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M.A. Thesis. English Teaching Methodology -- University of Languages and International Studies. Vietnam National University, Hanoi, 2014
ACKNOWLEDGEMENTS
First of all, I would like to express my most sincere gratitude to Dr. Tran Thi
Tuyet, my honorable supervisor for her great guidance and encouragement without
which the study would not be completed. Her patience and the amount of time she
spent on revising manuscripts with muddled up contents have been truly
appreciated. Besides, her sense of thoughtful criticism and recognition of the work
have played a crucial role to the progress and completion of this study.
I also take this opportunity to express my thankfulness to all of my course
instructors and lecturers of University of Foreign Languages and International
Studies - Vietnam National University, Hanoi for their valuable advice and
suggestions throughout my study.
In addition, I am appreciative of my students of class M5 at Clever school for
their wholehearted cooperation in involving in the lessons and participating in
interviews which gave great Giúp to form a significant part of this study.
Last but not least, my heartfelt gratitude goes to all those who have kindly
advised and helped me towards the completion of my study report.
ABSTRACT
Despite the growing need for the communicative English skills suited for
global integration and curriculum innovations to teach English through
communicative language teaching over the years, studies conducted in Vietnam
education system report that most language teachers still follow the traditional
methods in teaching English. Given that the four language skills namely listening,
speaking, reading and writing are taught separately, and especially listening skill
which has not been paid due attention in EFL seems to be the most challenging
issue with learners. This study reports the findings of a case study where Dictogloss
technique was used to enhance the effectiveness of students‘ listening
comprehension. Dictogloss technique is an integrated skills technique for language
learning in which students work together to create a reconstructed phiên bản of a text.
Accordingly, the four skills of listening, speaking, reading and writing were
integrated in a lesson with a focus on both communicating meaning and correct use
of grammar. The findings show that although Dictogloss tasks are challenging,
students hold positive attitudes towards dictogloss tasks. Additionally, the
dictogloss technique used gives a great Giúp in the development of students‘
listening comprehension. For these reasons, Dictogloss technique is recommended
to be used more extensively in Vietnam in order to increase the effectiveness of
listening in particular and English teaching and learning process in general.
PART A: INTRODUCTION
1. Statement of the problem and rationale for the study
It can be seen that language is the most important communicative tool of
humankind and English is an important tool for today‘s international
communication (Richards & Rodgers, 2001). As ―the last 50 years have
witnessed the rise of English from an international language... to the position
of the first truly global language in the history of the world‖ (Hung, 2002,
p.33), the need for English in Vietnam has increased significantly. It is likely
that the needs and requirements of Vietnamese learners have changed. In the
past, students put more focus on learning grammar and tried to be good at
grammar, attempting to achieve good results in formal examinations.
Nowadays, English is needed for daily communication and employment.
However, despite the fact that in English teaching, one of the main objectives
is to prepare students for the communication in the real life and it is of great
importance and necessity to efficiently equip students with the four skills
together with relatively sufficient background knowledge, the teaching of
English in Vietnam has been widely criticized for the weak ability of the
students in using the language outside the classroom. Indeed, the outcome of
English as a foreign language (EFL) education in secondary schools and
universities is far from effective (Ngan, 2004; Nguyen, 2002; Tran, 2006).
Compared with other students in Asian region, Vietnamese students
generally have lower proficiency; most can hardly communicate or pursue a
study program in English, and thus experience disadvantages in the
international work force (Huynh, 2006). Although some students are very
good and achieve such high scores in grammar-based examinations, they are
unable to produce a perfect sentence in both written and spoken forms (Huy,

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