesis and statement of the problem………………………. 13 3.2. The description of the materials……………………………………………… 14 3.2.1. The course book…………………………………………………………… 14 3.2.1.1.Book title……………………………………………………………… 14 3.2.1.2.Book objectives………………………………………………………. 14 3.2.1.3.The structure of the course book …………………………………… 14 3.2.2. The supplementary material used for the course book …………………… 15 3.3. The subjects……………………………………………………………………. 16 3.4. Instruments for data collection………………………………………………… 17 3.5. Data collection procedures…………………………………………………… 18 3.6. Data analysis…………………………………………………………………… 18 Summary 33 CHAPTER FOUR: MAJOR FINDINGS, DISCUSSION AND