Một vài nhận xét về cách đánh giá của giáo viên người mỹ và người việt nam đối với những bài luận tốt nghiệp của sinh viên khoa ngữ văn anh

I H C QU C GIA TP H CHÍ MINH I H C KHOA H C XÃ H TÀI NGHIÊN C U KHOA H C C P TR N M 2007 NG tài: M T VÀI NH N XÉT V CÁCH ÁNH GIÁ C A GIÁO VIÊN NG I M VÀ NG I VI T NAM I V I NH NG BÀI LU N T T NGHI P C A SINH VIÊN KHOA NG V N ANH Ch nhi m tài: Các thành viên: TP H CHÍ MINH - Cao Th Qu nh Loan Nguy n Hu t Nguy n ng Nguyên Peter T Leonard PH N M U TV tác gi Weigle, S C (2002) có nh n xét, kh ngày tr nên quan tr ng c t c ày kh t có hi u qu ng th gi i, th , vi c d y k nh v trí quan tr ng c a ình d y ngo i ng Vi t tr thành m t h th ng giao ti p ngày có nhi i t nh ng qu c gia nh ng n c u giao ti p v i ch không ch m t môn h pháp i quan ni ngôn ng c ng c t v ng, ng c Khi trình ti p thu m t k c xem quan tr ng, phát sinh m t vi c không ph n quan tr ng vi c ki m tra k òc ak nên quan tr ng t tr ình d y ngo i ng , nhu c u tìm nh ng cách có giá tr (valid) tin c c (reliable) b c thi t (trang 1) Tuy ã có nhi u cơng trình nghiên c u v vi c d y h c k t m t cách có hi u qu l ng cơng trình nghiên c u v h c gi ng d y ngo i ng , k t ình so sánh v cách nh ng n c nhi u, a giáo viên t Bài nghiên c u c a m t n l u th c t II L CH S i m i m V nh giá k t có ngh pháp t t nh 75) Khi b gì? Câu tr l t b i ta vi t có ngh n bây gi ph ng ph i ta vi t" (Hughes, 1989: trang lu n lu n i ch m l i khơng tránh kh i y u t ch quan Theo tác gi McNamara T (2000), có th thái c c vi c ch d a ch c m lu n m t c c, vi ng có hai m lu n không ng c a vi t mà hoàn toàn tùy h ng c m t t nhiên hồn tồn khơng tin c m ch m c i ch m Vi c i t ng quan dùng m ch m c d kia, vi c ch c i d m ch m c m hoàn toàn d a ch i hoàn toàn trùng v c c hoàn h o bên ng c a vi t m ch m c m t tiêu chí có th Th c t n m i ên khơng th i d c d a m ch m c i kho ng gi a hai c c này, nghiêng v c cs d khác m ch m òn tùy thu c vi c hu n luy n nh (trang 56-57) V i ch m ch không ph i lúc nhà khoa h c c t thông qua lu n M t thí d hình Test of English as a Foreign Language (TOEFL) d ng ch y quy nh nh c nh n vào h c B c M (M nh nh ih c cs d ình h c b c khác T giá trình cs m TOEFL c n d ng u th p niên 60, TOEFL m ng m ih c c áp d thành th o (proficiency) ti ng Anh c a nh ti i không s d ng ph n ki m tra k d ng k t qu n t làm gì, ng i ta có th ph i thi thêm ph n vi t Test of Written English (TWE) ho c/và ph n nói Test of u ph n ánh cho r ng k t có th quan thông qua k m c a nhà khoa h c M t cách gián ti p khách c Ch t máy tính (computer-based TOEFL) b th c có ph n thi vi ng c áp d ng, TOEFL m i ph n b t bu c Ph n vi t TOEFL chi m 30 phút (Weigle, 2002, trang 141-142) Trong nh i sách làm cho Vi t nam nhanh chóng h i nh p vào th gi i, nhu c u h c ngo i ng c bi t ti ng Anh c i Vi , vi t k i di n t ý c ng k i vi t m t cách rành m Vì vi t k tr c thông tin ph n h i b t bu c ph i có k thi quan c qu c t , làm th c k i công b ng, làm th cs ng ý v i v i nh ng lu n ti ng Anh gi a giáo viên, c bi t gi a giáo viên i Vi t nam b c thi t c id i h c ti ng Anh i quan tâm yêu c u nhi Vi t nam, o ti ng Anh i h c Khoa h c Xã h i III PH TÀI Có r t nhi u y u t n trình m t vi m t nh n di n m , v.v Trong ph m vi nghiên c u này, ch kh iM i Vi t s d sinh viên khoa Ng TPHCM m c hai lu n t t nghi p c a i h c Khoa h c Xã h m i Vi t d a Khoa Ng m ph n vi m iM m C HI N ch n d li u m t cách ng u nhiên t lu n t t nghi p c a sinh viên khoa Ng n hành th pháp khoa h n xét c ng d ng nghiên c u n m u ng u nhiên, ng kê (các d li ng h p (d a vào k t qu th u) c) nêu lên m t s nh n xét NH NG KHÁI NI N VI C T I VI C D Y VÀ H C K T Do m i quan tâm l n nh t c a vi t thu h p kho ng cách gi a vi c d u b ng cách xem xét b i c nh c a vi c d y h c vi t Theo Raimes (1987) (trích Cohen, 1994, trang 304), giáo viên cho t p vi t nh ng m 1) C 2) ih cb hu n luy n c m t ki u vi t m u; i h c v cách v n d ng nh ng d ng th c ngôn ng tu t (linguistic and rhetorical forms); 3) c ng c ph n m i v a h c; 4) c i thi n k 5) t trôi ch y (writing fluency) c a khuy n khích vi c giao ti p có th c (authentic communication) i vi t th c s mu n truy s thích thú nh 6) i h c; c th t ; h c cách t ng h p t t c nh ng m c i thi n k i i tr ng tâm t m t cách tồn di n, ch khơng ch t ng khía c nh riêng l c a k nh ng m y vi t mu c mu i h c luy n t p hay giao ti p, có ngh a t phía giáo viên ch khơng ph i t phía i h c V i h c, Cumming (1990) (c trang 304) miêu t ba lo i h i h c mong mu n rút t vi t c a nh 1) ánh giá tìm ki m cách s d ng ngơn ng t thích h t o cách di ìm t t t t nh t; 2) Th nh ng gi thi t mang tính ch cách dùng ngơn ng thích h p vi t, có ngh th tìm nh ng cách di t thích h p v i chu n ngơn ng c t o nh ng c u trúc ng pháp; 3) So sánh nh ng hai ngôn ng , dùng cách vi m th nh ng linh c m v cách t ng ngôn ng m c di t ngôn ng Tác gi Cohen (1994) nh n xét ti p r ng không ch vi t nh ng m ịn có th ch n nh ng th lo i vi t khác cho phù h pv im a Các th lo i vi t g m có: 1) gi i thích (expository writing) - gi i thích hay thơng tin; 2) thuy t ph c (persuasive/expressive writing) 3) ng thu t (narrative writing) - 4) miêu t (descriptive writing) - thuy t ph c; k l i m t lo t s ki n; gây ng v m t c m giác v m t v t th hay tình c 5) - t o m i d ng ti u thuy t, ng ca, ) ng, vi t m t m ó, có th ph i k t h p nhi u th lo i khác (trang 304-305) C này, nh pc n ng trình (process approach) n thay th pc n ng s n ph m (product-oriented approach) nhi vi t ti t ngo i ng làm n i b pc c nâng cao, lý t ng trình m cho r ng vi t m t trình ch nh k t qu c a vi c s a nhi u b n th o Ý th c c a ng vi t ình d y ng nh n ph m hồn i vi t v q trình i vi t ch n i vi t th t s hài lịng v s n ph m c a Thông th c nh i h c b i vi t ng, lu n t c Quá trình vi t c ý ng v i vi c ng pháp qui c (mechanics) ngày tr thành th y u Ng tr nên m nh t b i vi t c c i ch m t g giáo viên tr i h c ti t ngo i ng giao ti p (communicative perspective) Khi n d ng th i ng pháp, l i t , l i v phép ch m câu) có th s ng tiêu c m i quan tâm làm cho i vi t ý th ti c ngày tc i h c c lo i l i làm c n tr vi c giao i hình th c vi t (written communication) lo i l i không làm tr ng i vi c giao ti p ngày tr nên b c thi cu i vi t vào trình n vi c lôi t a, vi t không cịn c xem m t q trình c a nh theo th t (writing), r u d n u b ng chu n b vi t (prewriting), vi t n xem l i (review) quy c coi m t trình i vi t quay tr l M quay tr l phát sinh ý t c c ho c ho nh, t c a (Cohen, 1994, trang 305-306) II VI C T Tác gi Cohen (1994) c b n th ti n xét, m t vi ãs ã tr i qua m t lo t ch ì giá có th c m t thách th c có r t nhi u th 1) n i dung (content) - chi u sâu chi u r c tri n khai; 2) c u trúc tu t (rhetorical structure) - s rõ ràng (clarity) nh t quán (unity) c a lu (thesis); 3) cách t ch c (organization) - cách tri n khai ý t 4) ph m vi t v ng (register) - m ng; trang tr ng (level of formality) thích h p; 5) phong cách (style) - c m giác v ch ý (control) uy n chuy n (grace); 6) nguyên lý ti t ki m (economy) - cách dùng ngơn ng có hi u qu ; 7) ngh ) - cách ch n s d ng t ; 8) m c thích h c ngôn ng (appropriateness of language conventions) - ng pháp, cách vi t, phép ch m câu (punctuation); 9) m hi u c truy 10) m c (reader's understanding) - bao g týt ng; ch p nh n c vi c (reader's acceptance) - nh ng n l c cs ng ý c c Trong th c t , ch m t vài khía c nh nêu c a k giá nh ng y u t v th i gian, chi phí, m i liên quan gi a vi thi, m vi ng khía c nh d hay khó (Cohen, 1994, trang 307) i ta có th miêu t vi c t s t p gi a ba y u t : (1) ki n th c c c v c thi, (2) ki n th c i làm v cách th c làm thi, (3) ki n th c c i ch m v 307-308) III QUÁ TRÌNH T Theo tác gi S C Weigle (2002) trình b i m vi t s c s d t r t quan tr ng có nh ng quy m vi t k t qu c a nhi u y u t ph i h p l vi t, mb i vi t thi, i ch m, ng y u t hai y u t quan tr ng nh t trình (2) nh v : (1) i ch m ph i áp d ng nh h p lý nh t quán (Weigle, 2002, trang 108) A Các lo i Có b n lo i chính: (1) scales), (2) d a m d a nhi (holistic scales), (4) chính: (1) m (primary trait m (multitrait scales), (3) tồn th phân tích (analytic scales) d m c xây d ng c th cho m t thi hay có th khái quát hóa cho m t lo i thi (2) cho m m nh m t ng ph n (Cohen, 1994; Weigle, 2002) d a m m (primary trait scales) Lloyd-Jones (1977) phát th o ch ng h c M c xây d viên v m t lo i di n ngôn r t h th c o này, ng th ng trình ki m tra di n r ng cho i ta i vi ki m tra k t c a sinh thuy t ph c hay gi i thích i v i lo i c nh ng tiêu chu n c thi (test constructor) nh m t t i cho m tài c m quy nh nh ng tiêu chí c a m t làm t t cho m tài khác s có nh m khác (trích Weigle, 2002, trang 110) m c a lo i là: a) trình bày nh ng tiêu chu n cho m t vi t t t m t cách sâu s c chi ti t; b) có s ng d n r t c th cho t ng m i vi c m c th cho t ng chi ti t, kèm theo s gi i thích lu y; c) cách ti p c n xác nh làm m t lúc nhi u vi Khuy m c a giáo viên cho khó có th c m: a) i làm ph i tr ng vào m có th m, ong vi t i làm khơng tâm có th bao g m thêm nh m khác; c b) b m t khía c nh c a vi t, th h p l i thành m t th th ng nh c) m t khía c nh c th khơng c; a vi t có th thành tiêu chí nh t; d) ph ng d n chi ti phi n di m m t câu tr l i o nhi l e) ph i xây d ng tiêu chí r t c th chi ti t nên lo ng ph i t n r t nhi u công s c th i gian (Cohen, 1994, trang 320) d a nhi Theo m (multitrait scales) này, vi Nh nhi m khác ng ba hay b n) m t nhóm giáo viên ch n cho nh t quán v thi Hai thí d c a nh m có th 'kh c m t khóa vi t tóm t t' 'xem xét hai m t c a m t v lu n t m t m t' gi i v i lo i vi xây d thi ph i t n nhi u th i n nh ng nhu c u c tranh n ch c a t i vi thi r t ng h i i ch m có ý ki n khác v m t thi, lo i a nhi i m có tính linh ho t cho phép nh ng, dàn x p v mc a i ch m gi i quy t s khác bi t là: a) nh m không c n ph i trùng v i nh vi t ng, mà có th ph n ánh nh ng khía c nh c th c a k c xem quan tr ng tình hu ng c th b) ; ng nh i vi t vi c) có tính giá tr ng h p i khác; ì thi d a nh ng tiêu chí m t tình hu ng c th (m ; Finally, female students who haven't married should go on the tertiary education Studying more and more is always useful for people to widen their knowledge as well as contribute our success to develop the country 40 Bài s Educational system is one of the most basic ones in a country A good education will partly contribute to the prosperity of a nation Therefore, all nations over the world pay much attention to improving and developing their educational system However, to me, the educational system in Vietnam is still not good, especially tertiary education It is an education of theory and inflexibility As we know, as a rule, high school pupils have to study many theorical subjects, at least ones such as History, Geography, Literature so on Teachers in high school forced their pupils to learn by heart a lot of long texts If the pupils can't read or answer teacher's questions in line with the text, they will be failed As a result, the high school pupils only try to study by heart as much as possible They don't need to pay attention to analysis the contains of the lesson or the main ideas Gradually, they become passive pupils who can answer any question as fast as a machine but not know anything about what they have just said Consequently, when they leave the high school to engage into the real life, they face many difficulties They can hardly anything because they are only good at theory - but lack of the most important skill - practise It is the tertiary education which has killed the creativeness of high school pupils Futhermore, the tertiary education in Vietnam is inflexible What I mean is that Vietnamese tertiary education is not suitable to the developping trend of education in the world In Western countries, in the tertiary education, high school pupils are trained not only crucial general knowledge but also practise skills Western educators are flexible to combine between learning and practising During the lesson, high school pupils raise questions and teachers explain and answer Meanwhile, it is totally different in Vietnam Teachers not know how to combine learning and practising in flexible way They just require pupils to study what they taught Seldom Vietnamese teachers permit their pupils to raise question They are afraid of not finishing the lesson plan As a result, teachers give lessons in a passive way and so pupils 41 In conclusion, as a student, I think that the theorical tertiary education in Vietnam should soon be reformed and improved if not Vietnamese educational system can only turn theorical but unpractical scholars 42 Bài s Tertiary education is one of the heated issues in the education and training nowadays In big cities , the pressure of teaching and studying become harsher than ever and tertiary is directly related to the effectiveness of the education In my own opinion, the negative sides of the tertiary education far outweight the positive ones In schools, the levels of students are different and those who can not understand thoroughly the lessons given in class should attend extra class in order to keep pace with others In these extra classes, the teacher will offer them better understanding of the lesson and help them to practise more exercises Besides that, the good students can also go to extra courses to upgrade their knowledge and become better students That is what the tertiary education can benefit the educational on the condition that we are not taking advantages of it Unfortunately, in our society today, many students are forced to go to extra classes in order to get good marks and to prevent the negative attitude of their teachers Most pupils who come there will pass the tests in class easily and are raised at the same level with others Besides that, most parents in big cities are wealthy, thus, they compete with each other to expose their wealth by rushing as much extra course for their children as possible After all the morning in school, the pupils have to rush to have lunch to go to the extra school/classes in the afternoon and at night They have no time for self-studying As a result of this, they are always tired and become passive in their study because most teacher in tertiary class give related lessons to the test in class at school Therefore, those who attend extra class will get high marks Pupils are under pressure of being better than the others because their parents raised a lot of requirements for them The tertiary education, therefore, causes a bad effect on the quality of students because the parents and students can not realize the real ability of the kids Not until the final results or at the college entrance exams the parents become aware of their children's study A that time it is too late to anything 43 The tertiary education not only create the illusion of good results for parents but also make the pupils really passive tired They even cost a lot of time and money of them but provides bad results at last I myself think that our government should impose strict regulation on the tertiary education to help improve the positive sides and restrict the negative effects of it Spending time and money for studying is good but the problem is how to spend for it Parents and pupils are the main subjects who play an important role in realizing and reaching the positive effect of tertiary education 44 Bài s Nowadays, education is considered more than before They use billions of USD to investigate education A lot of new classrooms are built with one destination: Many people poor people or rich people - can come to the class Many new modern instruments service for teaching and studying: computer, Making good conditions for teachers: They can teach without worried about their life (such as food, clothes, money) Students will have scholarships if they study hard and success in examination However, there is still some problem in education The investigation is unfair: some place receive much money than the others There are many gap between schools: good and not good schools Students sometimes use materials when they are not permit After graduated, there are a few job for them: unemployee increase At school, they study theory more than practice Money to go to study is high for many people There is some of my view on tertiary education 45 Bài s 19 Tertiary education Tertiary education, following secondary education, is a must in the developing society Therefore, it is necessary that the quality of tertiary education is improved Tertiary education is applied for people from around fifteen to nineteen This is a critical time for any young adolescence, physically and psychologically A young adolescence's conceptual life is not restricted inside family and school life anymore More knowledge of the existence of another world beyond family's and school's boundaries comes together with many complicated relationships one has to deal with Because real life doesn't always apply the set of values they are taught, young adolescence tend to question the set of values and if they doesn't get adequate help to answer those questions, they might find rebellious ways to prove themselves as individuals in the society Due to such reasons, assistance in the form of tertiary education is most needed by the young adolescence They should be shown how to develop their talents, prove themselves, yet avoid juvenile deliquency So far, tertiary education focuses on supplementing academic knowledge and skills so that young adolescence can be technically trained into professionals This is really helpful for young adolescence for their future life However, in addition to academic knowledge and skills, a young man should also be provided with crucial social knowledge and be guided to join social activities so that he can adjust his behaviours according to social conventions, yet keeping his own heart and mind People who know completely nothing or people who inappropriately informed of the real world will have less chance to 'survive' in an ever-changing society Therefore, it is important that tertiary education focuses on developing both academic and social knowledge and skills 46 Bài s 20 Your view on tertiary education Nowadays, knowledge is very necessary for everyone especially young people as we are If we want to be sucessful in our career or to have a good living, we must be educated carefully Moreover, knowledge is a basic thing element for doing any kinds of work Being known the importance of education, our government have made the most convinient conditions for our education The educational system is improving day by day from the primary levels such as primary school, high school or secondary school to higher levels such as university especially tertiary school education Moreover, the quality of it is better day by the As we know, the tertiary education is a good chance for anyone who have worked or have been absent from school by some reasons, now they have a great opportunity to go to school again Our university has a good tertiary education system because with high quality because of our good professor group who are educated in foreign country with the high professionalness skill That is a good information for us I think not only our university has tertiary education but also many colleges in HCMC are the same The organization of tertiary education makes has many good programs and subjects as the universities Moreover, they make the schedules on flexible time because all most learners or students who must work so they have no a full-time for studying Therefore, they can take part in any class in their appropriate time The tertiary education have many different departments such as English department, chinese department and ect It gives the learners or students many choices which are appropriate with their ability and hobby In short, the tertiary education of not only our university but also in VN is improving day by day Now, it has a good quality with professional skills and good methods in teaching for different levels However, it has some kinds but not much, we must try our best to improve it better I'm proud to talk about the tertiary education of our university 47 Bài s 23 Arranging different work hours can help to limit traffic congestion Traffic plays an important role in our life But the streets in our country especially Ho Chi Minh City are so nerrow So we should have solutions to arrange the rush hours in our city to limit traffic jams The streets is so nerrow, but we have so many school along street At the time of finishing class we can not go at the places, high school located Parent of students are waiting for their children stand along the street, this situation make people transport in this street can not go To solve this problems the leaders of these high school should be sit together to arrange the time to break down their class time The policeman should be more active to come in time where the traffic jams allways happen They should try the best to work in time especially the rush hours The policeman must be increased to this affairs The government of city should have policy of public transport, such as buss car for citizens to reduce motocycles attend in street The big problems in our country are motocyles citizens of our country, every family have at least motocycle The traffic jams is easily to happen at the rush hours because the big motocycles attend in small street Some our streets are in the bad condition In a short, to limit traffic congestion, the goverment should arrange the different work time, improve street systems, increasing policemans and the best way is public transport 48 Bài s 33 Nowadays, traffic congestion is being a hot problem in many countries in the world, especially in Vietnam It usually happens at the rush-hours Therefore, I think that arranging different work hours can help to limit traffic congestion Firstly, with different work hours, people will not start their works or finish their works at the same time, and transport on streets at the same time For example, workers will start to work at a.m and schools will start at a.m Then, workers will finish their works at p.m and schools will finish at p.m If so, they will not be on streets in time And traffic congestion will be limit Moreover, at places where schools and factories next to each other, the streets will no longer be so crowded like before My school is near a factory And both start and finish at the same hours I'm tired and want to be crazy because of the traffic jame always So arranging different work hours may help to solve this problem In conclusion, I completely agree that arranging different work hours can help to limit traffic congestion And I hope that traffic problem could be solved soon in Vietnam as well as in the world 49 Bài s 37 Traffic congestion is a popular and complicated problem in Ho Chi Minh City Traffic congestion causes some certain difficulties to every one It is not only time-consuming but influences directly to the quality of work Therefore, arranging different work hours can help to limit traffic congestion is very necessary Fisrt, in the rush hours, all of trucks are forbidden to come to the urban areas of Ho Chi Minh City, because at that point, students, pupils have to go to school, workers have to go to the factory, staff have to go to the company If the trucks are also permitted to drive at that point, traffic congestion will happen Second, we should change work hours It means that students and pupils go to school at rather early hours: from 6.30 A.M to 7.A.M, workers and staff go to the factory at rather-late hours: from 7.30 A.M to 8.A.M If we arrange work hours according to such timetable, we can avoid the traffic congestion, because we can limit the amount of people rush to road at the same time Third, the government should limit people to use the motorbicycle especially the pupils We should encourage everyone to use the public bus, using the public bus not only avoids the traffic congestion but brings about the effective economy because the money pays for the bus ticket only 1.000 VND If we so, we can avoid both the traffic congestion and polluted environment The last but not least, all of us should follow the traffic rules to avoid the traffic congestion at the crossroad Arranging different work hours can help to limit traffic congestion is very necessary to 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