Nhận thức của giáo viên THPT về phương pháp dạy học tiếng anh dựa vào nhiệm vụ và niềm tin của họ về bộ sách giáo khoa tiếng anh doctor of linguistics 621401

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES NGUYỄN VIỆT HÙNG SECONDARY SCHOOL TEACHER’S PERCEPTIONS OF TASK-BASED LANGUAGE TEACHING AND THEIR BELIEFS ABOUT THE CURRENT SERIES OF ENGLISH TEXTBOOKS (Nhận thức giáo viên THPT Phương pháp dạy học Tiếng Anh dựa vào nhiệm vụ niềm tin họ sách giáo khoa Tiếng Anh) A Thesis Submitted in Partial Fulfillment of Requirements for the Degree of Doctor of Philosophy Hanoi, April 2017 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES NGUYỄN VIỆT HÙNG SECONDARY SCHOOL TEACHER’S PERCEPTIONS OF TASK-BASED LANGUAGE TEACHING AND THEIR BELIEFS ABOUT THE CURRENT SERIES OF ENGLISH TEXTBOOKS (Nhận thức giáo viên THPT Phương pháp dạy học Tiếng Anh dựa vào nhiệm vụ niềm tin họ sách giáo khoa Tiếng Anh) A Thesis Submitted in Partial Fulfillment of Requirements for the Degree of Doctor of Philosophy Field: English Language Teaching Methodology Code: 62 14 01 11 Supervisor: Prof Hoàng Văn Vân Hanoi, April 2017 DECLARATION I certify that this dissertation does not, to the best of my knowledge and belief: (i) incorporate without acknowledgement any material previously submitted for a degree or diploma in any institution of higher education; (ii) contain any material previously published or written by another person except where due reference is made in the text; or (iii) contain any defamatory material i DEDICATION This dissertation is dedicated to my parents who have brought me up and helped me to become the person I am I offer them all my affection for their love and understanding of this important period of my life, which has taken me so far away from my family I also dedicate this dissertation to my lifelong partner, wife, and very best friend, Thu Her life and her weekends have been put on hold for the previous years of our lives in order to help me achieve my goal of earning this doctorate degree Her undying and loving support has helped me through this research process My thesis would not have been materialized without her and her constant encouragement ii ACKNOWLEDGEMENTS This Ph.D thesis would not have become a reality without the help of many people First and foremost, I acknowledge my deepest gratitude to my supervisor, Prof Dr Hoang Van Van, for his continuing encouragement, invaluable suggestions and feedback, and patient guidance throughout my study He has showed impressive expertise in academic research and, as well, in the supervision of his postgraduate students I have benefited not only from his rich experience in academic research, but also from his personal merits: earnest, kind, sincere, and caring Secondly, I am enormously indebted to Prof Dr Nguyen Hoa, Assoc Prof Le Hung Tien, Assoc Prof Dr Le Van Canh, Dr Do Quang Viet, and Dr Huynh Anh Tuan, who have given me encouragements, generous help and suggestions in my research project Next, my heartfelt thanks goes to all the participants, from many provinces, who cooperated with me in this research Their views and comments gave me boundless inspiration Without their cooperation and contributions, this thesis would have never been made possible A special thanks go to the following directors of different provincial department of education and training and co-ordinators of the National Foreign Language 2020 Project (NFL 2020 Project) of these departments who helped me get into contact with participants: Mr Le Van Quy – Director and Ms Lu Thi Van – co-ordinator of NFL 2020 Project of Dien Bien Department of Education and Training, Mr Nguyen An Ninh – Director and Mr Le Thanh Hai – co-ordinator of NFL 2020 Project of Lao Cai Department of Education and Training, Mr Nguyen Minh Thanh – Director and Ms Le Thi Hong – coordinator of NFL 2020 Project of Hoa Binh Department of Education and Training, Mr Hoang Tien Duc – Director and Ms Pham Thi Thuan – co-ordinator of NFL 2020 Project of Son La Department of Education and Training, Mr Do Van Han – Director and Ms Pham Thu Hang – co-ordinator of NFL 2020 Project of Lai Chau Department of Education and Training, Mr Tran Xuan Hung – Director and Mr Dang Tran Ha – co-ordinator of NFL 2020 Project of Yen Bai Department of Education and Training In addition, I owe my debts to some of the experts in this field who gave me consultations to my questions in some stages of research, such as research design, research method, data analysis at times when I was highly confused: Assoc Prof Dr Phan Le Ha, Assoc Prof Dr Nguyen Thuy Minh, Prof Dr Nathan Carr, Prof Dr Simon Borg, Dr Hoang Xuan Hoa, Dr To Thu Huong, Assoc Prof Dr Nguyen Phuong Nga, Dr Duong Thi Nu, Dr Tran Hoai Phuong, Dr Duong Thu Mai, Dr Hoang Thi Hanh, and Dr Vu Hai Ha Moreover, I would like to extend my gratitude to my friends such as Nguyen Manh Cuong, Bui Van Hau, and Blake Nichols for their kind support and willingness to proofread of my drafts Also, I wish to express my profound gratitude to my family, my parents, my sister, and my brother They have been so supportive and encouraging that I can always feel their care Their love and encouragements have made my long journey to PhD thesis colorful and enjoyable Last, but by no means least, I am thankful to my wife whose deep and warm love is the most important source of courage and motivation for me to move along this journey Being so thoughtful and being always by my side, she has helped me in the most special and tender way! iii TABLE OF CONTENTS DECLARATION I DEDICATION II ACKNOWLEDGEMENTS III TABLE OF CONTENTS IV LIST OF TABLES VIII LIST OF FIGURES X ABBREVIATIONS XI PART I INTRODUCTION 1 Rationale Aim of the Study Objectives of the Study Research Questions 5 Significance of the Study 6 Scope of the Study 7 Organization of the Study PART II DEVELOPMENT CHAPTER LITERATURE REVIEW 1.1 Introduction 1.2 The Main Concepts Related to the Research 1.2.1 Teacher Cognition 1.2.2 Teacher Perception and Teacher Belief 12 1.2.3 Task and TBLT 13 1.3 Theoretical Issues of Task-Based Language Teaching 16 1.3.1 Theoretical Foundations of TBLT 16 1.3.2 Framework of TBLT 20 1.3.2.1 Definition of TBLT Framework 20 iv 1.3.2.2 Different TBLT Frameworks 20 1.3.2.3 TBLT Framework by Willis (1996) 23 1.3.2.4 Principles of TBLT 25 1.3.2.5 Task Features 27 1.3.2.6 Differences between TBLT and Other Teaching Models 30 1.3.3 Techniques of TBLT 31 1.4 The Current Series of English Textbooks for Upper Secondary Schools in Vietnam 33 1.4.1 Textbook Objectives 33 1.4.2 Content of the Textbooks 34 1.4.3 Target Knowledge Covered in the Textbooks 35 1.4.4 Language Skills Taught in the Textbooks Series 36 1.4.5 Tasks and Activities 38 1.5 Previous Related Research 39 1.5.1 Research into Teachers’ Perceptions and Beliefs in Task-Based Language Teaching 39 1.5.2 Research Related to Teachers’ Beliefs about the Current Series of English Textbooks 42 1.6 Summary 43 CHAPTER RESEARCH METHODOLOGY 45 2.1 Research Approach 45 2.2 Research Setting and Participants 47 2.2.1 Research Context 47 2.2.2 Participants 48 2.3 Research Collection Instruments 53 2.3.1 Survey Questionnaire 53 2.3.2 Interview 54 2.3.3 Classroom Observation 55 2.4 Research Procedure 55 v 2.4.1 Quantitative Analysis in Phase 56 2.4.2 Qualitative Analysis in Phase 57 2.5 Data Analysis Techniques 59 2.5.1 Descriptive Techniques 59 2.5.2 Comparative Techniques 61 2.6 Reliability and Validity 62 2.6.1 Reliability and Validity of the First Questionnaire (Teachers’ perceptions of TBLT) 62 2.6.2 Reliability and Validity of the Second Questionnaire (Teachers’ beliefs about Textbooks) 65 2.7 Credibility, Transferability, Dependability and Confirmability 67 2.8 Confidentiality 68 2.9 Chapter Summary 69 CHAPTER THE FINDINGS 70 3.2 General Findings about Teachers’ Perceptions of TBLT 71 3.2.1 Teachers’ Perceptions of “the Philosophies of TBLT” 71 3.2.2 Teachers’ Perceptions of “the Definitions of TBLT” 74 3.2.3 Teachers’ Perceptions of “the Principles of TBLT” 77 3.2.4 Teachers’ Perceptions of “the Features of TBLT” 82 3.2.5 Teachers’ Perceptions of “the Stages of TBLT” 86 3.2.6 Teachers’ Perceptions of “the Techniques of TBLT” 89 3.3 General Findings about Teachers’ Beliefs about the Textbooks 93 3.3.1 Teachers’ Beliefs about “the Textbook Objectives” 93 3.3.2 Teachers’ Beliefs about “the Content of the Textbooks” 97 3.3.3 Teachers’ Beliefs about “the Knowledge of the Textbooks” 101 3.3.4 Teachers’ Beliefs about “the Skills taught in the Textbooks” 103 3.3.5 Teachers’ Beliefs about “the Tasks and Activities of the Textbooks” 106 3.3.6 Teachers’ Beliefs about “the Teaching Method of the Textbooks” 109 CHAPTER DISCUSSION AND INTERPRETATION 113 vi 4.1 Discussions of the Findings about Teachers’ Perceptions of TBLT 113 4.1.1 Teachers’ Perceptions of TBLT 113 4.1.1.1 Teachers have fair perceptions of TBLT 113 4.1.1.2 Higher Score on Teachers’ Perceptions of TBLT in the Quantitative Phase than in the Qualitative Phase 115 4.1.1.3 Differences in Perception of TBLT between Groups 118 4.1.1.4 Teachers’ Perceptions of TBLT Tends to be Task-supported Language Teaching 122 4.1.2 Factors Affecting Teachers’ Perceptions of TBLT 126 4.2 Discussions of the Findings about Teachers’ Beliefs about the Textbooks 130 4.2.1 Teachers’ Beliefs about the Textbooks 131 4.2.1.1 Teachers Have Fair Beliefs about the Textbooks 131 4.2.1.2 Higher Score on Teachers’ Beliefs about the Textbooks in Quantitative Phase than in the Qualitative Phase 133 4.2.1.3 Differences in Beliefs about the Textbooks between Teachers in Groups 136 4.2.2 Factors Affecting Teachers’ Beliefs about the Textbooks and Main Proposals 138 PART III CONCLUSIONS 145 Summary of the Major Points of the Study 145 1.1 Summary of the Study 145 1.2 Conclusions 145 1.3 Pedagogical Implications 147 Limitation of the Study 148 Implications for Future Research 148 RESEARCHER’S ARTICLES RELATED TO THE THESIS 151 REFERENCES 152 vii LIST OF TABLES Table 1.1: Components of teacher cognition Table 1.2: General objectives to achieve in Grade 10 to Grade 12 (MOET, 2006: 19-25) Table 1.3: Topics in English 10, English 11 and English 12 Table 1.4: Themes covered in the English curriculum Table 2.1: Demographic Data of Survey Participants’ Background Information Table 2.2: Brief profiles of 30 cases in case study phase Table 2.3: Overview of the data analysis procedure case studies Table 2.4: The reliability of questionnaire and its domains Table 2.5: Unreliable Items that need being left out the analysis Table 2.6: Correlation between domains in the whole questionnaire Table 2.7: Factor Analysis of Students’ attitudes towards TBLT Table 2.8: The reliability of questionnaire and its domains Table 2.9: Correlation between domains in the whole questionnaire (5.2.1.4.1) Table 2.10: Factor Analysis of Students’ attitudes towards TBLT Table 3.1: The descriptive statistics for Domain Table 3.2: The interview’s main themes for Domain Table 3.3: The descriptive statistics for Domain Table 3.4: The interview’s main themes for Domain Table 3.5: The descriptive statistics for Domain Table 3.6: Teachers’ perception of principles of TBLT Table 3.7: The descriptive statistics for Domain Table 3.8: Teachers’ perception of features of TBLT Table 3.9: The descriptive statistics for Domain Table 3.10: The descriptive statistics for Domain Table 3.11: Teachers’ perception of techniques of TBLT Table 3.12: The descriptive statistics for Domain Table 3.13: Teachers’ beliefs about objectives of textbooks Table 3.14: The descriptive statistics for Domain Table 3.15: Teachers’ beliefs about content of textbooks Table 3.16: The descriptive statistics for Domain Table 3.17: Teachers’ beliefs about knowledge of textbooks viii Philosophy Principles Features Stages Techniques General Perception of TBLT Table 6.133: LC1’s Data Triangulation Textbooks Theme Textbook Objectives Textbook Content Textbook Knowledge Textbook Skills Task Efficiency Teaching Method General Belief about Textbooks Appendix 6.4 Cross Cases’ Data Appendix 6.4.1 Teacher’s Perception of TBLT Table 1.134: Teacher’s Perception of TBLT Philosophy (Focused Theme Data between Cases basing on Interview transcripts) Table 6.4.1.1.1: Teacher’s philosophies of TBLT Main findings Natural Approach Learner-centered Approach Learning-centered Approach Teachers-centered Approach Process-focused Approach Learners’ needs Learning to know, to do, to live and to be independent Communicative Approach Theory of practising in education Theory of cognitive psychology The functional language of tectonic theory view Behavioral psychology theory Cognitive psychology theory Language interaction theory Table 1.135: Teacher’s Perception of TBLT Definition (Focused Theme Data between Cases basing on Interview transcripts) Main findings The collaboration between language and learning activities Specific tasks help students learn the language in natural way communicate in the target language Table 1.136: teacher’s perception of principles of TBLT (Focused Theme Data between Cases basing on Interview transcripts) Main findings Authentic texts in context CLXV Compatible with the principles of communicative language teaching Learners’ needs Learning by using "Learning by doing" Relection Learners’ activeness Be systematic Focus on meaning Process – Based Learner-centered Learning - practice balance Task-centered Scaffoldings The use of the input corpus/ input knowledge Real contexts Teachers’feedbacks Interaction Table 1.137: Teacher’s perception of features of TBLT (Focused Theme Data between Cases basing on Interview transcripts) Main findings pedagogical tasks from practical task language - task inbed ZPD stages Interactive communication Realistic Evaluate output Negotiations and problem-solving Teachers’support Target knowledge integrated into tasks Student’s need Teachers’ fluency Focus on learning process Real contexts Centered-learners Table 1.138: teacher’s perception of stages of TBLT (Focused Theme Data between Cases basing on Interview transcripts) Main findings stages: almost all Pedagogic tasks step process stages Table 1.139: teacher’s perception of teachniques of TBLT (Focused Theme Data between Cases basing on Interview transcripts) Main findings individual, pair, group or team problem-solving brainstorming CLXVI Comparing Ordering and sorting Games Understanding interactive teaching practicing tasks tasks of communication Input supply technique role-play synopsis Managing time Interaction information-gaps Listing Matching True / false exercises Table 1.140: Typical focused themes of teacher’s perception of TBLT (Cross-sectional cases’ Interview Data) Main findings Philosophy Language interaction theory Learner-centered Approach Learning-centered Approach Natural Approaches Definition The collaboration between language and learning activities communicate in the target language Principles Teachers’feedbacks Task-centered Relection Authentic texts in context Real contexts Learners’ needs The use of the input corpus/ input knowledge Interaction: HB5 "Learning by doing" Learner-centered Features Target knowledge integrated into tasks stages language - task inbed Interactive communication Negotiations and problem-solving Stages stages: almost all Pedagogic tasks Techniques problem-solving Listing individual, pair, group or team information-gaps tasks of communication CLXVII Table 1.141: Qualitative data of teacher’s perception of TBLT (Cross-sectional cases’ Interview Data) Main findings Mismatch between definition and examples of a task No distinction between TBLT and other methods Incomplete cycle of a task teaching Teaching is in PPP manner Get lessons more grammatical than communicative Teaching grammar out of context in traditional way Misunderstanding of TBLT’s advantages and disadvantages Indistinguish a task from an activity and an exercise Perception of other teachers about TBLT Table 1.142: Unfocused Theme Data between Cases basing on Interview transcripts (Cross-sectional cases’ data) Theme Problems of Task Implementation Problems of Teacher’s awareness ELT methods Contextual and Cutural Factors affecting TBLT use Task Types Causes of limited awareness of TBLT Proposals Table 1.143: Marking Teacher’s Perception of TBLT Basing on Cross-sectional cases (Negative perception Teacher Interview Observation Post Interview Interview Observation Post Interview Interview Observation CLXVIII Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview 10 11 12 13 14 15 16 17 18 19 20 21 22 23 CLXIX 24 25 26 27 28 29 30 Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview General Percepti on of TBLT Appendix 6.4.2 Teacher Belief about Textbooks Table 1.144: Teacher’s Belief about Objectives of the Textbooks (Focused Theme Data between Cases basing on Interview transcripts) Main findings develop sts’ ability to communicate through 4skills not suitable to test be suitable language practice good citizens and global citizens basic knowledge of English, people and culture Table 1.145: Teacher’s Belief about the Content of the Textbooks (Focused Theme Data between Cases basing on Interview transcripts) Main findings develop communicative skills appropriate content diverse clear and plentiful themes unfamiliar content & unrealistic topics to ethnic minorities be interesting not fit the cutural setting Table 1.146: Teacher’s Belief about the Knowledge of the Textbooks (Focused Theme Data between Cases basing on Interview transcripts) Main findings completely fit and suitable to sts good, plentiful, interesting, but not suitable overwheming knowledge CLXX not completely fit For good students Table 1.147: Teacher’s Belief about the Skills of the Textbooks (Focused Theme Data between Cases basing on Interview transcripts) Main findings develop student’s skills problem-solving skill cooperation skill reasoning skill discussion skill presentation skill reading and writing teaching skills through steps teaching skills through PPP method teaching skills through different activities replaced communication tasks reading or grammar (L-C2) Table 1.148: Teacher’s Belief about Tasks and Activities of the Textbooks (Focused Theme Data between Cases basing on Interview transcripts) Main findings positive attitude of tasks and activities understandable, effective, appropriate to objectives opportunities for language skills Clear and detailed promoting students’creativity interesting to students negative attitude of tasks and activities too many tasks should be linked Table 1.149: Teacher’s Belief about the Teaching Method of the Textbooks (Focused Theme Data between Cases basing on Interview transcripts) Main findings positive attitude of teaching method Fit to teachers Fit to students Fit to context Do not fit to all sts Do not fit textbooks Supportive negative attitude of teaching method encourages students to study more and the cooperation Table 1.150: Typical Focused Themes between Cases basing on Interview transcripts (Cross-sectional cases’ data) Main findings Objectives develop sts’ ability to communicate through 4skills be suitable basic knowledge of English, people and culture: CLXXI language practice Content unfamiliar content & unrealistic topics to ethnic minorities diverse clear and plentiful themes not fit the cutural setting appropriate content Knowledge good, plentiful, interesting, but not suitable For good students overwheming knowledge not completely fit Skills develop student’s skills teaching skills through steps teaching skills through different activities teaching skills through PPP method Tasks & Activities positive attitude of tasks and activities understandable, effective, appropriate to objectives opportunities for language skills Clear and detailed Teaching method positive attitude of teaching method Fit to teachers Fit to students encourages students to study more and the cooperation Table 1.151: Unfocused Theme Data between Cases basing on Interview transcripts (Cross-sectional cases’ data) Theme Facility and equipment Textbook’s Content Problems Textbook’s knowledge Problems Problems with teaching method Problems with Student’s background Proposals CLXXII Table 1.152: Marking Teacher’s Belief about Textbooks Basing on Cross-sectional cases (Negative belief Teacher 10 11 12 13 14 15 16 17 Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview 18 Observation CLXXIII Post Interview 19 20 21 22 23 24 25 26 27 28 29 30 General Belief about Textbooks Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview CLXXIV ... TEXTBOOKS (Nhận thức giáo viên THPT Phương pháp dạy học Tiếng Anh dựa vào nhiệm vụ niềm tin họ sách giáo khoa Tiếng Anh) A Thesis Submitted in Partial Fulfillment of Requirements for the Degree of Doctor. .. the current series of English textbooks for upper secondary schools (Tiếng Anh 10 (English 10), Tiếng Anh 11 (English 11), and Tiếng Anh 12 (English 12), each set is comprised of three books: the... co-ordinator of NFL 2020 Project of Dien Bien Department of Education and Training, Mr Nguyen An Ninh – Director and Mr Le Thanh Hai – co-ordinator of NFL 2020 Project of Lao Cai Department of Education