Nghiên cứu hành động về tác động của phương pháp dạy viết dựa vào thể loại tới kỹ năng viết của học sinh lớp 11

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES -NGUYỄN NGỌC HÀ THE IMPACT OF A GENRE-BASED APPROACH ON 11TH STUDENTS’ WRITING PERFORMANCE: AN ACTION RESEARCH AT TUYEN QUANG GIFTED HIGH SCHOOL, TUYEN QUANG (Nghiên cứu hành động tác động phương pháp dạy viết dựa vào thể loại tới kỹ viết học sinh lớp 11, Trường THPT Chuyên Tuyên Quang, Tỉnh Tuyên Quang) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60.140.111 HANOI – 2013 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES -NGUYỄN NGỌC HÀ THE IMPACT OF A GENRE-BASED APPROACH ON 11TH STUDENTS’ WRITING PERFORMANCE: AN ACTION RESEARCH AT TUYEN QUANG GIFTED HIGH SCHOOL, TUYEN QUANG (Nghiên cứu hành động tác động phương pháp dạy viết dựa vào thể loại tới kỹ viết học sinh lớp 11, Trường THPT Chuyên Tuyên Quang, Tỉnh Tuyên Quang) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60.140.111 Supervisor: Dr Lê Văn Canh HANOI – 2013 DECLARATION I, NGUYEN NGOC HA, hereby certify that the thesis entitled ―The impact of a genre-based approach on 11th students’ writing performance: An action research at Tuyen Quang Gifted High School, Tuyen Quang” is my own study in the fulfillment of the requirement for the Degree of Master of Arts at Faculty of Post-Graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi Hanoi 2013 Nguyen Ngoc Ha ABSTRACT This research was carried out in an attempt to solve the problems of students‘ poor writing performance at Tuyen Quang Gifted High School A hypothetical solution –the use of genre-based approach to teaching writing – was tested in this study through a small-scale action research project This study was conducted in two cycles following the procedures of the action research In the first cycle, a questionnaire was administered to gain information about the difficulties the students had been encountered with in completing the writing tasks in the textbook Then in the second phase, the genrebased approach was experimented to teach writing to these students By the time the experiment terminated, another questionnaire was administered to the students to find out their opinions on the usefulness and appropriateness of the genre-based approach to their learning to write Students‘ writings were also analysed to complement the questionnaire data and to measure the impact of the treatment upon students‘ writing The results showed that students did make progress in their writing, and students‘ opinions were positive about the treatment ii ACKNOWLEDGMENTS I owe special debts of gratitude to my lectures, colleagues, family, friends and my students for their support in my completing the thesis First of all, I would like to express my deepest gratitude to my supervisor, Dr Le Van Canh for his crucial advice, critical comments, invaluable suggestion and also his devoted lessons I take this opportunity to thank all the lecturers of the Post Graduate Faculty of University of Languages and International Studies, Vietnam National University, Hanoi for their scholarly knowledge and amazing lectures that have helped to increase my interest for English Methodology and my teaching job My special thanks are dedicated to Assoc Pro Dr Le Hung Tien, Nguyen Quynh Trang, M.A whose lectures have inspired my interest in Research Methodology I would also like to thank the library staff for being so helpful and supportive I would like to extend my thanks to my 11th grade students at Tuyen Quang Gifted High School, Tuyen Quang Province for their willingness to help me complete my thesis Finally, my heartfelt sense of gratitude goes to my family for their emotional support in accomplishing this graduation thesis Nguyen Ngoc Ha iii TABLE OF CONTENTS DECLARATION ABSTRACT ii ACKNOWLEDGMENTS iii TABLE OF CONTENTS iv LIST OF FIGURES AND TABLES vii LIST OF CHARTS viii LIST OF APPENDICES ix PART A: INTRODUCTION 1 Rationale for the research Aims and objectives of the research The research questions Method of the research Structure of the thesis PART B: DEVELOPMENT CHAPTER LITERATURE REVIEW 1 Why focus on writing? 1.2 Approaches to teach writing 1.2.1 The product approach 1.2.2 The process approach 1.2.3 The genre-based approach 1.2.3.1 Definition of a genre iv 1.2.3.2 Genre-based approach: 10 1.3 Review of the related studies 14 CHAPTER 2: METHODOLOGY 16 2.1 Rationale of the using action research 16 2.2 Research setting 16 2.2.1 Overview 16 2.2.2 Writing tasks in the textbook Tieng Anh 11 16 2.2.3 Selection of participants 17 2.3 The Research Design 17 2.4 The teaching cycle used in this study 18 2.5 Methods of data collection and analysis 19 2.5.1 Methods of data collection 19 2.5.2 Data analysis 21 CHAPTER 3: FINDINGS AND DISCUSSION 22 3.1 The results of phase I 22 3.1.1 Analysis of students’ general information 22 3.1.2 Analysis of the difficulties students had encountered 24 3.1.3 Analysis of students’ expectation of new teaching approach 26 3.2 The results of phase II 27 3.2.1 The results of the students’ writing test 27 3.2.1.1 The performance of students in the content of the writing test 28 3.2.1.2 The performance of students in the organization of the writing test 28 v 3.2.1.3 The performance of students in using the vocabulary of the writing test 29 3.2.1.4 The performance of students in using the language 29 3.2.1.5 The performance of students in using the mechanics 30 3.2.2 The results of the writing samples 31 3.2.3 The results of the questionnaire for students after the teaching cycle 32 3.2.3.1 The strengths and weakness of this genre-based approach 32 3.2.3.2 Students’ self-report on their reduced difficulties 34 3.2.3.3 The things they have learned from this approach in writing 34 3.2.3.4 If they want to continue this genre-based approach in writing in the next semester 35 3.2.3.5 The necessary conditions for each student to write better 35 PART C: CONCLUSION 37 Summary of major findings 37 Concluding remarks 38 Plan for the next research cycle 40 REFERENCES 41 APPENDICES vi LIST OF FIGURES AND TABLES Figure 1: Martin‘s models of genre Table 1- The overall results of students‘ writing tests Table 2- Students‘ performance in the organization of the writing tests Table 3- Students‘ self report on their reduced difficulties Table 4-Students‘ responses on their wanting to continue with new approach Table 5- Students‘ responses on the necessity for each student vii LIST OF CHARTS Chart 1- Students‘ duration of studying English Chart 2- Students‘ perceived difficulty of writing in comparison with other language skills Chart 3- Students‘ self assessment of their writing competence Chart 4- Students‘ difficulties to encounter Chart 5- Students‘ expectation of the new approach Chart 6- Students‘ performance in the content Chart 7- Students‘ performance in using the vocabulary Chart 8- Students‘ performance in using the language Chart 9- Students‘ performance in using the mechanics Chart 10- Students‘ responses on the strengths and weaknesses of new approach Chart 11- Students‘ responses on the things they gained from new approach viii APPENDIX ACTIVITIES TO BUILD THE FIELD Activity Adding details Example: The baby cried Adding detail – why? Because it was hungry Adding detail – how? As loudly as it could Detail sentence: The baby cried as loudly as it could because it was hungry The lion roared Adding detail – why………………………………………………………………….…………….… Adding detail – how……………………………………….………………………………….………… Adding detail – when……………………………………………………………………………………… Detail sentence: ………………………………………………………………………………………………………… The player smiled Adding detail – why…………………………………………………………………………….…………… Adding detail – how…………………………………………….… ………………………………………… Adding detail – when…………………………………………………………………………………………… Detail sentence: ……………… ……………………………………………………………………………………… The girl walked to the phone Adding detail – why………………………………………………………………………….…………… Adding detail – how……………………………………………………………………………………… Adding detail – when……………………………………………………………………………………… Detail sentence:………………………… …………………………………………………………………………… Activity 2: Fill in the missing words a About 10 a.m………………………………………… I saw this blue car b ………………………………………………….…………….I saw this man IV c I ……………………………………… …………….………walked up to the door d …………………………………….……… ……………… the robber had everyone in the bank e …………………………… ……….…………………I hurried to the telephone box Activity 3: Read the letter and write the words showing order 17 Liffe Road July 2007 Dear Pop, We are having a wonderful holiday Yesterday was great as we went to Movie World When we got up in the morning it looked like rain After a while the clouds disappeared and it became a sunny day We then decided to go to Movie World The first ride I went on was Lethal Weapon Next I saw the Police Academy Show At this point I felt hungry and so I had a milkshake and hot dog Afterwards I had a rest Meanwhile, Mum and Kelly had been in the queue for the Batman ride and finally got a go It rained about lunchtime but soon after it was fine again We then went on all the other rides and lastly did the studio tour It was fun See you soon Love, Andy V APPENDIX MODELING Activity Read the model and then, find out about the structure and language features Model Language features Structure Orientation Record of events Reorientation On Thursday Feb our class went to the Science Centre We went there in our school bus When we arrived at the Centre, we headed straight for the Education Room There, A Miss tan Who works at the Centre introduced herself, and gave us a slide presentation of the Centre Next, we went to the eco-garden There, we had a fun time pointing out the plants we had learnt in our Science lessons We also played with a hamster and some white mice! After that, we went round to the different exhibits in the Centre Many of us lingered at the clapping tree There were several stations where we could actually try out experiments to find out how something works Our teacher reminded us to be careful with the various equipment Two hours later, we met our form teacher, Mr Goh, at the entrance, and boarded our school bus to return to the school Use of proper nouns, pronouns conjunctions & connectives action verbs in past tense Model Language features Structure Orientation Last weekend, our class went to Ba Vi for a two-day camping holiday The bus left the school at 5a.m When we arrived at the campsite, first we put up the umbrella tent, next we went round to watch wildlife in the forest Record of events Some went fishing and swimming in the lake, then we went back to our tent and prepared lunch, we cooked our favourite food over an open fire In the evening we sang and danced around the VI Use of proper nouns, pronouns conjunctions & connectives campfire The next day we played games and we left the campsite at p.m Although the trip made us tired, we felt very Reorientation happy because we had a good time to live together action verbs in past tense Activity 2: Rewrite the model to change its tone by adding emotive words Activity 3: Complete the telephone conversation below It is a friend asking about what you did last weekend Then, put 1st person conversation into a 3rd person observation Mary: Hi, what did you last weekend? Peter: Well, first of all, on Saturday morning, I……………………………… After that……………………………………………………….then………………………………………………………… …………… Mary: Yeah, did you watch anything on TV Saturday night? Peter:……………………………………………………………………………………………………………………… ……………………………………… Mary: What did you on Sunday? Peter: …………………………………………………………………………….and……afterwards…………………… ……………………………………………………… Mary: Ah, Well, I had a pretty boring weekend I’ll tell you about it at school I’ve got to go as Mum wants to use the phone Bye VII APPENDIX - PHIẾU ĐIỀU TRA Các em thân mến! Phiếu điều tra nhằm thu thập thông tin phục vụ cho “Nghiên cứu hành động tác động phương pháp dạy viết dựa vào thể loại tới kỹ viết học sinh lớp 11 Trường THPT Chuyên Tuyên Quang, tỉnh Tuyên Quang” Tác giả mong hợp tác em để hoàn thành phiếu điều tra Dữ liệu thu thập cho nghiên cứu này, khơng mục đích khác Làm ơn chọn phương án với em viết tóm tắt câu trả lời Trân trọng! Giới tính em: Nam Nữ Em học Tiếng Anh lâu rồi: ………………năm Trong số kỹ năng, em thấy kĩ khó nhất: Nghe Nói Đọc Viết Em đánh giá kỹ viết mức độ nào: Rất tốt Tốt Bình thường Kém Rất Trong trình học kỹ viết, em thường gặp phải khó khăn nào: (hãy viết thật cụ thể) ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… VIII ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… Em mong đạt sau học với phương pháp dạy viết mới: ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… Cảm ơn hợp tác em! IX X XI APPENDIX THE WRITTEN TEST Name : ………………………………… The 45 minute test Mark: Task: You have just returned from a week holiday in Singapore Write a letter to your friend to tell them about your holiday You can use the suggested information below - - Places of interest visited: + The Merlion: an eight-meter high Merlion statue standing right up there at the mouth of the Singapore River +Fountain of Wealth: walk into the fountain and touch the water during its opening hours to get more blessings and luck +Singapore zoo: about 3,200 kinds of wild animals in natural environment, taking photos + The Science Centre: open Tues-Sun 10:00-18:00, is a remarkable complex which includes hundreds of interactive exhibits + Sentosa Island : the Volcano Land, the Orchid Garden, the musical fountain, the wonderful golf course, or just laze around the beautiful beaches Transportation in Singapore: MRT, bus, taxi Food: oily, spicy Language: mainly English; Chinese; Malaysian People: multi-religion, friendly, hospitable, helpful Shopping centres in: Orchard Road, Little India, China town, Arab street Your writing …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… XII …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… …………………………………………………………………… ……………………………………………………… XIII APPENDIX SURVEY QUESTIONAIRES FOR STUDENTS TO FIND OUT THE APPROPRIATENESS OF THE NEW APPROACH Các em thân mến! Sau học xong số tiết dạy viết theo phương pháp dựa vào thể loại, tác giả mong muốn nhận ý kiến đánh giá em độ phù hợp phương pháp Tất thông tin điều tra nhằm phục vụ cho “Nghiên cứu hành động tác động phương pháp dạy viết dựa vào thể loại tới kĩ viết học sinh học sinh lớp 11-ban trường THPT Chuyên Tuyên Quang” khơng mục đích khác Trân trọng cảm ơn em! Hãy lựa chọn ô tương ứng đánh dấu (X) cho phù hợp 1: Agree: đồng ý 2: Uncertain: không chắn 3: Disagree: Không đồng ý Question 1: What are the strengths and weaknesses of this genre-based approach? (Em thấy hình thức học viết có ưu, nhược điểm gì?) Agree Uncertain Disagree 1.I had a chance to practice on grammar and vocabulary I can also practice other skills I am able to express my ideas I can learn from the model I learn more from my errors My writing ability is improved It takes a lot of time I still find difficult to learn English Question 2: Has this genre-based approach helped you lessen the difficulties in writing? (Phương pháp dạy viết dựa vào thể loại có giúp em giảm bớt khó khăn viết mà em thường gặp không?) Yes, it has Because it helps me to know more about the features of a recount, and use the correct tenses of verbs in my writing texts - I can choose the suitable words to express XIV No, it doesn’t I don’t like it - This kind of writing is not effective Question 3: In your opinion, what have you learned from this approach in writing? (Hình thức học viết giúp em học điều gì?) Agree Uncertain Disagree I know how to express my ideas logically I know the right way to use the connectors I write the correct grammatical sentences My vocabulary is enriched 5.I learn to cooperate with my friends Question 4: Do you want to continue this genre-based approach in writing in the next semester? (Em có muốn tiếp tục học với hình thức dạy viết dựa vào thể loại học kỳ tới không?) Yes, I Because I find it effective and this method is new and different from other teaching methods No, I don’t I want to focus on listening and speaking activities Question 5: To write better, what you think are the necessary conditions for each student? ( Để viết tốt hơn, mối học sinh cần có điều kiện gì? Agree Cooperation (with teacher and classmates) Creativeness Basic knowledge (grammar, vocabulary, writing skill) Active participation XV Uncertain Disagree Appendix 10 Marking scheme ITEMS No Students Content (20) Organization (20) Vocabulary (25) Language (30) Mechanics (5) Average (/100) Trần Thảo 19 17 23 26 90 Nguyễn Linh 17 15 22 26 84 Uông Hảo 18 18 22 23 86 Hoàng Ly 19 18 23 28 93 Hoàng Huyền 18 18 22 26 89 Ánh Nhung 19 18 22 27 91 Hoàng Anh 18 18 23 26 90 Trần Trang 16 17 22 22 82 Nguyễn Anh 15 16 22 22 80 10 Nguyễn Yến 18 18 24 24 90 11 Lã Bích 18 18 22 24 87 12 Bùi Trang 17 17 22 22 83 13 Đỗ Hằng 17 16 20 22 80 14 Trần Nguyên 17 16 20 22 84 15 Đức Trung 15 14 18 22 73 16 Nguyễn Hiền 16 15 20 22 78 17 Quỳnh Mai 16 16 18 21 75 18 Hán Hạnh 15 15 19 21 74 19 Lê Hà 13 13 13 14 57 20 Bùi Hằng 11 10 13 14 52 21 Phạm Trang 10 12 14 46 22 Nguyễn Linh 11 10 14 16 58 23 Ngô Hương 13 11 14 16 58 24 Nguyễn Huyền 10 10 15 48 25 Lê Nam 9 38 26 Hoàng Nam 6 32 27 Vương Yến 6 31 28 Trần Quỳnh 11 10 12 14 50 XVI Appendix 10.1 Marking Scheme for Writing Content 20-18 17-14 13-10 9-6 Organization 20-18 17-14 13-10 9-6 Vocabulary 25-23 22-18 17-13 12-8 Language 30-27 Excellent to very good: Excellent to very good knowledge of subject; considerable variety of ideas or arguments; independent and thorough treatment of topic; relevant to assigned topic; accurate detail Good to Average: Adequate knowledge of subject; variety of ideas/arguments above average; adequate treatment of topic; some detail, mostly relevant to topic Fair to Poor: Knowledge of subject is hardly adequate; limited variety of ideas/arguments; sufficient treatment of topic; lacking detail or extraneous material included Very Poor: Knowledge of subject too little; hardly any or no variety of ideas/arguments; insufficient treatment of topic, or not enough to evaluate Excellent to Very Good: Fluent expression; ideas clearly stated and sup-ported; well organized; logically sequenced (coherent); connectives appropriately used (cohesive) Good to Average: Somewhat choppy but main ideas stand out; logically sequenced; connectives sometimes used inappropriately Fair to Poor: Choppy; loosely organized; main ideas are not always clear; connectives often used inappropriately Very Poor: Non-fluent; ideas often confused or disconnected; lacks logical sequencing or development Excellent to Very Good: Wide range of vocabulary; accurate word/idiom choice and usage; appropriate register Good to Average: Adequate range of vocabulary; occasional errors of word/idiom form; choice and usage but meaning not obscured; register not always appropriate Fair to Poor: Limited range of vocabulary; frequent errors of word/idiom form, choice and usage; meaning confused or obscured; inappropriate register Very Poor: Range of vocabulary too limited; essentially translation; meaning confused or obscured; or not enough to evaluate Excellent to Very Good: Confident handling of appropriate constructions; hardly any errors of agreement, tense, number, word XVII order, articles, pronouns, prepositions; meaning never obscured; 26-21 20-15 14-9 Mechanics 3-2 Good to Average: Well-formed sentences, but constructions not always appropriate to task (register); some errors of agreement, tense, number, word order, articles, pronouns, prepositions; meaning sometimes slightly obscured Fair to Poor: Not sufficient variety of constructions available; problems mainly in complex constructions; several errors of negation, agreement, tense, number, word order/function, articles, pronouns, prepositions; meaning sometimes obscured Very Poor: Major problems in sentence construction; frequent errors of negation, agreement, tense, number, word order/function, articles, pronouns, prepositions; meaning often obscured Excellent to Very Good: Demonstrates mastery of conventions; hardly any errors of spelling, punctuation, capitalization, paragraphing Good to Average: Occasional errors of spelling, punctuation, capitalization, paragraphing Fair to Poor: Frequent errors of spelling, punctuation, capitalization, paragraphing, poor handwriting Very good ≥ 90, good ≥80, average ≥ 70, bad ≥ 60 XVIII ... ON 11TH STUDENTS’ WRITING PERFORMANCE: AN ACTION RESEARCH AT TUYEN QUANG GIFTED HIGH SCHOOL, TUYEN QUANG (Nghiên cứu hành động tác động phương pháp dạy viết dựa vào thể loại tới kỹ viết học sinh. .. thể loại tới kỹ viết học sinh lớp 11, Trường THPT Chuyên Tuyên Quang, Tỉnh Tuyên Quang) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60.140 .111 Supervisor: Dr Lê Văn Canh... weaknesses of new approach Chart 11- Students‘ responses on the things they gained from new approach viii LIST OF APPENDICES Appendix 1: The writing tasks in textbook Tieng Anh 11 Appendix 2: Model texts