Strategies for learning english writing by 10th form students at high schools = các chiến lược ngôn ngữ được ứng dụng trong việc học môn viết tiếng anh cho học sinh lớp 10 tại các trường THPT

vinh university department of foreign language ------------------------------------------------ vơng thị thu hiền Graduation thesis strategies for Learning english writing by 10 TH FORM students at high schools các chiến lợc ngôn ngữ đợc ứng dụng trong việc học môn viết Tiếng anh cho học sinh lớp 10 tại các trờng THPT Field: Methodology Supervisor: M.A. Vũ Thị Việt Hơng Student : Vơng Thị Thu Hiền Class : 44b2 Course : 2003-2007 Vinh, 5/2007 1 Acknowledgement During the process of doing this research, I have received a great deal of supports and encouragement from variety of people. Foremost, I wish to acknowledge the precious assistance of my supervisor, Ms Vu Thi Viet Huong, M.A, who allows me to draw fully on her wisdom and experience in implementing this study. Without her guidance and invaluable feedback, I could not pursue and complete this thesis. I would like to express my deepest thanks to all the teachers of the Department of foreign languages for their supports in providing with constructive suggestions for this thesis. I would like to thank the students at Nguyen Xuan On high school for their impartial help by devoting their time giving answers to the survey questionnaires and direct interviews and discussions, without whose enthusiastic cooperation this study could not have been completed Finally, I am indebted to my family and my friends, who always provide me with utmost support and encouragement in everything and in completing this thesis. 2 abstract Up to now, there has been little research into learning strategies utilized for writing, particularly in Vietnamese context. With this in mind, this research investigated language learning strategies in writing and individual writing strategies employed by students at Nguyen Xuan On high school. It aimed to identify the most frequently used strategies and different strategy use between “successful” and “less successful” learners in order to find out the most useful strategies in writing in English for high school students. The research was based mainly on the theoretical background of language learning strategies classified following Oxford’s (1990) six categories and an additional category of negative strategies as well as the individual strategies used in the writing process. The author hoped to demonstrate that language learning strategies are relevant and could be employed in the process of writing. Through the result of data analysis of the survey questionnaire and interview, the study showed that metacoginitive, cognitive and compensation strategies were among the most useful. Nevertheless the most frequently used strategies were memory, affective and social strategies. Moreover, different individual strategies were demonstrated to be the most effective in different stages of the writing process. However, cognitive strategies were identified the most useful in every stage. Basing on the documentation and literature review and the result of data analysis of the survey questionnaires and interviews, the author presents some suggestions on improvements of teaching writing with the focus on techniques of giving comments on learners’ written work and the methods of utilizing edition and feedback in the writing classroom. 3 List of Abbreviations LS : learning strategies LLS : language learning strategies L2 : second language FL : foreign language MC : Metacognitive strategies C : cognitive CP : compensation M : memory A : affective S : social N : negative HSG : High Score Group LSG : Low Score Group 4 Table of contents Acknowledgment i Abstract .ii List of abbreviations .iii List of tables and figures iv part A: Introduction .1 1.1. Rationale .1 1.2. Scope of the study 2 1.3. Aims of the study .3 1.4. Method of the study .3 1.5. Research questions .4 1.6. Design of the thesis 4 part B: development 5 Chapter 1: Literature review 1.1. Language learning strategies 5 1.1.1. Learning strategies 5 1.1.2. Language learning strategies .6 1.1.2.1. Definition 6 1.1.2.2. Taxonomy of language learning strategies 8 1.2. Writing product 12 1.3. Writing process and writing strategies .18 1.3.1. Pre-writing .20 1.3.1.1. Generating activities .20 1.3.1.2. Focusing activities 23 1.3.1.3. Structuring activities 23 1.3.2. While writing .24 1.3.3. Post-writing .25 Chapter 2: Methodology .28 2.1. Subjects of the study .28 2.2. Data collection instruments .29 2.2.2.1. Questionnaire 29 2.2.2.1.1. Description of the questionnaire .29 5 2.2.2.1.2. Advantages and Disadvantages of the questionnaire method 30 2.2.2.2. Interview .31 2.3. Pilot study ……… 32 2.4. Data collection procedure .32 Chapter 3: findings and discussions .36 3.1. Results of background information 36 3.2. Results of LLS use in writing .39 3.2.1. LLS use in writing .39 3.2.1.1. Overall LLS use in writing .39 3.2.1.2. Overall LLS use in writing by Group 44 3.2.2. Individual LLS use in writing .46 3.2.3.1. Individual LLS most frequently used in writing 46 3.2.3.2. Individual LLS least frequently used in writing 47 Chapter 4: Implications for teaching writing .51 4.1. General Implications 51 4.2. Implications in teaching writing as a writing process .51 4.2.1. Pre-writing .52 4.2.2. While-writing 52 4.2.3. Post-writing .53 part c: Conclusion 55 References Appendixes Appendix 1: Research questionnaire Appendix 2: Interview questions Appendix 3: Checklist Appendix 4: Feedback sample for peer-editing Appendix 5: Feedback sample for teacher- editing 6 Part I: Introduction 1.1. Rationale English nowadays has become an integral part in every aspect of life: in science and technology, in economy, and in socio-cultural activities. Thus, teaching and learning English has gained constant awareness from educators, students, and parents all over the world. The function of a language is communication; thus, speaking and listening are the initial concern for a language learner. The ability to speak fluently, persuasively and appropriately and to get information from others is a goal that all foreign language learners want to achieve. However, in many cases, it is impossible to communicate through speaking and listening due to the reason of space, time, the problem of volume, etc. For example, in the cases when we are away from home and we want to let our parents know that we are all right, or when we go to our friend's house to invite them to our dinner next weekend but nobody is home, or we want to apply for a job, etc. In such situations, we may need a letter, a note, or a job application, of a social endeavor. Therefore, besides speaking and listening, writing is another important part in learning a language. Unfortunately, for decades writing used to be seen only as an aid to English learning process, an exercise in perfecting grammar and vocabulary. Many teachers nowadays still consider writing a tool " to consolidate the learning of new structures or vocabulary or to help students remember new items of language to allow students to see how they are progressing and to get feedback from the teacher and allow teachers to monitor and diagnose problems" (Hedge, 1998:7). Having recognized the importance of writing in learning, educational authorities in Vietnam have recently paid attention to developing students' ability to write whole pieces of communication, texts as social endeavor rather than the ability to produce single, clear and correct sentences. In fact, students themselves, particularly those at high schools, have already realized the necessity of learning writing because it is important in their social, educational or professional lives, or at least because it is a part of their learning assessment. However, they still have founded writing in English a challenge. Beside the problems of grammar, vocabulary and sentences structures, students have coped with a number of difficulties in generating, developing, organizing and liking ideas in a cohesive writing. The reason may lie in their lack of knowledge and improper employment of the writing process 7 and writing strategies, which most teachers cannot provide their students due to the limited time in each writing lesson. Another reason for me to choose this research topic is the assumption that Language learning strategies can be an effective tool in developing learners autonomy, which seems to be paid less concern by both teachers and students at high school. Many researchers have demonstrated that language learning strategies are the toolkit of effective learning that " make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations" (Oxford,1990:8). They can also enable students to become more independent, autonomous, life long learners (Oxford,2003:8). Equipped with learning strategies, particularly in writing, students are supposed to be better writer in English. For the above- mentioned reasons, the author is encouraged to undertake the study entitled" Strategies for learning English writing by 10 th form students at high schools" in order to find out the most useful wring strategies for High school students in making better written work. The study also aims to provide suggestions for teachers to help their students to cope with the difficulties in writing in English 1.2. Scope of the Study The scope of this research is small in its population. This is a plenary investigation into students' perceptions of Language learning strategies and how to apply them in writing for 10th form students at High Schools. In addition, the study mainly investigated language learning strategies used in writing, only one skill among four language skills (speaking, reading, listening, and writing). 1.3. Aims of the Study The study is aimed at demonstrating that language learning strategies can be applied to writing in general and writing process in particular as well as finding out the most useful strategies that students can use so as to overcome their difficulties in writing in English and become better writers. The specific aims of the study are as follows: - To find out the difficulties students face in writing and the strategies they make most use to cope with these difficulties. - To find out the differences between the use of the strategies by successful and less successful students. 8 - To provide suggestions for learners to improve their writing process so as to develop clear, effective writing in English as well as suggestions for teachers to help their students produce better written work. 1.4. Method of the Study In order to achieve the above- mentioned aims, a combination of several methodologies was utilized. The first methodology was documentation. The author based on theory of language learning strategies and ways of implementing it in writing in English. From critical reading, many reference materials have been gathered, analyzed, and synthesized to draw out a theoretical basis for writing skill for students at high school The second methodology utilized was the survey questionnaire. Survey questionnaires were employed by the students at Nguyen Xuan On high School to investigate their perceptions about language learning strategies and identify the most frequently used strategies and different strategy use between "successful" and "less successful" learner in order to find out the most useful strategies in writing in English for high school students. Beside the use of critical reading and survey questionnaires for data collection, the study made use of other supporting methods such as interviews with teachers and students to gather more information needed 1.5. Research Questions This study is implemented to find answers to the following research questions: 1. What strategies in writing in English to be most frequently used by Nguyen Xuan On High School students in general? 2. What strategies appear to be the most useful for them in writing in English? 3. What strategies appear to be the most useful in each stage of their writing process? 1.6. Design of the Study The thesis is organized into three parts: Part I " Introduction" provides the basic information such as Rationale, the scope, the aims, research questions, and the design of the thesis Part II: Development, consists of four chapters: Chapter 1 is the literature review providing the theories that would be helpful for my study. It discussed different view on Strategies for language learning, writing product, writing process and writing strategies. 9 Chapter 2 presents the study employed in the research, including the subjects of the study, the research instruments, data collection procedure, the advantages and disadvantages of the methodology employed Chapter 3 presents the findings and discussions of the thesis in which the collected date from both questionnaire and interview are analyzed in order to find answers for the research questions posed in chapter one. Chapter 4 provides some suggestions on improvements of teaching writing in English at high school Part III "Conclusion" presents a summary of the study and suggestions for further research on the topic 10