Những khó khăn trong việc học viết từ quan điểm của học sinh lớp 6 tại một trường ở địa phương

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES ********************* NGUYỄN THỊ PHƢƠNG AN DIFFICULTIES IN LEARNING WRITING, FROM THE PERSPECTIVE OF GRADE STUDENTS IN A LOCAL SCHOOL Những khó khăn việc học Viết, từ quan điểm học sinh lớp trƣờng địa phƣơng M.A MINOR PROGRAMME THESIS Field: English Teaching Method Code: 8140231.01 Hanoi, 2018 i VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES ********************* NGUYỄN THỊ PHƢƠNG AN DIFFICULTIES IN LEARNING WRITING, FROM THE PERSPECTIVE OF GRADE STUDENTS IN A LOCAL SCHOOL Những khó khăn việc học Viết, từ quan điểm học sinh lớp trƣờng địa phƣơng M.A MINOR PROGRAMME THESIS Field: English Teaching Method Code: 8140231.01 Supervisor: Prof Dr Nguyễn Hoà Hanoi, 2018 ii DECLARATION I, the undersigned, hereby certify my authority of the study project report entitled “Difficulties in learning Writing, from the perspective of grade students in a local school” submitted in partial fulfillment of the requirements for the degree of Master in English Teaching Methodology No person‟s work has been utilized without the acknowledgement in the text of the thesis i ACKOWLEDGEMENT I would like to express my sincere gratitude to my supervisor Prof Dr Nguyễn Hòa, who helped, supported and encouraged me while I conducted this research Without his helpful comments, valuable advice and considerable assistance, this research could not have been completed I also want to thank all the staff members, colleagues and students of the secondary X for providing me the best conditions to fulfill my research ii LIST OF ABBREVIATION EFL English as a foreign language NWREL Model The Northwest Regional Educational Laboratory Model iii LIST OF THE TABLES Table Figure 1.1 The percentage of students who not know how to use tenses Figure 1.2 The number of students who not know how to use tenses Figure 2.1 Table Figure 2.2 Figure 3.1 Table Figure 3.2 Figure 4.1 Table Figure 4.2 Figure 5.1 Table Figure 5.2 Figure 6.1 Table Figure 6.2 Table The percentage of students having problems with active/passive form The number of students having problems with active/passive form The percentage of students having problems with subject-verb agreement The number of students having problems with subject-verb agreement The percentage of students who not know how to write a word correctly The number of students who not know how to write a word correctly The percentage of students who not know exact meaning of the English words The number of students who not know exact meaning of the English words The percentage of students who not have enough range of vocabulary The number of students who not have enough range of vocabulary Figure 7.1 The percentage of students who not have enough ideas Figure 7.2 The number of students who not have enough ideas Figure 8.1 Table Figure 8.2 The percentage of students who not know how to manage the ideas The number of students who not know how to manage the ideas iv Table Figure 9.1 Figure 9.2 Figure 10.1 Table 10 Figure 10.2 Figure 11.1 Table 11 Figure 11.2 Table 12 Figure 11.1 Figure 11.2 The percentage of students who not understand the given topics The number of students who not understand the given topics The percentage of students who not know the given topics exactly The number of students who not know the given topics exactly The percentage of students having problems with using punctuation marks The number of students having problems with using punctuation marks The percentage of students having problems with time management The number of students having problems with time management v ABSTRACT Writing - one of four main English skills - plays an important part in learning this language It is not only a compulsory subject at schools but also an essential skill in a real life Therefore, this research has been conducted to determine what difficulties Grade students often have in learning writing The study is a case study It used both qualitative methodology and quantitative methodology The participants included 50 grade students in a secondary school located in Hanoi (school X) The data have been collected from the survey, interviews and written artifacts The written artifacts help me find out students‟ writing problems The survey and the interview used as a means to get more information about grade students‟ point of view about learning writing and difficulties they cope with when learning this skill From these findings, some suggestions were proposed to grade students and EFL (English as a foreign language) teachers in order to improve students‟ writing skill throughout their writing learning process vi TABLE OF CONTENTS Content Page TABLE OF CONTENTS I PART I: INTRODUCTION Rationale of the study Aims and objectives of the study Research questions Scope of the study Methods of the study Significance of the study Design of the study II PART II: DEVELOPMENT Chapter 1: Literature review 5-10 1.1 Definition of terms 1.1.1 Definition of Writing 1.1.2 Definition of Writing Problems 1.2 An overview of writing 5-8 1.2.1 Types of writing in Grade 1.2.2 The 6+1 Traits Writing Model (NWREL Model) 1.2.3 Main causes of writing problems 1.3 Previous studies 1.4 The importance of writing skills to Grade students 10 1.5 Summary 10 Chapter 2: Methodology 11-15 2.1 Setting of the study 11 2.2 Research type 11 2.3 Participants of the study 12 vii 2.4 Data collection procedure 12 2.5 Data collection instruments 13 2.5.1 Written artifacts 2.5.2 Survey 2.5.3 Interviews 2.6 Summary 15 Chapter 3: Data analysis 16-33 III 3.1 Results from students’ written artifacts 16 3.2 Results from survey 18 3.3 Results from interviews 30 3.4 Summary 32 PART III: CONCLUSION Recapitulation 33 Conclusions and Recommendations of the research 33-36 2.1 Conclusions 33 2.2 Recommendations 34 Limitations and Suggestions for future research 36 REFERENCES 37 APPENDICES 41 viii Krashen, S (1982) Principles and practice in second language acquisition Oxford: Pergamon Press Levine, M (2006) Difficulties with writing Retrieved January 8, 2018, from: http://www.pbs.org/wgbh/misunderstanding/experiences/writinge xpza.html McLaughlin, B (1988) Theories of second-language learning Baltimore: Edward Arnold Publisher Norrish, J (1983) Language Learners and their Errors London: MacMillan Publishers Nunan, D (1991) Language Teaching Method A Textbook for Teachers Prentice Hall International Press Pincas, A (1982) Teaching English Writing London: MacMillan Publishers Raimes, A (1998) Teaching writing Annual Review of Applied Linguistics, 18, 142-167 Rodby, J (1992) Appropriating literacy: Writing and reading in English as a second language Portsmouth: Boynton Publishers Sengupta, S (2000) An investigation into the effects of revision strategy instruction on L2 secondary school learners System, 28, 97-113 Shaughnessy, M (1977) Errors and expectations New York: Oxford University Press Tribble, C (1997) Writing Oxford: Oxford University Press Ur, P (1991) A Course in language teaching: Practice and theory (3rd ed.) Cambridge: Cambridge University Press Valle, C (2007) The Writing Process: Response Group Strategies Retrieved January 15, 2018, from: http://writingfix.com/process/response.htm White, E (1994) Teaching and assessing writing (2nd ed.) San Francisco: Jossey - Bass Publishers White, R & Arndt, V (1991) Process Writing London: Longman 39 Widdowson, H (1990) Aspects of language teaching Oxford: Oxford University Press Williams, J D (1989) Preparing to teach writing California: Wadsworth Publishing Corporation Williams, J D (2003) Preparing to teach writing: Research, theory, and practice (3rd ed.) Mahwah: Lawrence Erlbaum Publishers Yin, R, (1994) Case study research, design and methods London: Sage Publications Yugianingrum (2010) Producing an English Academic Paper: Process, Problems, and Solutions US-China Foreign Language, 08, 39-49 40 APPENDICES APPENDIX 01- PHIẾU ĐIỀU TRA Hãy điền thông tin vào chố trống đây: Tuổi: Lớp: Giới tính: Câu trả lời em sử dụng để lấy ý kiến chung việc học Writing Tất câu trả lời có giá trị Đọc câu đánh dấu/ điền vào phần trả lời em Sẽ khoảng phút để hoàn thành phiếu điều tra Trong q trình học Writing em gặp khó khăn với vấn đề đây: Không Em qn/ khơng biết cách sử dụng học Em quên/ cách sử dụng thể học (chủ động, bị động) Em quên/ đồng chủ ngữ động từ Em khơng nhớ cách viết từ xác Em không hiểu nghĩa từ Em khơng có đủ từ để diễn đạt ý muốn viết Em khơng có đủ ý tưởng để viết Em nên dùng ý trước viết Em không hiểu vấn đề mà đề đưa 10.Em không hiểu rõ vấn đề mà đề đưa 11 Em không rõ cách dùng dấu câu viết 12 Em hoàn thành viết thời gian quy định 13 Các khó khăn khác (vui lịng nêu rõ) Thỉnh thoảng Nhiều lần Thường xuyên ………………………………………………………… ………………………………………………………… ………………………………………………………… CÁC EM ĐÃ HOÀN THÀNH PHIẾU ĐIỀU TRA CÁM ƠN CÁC EM RẤT NHIỀU!!! 41 | P a g e APPENDIX 02 Interview Questions  Objectives - To know the Grade students‟ point of view toward writing paragraphs as well as difficulties they have to cope with when learning writing skill at school - To find out the ways the Grade students solve their problems and improve their writing ability  Directions - Answer the following questions The answers given will lead I to determine students‟ writing problems as well as their methods of improvement on the learning process  Questions Con thấy học Writing có khó khơng? Con nêu vài lý Khi viết bài, có hay bị nhầm lẫn việc chia động từ khơng? Con cho ví dụ Khi viết bài, có hay qn/ khơng biết viết khơng chọn từ phù hợp khơng? Ví dụ Khi viết bài, có hay khơng tìm ý phù hợp khơng? Ví dụ Khi viết bài, có khơng hiểu u cầu đề khơng? Ví dụ Khi viết bài, có dùng dấu câu chưa khơng? Ví dụ Khi viết bài, có hay thiếu thời gian để hồn thành khơng? Ví dụ Khi gặp lỗi sai có hỏi lại giáo viên xem lại kiến thức học không? Nếu không, cách giải gì? 42 | P a g e APPENDIX 03 The Northern Nevada Writing Project’s Secondary Writing Guide 43 | P a g e APPENDIX 04 Six-Trait Scoring Rubrics CATEGORY Sources (Content) All sources All sources used for used for quotes and quotes and facts are facts are credible and credible and cited most are cited correctly correctly Many sources Most sources used for used for quotes and quotes and facts are less facts are than credible credible and (suspect) cited and/or are not correctly cited correctly Conclusion (Organization) The The The There is no conclusion is conclusion is conclusion is clear strong and recognizable recognizable, conclusion, leaves the and ties up but does not the paper just reader with a almost all the tie up several ends feeling that loose ends loose ends they understand what the writer is "getting at." 44 | P a g e Sequencing (Organization) Details are Details are Some details Many details placed in a placed in a are not in a are not in a logical order logical order, logical or logical or and the way but the way in expected expected they are which they order, and this order There presented are presented/ distracts the is little sense effectively introduced reader that the keeps the sometimes writing is interest of the makes the organized reader writing less interesting Introduction (Organization) The The The There is no introduction is introduction introduction clear inviting, states clearly states states the introduction the main topic the main topic main topic, of the main and previews and previews but does not topic or the structure the structure adequately structure of of the paper of the paper, preview the the paper but is not structure of particularly the paper nor inviting to the is it reader particularly inviting to the reader 45 | P a g e Relevant, Supporting Supporting Supporting telling, quality details and details and details and details give information information information Support for the reader are relevant, are relevant, are typically Topic important but one key but several unclear or not information issue or key issues or related to the that goes portion of the portions of topic beyond the storyline is the storyline obvious or unsupported are (Content) predictable Focus on Topic (Content) unsupported There is one Main idea is Main idea is The main idea clear, well- clear but the somewhat is not clear focused topic supporting clear but there There is a Main idea information is is a need for seemingly stands out and general more random is supported supporting collection of by detailed information information information Sentence Every Almost all Some Sentences Length paragraph has paragraphs sentences rarely vary in (Sentence sentences that have vary in length length Fluency) vary in length sentences that vary in length 46 | P a g e Conclusion (Organization) The The The There is no conclusion is conclusion is conclusion is clear strong and recognizable recognizable, conclusion, leaves the and ties up but does not the paper just reader with a almost all the tie up several ends feeling that loose ends loose ends Writer makes Writer makes Writer makes Writer makes no errors in 1-2 errors in 3-4 errors in more than grammar or grammar or grammar or errors in spelling that spelling that spelling that grammar or distract the distract the distract the spelling that reader from reader from reader from distract the the content the content the content reader from they understand what the writer is "getting at." Grammar & Spelling (Conventions) the content Penmanship (Conventions) Paper is neatly Paper is The writing is Many words written or neatly written generally are typed with no or typed with readable, but unreadable distracting or the reader has OR there are corrections distracting to exert quite several 47 | P a g e corrections a bit of effort distracting (e.g., dark to figure out corrections cross-outs; some of the bumpy white- words out, words written over) Commitment (Voice) The writer The writer The writer The writer successfully successfully attempts to made no uses several uses one or make the attempt to reasons/appeal two reader care make the s to try to reasons/appea about the reader care show why the ls to try to topic, but is about the reader should show why the not really topic care or want reader should successful to know more care or want about the to know more topic about the topic Writer makes Writer makes Writer makes Writer makes Capitalization no errors in or errors a few errors in several errors & Punctuation capitalization in capitalization in (Conventions) or capitalization and/or capitalization punctuation, or punctuation and/or so the paper is punctuation, that catch the punctuation exceptionally but the paper reader's that catch the 48 | P a g e easy to read is still easy to attention and reader's read interrupt the attention and flow greatly interrupt the flow Flow & Rhythm (Sentence Fluency) All sentences Almost all Most The sentences sound natural sentences sentences are difficult to and are easy- sound natural sound natural read aloud on-the-ear and are easy- and are easy- because they when read on-the-ear on-the-ear sound aloud Each when read when read awkward, are sentence is aloud, but or aloud, but distractingly clear and has are stiff and several are repetitive, or an obvious awkward or stiff and difficult to emphasis difficult to awkward or understand understand are difficult to understand All sentences Most Most Sentences Sentence are well- sentences are sentences are lack structure Structure constructed well- well- and appear (Sentence with varied constructed constructed incomplete or Fluency) structure with varied but have a rambling structure similar structure 49 | P a g e APPENDIX 05 General paragraph Rubrics Date: Class _ Title: _ Rating Scale: - 5=Very poor Criteria First sentence appropriate idea Rating scale a coherent 8-10= Terrific Comments contains from thesis Details are ordered in – = Good way 2.5 Conclusion rephrases sums up, or expresses a result, advice Cohesion is used in a correct way (Conjunctions, Linking words, Redundancy is reduced) Punctuation Grammar 2.5 Spelling Capitalization 1 50 | P a g e APPENDIX 06 Students’ written artifacts - Student A1 and student B1 are students who learned English at the primary school X - Student A2 and student B2 are students who learned English in other primary schools Topic 01: Write a passage (about 120 – 150 words) about your favorite day in a week Students A1 51 | P a g e Student A2 Topic 02: Imagine that you are a famous author Try to write a new story (maximum 300 words) Student B1 52 | P a g e Student B2 53 | P a g e ... WRITING, FROM THE PERSPECTIVE OF GRADE STUDENTS IN A LOCAL SCHOOL Những khó khăn việc học Viết, từ quan điểm học sinh lớp trƣờng địa phƣơng M.A MINOR PROGRAMME THESIS Field: English Teaching Method... trình học Writing em gặp khó khăn với vấn đề đây: Khơng Em quên/ cách sử dụng học Em qn/ khơng biết cách sử dụng thể học (chủ động, bị động) Em quên/ đồng chủ ngữ động từ Em không nhớ cách viết từ. .. thấy học writing khó cần phải có kiến thức tốt để viết logic, phản biện chứng minh ý Với cịn phải giỏi ngữ pháp nhiều từ để có nhiều ý viết ạ.” Another student (student B) said that: ? ?Khó ạ, viết