Ten graders attitudes towards teachers oral error correction a study at thuận thuận thành II high school

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 .2 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 .6 1.1 Definition of Error 1.2 Classification of Errors .7 1.3 Sources of Errors 1.4 Distinction between “Error” and “Mistake” .9 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 CLT COFs EFL ESL TESOL 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 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 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, không 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 chun 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 Giáo viên chữa lỗi nói em lần Rất thường xuyên VII Việc mắc lỗi nói tiếng Anh giúp ích cho việc học ngoại ngữ? Rất đồng ý Em cho biết lý do: …………………………………………………………………………………… Việc chữa lỗi nói giáo viên cần thiết nào? Rất cần thiết 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? 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 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 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 1)Giáo viên lỗi sai chữa lỗi cho IX Ví dụ: “Do” sai Em nên nói “Did” 10.2 Phương pháp chữa lỗi 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 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 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 No T: What you like doing in your free time? S: I play soccer T: Can you repeat? S: I like playing soccer T: Where did you go to? S: I go to the National ['nei∫nəl] Park T: You went to the National Park ['næ∫nəl] T: How did you feel about the journey? S: I feel happy T: You felt happy S: They went by coach [kou] T: They went by coach [kout∫] S: They had to spend a lot of money restaurants.['restrənt] S: They did enjoy the traffic T: They didn’t enjoy the traffic S: Some left luggage on the coach [ə'riv] S: If they had bought enough food and drinks, they wouldn‟t have had to spend much money eating 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 -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:Whichteambecame 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 champion? ['t∫æmpjən] S1: Which team became the final match? S2: They Italy S: The third match was held in French? 10 11 XIV UNIT 16: HISTORICAL PLACE: PARB SPEAKING: CLASS 10A6 No 10 11 Examples T: Where is it? S: It in Ba Dinh square T: It is in Ba Dinh square T: When did you visit it? S: I did you visited last summer? T: I visited last summer Mausoleum [mɔ:səliəm] Situate [sitjueit] Complete [kom'pli:t] T: How many floors does your house have? S: There are three [∫i:] T: Three [θri:] S: Square [skwe] T: Square [skweə] T: Tôi thăm Quảng trường Ba Đình vào mùa hè năm ngối S: I visit…… T: I visited……… S: I visited Ba Dinh quare last summer T: Tôi chưa thăm Quảng trường Ba Đình S: I never visit Ba Dinh square T: I have never visited Ba Dinh square S: President ['prizidənt] T: President ['prezidənt] T: What did you yesterday? S: I play soccer T: I played soccer T: How old are you? S: I sixty T: I am sixteen or sixty? S: Where is president Ho Chi XV Minh Mausoleum situate? T: Where is the President Ho Chi Minh Mausoleum situated? 12 S: What time can you visiter the 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? T: When was it closed? 14 S: Can we take photo inside? T: Can we take photos inside XVI ... classes (1 0A1 , 1 0A5 , 1 0A6 ) 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... 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... attitudes toward error correction were more favorable than their teachers? ?? attitudes; that is, learners want more error correction Another study related to this study was carried out by Azara