Sujet comparaison entre la version originale et la version cinématographique de l’œuvre la vérité sur bébé donge georges simenon

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER DIFFICULTIES THAT PRE-SERVICE EFL TEACHERS HAVE IN LESSON PLANNING FOR YOUNG ENGLISH LANGUAGE LEARNERS: A CASE STUDY Supervisor: Luu Ngoc Ly, Ph.D Student: Nguyen La Yen Nhi Course: QH2016.F1.E3 HA NOI – 2020 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP MỘT SỐ KHÓ KHĂN TRONG VIỆC SOẠN GIÁO ÁN GIẢNG DẠY TIẾNG ANH TRẺ EM CỦA SINH VIÊN KHOA SƯ PHẠM TIẾNG ANH: NGHIÊN CỨU TRƯỜNG HỢP ĐIỂN HÌNH Giáo viên hướng dẫn: Lưu Ngọc Ly, Ph.D Sinh viên: Nguyễn Lã Yến Nhi Khóa: QH2010.F1.E1 HÀ NỘI – 2020 Signature of Approval: _ Supervisor‟s Comments & Suggestions _ _ _ _ _ ACCEPTANCE I hereby state that I: Nguyễn Lã Yến Nhi (QH2016.F1.E3), being a candidate for the degree of Bachelor of Arts (TEFL) accept the requirements of the College relating to the retention and use of Bachelor’s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Signature Date i ACKNOWLEDGEMENTS First and foremost, I would like to send my sincerest thanks to my supervisor, Ms Luu Ngoc Ly (Ph.D) I was indebted to her for all her devoted supports and encouragement Without her guidance, I could not have finished this research Moreover, I am grateful to all of three pre-service teachers who took part in my study If it had not been for their agreement and active participations, this paper would never have been completed Besides, I would like to express my gratitude to Ms Tran Thi Lan Anh for her enthusiastic help in evaluating the lesson plans of the participants, which is a deciding factor for the completion of this study Last but not least, I would like to show my heartfelt appreciations my family and my best friend for providing me with unfailing support and encouragement during the time I conducted this study It was their belief in me that made this accomplishment possible ii ABSTRACT Lesson planning is an essential skill that every teacher should practice and hone because of significant effects on lessons it brings back to teachers However, planning for an effective lesson is challenging for teachers, especially pre-service teachers This research investigated the pre-service EFL teachers‟ lesson planning practices to explore student teachers‟ awareness of their real difficulties in planning lessons for young learners The research employed the framework of criteria for an effective lesson plan proposed by Strong and Xu (2016) to examine pre-service teachers‟ difficulties in formulating learning objectives, creating quality assignments and assessments, organizing the lessons, developing instructional strategies, timing, planning for differentiation and developmental appropriateness In this case study, both qualitative and quantitative methods are used to form instruments and analyze collected data Through an analysis of lesson plans created by three senior students and semi-constructed interviews, the research indicated that teacher candidates encountered obstacles in developing almost every part of a lesson plan However, they did not manage to identify exactly and adequately their own problems as well as the quality of their performances on lesson planning Finally, the research proposed some recommendations to heighten student teachers‟ self-awareness and enhance their planning competences iii TABLE OF CONTENTS ACCEPTANCE i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF TABLES, FIGURES, ABBREVIATIONS vi ABBREVIATIONS vii CHAPTER 1: INTRODUCTION 1.1 Rationale and the statement of the problem 1.2 Research questions .3 1.3 Scope of the research 1.4 Significance of the study 1.5 Thesis structure CHAPTER 2: LITERATURE REVIEW 2.1 Definition of a lesson plan 2.2 Models of lesson planning 2.3 Criteria for an effective lesson plan .8 2.4 Previous research on pre-service teachers‟ lesson planning 2.4.1 Clear lesson and learning objectives .10 2.4.2 Quality in-class assessments 10 2.4.3 Logically-structured lessons 11 2.4.4 Instructional Strategies 11 2.4.5 Timing .12 2.4.6 Learning differences 12 2.4.7 Age- and content-appropriate plans 13 2.4.8 Challenges in teaching English to young learners 14 CHAPTER 3: METHODOLOGY 16 3.1 Research context 16 3.2 Research design 17 3.3 Research participants 18 iv 3.4 Data collection instruments 20 3.4.1 Student teachers‟ lesson plans 20 3.4.2 Lesson planning self-assessment form 21 3.4.3 Semi-constructed interviews 21 3.5 Data collection procedure 22 3.6 Data analysis 24 3.6.1 Quantitative data analysis .24 3.6.2 Qualitative data analysis 24 3.7 Research Reflexivity 27 3.8 Ethical considerations 27 CHAPTER 4: FINDINGS AND DISCUSSIONS 29 4.1 Research question 1: Do pre-service EYL teachers encounter difficulties in lesson planning? 29 4.2 Research question & 3: What difficulties pre-service EYL teachers have in lesson planning from their own perspectives and identified by experts? 31 4.2.1 Difficulties in formulating learning objectives .31 4.2.2 Difficulties in planning for quality in-class assessments 33 4.2.3 Difficulties in sequencing the lesson plans .35 4.2.4 Difficulties in designing instructional strategies .36 4.2.5 Difficulties in timing .38 4.2.6 Difficulties in applying differentiation into lesson plans 40 4.2.7 Difficulties in creating age- and content-appropriate plans 41 CHAPTER 5: CONCLUSION .45 5.1 Summary of the findings 45 5.2 Implications 45 5.3 Limitations of the study .47 5.4 Suggestions for further study .47 REFERENCES 49 APPENDICES 54 v LIST OF TABLES, FIGURES, ABBREVIATIONS Tables Table 3.1: Participants’ background 19 Table 3.2: Illustration of lesson plan analysis 25 Table 3.3: Descriptive coding in interview analysis 26 Table 3.4: In Vivo coding in interview analysis 27 Table 4.1: Pre-service teachers’ scores for learning objectives in marking rubrics 31 Table 4.2: Pre-service teachers’ scores for sequencing lesson plans 35 Table 4.3: Pre-service teachers’ scores for learner differences 40 Figures Figure 2.1: Stages of planning process (Yinger, 1980) .6 Figure 3.1: Data collection procedure .23 Figure 4.1: Student teachers‟ results of lesson plan 29 Firgure 4.2: Pre-service teachers‟ scores for learning objectives .31 Figure 4.3: Pre-service teachers‟ marks on instructional strategies 36 Figure 4.4: Pre-service teachers‟ scores for timing 38 Figure 4.5: Pre-service teachers‟ scores for developmental appropriateness 42 vi ABBREVIATIONS EFL: English as a Foreign Language ELT: English Language Teaching FELTE: Faculty of English Language Teacher Education TEYL: Teaching English to Young Learners vii ⬜ Fundamentals of Teaching English to young learners C Working Background Are you teaching English to young learners (5 - 12 years old)? Where are you working? ⬜ Public schools ⬜ Private schools ⬜ Private English centers ⬜ Tutorings ⬜ Others (please specify your working places): How long have you worked in the current training institution? Does your working place train new teachers about pedagogies and lesson planning skills? Did you take part in this training? D Experience in lesson planning 10 How often you plan for your lesson before teaching? 11 Do you have any difficulties in lesson planning? ⬜ Yes ⬜ No ⬜ Maybe 12 The research aims to investigate difficulties in lesson planning that pre-service teachers encounter Participants are required to hand in their lesson plans for a unit for analysis Moreover, you will be interviewed before and after receiving feedback on your lesson plans from the teacher educator Each interview should last for about approximately 30 minutes In addition, you will also fill in a self-assessment form to evaluate your own performances The research will benefit participants by increasing their self-awareness of lesson planning practice However, they participants may experience some discomforts regarding the teacher educator‟s evaluation Are you willing to participate in the research? ⬜ Yes ⬜ No 55 ⬜ Maybe APPENDIX B INFORMED CONSENT FOR PARTICIPATION IN RESEARCH STUDY Difficulties that pre-service EFL teachers face in lesson planning You are being invited to participate in a research study Before giving your consent, it is essential that you read the following information and ask all questions you may have to be sure what you will upon your participation Introduction My name is Nguyen La Yen Nhi I am an undergraduate student in Class QH2016.E3, Faculty of English Language Teacher Education (FELTE), University of Languages and International Studies (ULIS) I am conducting a research study for my graduation paper My supervisor is Ms Ngoc-Ly Luu, PhD (FELTE, ULIS) If you have any questions or concerns about this research, I am available for contact via email at nguyenlayennhi98@gmail.com or via phone at (+84) 327317699 Purpose of Study The purpose of my study is to investigate the lesson planning competences of student teachers as well as the difficulties they have in planning process It will be presented as a graduation paper for assessment by the Faculty of my university Procedures If you agree to participate in this research, your lesson plans for a whole unit will also be collected for analysis Moreover, you will be interviewed before and after receiving feedback on your lesson plans from the teacher educator Each interview should last for about approximately 30 minutes In addition, you will also fill in a self-assessment form to evaluate your own performances Potential Risks or Discomfort This study may cause minor discomfort when lesson plans of the participant are evaluated by a teacher educator as an independent rater However, you can rest assured that the the identity of participants will not be revealed to the teacher educator; therefore, discomfort is expected to be temporary and minimized by the 56 researcher Potential Benefits Participants may benefit from receiving feedback from the teacher educator It is expected that through this process, teachers can heighten self-awareness of their own planning skills, and thus enhance teaching and profession development Moreover, data produced by participants is hoped to provide insights into the difficulties in lesson planning practice of student teachers, which may benefit the field of language teaching as a whole Confidentiality This study is completely anonymous The researcher will not reveal your identity in any way The data collected will be kept confidential and access is only limited to the researcher and her supervisor No information published will make it possible to tell who you are Participation and Withdrawal Your participation in this research is voluntary You can refuse to participate or you can withdraw from the study at any time without any loss of benefits or penalty Your participation is greatly appreciated Participant Agreement Your signature indicates that you have read the information provided above and you agree to give voluntary consent to participate in this research You will be given one copy of the consent form for your records Participant's Signature Date 57 APPENDIX C: LESSON PLAN SELF-ASSESSMENT FORM My name is Nguyen La Yen Nhi I am a student in class QH2016.E3, Faculty of English Language Teacher Education (FELTE), University of Languages and International Studies (ULIS) I am conducting a research study on Lesson planning of pre-service EYL teachers for my graduation paper The purpose of my study is to investigate the lesson planning skill of student teachers as well as the difficulties they have in planning process This the lesson plan self-assessment form, which participants use to evaluate their own performances It may take you approximately - 10 minutes to complete the survey All the information you provide will be treated with strict confidence and used for research purposes only Therefore, please answer all the questions as honestly as possible Thank you for your time and your assistance in my study If you require any further information or have any questions, I am available for contact via email at nguyenlayennhi98@gmail.com or via phone at (+84) 327317699 Scopes Criteria Strongly Disagree Clear Learning A clear road map is set for both teacher Objectives and the students It informs you about what and how you are going to teach and informs students about what is expected of them The learning objectives are clearly stated in terms of student learning rather than student activity or teacher behaviors The learning objectives cover meaningful and appropriate content, skills, and dispositions 58 Disagree Agree Strongly Agree Quality The lesson or unit is planned with the Assessments or end in mind Assignments The assessments or assignments are aligned with the goals and objectives The assessments or assignments allow for multiple ways to demonstrate learning Logically The lessons are developed in sequence Structured rather than in isolation Lessons The sequence of lessons and learning activities allows for flexibility and adjustments when needed The lessons build on students‟ prior learning The sequence allows all aspects of the unit or lesson to be presented in order The learning objectives, activities, and evaluation are aligned and coherent with one another Instructional A variety of instructional strategies are Strategies selected to increase student engagement and maximize learning There is a balance between practicing, drilling, lecturing, problem solving, and questioning The learning objectives and the instructional strategies are aligned Timing Proper pacing is anticipated and included in the timing for lesson delivery 59 The amount of time students spend engaged in the act of learning is maximized Appropriate time is allocated for each segment of the lesson Learning The variety of instructional strategies Differences selected allows all students to have equal opportunities to learn and master the objectives Student differences in learning are accounted for in the planning The procedures have a differentiation component so that all students‟ needs can be met Age- and Ideas are modified and adapted to meet Content- the developmental levels of all students appropriate Plans Authentic materials and activities are provided so students can develop the ability to interact with issues in their world that they find interesting and familiar 60 APPENDIX D: LESSON PLANNING MARKING RUBRICS Introduction My name is Nguyen La Yen Nhi I am a student in class QH2016.E3, Faculty of English Language Teacher Education (FELTE), University of Languages and International Studies (ULIS) I am conducting a research study on Lesson planning of pre-service EYL teachers for my graduation paper The purpose of my study is to investigate the lesson planning skill of student teachers as well as the difficulties they have in planning process Below is the lesson plan marking rubrics used to evaluate the performance of preservice teachers It may take you approximately - 10 minutes to complete the survey All the information you provide will be treated with strict confidence and used for research purposes only Therefore, please answer all the questions as honestly as possible Thank you for your time and your assistance in my study If you require any further information or have any questions, I am available for contact via email at nguyenlayennhi98@gmail.com or via phone at (+84) 327317699 Scopes Criteria 1- 2- 4- 5- Poor Rather Good Very poor Clear Learning A clear road map is set for both the teacher and Objectives learners It informs the teacher about what and how he/she is going to teach and informs learners about what is expected of them The learning objectives are clearly stated in terms of student learning rather than learning activity or teacher behaviors The learning objectives cover meaningful and appropriate content, skills, and dispositions 61 good Quality The lesson is planned with the learners' Assessments or achievement in mind Assignments The assessments or assignments are aligned with the goals and objectives The assessments or assignments allow for multiple ways to demonstrate learning Logically The lessons are developed in sequence rather Structured than in isolation Lessons The sequence of lessons and learning activities allows for flexibility and adjustments when needed The lessons build on learners‟ prior learning The sequence allows all aspects of the unit or lesson to be presented in order The learning objectives, activities, and evaluation are aligned and coherent with one another Instructional A variety of instructional strategies are selected Strategies to increase learners‟ engagement and maximize learning There is a balance between practicing, drilling, lecturing, problem solving, and questioning The learning objectives and the instructional strategies are aligned Timing Proper pacing is anticipated and included in the timing for lesson delivery The amount of time learners spend engaged in the act of learning is maximized 62 Appropriate time is allocated for each segment of the lesson Learning The variety of instructional strategies selected Differences allows all learners to have equal opportunities to learn and master the objectives Learner differences in learning are accounted for in the planning The procedures have a differentiation component so that all learners‟ needs can be met Age- and Ideas are modified and adapted to meet the Content-Appro- developmental levels of all learners priate Plans Authentic materials and activities are provided so learners can develop the ability to interact with issues in their world that they find interesting and familiar 63 APPENDIX E: FIRST INTERVIEW PROTOCOL WITH PRE-SERVICE TEACHERS My name is Nguyen La Yen Nhi I am a student in class QH2016.E3, Faculty of English Language Teacher Education (FELTE), University of Languages and International Studies (ULIS) I am conducting a research study on Lesson planning of pre-service EYL teachers for my graduation paper The purpose of my study is to investigate the lesson planning skill of student teachers as well as the difficulties they have in planning process This interview is conducted to investigate pre-service teachers‟ practice of lesson plan and their perceived difficulties in lesson planning The interview may last for 30 minutes Your responses will be recorded for the research purposes All the information you provide will be treated with strict confidence and used for research purposes only Therefore, please answer all the questions as honestly as possible Thank you for your time and your assistance in my study If you require any further information or have any questions, I am available for contact via email at nguyenlayennhi98@gmail.com or via phone at (+84) 327317699 Part 1: Practice of Lesson plan How often you make written lesson plans? Do you often make a detailed lesson plan which includes class description, objectives, materials, timing, teacher‟s activities, students‟ activities or a list of what to in the class? Why? How long does it normally take you to complete a lesson plan? When did you start planning for a lesson? Part 2: Process of Lesson plan & Difficulties in lesson plan Tell me the process that you went through to develop your lesson plan?   Follow- up questions: When start planning a lesson, what aspect did you focus on first? What difficulties did you have when following this process? 64  How did you develop your learning objectives? Do you find it difficult to formulate your learning objectives? Why?  How did you assess students to check whether they achieve the objectives or not? What obstacles did you have in deciding the tasks and assignments for your students?  How did you decide structures, methods and activities of your lesson? Why did you teach the content this way?  How did you decide the time for each activity? What difficulties did you encounter when allocating time for activities in your lesson?  How did you decide the supporting materials for your lesson? Do you have any difficulties in selecting or adapting appropriate materials?  In what ways your lesson plans address students‟ interest, abilities and needs play a role? Do you find it challenging to choose activities or topics that are not only of students interest but also suitable for their needs and abilities?  Further questions based on participants‟ self-assessment form and reflection Which part of planning process was the most challenge to you? What did you enjoy most? 65 APPENDIX F: SECOND INTERVIEW PROTOCOL WITH PRE-SERVICE TEACHERS My name is Nguyen La Yen Nhi I am a student in class QH2016.E3, Faculty of English Language Teacher Education (FELTE), University of Languages and International Studies (ULIS) I am conducting a research study on Lesson planning of pre-service EYL teachers for my graduation paper We met each other in the first interview The second interview is conducted to investigate pre-service teachers‟ attitude towards the feedback on their lesson plans of the teacher educator as well as collect their suggestions for remediation The interview may last for 15 - 20 minutes Your responses will be recorded for the research purposes All the information you provide will be treated with strict confidence and used for research purposes only Therefore, please answer all the questions as honestly as possible Thank you for your time and your assistance in my study If you require any further information or have any questions, I am available for contact via email at nguyenlayennhi98@gmail.com or via phone at (+84) 327317699 Part 1: Pre-service teachers’ attitude towards the feedback? After reading the teacher educator‟s feedback, are you satisfactory with the result of your lesson plan? Why? To what extent, you agree with the teacher educator‟s comments? Why? To what extent, you disagree with the teacher educator‟s comments? Why? Part 2: Suggestions for Remediation How you overcome your difficulties lesson planning? In your opinions, what are potential solutions to pre-service teachers‟ difficulties and enhancing their lesson planning skills? 66 APPENDIX G: INTERVIEW PROTOCOL WITH TEACHER EDUCATOR My name is Nguyen La Yen Nhi I am a student in class QH2016.E3, Faculty of English Language Teacher Education (FELTE), University of Languages and International Studies (ULIS) I am conducting a research study on Lesson planning of pre-service EYL teachers for my graduation paper The purpose of my study is to investigate the lesson planning skill of student teachers as well as the difficulties they have in planning process This interview is conducted to deepen your comments on the lesson plans of three participants The interview may last for one hour Your responses will be recorded for the research purposes All the information you provide will be treated with strict confidence and used for research purposes only Thank you for your time and your assistance in my study If you require any further information or have any questions, I am available for contact via email at nguyenlayennhi98@gmail.com or via phone at (+84) 327317699 What are the learning outcome standards of the course Lesson Planning and Materials Development? How well three student teachers achieve the expected outcomes? Do their lesson plans meet the criteria for a standardized one? What are strengths and weaknesses of student teachers‟ in lesson planning? Why you think so? What are the common difficulties that three pre-service teachers have in lesson planning? Why?  Follow up questions:  Were their learning objectives clearly stated and suitable for students?  How is the quality of instructional strategies student teachers include in their plans?  Did they allot proper timing for their lessons?  Did they ensure the logical sequence of their lesson plans? (in a unit & in a 67 lesson)  Were learner differences accounted for in their lesson plan? Did they succeed in applying differentiation into developing a lesson plan?  Did student teachers plan for assessment? Did they create quality tasks and assignments for authentic assessment?  Are their instructional strategies and content of their lessons appropriate for young learners? In your opinion, why pre-service teachers encounter those obstacles? Can you suggest some measures to raise student teachers‟ awareness towards their problems as well as enhance their lesson planning skills? 68 APPENDIX H: INTERVIEW PROTOCOL WITH THE ACADEMIC MANAGER My name is Nguyen La Yen Nhi I am a student in class QH2016.E3, Faculty of English Language Teacher Education (FELTE), University of Languages and International Studies (ULIS) I am conducting a research study on Lesson planning of pre-service EYL teachers for my graduation paper The purpose of my study is to investigate the lesson planning skill of student teachers as well as the difficulties they have in planning process This interview is conducted to investigate your opinion about the lesson planning of three participants The interview may last for 30 minutes Your responses will be recorded for the research purposes All the information you provide will be treated with strict confidence and used for research purposes only Thank you for your time and your assistance in my study If you require any further information or have any questions, I am available for contact via email at nguyenlayennhi98@gmail.com or via phone at (+84) 327317699 Part 1: Lesson planning practice Do you have any expectations of lesson planning skills of student teachers working in your center? What are the criteria for a good lesson plan in your center? How you communicate with the teachers about these criteria? Do lesson plans created by student teachers meet the requirements? Can you give some evidence for that?  Follow up questions (learning objectives, in-class assessment, sequencing, instructional strategies, timing, learner differences and age appropriateness) What are the strengths and weaknesses of student teachers in lesson planning? 69 ... dominant model of lesson plan is rational - linear planning model This model resulted from an adaptation of planning models from economics as well as from national and city planning They are developed... teachers or staff which includes a set of the teacher‟s intended teaching activities to ensure meaningful learning experiences for students 2.2 Models of lesson planning Lesson planning reflects teachers‟... teachers claimed that they were confused when they decided on teaching methodology (Gafoor, 2011; Alanzi, 2019) 2.4.5 Timing Besides selecting instructional strategies, teachers need to decide the