SỞ Y TẾ TỈNH HÀ TĨNH 1636.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 Người ký: Sở Y tế Email: soyte@hatinh.g ov.vn Cơ quan: Tỉnh Hà Tĩnh Thời gian ký: 17.08.2017 09:50:03 +07:00 UBND TiNIT HA TTNH SOS Y Tit CQNG HOA XA HOI CHU NGI-ItA VIVI' NAM DOc lap — Tir — Hanh phtic /164 /SYT-NVD V/v thuiic gia Fugacar Ha Tinh, /Irthang nam 2017 Kinh giri: - Cac don vi khan' chita benh; - Phang Y to cac huyen, thi xa, pho; - Trung tam Y t6 du phang cac huye‘n, thi xa, pH"); - Cac COng ty dupe tinh Can cir Cong van so 12099/QLD-TTra 11 thang nam 2017 dm Cpc Quanb'T duac - BO Y to ve viec thuOc gia Fugacar; De dam bao an toan cho nguai sir dung, So Y to thong bao: Khong duac buon ban, sir dyng thuOc mang ten Fugacar; SDK: VD-1650013, so lo 514015 va 1614007 va teen nhan hOp ghi mao danh ca so nhugng quyen san xuat la: Cong ty Janssen Pharmaceutica N.Y., Beerse, Bi có mot so dac diem mau thuoc Fugacar that Cong ty Janssen Pharmaceutica N.V., Beerse, khac Bi nhuang quyen san xuat nhu sau: DOc di&n Vo hOp Fugacar th;at Fugacar gii (st; Iii 514015) - Ma so bao bi hOp thuOc that la - Ma so bao bi hOp thuOc gia la 991-013-064 991013240 - SO lo san xuat, san xuat, - SO lo san xuat, san han dung dugc in nOi, so có xuat, han dung in thuang, so khong cam nh4n duvc the cam nh4n dtrov - Nhiet dO bao quan tir 15°C - - Nhiet dO bao quan tir 15C- To huang 30C dan sir dyng 30°C - Than phten chat luang san - Than phi'en chat him Vi thu'cic Vien thuOc Thieu ch & "san phim" phAm - Cach viet han sir dyng la - Cach viet han sir dyng la ngay.thang.nam, each bai dau cham() - MOt mat khac chir "Janssen", mat lai la chit "Me 500" ngay/thang/nam, each boi dau gach cheo (1) - Mot mat khac vqch chia doi, mat lai troll killing khAc FYOc diem VO h6p Fugacar th4t - Ma s8 bao bi h6p thuoc that la 991013240 - S8 18 san xuat, san xuat, han dimg dugc in noi, sey the cam nh4n du.o.c Ta htrOng - Kich thualc to : 21 x 29,8cm clan sir dying - Logo Janssen dugc OA a goc phai, ben duai to twang dan sir dung MA s6 to htreeng an sir dung IA 991013241 Fugacar gia (s6 IO 1614007) - Ma s8 bao bi h'6p thu8c gia la 991013187 - S8 18 san xuat, san xuat, han dung in thuang, soy killing cam nhOn dugc - Kich thu6c nho: 14,7x20,8cm - Khong c6 logo Janssen dugc ctat a g6c phai, ben duai toy huang dan sir dking MA so to' htreeng dart stir dung IA 991012-628 Vi thu6c - Cach vi6t han sir dying la - Cach vie't han sir citing la ngay.thang.nam, each bai ngay/thang/nam, 66 boi dau chain(.) dau gach cheo (/) - Thong tin s8 18 teen vi (24/5/2016) khong dung voi se) 18 in ten vo h6p 1614007 Vien thu8c - Chit tren vien thuoc that c6 - Ch€ tren vien thuoc gia c6 net &rang net sac to va di& Nhan dugc thong bao nay, Sa yeu cau: - Cac dan vi kharn chita Nnh thong bao r6ng rai cho can bo, vien chirc, cac khoa phong, 136 phan biet khOng dugc sir citing thuoc neu ten; - Trung tam Y to du phong cac huy0, thi xa, thong bao cho cac Tram y to xa, phuang, thi tan tren dia ban biet khong dugc sir citing thu8c neu ten; - Phong Y to cac huy0, thi xa, ph8 thong bao cho cac nha thuoc tu nhan va cac co sa hanh nghe y tu nhan ten dia ban biet khong dugc buOn ban, sir dung thuoc neu ten; - Cac Cong ty dugc thong bao cho cac chi nhanh, quay thu8c, dai 1)", he th8ng phan ph8i cua minh khong dugc buon ban thuoc neu tren; - Cac dan vi kinh doanh, sir dying thuoc neu cif) 18 thuoc neu tren phai khan tnrong thu hai, bao cao v" Phong Ngh4 vu dugc - Sa Y to truac 15/9/2017 DOC Nal nhijn: ;,IA DOC - Nhu ten; - Trung tam KN dugc & my pham; - Website SOY te; - Ltru: VT,P.NVD Giri van ban giay va din dr.V4r, o s : 112 NV hai San 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 ... nay, Sa yeu cau: - Cac dan vi kharn chita Nnh thong bao r6ng rai cho can bo, vien chirc, cac khoa phong, 136 phan biet khOng dugc sir citing thuoc neu ten; - Trung tam Y to du phong cac huy0,... cac Tram y to xa, phuang, thi tan tren dia ban biet khong dugc sir citing thu8c neu ten; - Phong Y to cac huy0, thi xa, ph8 thong bao cho cac nha thuoc tu nhan va cac co sa hanh nghe y tu nhan... v" Phong Ngh4 vu dugc - Sa Y to truac 15/9/2017 DOC Nal nhijn: ;,IA DOC - Nhu ten; - Trung tam KN dugc & my pham; - Website SOY te; - Ltru: VT,P.NVD Giri van ban giay va din dr.V4r, o s : 112