SỞ Y TẾ TỈNH HÀ TĨNH 748.signed

SỞ Y TẾ TỈNH HÀ TĨNH 748.signed tài liệu, giáo án, bài giảng , luận văn, luận án, đồ án, bài tập lớn về tất cả các lĩnh...

Part A: Introduction I. Rationale The economic open- door policy pursued by the government of Vietnam has increased a demand for studying English. Many people are expected to be competent to communicate verbally with the outside world and to access technology. In correspondence to this trend, in almost all of schools, colleges, universities, English is a compulsory subject. HGMSS, where I have been working for 7 years, is not an exception. Besides the aim of passing their exams and getting some further studies for their future life, all students have a desire to be integrated into the culture, the civilization, and the people of English speaking countries. They expect to have a good knowledge of English to read books and magazines, to see films or to sing English songs, etc. As a result, learning English now is not only an interest but also a practical need for many people. Together with the growing demand for learning English, there has been an innovation in English teaching and learning methods everywhere in Vietnam. For a long time, language teaching in Vietnam was strongly influenced by the structuralist tradition. Emphasis was placed on mastery of language structures. Students have been taught how to form correct utterances and to understand the structures of the language without any consideration of language use. Students have been asked to learn every single word by heart, and translate or analyze grammatically every sentence in the text. The teacher has often taken up almost all the time in class explaining the form of language to students who were passive recipients. As a result, this kind teaching and learning, of course, has been the “production” of students who were structurally competent but communicatively incompetent. However, as the result of psycholinguistic and sociolinguistic research, language teaching has moved from the traditional to a more communicative approach. In this current approach, language is considered as a form of social behavior. The objective of language teaching is teaching learners to communicate fluently, appropriately and spontaneously in the cultural context of the target language. Communicative competence, according to Canale and Swain (1980), is made up of grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. 1 With 7 years of experience in teaching English at HGMSS, I find that students have to learn English in two semesters in the curriculum and English is often taught in the first school - year. At the end of each semester, the students have to take a written test, not an oral one. Therefore, most of the time is spent on grammar points because many of the students have never learnt English before and the teachers have to try to keep to the syllabus, that is, to finish the course- book entitled “Headway Elementary”. In addition, many students are too shy to speak in class whereas most of the grammar lessons are carried out in traditional methods. That is, the teacher presents new grammar verbally, and then students do, turn by turn, exercises in workbooks. As a consequence, the students find it hard to speak out as well as to communicate in the real life naturally. The question of how to equip students with grammatical competence so that they can use the language to communicate in any situation has become a matter of teachers of English in general and teachers of English at HGMSS in particular. For the above reasons, in this minor thesis, the author intend to figure out what difficulties are experienced by teachers in teaching grammar communicatively and then to give some suggestions to reduce the difficulties. II. Scope, objectives, significance, method and design of the study. II.1. The scope of the study The study is concerned with finding the teachers’ difficulties in teaching grammar communicatively for ethnic minority students at HGMSS. The study of others would be beyond the UBND TiNH BAc UBND TiNH HA TINH Y TE /SYT-NVD Người ký: Sở Y tế 86: V/v tint& gia Vastarel 20 mg Email: soyte@hatinh.gov Cơ quan: Tỉnh Hà Tĩnh Thời gian ký: 20.04.2017 14:52:13 +07:00 LONG HOA XA HOI CHU NGH1A VIET NAM INic 10p — Tkr —11#1th phtic Ha 7inh, ngay„90 thang nam 2017 Kinh giri: - Cac don vi kham chug benh; - Phang Y to cac huyen, thisxa, ph6; - Trung tam Y to du phong cac huyen, thi xa, ph6; - Cac Cong ty dugc tinh Can cir Cong van s6 4568/QLD-CL 10 thang nam 2017 dm Cyc Quan ly dugc - B6 Y to NT" viec thu6c gia Vastarel 20 mg; De dam bao an toan cho nguoi sir dung, Ser Y to thong bao: Khong dugc buon ban, sir dyng thu6c Vastarel 20 mg gia, SDK: VN-1651013, s6 16 SX: 929852, vi 30 vien, teen nhan vi ghi mao danh nha san xuAt la Cong ty Les Laboratoires Servier-France va co mot se) d'ac diem Ichac voi mau thu6c Vastarel 20 mg that Cong ty Les Laboratoires Servier-France san xuAt nhu sau: D'ac diem Nhan thuiSc Thu6c Vastarel 20 mg gia vi chtt in me., nhoe Thu6c Vastarel 20 mg that Chit in rei net, a d9c NSX ghi : " Les Laboratories NSX ghi : "Les Laboratoires Servier-France" Servier-France" Nhan dugc thong bao nay, Si yeu cAu: - Cac don vi kham china benh thong bao rOng rai cho can b6, vien chirc, cac khoa phong, b6 phan biet khong dugc sir dung thu6c neu ten; - Trung tam Y to du phong cac huyen, thi xa, ph6 thong bao cho cac Tram y to xa, phuong, thi tan tren dia ban biet khong dugc sir dung thuoc neu teen; - Phong Y t6 cac huyen, thi xa, pile) thong bao cho cac nha thu6c tu nhan va cac ca so hanh nghe y tu nhan ten dia ban bi& khong dugc buon ban, sir dung thuoc neu teen; - Cac Cong ty dugc thong bao cho cac chi nhanh, quay thu6c, dai ljt he thong phan phoi cua minh khong dugc buon ban thu6c neu tren; - Cac don vi kinh doanh, sir' diing thuL ne'u có lo thu6c neu ten phai khAn trucmg thu hoi, bao cao ve Phong Nghiep v11 dirge - Sey Y to tnx6c 19/5/201711, Ncri nhein: - Nhu tren; - Trung tam KN duot & my pham; - Website Si Y te; - Luu: VT,P.NVD Giri van ban giay va dien dr./ Jur IAM DOC M DOC Part A: Introduction I. Rationale The economic open- door policy pursued by the government of Vietnam has increased a demand for studying English. Many people are expected to be competent to communicate verbally with the outside world and to access technology. In correspondence to this trend, in almost all of schools, colleges, universities, English is a compulsory subject. HGMSS, where I have been working for 7 years, is not an exception. Besides the aim of passing their exams and getting some further studies for their future life, all students have a desire to be integrated into the culture, the civilization, and the people of English speaking countries. They expect to have a good knowledge of English to read books and magazines, to see films or to sing English songs, etc. As a result, learning English now is not only an interest but also a practical need for many people. Together with the growing demand for learning English, there has been an innovation in English teaching and learning methods everywhere in Vietnam. For a long time, language teaching in Vietnam was strongly influenced by the structuralist tradition. Emphasis was placed on mastery of language structures. Students have been taught how to form correct utterances and to understand the structures of the language without any consideration of language use. Students have been asked to learn every single word by heart, and translate or analyze grammatically every sentence in the text. The teacher has often taken up almost all the time in class explaining the form of language to students who were passive recipients. As a result, this kind teaching and learning, of course, has been the “production” of students who were structurally competent but communicatively incompetent. However, as the result of psycholinguistic and sociolinguistic research, language teaching has moved from the traditional to a more communicative approach. In this current approach, language is considered as a form of social behavior. The objective of language teaching is teaching learners to communicate fluently, appropriately and spontaneously in the cultural context of the target language. Communicative competence, according to Canale and Swain (1980), is made up of grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. 1 With 7 years of experience in teaching English at HGMSS, I find that students have to learn English in two semesters in the curriculum and English is often taught in the first school - year. At the end of each semester, the students have to take a written test, not an oral one. Therefore, most of the time is spent on grammar points because many of the students have never learnt English before and the teachers have to try to keep to the syllabus, that is, to finish the course- book entitled “Headway Elementary”. In addition, many students are too shy to speak in class whereas most of the grammar lessons are carried out in traditional methods. That is, the teacher presents new grammar verbally, and then students do, turn by turn, exercises in workbooks. As a consequence, the students find it hard to speak out as well as to communicate in the real life naturally. The question of how to equip students with grammatical competence so that they can use the language to communicate in any situation has become a matter of teachers of English in general and teachers of English at HGMSS in particular. For the above reasons, in this minor thesis, the author intend to figure out what difficulties are experienced by teachers in teaching grammar communicatively and then to give some suggestions to reduce the difficulties. II. Scope, objectives, significance, method and design of the study. II.1. The scope of the study The study is concerned with finding the teachers’ difficulties in teaching grammar communicatively for ethnic minority students at HGMSS. The study of others would be beyond the UBND TiNH BAc Part A: Introduction I. Rationale The economic open- door policy pursued by the government of Vietnam has increased a demand for studying English. Many people are expected to be competent to communicate verbally with the outside world and to access technology. In correspondence to this trend, in almost all of schools, colleges, universities, English is a compulsory subject. HGMSS, where I have been working for 7 years, is not an exception. Besides the aim of passing their exams and getting some further studies for their future life, all students have a desire to be integrated into the culture, the civilization, and the people of English speaking countries. They expect to have a good knowledge of English to read books and magazines, to see films or to sing English songs, etc. As a result, learning English now is not only an interest but also a practical need for many people. Together with the growing demand for learning English, there has been an innovation in English teaching and learning methods everywhere in Vietnam. For a long time, language teaching in Vietnam was strongly influenced by the structuralist tradition. Emphasis was placed on mastery of language structures. Students have been taught how to form correct utterances and to understand the structures of the language without any consideration of language use. Students have been asked to learn every single word by heart, and translate or analyze grammatically every sentence in the text. The teacher has often taken up almost all the time in class explaining the form of language to students who were passive recipients. As a result, this kind teaching and learning, of course, has been the “production” of students who were structurally competent but communicatively incompetent. However, as the result of psycholinguistic and sociolinguistic research, language teaching has moved from the traditional to a more communicative approach. In this current approach, language is considered as a form of social behavior. The objective of language teaching is teaching learners to communicate fluently, appropriately and spontaneously in the cultural context of the target language. Communicative competence, according to Canale and Swain (1980), is made up of grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. 1 With 7 years of experience in teaching English at HGMSS, I find that students have to learn English in two semesters in the curriculum and English is often taught in the first school - year. At the end of each semester, the students have to take a written test, not an oral one. Therefore, most of the time is spent on grammar points because many of the students have never learnt English before and the teachers have to try to keep to the syllabus, that is, to finish the course- book entitled “Headway Elementary”. In addition, many students are too shy to speak in class whereas most of the grammar lessons are carried out in traditional methods. That is, the teacher presents new grammar verbally, and then students do, turn by turn, exercises in workbooks. As a consequence, the students find it hard to speak out as well as to communicate in the real life naturally. The question of how to equip students with grammatical competence so that they can use the language to communicate in any situation has become a matter of teachers of English in general and teachers of English at HGMSS in particular. For the above reasons, in this minor thesis, the author intend to figure out what difficulties are experienced by teachers in teaching grammar communicatively and then to give some suggestions to reduce the difficulties. II. Scope, objectives, significance, method and design of the study. II.1. The scope of the study The study is concerned with finding the teachers’ difficulties in teaching grammar communicatively for ethnic minority students at HGMSS. The study of others would be beyond the UBND TiNH BAc Part A: Introduction I. Rationale The economic open- door policy pursued by the government of Vietnam has increased a demand for studying English. Many people are expected to be competent to communicate verbally with the outside world and to access technology. In correspondence to this trend, in almost all of schools, colleges, universities, English is a compulsory subject. HGMSS, where I have been working for 7 years, is not an exception. Besides the aim of passing their exams and getting some further studies for their future life, all students have a desire to be integrated into the culture, the civilization, and the people of English speaking countries. They expect to have a good knowledge of English to read books and magazines, to see films or to sing English songs, etc. As a result, learning English now is not only an interest but also a practical need for many people. Together with the growing demand for learning English, there has been an innovation in English teaching and learning methods everywhere in Vietnam. For a long time, language teaching in Vietnam was strongly influenced by the structuralist tradition. Emphasis was placed on mastery of language structures. Students have been taught how to form correct utterances and to understand the structures of the language without any consideration of language use. Students have been asked to learn every single word by heart, and translate or analyze grammatically every sentence in the text. The teacher has often taken up almost all the time in class explaining the form of language to students who were passive recipients. As a result, this kind teaching and learning, of course, has been the “production” of students who were structurally competent but communicatively incompetent. However, as the result of psycholinguistic and sociolinguistic research, language teaching has moved from the traditional to a more communicative approach. In this current approach, language is considered as a form of social behavior. The objective of language teaching is teaching learners to communicate fluently, appropriately and spontaneously in the cultural context of the target language. Communicative competence, according to Canale and Swain (1980), is made up of grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. 1 With 7 years of experience in teaching English at HGMSS, I find that students have to learn English in two semesters in the curriculum and English is often taught in the first school - year. At the end of each semester, the students have to take a written test, not an oral one. Therefore, most of the time is spent on grammar points because many of the students have never learnt English before and the teachers have to try to keep to the syllabus, that is, to finish the course- book entitled “Headway Elementary”. In addition, many students are too shy to speak in class whereas most of the grammar lessons are carried out in traditional methods. That is, the teacher presents new grammar verbally, and then students do, turn by turn, exercises in workbooks. As a consequence, the students find it hard to speak out as well as to communicate in the real life naturally. The question of how to equip students with grammatical competence so that they can use the language to communicate in any situation has become a matter of teachers of English in general and teachers of English at HGMSS in particular. For the above reasons, in this minor thesis, the author intend to figure out what difficulties are experienced by teachers in teaching grammar communicatively and then to give some suggestions to reduce the difficulties. II. Scope, objectives, significance, method and design of the study. II.1. The scope of the study The study is concerned with finding the teachers’ difficulties in teaching grammar communicatively for ethnic minority students at HGMSS. The study of others would be beyond the UBND TiNH BAc Part A: Introduction I. Rationale The economic open- door policy pursued by the government of Vietnam has increased a demand for studying English. Many people are expected to be competent to communicate verbally with the outside world and to access technology. In correspondence to this trend, in almost all of schools, colleges, universities, English is a compulsory subject. HGMSS, where I have been working for 7 years, is not an exception. Besides the aim of passing their exams and getting some further studies for their future life, all students have a desire to be integrated into the culture, the civilization, and the people of English speaking countries. They expect to have a good knowledge of English to read books and magazines, to see films or to sing English songs, etc. As a result, learning English now is not only an interest but also a practical need for many people. Together with the growing demand for learning English, there has been an innovation in English teaching and learning methods everywhere in Vietnam. For a long time, language teaching in Vietnam was strongly influenced by the structuralist tradition. Emphasis was placed on mastery of language structures. Students have been taught how to form correct utterances and to understand the structures of the language without any consideration of language use. Students have been asked to learn every single word by heart, and translate or analyze grammatically every sentence in the text. The teacher has often taken up almost all the time in class explaining the form of language to students who were passive recipients. As a result, this kind teaching and learning, of course, has been the “production” of students who were structurally competent but communicatively incompetent. However, as the result of psycholinguistic and sociolinguistic research, language teaching has moved from the traditional to a more communicative approach. In this current approach, language is considered as a form of social behavior. The objective of language teaching is teaching learners to communicate fluently, appropriately and spontaneously in the cultural context of the target language. Communicative competence, according to Canale and Swain (1980), is made up of grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. 1 With 7 years of experience in teaching English at HGMSS, I find that students have to learn English in two semesters in the curriculum and English is often taught in the first school - year. At the end of each semester, the students have to take a written test, not an oral one. Therefore, most of the time is spent on grammar points because many of the students have never learnt English before and the teachers have to try to keep to the syllabus, that is, to finish the course- book entitled “Headway Elementary”. In addition, many students are too shy to speak in class whereas most of the grammar lessons are carried out in traditional methods. That is, the teacher presents new grammar verbally, and then students do, turn by turn, exercises in workbooks. As a consequence, the students find it hard to speak out as well as to communicate in the real life naturally. The question of how to equip students with grammatical competence so that they can use the language to communicate in any situation has become a matter of teachers of English in general and teachers of English at HGMSS in particular. For the above reasons, in this minor thesis, the author intend to figure out what difficulties are experienced by teachers in teaching grammar communicatively and then to give some suggestions to reduce the difficulties. II. Scope, objectives, significance, method and design of the study. II.1. The scope of the study The study is concerned with finding the teachers’ difficulties in teaching grammar communicatively for ethnic minority students at HGMSS. The study of others would be beyond the UBND TiNH BAc ... ve Phong Nghiep v11 dirge - Sey Y to tnx6c 19/5/201711, Ncri nhein: - Nhu tren; - Trung tam KN duot & my pham; - Website Si Y te; - Luu: VT,P.NVD Giri van ban giay va dien dr./ Jur IAM DOC M DOC