Những thách thức trong việc dạy sách giáo khoa tiếng anh 6 mới tại 1 trường THCS vùng ngoại ô hà nội một nghiên cứu khảo sát

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ********************* TRẦN THỊ HẢI YẾN CHALLENGES IN TEACHING NEW TEXTBOOK “ENGLISH 6” AT A SECONDARY SCHOOL IN RURAL AREA IN HANOI: A SURVEY STUDY (Những thách thức việc dạy sách giáo khoa Tiếng Anh trường THCS ngoại ô Hà Nội- nghiên cứu khảo sát) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 8140231,01 HANOI – 2019 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ********************* TRẦN THỊ HẢI YẾN CHALLENGES IN TEACHING NEW TEXTBOOK “ENGLISH 6” AT A SECONDARY SCHOOL IN RURAL AREA IN HANOI: A SURVEY STUDY (Những thách thức việc dạy sách giáo khoa Tiếng Anh trường THCS ngoại ô Hà Nội- nghiên cứu khảo sát) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 8140231,01 Supervisor: Dr Tran Thi Thu Hien HANOI – 2019 DECLARATION I, the undersigned, hereby certify my authority of the study project report entitled “ Challenges faced by English teachers in teaching new textbook “English 6” at a secondary school in rural area in Hanoi: a survey study” is submitted in partial fulfillment of the requirements for the degree of Master in English Linguistics This is the result of my own work Except where the reference is indicated, no other person’s work has been used without due acknowledgement in the text of the thesis Approved by Signature Tran Thi Hai Yen ACKNOWLEDGEMENTS First of all, I would like to express my sincere thanks to my thesis supervisor, Dr Tran Thi Thu Hien for her appreciated advice, her gradual assistance and her useful correction, without which I would find it difficult to fulfill my thesis I am grateful to my colleges at secondary school, who are enthusiastic to help me in my data collection process as well as a lot of students who are willing to become participants in my research and support me with valuable responses Finally, I wish to appreciate my close friend, my classmates, my family who were supportive and helpful to give me necessary advices and stimulation during my thesis completion ABSTRACT This research emphasizes on examining the challenges encountered by English teachers in teaching the new English textbook for th grade learners at a secondary school in rural area of Hanoi, and comes up with essential recommendations for the issues For serving as the data sources of this study, three English teachers and 146 grade-6 students at the school have been surveyed and interviewed By triangulating data collected from instruments namely interviews, questionnaires and classroom observations, the challenges faced up with by English teachers were found out, including the learners’ poor studying habits, learners’ low level of English proficiency, time constraint, inadequacy of school facilities, shortcoming of supplementary teaching materials, immovable classroom setting and large class size To get better teaching practice with the new textbook “English 6”, the recommendations were proposed as an inevitable part of the study In other words, variety of suggestions for better teaching and using of the new textbook “English 6” were proposed with regard to the authoritative, the teachers, the learners, and the textbook designers TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS .iv LIST OF ABBREVIATION vi LIST OF TABLES AND FIGURES vii PART A: INTRODUCTION PART B: DEVELOPMENT CHAPTER LITERATURE REVIEW .4 1.1 Textbooks 1.1.1 Definitions of textbooks 1.1.2 Roles of textbooks 1.1.3 Advantages and disadvantages of textbooks 1.2 Communicative language teaching (CLT) 1.2.1 Definitions of CLT 1.2.2 Principles of CLT 1.2.3 Peculiarities of communicative methodology 1.2.4 CLT in Vietnamese teaching context 10 1.3 Review of previous related studies 12 1.3.1 Previous oversea studies 12 1.3.2 Previous studies in Vietnam 13 1.4.Chapter summary .14 CHAPTER 2: METHODOLOGY .15 2.1 Setting of the study 15 2.2.1 Students .16 2.2.2 Teachers .17 2.3.Research methods 17 2.4 Data collection instruments and procedures 18 2.4.1 Interviews 18 2.4.2 Questionnaires .19 2.4.3 Classroom observation 20 2.5 Data analysis 20 2.6 Chapter summary 20 CHAPTER 3: FINDINGS AND DISCUSSION 21 3.1 Challenges faced by teachers in teaching new textbook “English 6” at a secondary school in rural area of Hanoi 21 3.1.1.Challenges related to students .21 3.1.2 Challenges related to teaching skills and language components 22 3.1.4.Other challenges 32 3.1.5 Challenges in teaching the new textbook “English 6” compared with teaching the former textbook “English 6” 34 3.2 Implications 34 3.2.1 For school authorities 35 3.2.2.For teachers 35 3.2.3.For students 38 3.2.4.For textbook designers 38 3.3.Chapter summary .38 PART C: CONCLUSION 39 REFERENCES 41 APPENDICE I APPENDIX I APPENDIX .VI APPENDIX VII APPENDIX .XI LIST OF ABBREVIATION CLT: Communicative Language Teaching MOET: Ministry of Education and Training CEFR: Common European Framework of Reference NFL: National Foreign Language REFERENCES An Thuy Linh (2007), A study on how English teacher use the new textbook” Tieng Anh 9” in class in some schools in Hanoi, M.A Thesis and Writing’, Newark: International Publishers Andreas, O (2017), The use of digital textbook in upper secondary school English classrooms in Norway, M.A Thesis Bộ Giáo dục Đào tạo [MOET] (2012a) Chương trình giáo dục phổ thơng mơn tiếng Anh thí điểm cấp trung học sở (Pilot English Curriculum for Lower Secondary Schools in Vietnam) (Ban hành theo Quyết định Số: 01/QĐ-BGDĐT ngày 03 tháng 01 năm 2012 Bộ trưởng Bộ Giáo dục Đào tạo) Brown, J.D and Rodger T.S (2002), Doing Second Language Research, Oxford University Press Bui Thi Thu Ha (2010), An investigation into difficulties that teachers and students face in using new English textbook at lower secondary schools in Nghe An, Master thesis Byrd,P (2001), Textbook: evaluation for selection and analysis for implementation, Boston: Heinle and Heinle (415-427) Cunningsworth (1981), Evaluating and selecting EFLT teaching materials, Oxford University Press Cunningsworth, A (1995), Choosing your coursebook, Oxford: Heinemann Dinh Thi Minh Huong (2007), The new textbook “English 10”- advantages and disadvantages for English teachers under the influence of the old textbook and teaching method in some high schools in Ha Nam, M.A Thesis 10 Doughty, C., & Long, M H (2003), Handbook of Second Language Acquisition, New York: Basil Blackwell 11 El-Helou, H (2010), Difficulties facing English Teachers in Teaching Literature in English for Palestine Grade Twelve Textbook, M.A Thesis 41 12 Gelfman, E., A Podstrigich, and R Losinskaya (2004) On the problem of typology and functions of school texts, Discussion Group 14, Focus on the Development and Research of Mathematics Textbooks ICME X, Copenhagen, Denmark, July 13 Greg, B (2000), Difficulties in Implementing Communicative Theory in Vietnam, M.A thesis 14 Harris, T., & Hodges, R., (Eds) (1995), The Literacy Dictionary: The Vocabulary of Reading, 15 Hoang Thi Nhu Mai (2017), Contextual factors affecting the implementation of communicative language teaching in Vietnam, EFL Journal 2(2) 16 Hoang Van Van (2018), Moet’s three pilot English language communicational curlicula for schools in Vietnam: Rationale, design and implementation VNU Journal of Foreign Studies, Vol.34, No.2 (2018) 1-25 17 Hoang Van Van (2018), The current situation and issues of the Teaching of English in Vietnam, VNU Journal of Science 18 Hutchinson, T and Torres, E (1994), The textbook as agent of change, ELT Journal 48.4:315-28 19 Le Thi Bac (2013), Evaluating the coursebook Tieng Anh 6-Tap (sach thi diem) compiled under the national Foreign language Project Entitled: “Teaching and Learning in the National Education System, Period 2008-2020”, M.A Thesis 20 Le Van Canh (2001), Language and Vietnamese pedagogical contexts Teacher’s Edition, 76-77 21 Le Van Canh (2015), English language education innovation for the Vietnamese secondary school: The Project 2020 (book chapter), In B Spolsky & K Sung (Eds.), Secondary school English in Asia: From policy to practice (pp 182-200) New York: Routledge 22 Littlewood, W (1981), Communicative language introduction ,New york: Cambridge University Press 42 teaching : an 23 McGrath, I (2002), Materials Evaluation and Design for Language Teaching, Edinburgh University Press 24 Ngo Dinh Phuong (2016), An investigation into the difficulties that teachers and students face in using new English textbook at lower secondary schools in Nghe An in a mountainous province , M.A Thesis 25 Nguyen Thi Kim Phuong (2018), Challenges in teaching the new English textbook : A case study at Nguyen Tat Thanh secondary school, M.A Thesis 26 Nuna (1991), Communicative tasks and the language curriculum , TESOL Quarterly, 25(2), 279-295 27 Nunan (1992), Research Methods in Language Teaching, Cambridge University Press 28 Nunan.D (1989), Designing tasks for the Communicative Classroom, Cambridge: Cambridge University Press 29 O’Neil,R (1982), “Why use textbook?”, ELT Journal Volume 36/2 30 Okeeffe (2013), A framework for textbook analysis, Retrieved from https://www.researchgate.net/publication/275214893_A_Framework_for_Textbo ok_Analysis 31 Richard (2001), The role of textbooks in a language program, Retrieved from: www Professorjackrichard.com/pdfs/role-of-textbooks 32 Richard,J.C, (1974), Communicative language teaching today, Cambridge University Press 33 Semistraitis, L (2003), Peculiarities of the Communicative Approach Retrieved from : http://webdoc.sub.gwdg.de/edoc/ia/eese/artic26/linas/3_2006.html 34 Sheldon, L (1987), Introduction in L Sheldon (ed) (1987a), ELT Textbooks and Materials: Problems in Evaluation and Development, ELT Documents 126, Oxford: Modern English Publications/ the British Council, 1-10 35 Sheldon,L (1988), “Evaluating ELT Textbook and Materials”, ELT Journal Volume 42/2 36 Srakang, L.& et al (2014), A study of teachers’ perceptions toward using 43 English textbooks: a case study of 10th Grade English teachers in Maha Sarakham Province, M.A Thesis 37 Tomlinson (2012), Material development in language teaching, Cambridge University Press 38 Ur, P (1996), A course in language teaching: Practice & theory, Cambridge University Press 39 Vu Thi Thuy (2014), A study on the problems faced by teachers and students at Nhi Chieu upper secondary school in Kinh Mon District, Hai Duong Province in teaching and learning English speaking skills and solutions, M.A Thesis 40 Xiaoqing, L., (1996), Traditional and Innovation: a new way to explore a TESOL method, The Education Resources Information Center 41 Richards, J.C and C Rodgers, (1991), Approaches and Methods in Language Teaching, Cambridge: CUP 42 Brown, H.D., (2007), Teaching by Principles New York: Addison Wesly Longman Inc 44 APPENDICE APPENDIX OBJECTIVES OF THE NEW TEXTBOOK “ENGLISH 6” The new textbook “English 6” is the first book of a four-level English language textbook for Vietnamese students of middle schools studying English as a foreign language It follows the systematic, cyclical and theme-based syllabus approved by Ministry of Education and Training in October 2011, which concentrates on the language components (Grammar, Vocabulary, Pronunciation) to promote four language skills of Listening, Speaking, Reading and Writing The new textbook “English 6” consists of 12 topic-based units, each covering lessons to be taught in 45 minutes The objectives of the new textbook “English 6” are introduced in the Teacher book as follow Unit Unit 1: My Objectives  pronounce correctly the sounds /ə / and / əʊ/ new school (7 lessons) in isolation and in context  use the lexical items related to the topic ‘My New School’  use the combinations: to study, to have, to do, to play + Noun  use the present simple and the present continuous  ask appropriate questions when making new friends at a new school  read for specific information about schools, and read e-mails and webpages  talk about school activities, subjects, and what Ss at school  listen to get information about school activities Unit 2: My  write a webpage for their school, using correct punctuation  pronounce correctly the ending sounds /z/, /s/ and /Iz / in isolation and home (7 lessons) in context  use the lexical items related to the topic ‘My Home’  use prepositions of place and There is/There isn’t/ There are/There aren’t correctly and appropriately  ask about and describe houses, rooms and furniture  read for specific information about rooms in the house  listen to get information about rooms and furniture Unit :My  write an e-mail to a friend  pronounce correctly the sounds /b/ and /p/ in isolation and in context friends  use lexical items related to the topic ‘My friends’ (7 lessons)  use vocabulary and structures about body parts, appearance, and personality  use the present continuous to talk about future plans and arrangements  identify and practise the language of polite requests  guess the meaning of new words based on clues including pictures and surrounding words  read for specific and general information in texts including advertisements and e-mails  listen to get information about friends and things to with friends Unit 4: My  write an entry for a magazine using notes  pronounce correctly the sounds /i:/ and /i / in isolation and in context neighbours  use the lexical items related to the topic ‘My Neighbourhood’ (7 lessons)  use adjectives to compare things  read for specifc information about good things and bad things in a neighbourhood  talk about diferent places and show directions to these in a neighbourhood  listen for specific information about directions to some places in a neighbourhood Unit Nature 5:  write about what they like or dislike about their neighbourhood  pronounce correctly the sounds /t/ and /st/ in isolation a  use lexical items related to ‘things in nature’ and ‘travel ite wonders of  use expressions for classroom situations the world  use comparative and superlative adjectives to describe things (7 lessons)  use must and mustn’t to give orders  talk about and give travel advice  listen to get information about travel plans  read a brochure for tourist information Unit 6: Tet  write a travel guide entry about an interesting place  pronounce correctly the sounds /s/ and /∫/ in isolation and in context holiday  extend and practise vocabulary related to ‘Tet’: things, activities and (7 lessons) practices  identify and practise the language of intentions (with will) and advice (with should/ shouldn't)  get to know New Year practices in some other countries Unit 7: television  write complete sentences from prompts and write a short guided passage  pronounce the sounds /θ/ and /ð/ correctly in isolation and in context  use the lexical items related to television  use conjunctions (and, but, because…) and question words (where, who, why…)  ask and talk about a favourite TV programme  read for specii c information about a TV schedule and descriptions of famous children's programmes  listen for specific information from a recommended TV schedule Unit 8:  write a short guided passage about one’s TV-watching habits  pronounce the sounds /eә/ and /Iә/ correctly in isolation and in context Sports and  use the lexical items related to the topic 'Sports and Games' Games  use the combinations: go, play, + N/ V-ing (7 lessons)  use the past simple  use imperatives to tell sb to sth or to give a direct order  read for specific information about famous sportspersons  talk about the activities/ sport(s)/ game(s) they in their spare time  listen to get information about the sport(s)/ game(s) people play Unit 9:  write a paragraph about the sport/ game they like  pronounce the sounds / u/ and /ai/ correctly in isolation and in context Cities of  use the lexical items related to the topic ‘Cities of the World’ the world  use the vocabulary and structures to describe cities and landmarks (7 lessons)  use the present perfect to talk about experiences  guess the meaning of new words based on clues, including pictures and surrounding words  read for specific information in texts, including postcards  listen for specific details including facts and figures Unit 10:  write a holiday postcard  pronounce the sounds /dr/ and /tr/ correctly in isolation and in context Robots  use the lexical items related to the topic 'Our Houses in the Future' (7 lessons)  use 'will + V' for the future and 'might + V' for future possibility  use the combinations of the adjectives (modern, smart, automatic, …) + N (house, dishwasher, TV…)  ask appropriate questions about future houses and appliances  read for specific information about houses in the future and future appliances  talk about houses in the future (types, locations, surroundings, rooms, appliances)  listen to get information about dream houses  write about a dream house (type, location, surroundings, rooms, Unit 11: appliances)  pronounce the sounds /ɑ:/ and /æ/ correctly in isolation and in context Our  use the lexical items related to the topic ‘Our Greener World’ Greener  use conditional sentences - type correctly and appropriately World  talk about ways to 'go green' (7 lessons)  read for specic information about tips on how to be 'green'  listen to get specic information about ways to make the school a 'green' place Unit 12:  write a paragraph about ways to make the school a 'green' place  pronounce sounds /ɔɪ/ and /aʊ/ correctly in isolation and in context Robots  use the lexical items related to the topic ‘Robots’ (7 lessons)  use ‘could’ and ‘will be able to’ to express past and future ability  read for specific information about types of robots and their abilities or skills  talk about different types of robots and what they will be able to in the future  listen for specific information about different opinions of what robots will be able to in the future  write opinions about the role of robots in the future APPENDIX INTERVIEW QUESTIONS FOR TEACHERS Is there any difficulty related to students when you teach new textbook “English 6”? If yes, what is/ are it/ they? Is there any difficulty that you encounter when you teach skills in communicative method? If yes, what is/ are it/ they? Is there any difficulty that you encounter when you teach language components (vocabulary, pronunciation, grammar)? If yes, what is/ are it/ they? Rank the lessons from the most difficult to the least difficult for you to teach? Is there any difficulty related to lesson procedure that you cope up with? (Is there any difficulty related to starting the lessons, teaching the main content of the lessons, ending the lessons?) If yes, what is/ are it/ they? Is there any difficulty related to school infrastructure when you teach the new textbook “English 6”? If yes, what is/ are it/ they? Is there any difficulty that you cope up with when you use supplementary teaching materials, such as teacher book? If yes, what is/ are it/ they? What are your recommendations for better teaching and learning with the new textbook “English 6”? APPENDIX CÂU HỎI ĐIỀU TRA VỀ NHỮNG THÁCH THỨC HỌC SINH GẶP TRONG VIỆC HỌC SACH GIÁO KHOA TIẾNG ANH MỚI Phiếu điều tra nhằm thu thập liệu cho nghiên cứu với chủ đề “ Những thách thức việc dạy học sách giáo khoa Tiếng Anh mới” Để nhằm thực tốt công tác dạy học sách giáo khoa Tiếng Anh năm học tiếp theo, mong em trả lời câu hỏi bảng khảo sát Đây hồn tồn khơng phải kiểm tra nên KHƠNG BẮT BUỘC CĨ CÂU TRẢ LỜI ĐÚNG SAI mà CAC Ý KIẾN CÁ NHÂN em đóng góp cho thành công nghiên cứu Xin chân thành cảm ơn nhiệt tình hợp tác em! Hướng dẫn: Em tích vào trống ý kiến cá nhân riêng em câu hỏi sau Sự trung thực em giúp ích cho khảo sát Cảm ơn em! PHẦN A: CÁC THƠNG TIN CƠ BẢN Họ tên: (có thể để trống) …………………………………………………… Giới tính: Nam/ Nữ Học sinh lớp: …………… ; Trường: ………………………………………… Em học Tiếng Anh năm? ………………………………… PHẦN B: NHỮNG KHÓ KHĂN EM GẶP KHI TIẾP CẬN SÁCH GIÁO KHOA TIẾNG ANH MỚI THÓI QUEN HỌC TẬP CỦA EM Nhà em có máy tính có kết nối Có  Khơng  Internet khơng? Em có sử dụng sách tham khảo     Tiếng Anh để học nhà khơng ? Bố mẹ có kiểm tra hay Ghi hướng dẫn em học Tiếng Anh nhà khơng? Em có thói quen xem phim,       Tiếng Anh nhà khơng? Em có học Tiếng Anh thơng qua   nghe nhạc, đọc sách Tiếng anh nhà khơng? Em có học Tiếng Anh qua sách mềm hay trang web điện tử không? Em có tham gia lớp học thêm (Vui lòng cách khác khơng? ghi rõ cách học khác) KHĨ KHĂN EM GẶP KHI HỌC CÁC BÀI LUYỆN KĨ NĂNG NGÔN NGỮ TRONG SÁCH GIÁO KHOA TIẾNG ANH MỚI Em thấy học kĩ Nghe  Nói  Đọc  Viết sách giáo khoa tiếng anh Lý do: (Vui lòng ghi rõ) khó với em ………………………………………………………… nhất? Vì sao? Em gặp khó khăn ………………………………………………………… Thiếu từ vựng, ngữ pháp để hiểu  học kĩ Tốc độ băng nhanh  Nghe Không hiểu biết chủ đề nghe  sách giáo khoa tiếng Khơng có hứng thú chủ đề nghe  anh ? Khác: (Vui lòng ghi rõ) ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… 10 Em gặp khó khăn ………………………………………………………… Từ vựng chưa tốt  học kĩ Ngữ pháp chưa tốt  Nói sách Thiếu tự tin  giáo khoa tiếng anh Chủ đề nói khơng hứng thú với em  khó với em Khác: (Vui lòng ghi rõ) nhất? ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… 11 Em gặp khó khăn ………………………………………………………… Từ vựng ngữ pháp chưa tốt  học kĩ Bài đọc dài  Đọc? Không có kĩ đọc tốt  sách giáo khoa tiếng Chủ đề đọc không hứng thú em  anh khó với Khác: (Vui lòng ghi rõ) em nhất? ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… 12 Em gặp khó khăn Từ vựng  học kĩ Khó khăn việt viết câu ngữ pháp  Viết? Chủ đề viết không gây hứng thú với em  sách giáo khoa tiếng Khác: (Vui lòng ghi rõ) anh khó với ………………………………………………………… em nhất? ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… Em liệt kê mà em cho khó học sách giáo khoa Tiếng Anh ? (Vui lòng ghi rõ) ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… Cảm ơn hợp tác em ! Chúc em học tốt! 10 APPENDIX CLASSROOM OBSERVATION CHECKLIST Checklist Challenges Challenges related to students’ studying habits? Challenges related to Yes teaching language skills (Listening, Speaking, Writing, Reading)? Challenges related to teaching language components (Pronunciation, Grammar, Vocabulary)? Challenges related to teaching procedure ( starting the lessons, teaching the main content of the lessons, wrapping-up the lessons)? Challenges related to teaching facilities? Challenges related to using teaching materials? Challenges related to classroom setting? Challenges related to class capacity? 11 No ... TEXTBOOK “ENGLISH 6 AT A SECONDARY SCHOOL IN RURAL AREA IN HANOI: A SURVEY STUDY (Những thách thức việc dạy sách giáo khoa Tiếng Anh trường THCS ngoại ô Hà Nội- nghiên cứu khảo sát) M.A MINOR PROGRAMME... REVIEW .4 1. 1 Textbooks 1. 1 .1 Definitions of textbooks 1. 1.2 Roles of textbooks 1. 1.3 Advantages and disadvantages of textbooks 1. 2 Communicative... studies 12 1. 3 .1 Previous oversea studies 12 1. 3.2 Previous studies in Vietnam 13 1. 4.Chapter summary .14 CHAPTER 2: METHODOLOGY .15 2 .1 Setting of the