SỞ Y TẾ TỈNH HÀ TĨNH 506.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 NGIIIA VIET NAM UBND TiNH HA TTNH LONG HOA XA floc 14 - Tv - 114oh phtic SO Y TE Ha Tinh, 02) thang nam 2017 Người ký: Sở Y tế SO: 506 /ICH - SYT Email: soyte@hatinh.gov KE HOACH Trie'n khai xay dung va ap dung HTQLCL theo TCVN ISO 9001 Cơ quan: Tỉnh Hà Tĩnh tai So Y to Ha Tinh nam 2017 Thời gian ký: 22.03.2017 Can cu Ke hoach cai cach hanh chinh tinh HA Tinh nam 2017 s6 490/KH09:36:00 +07:00 UBND 29/12/2016; Cong van s6 6639/UBND-VX 07/11/2016 cila Uy ban than dan tinh vE viEc tip tuc thuc hiEn QuyEt dinh s6 19/2014/QD-TTg cua Thu tuOng chinh phii; KE ho4ch so 44/KH-SKHCN 6/2/2017 dm Sr Khoa h6c cong nghE vE triEn khai xay dung va ap dung HTQLCL theo TCVN ISO 9001 CQHCNN teen dia ban tinh HA TInh nam 2017, Soy Y t6 Ha Tinh ban hanh KE hoqch xay dung, ap dung, tri, cai tin va cong b6 he th6ng quan IY chat luong (HTQLCL) theo TCVN ISO 9001:2008 tai Soy Y to nam 2017 nhu sau: I MUC RICH-YEU CAU - Thuc hiEn cc!) hiEu qua viEc xay dung, ap dung, tri, cai tin va cong b6 IITQLCL theo TCVN ISO 9001:2008 theo mo hinh khung, nang cao hiEu qua di'Eu hanh, fig trg d'ac luc cho cong tac cai cach hanh chinh cua nganh - Thuc hiEn viEc tri va cai tiEn c6 hiEu qua HTQLCL theo TCVN ISO 9001:2008 theo m8 hinh khung tai cac dan vi da xay dung va ap dung - TriEn khai thuc hiEn c6 hiEu qua KE ho4ch cai cach hanh chinh tinh Ha Tinh nam 2017 s6 490/KH-UBND 29/12/2016 cua UBND tinh; T6 chirc triEn khai xay dung va alp dung, tri ca tin HTQLCL theo TCVN ISO 9001:2008 tai BEnh viEn da khoa tinh Ha Tinh, Trung tam y to du phong tinh HA Tinh, clan Chi cuc Dan S6-KE hoach hoa gia dinh, Chi cuc An toan ve sinh thuc pham va Van phong So II NHIEM VIVTRONG TAM T6 chuc tri, cai tier' có h* qua vic ap dung HTQLCL theo TCVN ISO 9001:2008 theo mo hinh khung tai 05 dan vi da xay dung va ap dung: Van phong Y te, Chi cuc Dan so - Ke hoach hoa gia dinh, Chi cuc An toan ve sinh thuc pham, 134th vien da khoa tinh Ha Tinh, Trung tam y t6 du phong tinh HA Tinh 3 TO chirc din, don dOc, kiem tra viec xay dung, ap dung, tri, cal tien va cong bO HTQLCL theo TCVN ISO 9001:2008 tai mot so don vi nganh TO chirc thuc hien cong tac dao tao nghiep vu ve ISO hanh chInh cho can cong chirc III TO CHtYC THUC HICN DOI veri cac don vi tri, cai tien HTQLCL nam 2017 - Kien toan Ban Chi ciao ISO dm don vi, thgc hien cac hanh Ong khac phvc theo kien nghi cua doan kiem tra - Xay dung ke hoach trien khai xay dung va ap dung HTQLCL theo TCVN ISO 9001 nam 2017 tai don vi - Ban hanh guy& dinh cong IDO HTQLCL ap dung tai don vi phir hop TCVN ISO 9001:2008 (dOi voi nhUng dan vi chua cong 136) va thuc hien cong bo Iii có su thay rOng, thu hep he thOng - Thuc hien nghiem tire viec tri, cai tien HTQLCL, thuc hien danh gia not bo va xem xet cua Lanh dao t6i thi'eu 01 nam mot lAn de dam bao HTQLCL phi.' hop TCVN ISO 9001:2008, quy dinh cfra phap 1u4t va thgc t6 tai co quan; theo doi, barn sat bO thu tuc hanh chinh bO sung, sda d6i da duos UBND phe duyet, nhirng TTHC chua xay dung quy trinh ISO de nghi qua trinh tri, cai tien tiep x6c xay dung quy trinh, darn bao 100% TTHC duoc xay dung mop rOng HTQLCL theo mo hinh khung va dua vao ap dung Deli veri dun vi fay dkrng HTQLCL nam 2017 - Thanh 14p Ban chi dao xay dung He thOng quan V/ chat luting theo Tieu chuan quOc gia TCVN ISO 9001:2008 theo quy dinh - TO chirc trien khai xay dung va ap dung HTQL theo Tieu chuan quoc gia TCVN 9001:2008, yeu cAu thgc hien theo MO hinh khung HTQLCL BO Khoa h9c Cong nghe ban hanh tai Quyet dinh 2968/QD-BKHCN ngdy 29/12/2010; Quyet dinh 19/2014/QD-TTg 05/3/2014 dm Thu Wang Chinh phir; Thong tu 26/2014/TT-BKHCN 10/10/2014 dm BO Khoa h9c va Cong nghe Dam bao hoan xay dung, dua vao ap dung va cong 1DO HTQLCL phu h9p TCVN ISO 9001:2008 truov 30/12/2017 - Trong qua trinh trien khai thuc hien de nghi cac dan vi phi hop chat the vai Chi cyc Tieu chuan Do lueng chat luting de duoc huang din, tu van qua trinh xay dung va ap dung HTQLCL Tren day la Ke hoach trien khai xay Ong va tip Ong HTQLCL tai Y t6 nam 2017, de nghi cac don vi co lien quan barn sat cac not dung chd Ong trien khai va thgc hien nghiern tdc cac the dO bao cao theo dinh kS16 thang, nam hoac diet xuat có yeu cAu; bao cao khAc phvc sau cac cuc kiern tra; bao cao viec cap nh'at bo sung sda doi ve So Y to de tong hop bao cao cap có tham quyen./ Nal nhOn: - Chi cuc Tieu chuan Do luting Chat luting; - Cong thong tin dien tir nganh; - Phong chirc nang Sa, Chi cuc An toan ve sinh thirc ph am, Chi cuc dan so-KI-IHGD, Benh vien da khoa tinh I la inh Trung tarn Y to dir phong Tinh - Luu: VT, thu kj, ISO (OA ban giAy va ban dien tir) 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 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 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 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 ... tiep x6c xay dung quy trinh, darn bao 100% TTHC duoc xay dung mop rOng HTQLCL theo mo hinh khung va dua vao ap dung Deli veri dun vi fay dkrng HTQLCL nam 2017 - Thanh 14p Ban chi dao xay dung He... chat the vai Chi cyc Tieu chuan Do lueng chat luting de duoc huang din, tu van qua trinh xay dung va ap dung HTQLCL Tren day la Ke hoach trien khai xay Ong va tip Ong HTQLCL tai Y t6 nam 2017,... theo quy dinh - TO chirc trien khai xay dung va ap dung HTQL theo Tieu chuan quoc gia TCVN 9001:2008, yeu cAu thgc hien theo MO hinh khung HTQLCL BO Khoa h9c Cong nghe ban hanh tai Quyet dinh