Thái độ của học sinh lớp 10 đối với việc sửa lỗi nói của giáo viên một nghiên cứu ở trường trung học phổ thông thuận thành II

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES ********************* NGUYỄN THANH BÌNH TEN GRADERS’ ATTITUDES TOWARDS TEACHERS’ ORAL ERROR CORRECTION: A STUDY AT THUẬN THÀNH II HIGH SCHOOL (THÁI ĐỘ CỦA HỌC SINH LỚP 10 ĐỐI VỚI VIỆC SỬA LỖI NÓI CỦA GIÁO VIÊN: MỘT NGHIÊN CỨU Ở TRƯỜNG TRUNG HỌC PHỔ THÔNG THUẬN THÀNH II) M.A.MINOR PROGRAMME THESIS MAJOR : ENGLISH TEACHING METHODOLOGY CODE : 60140111 HANOI - 2015 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES ********************* NGUYỄN THANH BÌNH TEN GRADERS’ ATTITUDES TOWARDS TEACHERS’ ORAL ERROR CORRECTION: A STUDY AT THUẬN THÀNH II HIGH SCHOOL (THÁI ĐỘ CỦA HỌC SINH LỚP 10 ĐỐI VỚI VIỆC SỬA LỖI NÓI CỦA GIÁO VIÊN: MỘT NGHIÊN CỨU Ở TRƯỜNG TRUNG HỌC PHỔ THÔNG THUẬN THÀNH II) M.A.MINOR PROGRAMME THESIS MAJOR : ENGLISH TEACHING METHODOLOGY CODE : 60140111 SUPERVISOR : PROF DR HOÀNG VĂN VÂN HANOI - 2015 CANDIDATE’S STATEMENT I hereby certify that the thesis entitled “TEN GRADERS’ ATTITUDES TOWARDS TEACHERS’ ORAL ERROR CORRECTION: A STUDY AT THUẬN THÀNH II HIGH SCHOOL” is the result of my research for the Degree of Master of Art and that the thesis has not been submitted for any degree at any other university or tertiary institution Ha noi, 2015 Nguyễn Thanh Bình i ACKNOWLEDGEMENTS To complete my thesis, I have been lucky to receive a great deal of useful and practical support and encouragement My deepest thanks and appreciation first go to my supervisor, Prof Dr Hoang Van Van His knowledge and logical way of lecturing have been of great value to me During my thesis writing period, he provided lots of valuable guidance and encouragement Without his constructive comments, this study could not have been completed I gratefully acknowledge all the lecturers at Faculty of Post-Graduate Studies, VNU University of Languages and International Studies for providing us with knowledge from precious and helpful lectures I would like to express my sincere thanks to all my students and my colleagues at Thuận Thành II High School for their helpful contribution and co-operation in this study Last but not least, my hearted thanks are reserved for my family and friends for their love and support that have encouraged me a lot in carrying out this study ii ABSTRACT Speaking seems to be the most important skill among the four language skills However, in reality, the ability to speak English of the students at Thuận Thành II High School is still far from satisfaction This study focuses on the students‟ attitudes towards teachers‟ oral error correction The subjects of the study were 111 students from three classes (10A1, 10A5, 10A6) and teachers teaching English for grade 10 The data revealed that students at Thuận Thành II High School are aware of the significance of oral errors in language learning and they have strongly positive attitudes towards teacher correction of oral errors However, they are not fully satisfied with the teachers‟ treatment of errors In addition, they have a strong desire to have their grammatical and phonological errors corrected rather than other types of errors Besides, they prefer to be corrected right after they have finished speaking Among the six techniques of oral error correction, the most preferred one is explanation and explicit correction Based on such findings, some suggestions were given with the hope that they might be useful for the teachers at Thuận Thành II High School to develop their students‟ speaking skill iii TABLE OF CONTENTS PART A: INTRODUCTION 1 Rationale Aims and Objectives of the Study 2.1 Aim of the Study 2.2 Objectives of the study Research Questions Scope of the Study Methods of the Study Significance of the Study Design of the Study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Definition of Error 1.2 Classification of Errors 1.3 Sources of Errors 1.4 Distinction between “Error” and “Mistake” 1.5 Perspectives on Error and Error Correction 1.6 Techniques of Oral Error Correction 11 1.7 Previous Studies on Students‟ Attitudes Towards Teachers‟ Oral Error Correction 16 1.8 Definitions of other terms 18 1.9 Summary ………………………………………………………….19 CHAPTER 2: METHODOLOGY 20 2.1 Rationale for the Use of Survey Research 20 2.3 The Subjects of the Study 22 iv 2.4 Data Collection Instruments 24 2.5 Data Collection Procedure 26 2.6 Summary 27 CHAPTER 3: FINDINGS AND DISSCUSSION 28 3.1 Students‟ Perception of Oral Errors and Error Correction 28 3.2 Students‟ Reactions to Teachers‟ Actual Practices of Oral Error Correction 30 3.3 Students‟ Preferences for Teacher Correction of Oral Errors 32 3.4 Summary 41 PART C: CONCLUSION 42 Summary of the Findings 42 Pedagogical Implications 44 2.1 Student Consideration 44 2.2 Error Correction Methods Consideration 45 Limitations 47 Recommendations for Further Research 47 REFERENCES 49 APPENDIX ……………………………………………………………………… I v LIST OF TABLES Table 0.1: Students‟ frequencies of errors 28 Table 0.2: Teachers‟ frequencies of error correction 28 Table 0.3: Students‟ perceptions on the role of oral errors in language learning 29 Table 0.4: Students‟ perceptions on the role of teachers‟ oral error correction 30 Table 0.5: Students‟ level of understanding of teachers‟ oral error correction 30 Table 0.6: Students‟ level of improvement in speaking skill due to teachers‟ correction 32 Table 0.7: Students‟ preferences for types of errors to be corrected 33 Table 0.8: Students‟ preferences for amount of error to be corrected 35 Table 0.9: Students‟ preference for timing of error correction 35 Table 10: Students‟ preferences for error correction techniques 37 Table 11: Students‟ most favored and least favored correction techniques 39 Table 12: Students‟ preferences for error correction forms 40 vi ABBREVIATIONS CLT : Communicative Language Teaching COFs : Classroom Observation Forms EFL : English as a Foreign Language ESL : English as a Second Language TESOL : Teaching of English to Speakers of Other Language vii PART A: INTRODUCTION This chapter introduces the study It begins with the rationale for the study Next, it presents the aims and objectives, the research questions of the study as well as the scopes of the study This is followed by a brief description of methodology used in the present study and the significance of the study Finally, the chapter concludes with a description of the organization of the thesis Rationale It can‟t be denied that English plays a very important role in today‟s global world According to Quirk (1972: 2-3), “English is the world’s most important language and the world’s most widely used language” English is also “a top requirement of those seeking good jobs” (Quirk, 1972: 4) Thus, without the powerful language English, connecting nations all over the world would have been something impossible As a result, no language is more widely studied or used as a foreign language than English and more timetable hours are devoted to English than any other subject (Quirk, 1972: 4) In Vietnam, English is being paid more and more attention to The English school curriculum is always changed to meet the society‟s needs Therefore, students are more motivated and get better and better results However, it doesn‟t mean that learners have no errors in learning We are living in “an imperfect world and consequently errors will always occur in spite of our best efforts” (Richards, 1984: 20) There exist different views towards errors In the past, errors committed by students were considered to be “something undesirable which they diligently sought to prevent from occurring” (Touchie, 1986: 75) In contrast, errors are now viewed as evidence for a PART B: Students’ attitudes towards teacher’s oral error correction 5.What is your level of understanding teacher‟s oral error correction? Good understanding Vague understanding No understanding (%) (%) (%) If you don‟t understand, please state your reasons: …………………………………………………………………………… Does the teacher‟s correction of oral errors help you improve your speaking skill? Much improvement Moderate Little improvement No improvement   improvement   In which of the following areas would you like to receive correction from your teacher? Rank each area according to its level of importance (from “1” for most important to “4” for least important? - Grammar - Vocabulary - Pronunciation - Meaning If there are many errors, what you want your teacher to do? - Correct all errors - Correct repeated errors - Correct only a few major errors - Correct only errors that might interfere with communicating your ideas II When you think the teacher should correct your oral errors? Strongly Timing agree Agree Neutral Disagree Strongly disagree As soon as errors are made      After I finish speaking      After the oral activities      At the end of the lesson      10 How would you rate each type of oral error correction according to its effectiveness? Error sample: T: What did you yesterday? S: I my homework 10.1 Correction techniques Very effective Effective Neutral   Effective Neutral   Not very effective ineffective 1.T points out the error and provides the correct    response e.g: “do” is wrong You should say “did” 10.2 Correction techniques Very effective Not very effective ineffective T repeats the student‟s utterance in the correct  form without pointing out the student‟s error e.g: I did my homework III   10.3 Very Correction techniques effective Effective Neutral   Effective Neutral   Effective Neutral   Not very effective ineffective T repeats the error and changes draw intonation the to    student‟s attention to it e.g: Do? 10.4 Correction techniques Very effective Not very effective ineffective T elicits the correct form from the student by    asking questions e.g: What? 10.5 Correction techniques Very effective Not very effective ineffective t asks the student to repeat the utterance  e.g: Could you say that again? IV   10.6 Correction techniques Very effective Effective Neutral   Effective Neutral   Effective Neutral   Not very effective ineffective T repeats the student‟s utterance up to the error and waits for    self- correction e.g: You… 10.7 Correction techniques Very effective Not very effective ineffective T tells the student what is wrong by using rules    for explanation e.g: You should use the past tense here 10.8 Correction techniques Very effective Not very effective ineffective T indicates the error by using guestures or facical  expressions V   11 Of the above mentioned techniques, which one you like the most and the least? Why? 12 Which form of error correction you want to receive? Forms of correction Strongly agree Agree Neutral Disagree Strongly disagree I want the teacher to correct the errors      I want other students to           correct my errors I want to my own correction by taking hint from the teacher Please give the reason for your preference VI APPENDIX PHIẾU KHẢO SÁT Các em thân mến, Phiếu khảo sát nhằm phục vụ nghiên cứu thái độ học sinh lớp 10 việc chữa lỗi giáo viên hoạt động nói tiếng Anh Vì câu trả lời mà em cung cấp quan trọng cơng trình nghiên cứu Các liệu điều tra sử dụng cho việc nghiên cứu, khơng mục đích khác Xin cảm ơn giúp đỡ em! Xin em vui lòng cho biết: *Giới tính: Nam  Nữ * Em học ban nào?  Ban khoa học  Ban xã hội  Ban Chú ý: Ban khoa học chuyên về: Tốn; Vật lý; Hóa học; Sinh học; Tin học Ban xã hội chuyên vê: Văn học; Lich sử; Địa lý; Ngoại ngữ Ban bản:Không thuộc Ban khoa học không thuộc Ban xã hội Em đánh dấu (X) vào trống () thích hợp viết câu trả lời vào chỗ trống cho sẵn Phần A: Nhận thức học sinh việc chữa lỗi nói giáo viên Em thường mắc lỗi lần? Rất thường xuyên  Thường xuyên  Thỉnh thoảng  Hiếm  Chưa  Giáo viên chữa lỗi nói em lần Rất thường xuyên Thường xuyên Thỉnh thoảng VII Hầu chưa Chưa      Việc mắc lỗi nói tiếng Anh giúp ích cho việc học ngoại ngữ? Rất đồng ý  Đồng ý  Em Rất không đông Không đồng ý  ý   Em cho biết lý do: …………………………………………………………………………………… Việc chữa lỗi nói giáo viên cần thiết nào? Rất cần thiết Cần thiết Em    Không cần Không cần thiết thiết tý   Em cho biết lý do: ……………………………………………………………………………………… PART B: Thái độ học sinh việc chữa lỗi nói giáo viên 5.Việc chữa lỗi giáo viên có giúp em hiểu em mắc lỗi không? Rất hiểu Hiểu Không hiểu    Nếu em không hiểu, xin em cho biết lý do: …………………………………………………………………………………… …………………………………………………………………………………… Theo em, việc giáo viên chữa lỗi có giúp kĩ nói em tiên bộ? Tiến nhiều Tiến vừa phải Tiến Không tiến     Em thích giáo viên chữa kiểu lỗi sau đây? Hãy đánh giá mức độ quan trọng theo thứ tự từ “1” (quan trọng nhất) đến “4” (ít quan trọng nhất)  Lỗi ngữ pháp VIII  Lỗi từ vựng  Lỗi phát âm  Lỗi diễn đạt nghĩa 8.Nếu mắc nhiều lỗi em muốn giáo viên chữa lỗi nào?  Chữa tất lỗi  Chữa lỗi hay lặp lại  Chỉ chữa lỗi  Chỉ chữa lỗi ảnh hưởng đến việc truyền đạt nội dung giao tiếp Theo em giáo viên nên chữa lỗi vào thời điểm học? Thời điểm chữa lỗi Rất đồng ý Đồng ý Em không Không Rất đồng ý đồng ý Ngay sau em mắc lỗi      Sau em hoàn thành                phần nói Sau hoạt động nói lớp kết thúc Vào cuối buổi học 10 Em đánh giá tính hiệu phương pháp chữa lỗi sau? Ví dụ: GV: What did you yesterday? HS: I my homework ( Lỗi sai: dùng sai động từ) (GV: Giáo viên; HS: Học sinh) 10.1 Phương pháp chữa lỗi Rất hiệu Hiệu Bình Khơng hiệu Không quả thường hiệu      1)Giáo viên lỗi sai chữa lỗi cho IX Ví dụ: “Do” sai Em nên nói “Did” 10.2 Phương pháp chữa lỗi Rất hiệu Hiệu Bình Khơng hiệu Khơng quả thường hiệu      Rất hiệu Hiệu Bình Khơng hiệu Khơng quả thường hiệu      Rất hiệu Hiệu Bình Khơng hiệu Khơng quả thường hiệu      Rất hiệu Hiệu Bình Không hiệu Không quả thường hiệu 2)GV không lỗi sai mà nhắc lại lời nói HS dạng Vd: I did my homework 10.3 Phương pháp chữa lỗi 3)GV nhắc lại lỗi HS lên giọng để HS ý đến lỗi VD: Do? 10.4 Phương pháp chữa lỗi 4)GV đặt câu hỏi để gợi ý HS nhận lỗi sai VD: What? 10.5 Phương pháp chữa lỗi X 5)GV yêu cầu HS nhắc lại lời nói      Rất hiệu Hiệu Bình Khơng hiệu Khơng quả thường hiệu      Rất hiệu Hiệu Bình Khơng hiệu Khơng quả thường hiệu      Rất hiệu Hiệu Bình Khơng hiệu Khơng quả thường hiệu      VD:Could you say that again? 10.6 Phương pháp chữa lỗi 6) GV nhắc lại lời nói HS đến chỗ sai dừng lại để HS nhận lỗi sai tự chữa Vd: I… 10.7 Phương pháp chữa lỗi 7)GV giải thích lỗi sai HS Vd: “Do” Hiện đơn, em phải dùng Quá khứ đơn 10.8 Phương pháp chữa lỗi 8)GV dùng cử chỉ, điệu để gợi ý HS nhận lỗi sai (ví dụ: cau mày, lắc đầu, đặt XI tay sau vành tai hiệu chưa nghe rõ…) 11 Trong phương pháp chữa lỗi em thích khơng thích phương pháp nhất? Tại sao? …………………………………………………………………………………… 12.Em thích chữa lỗi theo hình thức đây? Hình thức chữa lỗi Em thích giáo viên chữa lỗi Rất đồng ý Đồng ý Em không Không Rất đồng ý đồng ý                cho em Em thích bạn lớp chữa lỗi cho em Em thích tự em chữa lỗi theo gợi ý giáo viên Em cho biết lý do: ……………………………………………………………………………… ……………………………………………………………………………… Xin chân thành cảm ơn giúp đỡ em! XII APPENDIX CLASSROOM OBSERVATION NOTES 1.UNIT 11: NATIONAL PARKS- PART B: SPEAKING: CLASS 10A1 Types of Types of Timing of No Examples Errors Correction Correction T: What you like doing in Grammar Elicitation After the error your free time? was made S: I play soccer T: Can you repeat? S: I like playing soccer T: Where did you go to? Grammar Recast After the error S: I go to the National Pronunciation was made ['nei∫nəl] Park T: You went to the National Park ['næ∫nəl] T: How did you feel about the Grammar Recast After the error journey? was made S: I feel happy T: You felt happy S: They went by coach [kou] Pronunciation Recast After the error T: They went by coach [kout∫] was made S: They had to spend a lot of Pronunciation No money eating in expensive correction restaurants.['restrənt] S: They did enjoy the traffic Grammar Recast After the error T: They didn’t enjoy the was made traffic S: Some left luggage on the Pronunciation No coach when they arrived correction [ə'riv] S: If they had bought enough Content Explicit After the error food and drinks, they wouldn‟t was made have had to spend much money eating in expensive restaurants T: You should use “WE” in stead of “THEY” XIII UNIT 14: THE WORLD CUP PART B: SPEAKING: CLASS 10A5 No Examples T: Do you like playing sports S: Yes, I like S: Brazil [brɑ'zil] 3+4 T: Name the football team -S1: French [fren] T: French [frent∫] -S2: Italy ['itɑli] T: How often is the World Cup held? S: ….four… T: every…four… S: every four years S1: Where was the World Cup held? S2: I was held in… T: “I” or “IT”, the whole class? S: Which team became champion? T: Which team became the champion? S: Where was the four World Cup held? S: Which team became the champion? ['t∫ampjən] T:Which team became the champion? ['t∫æmpjən] 10 S1: Which team became the final match? S2: They Italy 11 S: The third match was held in French? Types of Errors Grammar Types of Correction No Correction Timing of Correction Pronunciation No Correction Pronunciation -Recast -No correction After the error was made Grammar Elicitation After the error was made Grammar Clarification Requests After the error was made Grammar Recast After the error was made Grammar No correction Pronunciation Recast Grammar Grammar XIV After the error was made No Correction After the error was made UNIT 16: HISTORICAL PLACE: PARB SPEAKING: CLASS 10A6 Types of Types of Timing of No Examples Errors Correction Correction T: Where is it? Grammar Recast After the S: It in Ba Dinh square error was T: It is in Ba Dinh square made T: When did you visit it? Grammar Recast After the S: I did you visited last summer? error was T: I visited last summer made Pronunciation No correction Mausoleum [mɔ:səliəm] (Stress) Situate [sitjueit] Complete [kom'pli:t] T: How many floors does your Pronunciation Recast After the house have? error was S: There are three [∫i:] made T: Three [θri:] S: Square [skwe] Pronunciation Recast After the T: Square [skweə] error was made T: Tôi thăm Quảng trường Ba Grammar Recast After the Đình vào mùa hè năm ngối error was S: I visit…… made T: I visited……… S: I visited Ba Dinh quare last summer T: Tôi chưa thăm Quảng Grammar Recast After the trường Ba Đình error was S: I never visit Ba Dinh square made T: I have never visited Ba Dinh square S: President ['prizidənt] Pronunciation Recast After the T: President ['prezidənt] error was made T: What did you yesterday? Grammar Recast After the S: I play soccer error was T: I played soccer made 10 T: How old are you? Grammar Clarification After the S: I sixty Requests error was T: I am sixteen or sixty? made 11 S: Where is president Ho Chi Grammar Recast After the XV Minh Mausoleum situate? T: Where is the President Ho Chi Minh Mausoleum situated? 12 S: What time can you visiter the Grammar Mausoleum? T: What time can you …(what is the verb here)? S: What time can you visit the Mausoleum? 13 S: When was it close? Grammar T: When was it closed? 14 S: Can we take photo inside? T: Can we take photos inside Grammar XVI error was made Metalinguistic After the Clues error was made Recast Recast After the error was made After the error was made ... CORRECTION: A STUDY AT THUẬN THÀNH II HIGH SCHOOL (THÁI ĐỘ CỦA HỌC SINH LỚP 10 ĐỐI VỚI VIỆC SỬA LỖI NÓI CỦA GIÁO VIÊN: MỘT NGHIÊN CỨU Ở TRƯỜNG TRUNG HỌC PHỔ THÔNG THUẬN THÀNH II) M.A.MINOR PROGRAMME... study were 111 students from three classes (10A1, 10A5, 10A6) and teachers teaching English for grade 10 The data revealed that students at Thuận Thành II High School are aware of the significance... with the hope that they might be useful for the teachers at Thuận Thành II High School to develop their students‟ speaking skill iii TABLE OF CONTENTS PART A: INTRODUCTION 1 Rationale